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Results 11 - 20 of 23
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: The theme for this Perspectives course is clinical considerations in assessment of children and adults from culturally and linguistically diverse (CLD) backgrounds and providing culturally supporting treatment settings. Topics include (a) acoustic parameters of retroflex sounds, (b) the two-question method for assessing gender identity, (c) assessment recommendations for new language learners, and (d) creating culturally supportive settings to foster literacy development.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This activity includes two articles related to language and literacy intervention for children with hearing loss and deafness. In the first article, Stephanie Mary Raymond and Tring D. Spencer investigate the effect of narrative language intervention on the narrative retelling skills and vocabulary use of children with hearing loss. In the second article, Krystal L. Werfel and Sarah Lawrence describe specific considerations for print-referencing interventions for children with hearing loss along with a case study. The respective authors conclude that print referencing, with specific considerations for children with hearing loss, may be an effective emergent literacy intervention to increase conceptual print knowledge for children preschool-age with hearing loss; and narrative intervention is promising for facilitating language skills improvement for children with hearing loss. Both studies require replication for their findings.
Credit(s): PDHs: 9.0, ASHA CEUs*: 0.9
Summary: This journal self-study course is composed of papers from a 2019 Research Forum, Advancing Statistical Methods in Speech, Language, and Hearing Sciences. These selected articles provide advanced-level discussion about clinically relevant statistical methodologies to give speech-language pathologists a stronger foundation from which to analyze and understand the statistical research they come across to decide when and how to apply it in practice.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: The theme for this SIG 14 activity is examining challenges for faculty and students in communication sciences and disorders (CSD). Topics include (a) challenges faced by academic mothers in CSD programs; (b) challenges faced by faculty of color in CSD departments; and (c) examining microaggression endorsement in CSD students.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: In an ever-changing global landscape, it is pertinent that audiologists and speech-language pathologists “account for the complexity and diversity of healthcare contexts” (as stated in the second article by Pillay and Pillay). Pressing concerns related to advancing technology (artificial intelligence and machine learning), culturally responsive practice, and rapid climate change are all trending societal conversations. This SIG 17 self-study explores creative solutions to pressing global issues that impact the field of audiology and speech-language pathology. Topics presented include key ethical concerns regarding hearing aids with machine learning, a novel culturally responsive framework for contextualized clinical reasoning, and the impact of climate change on communication and swallowing disorders.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: These SIG 8 Perspectives articles focus on topics that are important in promoting public health audiology. In “Fundamentals of Epidemiology for the Audiologist,” Torre and Reavis provide an overview of basic epidemiologic concepts including study design, prevalence, incidence, risk ratios, and odds ratios. The authors emphasize that an understanding of epidemiology is crucial for audiologists for a variety of reasons, including to help them assess the quality of publications, evaluate and discuss the efficacy of screening methods, and evaluate and communicate risk factors for ear and hearing problems. In “Hearing Health Care Delivery Outside the Booth,” Gates, Hecht, Grantham, Fallon, and Martukovich review the literature on boothless audiometry and introduce current tools used to deliver hearing health care outside of the traditional clinic setting. From their review, the authors conclude that boothless audiometry technology provides an opportunity for audiologists to expand services to nontraditional settings such as waiting grooms and nursing homes, increasing access to care, early identification, and intervention, and therefore improving health outcomes.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: How can audiologists enhance patient-centered communication, even during the COVID-19 pandemic? This self-study is from the journal, Perspectives of the ASHA Special Interest Groups, SIG 7: Auditory Rehabilitation and Its Instrumentation. It features two articles focused on patient-centered strategies for effective communication, from initial consultations to prioritizing follow-up care, during COVID-19. It also includes the article that won the 2021 ASHA Journals Editor’s Award for Perspectives (for SIGs 6, 7, 8, and 9) by Davidson and Marrone. The first article is, “How to Provide Accessible Hearing Health Information to Promote Patient-Centered Care.” Kelly-Campbell and Manchaiah review the literature within audiology on patient-provider communication. They focus on research studies of communication during initial audiology consultation sessions. Through a summary of themes in the literature, they categorize important research findings that provide insight into communication between patients and their audiologists. Finally, they identify five key strategies for effective patient-centered communication. Each strategy is then reviewed in detail, with clinical examples and specific recommendations that can be immediately implemented in practice. The second article is, “A Clinically Valuable Interaction in the Midst of COVID-19 and Beyond: A Viewpoint on the Importance of Patient-Centered Outcomes in Rehabilitative Audiology.” Davidson and Marrone discuss patient-centered communication following hearing aid device fittings. They identify challenges facing patients and audiologists related to follow-up hearing aid services as a result of the COVID-19 pandemic. Based on a literature review and their own recent research, they developed a decision-tree algorithm to help audiologists prioritize clinical activities following hearing aid fittings, including remote formats for care. The algorithm was based on use of a patient-centered outcome measure, the Measure of Audiologic Rehabilitation Self-Efficacy. Patient-centered outcomes measurement is suggested as an engagement strategy for continued communication with patients during the COVID-19 pandemic and beyond.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: The theme for this SIG 14 activity is clinical considerations through paradigm shifts in providing culturally relevant family-centered intervention and instruction. Topics include (a) providing culturally relevant family centered care; (b) second language literacy instruction for multilingual adolescents; and (c) impacts of study abroad experiences on students’ intercultural competence.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This trio of SIG 9 articles provides the reader with three diversely focused topics related to pediatric hearing and hearing disorders. These range from a review of barriers to equity in pediatric hearing health care, to students’ perspectives on preservice education about cued speech, and then how practitioners measure receptive and expressive American Sign Language (ASL). The review, “Barriers to Equity in Pediatric Hearing Health Care: A Review of the Evidence,” explores data to suggest that hearing health care disparities constitute a major factor in loss to follow-up or documentation for children going through the Early Hearing Detection and Intervention process. Underlying disparities are multifactorial and result in delayed care and suboptimal developmental outcomes for children who are deaf or hard of hearing. “ASL Assessment in Practice: Assessing American Sign Language Across Clinical Settings” discusses exploratory research to investigate what assessment tools professionals use in measuring receptive and expressive ASL. Conclusions indicate that there is variable access and knowledge for appropriate assessment measures in ASL. “The Effect of a Graduate Course in Cued Speech on Students' Perspectives: A Pilot Study” is a pilot study investigating the beliefs and attitudes in Deaf Education related to a course on cued speech. The investigation revealed that a single course in the approach could influence student perspectives on cued speech and other Deaf Education instructional approaches.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: The first article in this SIG 18 activity investigates the applications speech-language pathologists (SLPs) and audiologists used most frequently during the beginning of the COVID-19 pandemic. It also discusses the main obstacles to providing speech, language, and hearing services through telepractice. Through the international distribution of an electronic survey, a total of 1,466 surveys from SLPs and audiologists from 40 countries were used for the analysis. The second article discusses the Auditory Verbal UK's training program for prospective listening and spoken language specialist certified auditory verbal therapists delivered globally via telepractice. The article explores, from a global perspective, audiology and early intervention services and perspectives regarding telepractice. The third article explores parents' and therapists' views of the benefits and challenges of telepractice for early intervention for children who are deaf or hard of hearing during the COVID-19 pandemic. Through survey and analysis, the article probes the views of parents, Listening and Spoken Language Specialist Certified Auditory Verbal Therapists in using telepractice to deliver auditory verbal sessions.
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