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Results 1 - 10 of 11
Presenter(s): Donna Henderson, PsyD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Autism can present quite differently in boys and girls, and research demonstrates that many girls and women are being misdiagnosed or missed entirely. In this recorded session from ASHA’s 2021 Schools Connect online conference, the presenter explores the subtle presentation of autism in general and the specific ways that girls and women can present. The speaker discusses the importance of a comprehensive social cognition assessment to increase the likelihood of proper autism diagnosis.
Presenter(s): Kellyn Dailey Hall, PhD, CCC-SLP; Leslie W Johnson, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores how health disparities impact dysphagia management and associated outcomes. The speakers present tools and strategies SLPs can use to improve their cultural responsiveness and adopt an inclusive mindset in their approach to patient-centered care for patients with dysphagia.
Presenter(s): Ruchi Kapila, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Focusing on the perspectives of transgender and gender nonconforming (TGNC) individuals and communities, this session explores ways SLPs who currently--or aspire to--provide voice and communication services to TGNC individuals can better meet the holistic needs of this client population.
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: 2.5, ASHA CEUs*: 0.25
Summary: The articles in this course present models for increasing equity and inclusion across our discipline. Girolamo and Ghali introduce a student-led grassroots initiative that supports minority students at all levels. Mohapatra and Mohan propose a model for increasing student diversity and inclusion based on successful programs from other health-related disciplines. Finally, Mishra et al. examine three challenges that faculty of color face: cultural competency, imposter syndrome, and racial microaggressions.
Presenter(s): Huanhuan Shi, MS; Meredith Kincaide; Christina Reuterskiold, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course focuses on a meaning-based approach to language assessment and intervention for intentional communication skills in young children. The nonlinguistic and linguistic context support meaning-driven communication expressed with language form from the child. Speakers discuss language sample analysis and the developmental hierarchy of Language Content/Form/Use, and highlight how this approach is less biased than norm-based assessments when used with children from culturally and linguistically diverse contexts.
Presenter(s): Natalia Camacho, BS; Svenja Gusewski, PhD, CCC-SLP; Farzan A Irani, PhD, CCC-SLP; Raul Rojas, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session is a clinical tutorial that uses cases examples to integrate the practices of language sample analysis and fluency assessment. It focuses on the implementation of fluency codes in narrative retell language samples. Speakers provide information on how to identify and accurately code specific types of disfluencies within a narrative retell language sample. The tutorial provides clinicians with practical tools to use in particular narrative retell language samples to assess fluency and language production skills in bilingual and monolingual children. This course is a recorded session from the 2021 ASHA Convention Virtual Library (session 2160V). Content disclosure: This project focuses on the tool "Systematic Analysis of Language Transcripts (SALT)" to assess fluency in narrative retell language samples.
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: 1.5, ASHA CEUs*: 0.15
Summary: This course examines three progressive cultural topics as they relate to speech-language pathology and audiology: ageism among CSD graduate students; institutional, symbolic, and individual systems of oppression; and the interaction between social determinants and health disparities.
Presenter(s): Jessica L Fanning, PhD, CCC-SLP ; Daphne Sage Martell, MA, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: The session describes a case study that investigated the effectiveness of using a Comprehensive Integrated Approach to treat stuttering with a bilingual-bicultural Spanish-English adult who experienced stuttering. The case study queried whether a monolingual English-speaking clinician could effectively guide a bilingual-bicultural Spanish-English speaking adult who stuttered to transfer skills to a second language. The intervention addressed the client's bilingual-bicultural performance on measures of speech fluency, strategy use, reactions to stuttering, problem-solving, and quality of life.
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