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Results 71 - 80 of 139
Presenter(s): Ryan McCreery, PhD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The Joint Committee on Infant Hearing (JCIH) was established to develop evidence-based guidelines for supporting infants and young children who are deaf or hard of hearing. In 2019, the JCIH published an updated position statement based on expertise from stakeholder groups – including audiologists, SLPs, pediatricians, early intervention providers, otolaryngologists, and professionals from the Deaf community. This course describes the major changes in the JCIH position statement as well as clinical implications for any professional involved in serving children who are deaf or hard of hearing and their families. This course – part of the SIGnature Series – was developed by SIG 9: Hearing and Hearing Disorders in Childhood.
Credit(s): PDHs: 11.5, ASHA CEUs*: 1.15
Summary: This journal self-study course is composed of papers from the 7th Aging and Speech Communication Conference (April 2019). The articles cover a range of topics about speech processing in normal aging, including changes in auditory pathways and cortical structures in older adults with and without hearing loss; the relationship between cognitive skills and hearing performance in older adults; speech perception of older and younger adults when certain linguistic factors are manipulated; and age-related effects of processing accented speech in native and non-native speakers.
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.
Presenter(s): Lauren Calandruccio, PhD, CCC-A
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The likelihood of encountering multilingual individuals, non-English-speaking individuals, and non-native speakers of English in the clinic is becoming more common. As audiologists are working with linguistically diverse populations, they may find themselves asking, “How should I evaluate speech perception in my patients who are not monolingual speakers of English? Which speech materials should I use?” This on demand webinar reviews the current literature on multilingual and non-native speech perception and discusses approaches to best serve patients from diverse linguistic backgrounds.
Presenter(s): Gayla L. Poling, PhD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Hundreds of medications commonly prescribed for anticancer treatments and some infections are known to cause auditory and/or vestibular dysfunction, known as ototoxicity. This course discusses early detection of ototoxicity through increased awareness, leveraging current tools, and clinical practice approaches for serial monitoring, all of which can provide care teams opportunities to identify adverse effects, modify treatment plans to mitigate hearing loss, and utilize individualized interventions. The speaker discusses strategies for preventing or minimizing cochlear damage to preserve quality of life for patients receiving treatment and to reduce the societal burden of hearing loss.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: This journal self-study includes select papers on conversation and discourse production that were presented at the 49th Clinical Aphasiology Conference (2019) in Whitefish, Montana. The articles reflect the current state of research on treatments to improve conversation and discourse production for people with aphasia.
Presenter(s): Ishan S Bhatt; Nilesh Washnik
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Young musicians are exposed to traumatic sound levels that might increase their risk for tinnitus and noise-induced hearing loss (NIHL). Music and noise are known environmental risk factors for tinnitus and NIHL. This course examines a hypothesis that genetic variants might further explain clinical heterogeneity in tinnitus and NIHL.
Presenter(s): Mary Elliott; Andrea D Warner-Czyz; Rachel E. Glade; Nannette Nicholson
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This course focuses on social-emotional learning milestones and current trends in research regarding social-emotional learning for children who are deaf or hard of hearing relative to peers with typical hearing. A research team reports on findings from a survey of caregivers of children with hearing loss regarding their knowledge, ratings, and facilitation of social-emotional learning in their children.
Presenter(s): Rebecca J Boersma, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session reviews the emerging evidence of neurological manifestations of COVID-19 and identifies how SLPs can use their unique position to maximize patient outcomes-whether as a member of an interdisciplinary team or as a solo provider. The session strives to increase clinicians' confidence in their abilities to: identify common cognitive-communication symptoms for patients who have recovered from COVID-19, and evaluate and treat with an individualized, patient-centered approach.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: In “Coupling Hearing Health With Community-Based Group Therapy for Cognitive Health in Low-Income African American Elders,” Postman et al. describe a community-based group intervention to address disparities experienced by African American elders in the early stages of cognitive–communicative decline. The intervention included partnerships with community health centers, culturally informed activities, and ongoing input from staff and participants. The authors describe the advantages of this community-engaged approach, as well as the benefits of joining hearing and cognition for minimizing access barriers. In “Public Health Frameworks in Audiology Education: Rationale and Model for Implementation,” Warren and Levy review how public health education can advance the field of audiology, particularly through coursework and dual degree programs. The authors also describe two frameworks for public health training in an audiology academic setting and identify the competencies that overlap in audiology and public health, helping to illustrate the relevance of public health education in addressing objectives in hearing health care.
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