ASHA Learning Pass

Log in and check out the Dashboard to view featured courses.

Filter Courses By
Profession
Setting
Client Age [clear]
Topic Area [clear]
Experience
Course Format [clear]
SIG
Instructional Level
Results 1 - 10 of 24
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This course focuses on neurodiversity-affirming practices. Five articles discuss the need for neurodiversity-affirming care; research design and reporting in autism intervention research; knowledge, experience, and training of school-based professionals and their familiarity with early communication access for autistic children; themes in spoken narratives produced by autistic adults whose genders are marginalized; and gestalt language processing.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, learners will read three peer-reviewed articles centered on cluttering in preadolescent through adult speakers. The first article is a case study of a preadolescent with cluttering. In this paper, the authors highlight brain development during adolescence, adolescent cognitive and emotional development, and the effects of a therapy approach based on objective speech measures. The second article is a research study concerned with disfluency clusters produced by adults with cluttering in natural conversations. The authors describe how disfluency clusters are affected by the nature of the relationship between speakers. The last article presents qualitative data from a focus group of adults with cluttering who have emerged as community leaders. Their reflections include recommendations for listeners and support groups, self management, and their thoughts on labels and acronyms.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This course focuses on best practices, perspectives, and challenges in the assessment and intervention of developmental language disorders in culturally and linguistically diverse (CLD) populations. The articles discuss resources to interpret and use common standardized language assessments in English for CLD school-age youth; increasing Spanish-speaking caregivers’ use of language-promoting strategies in everyday activities with infants and toddlers; and treatment of bilingual children to promote progression in both languages.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This course focuses on the prevalence and identification of communication disorders in Japan, Guatemala, and global contexts. The first study, conducted in Japan, examines the prediction of special educational needs in children who stutter using a screening test for three neurodevelopmental disorders. The second study explores clinical practices for speech sound disorders in Guatemala, particularly the use of nonspeech oral motor exercises. The third study provides insights into the frequency of aphasia worldwide.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This SIG 14 activity reviews recommendations for families raising multilingual children with autism and examines types of support received by multicultural individuals who stutter. Topics include (a) a review of recommendations for families raising multilingual children with autism and (b) concepts of family support in stuttering.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This SIG 19 activity bundles four articles providing perspectives on a broad variety of topics in speech-language pathology. First, Bunta and Gósy discuss how speech-language pathologists and audiologists could utilize acoustic analyses in their clinical practice. They provide specific examples ranging from aphasia to speech sound disorders and various linguistic contexts to demonstrate the utility of these tools. The authors suggest acoustic analyses can be a valued supplement in clinical evaluations. Next, Diekhoff and Lulich examine speech-language pathology students’ conceptualization and description of American rhotic Sounds. They discuss the differences in descriptions of rhotic sounds by students who had experience with those sounds compared to those who did not have experience with those sounds. The role of direct instruction regarding rhotic shapes is highlighted. Then, Gurevich and Kim discuss quantifying allophonic coverage in commonly used reading passages. In summary, they suggest a need for new speech materials that could provide allophonic coverage. Finally, Jung, Jing, and Grigos investigate the accuracy and consistency of students’ perceptions/ratings of speech errors in children. They report that student clinicians’ ratings matched with expert speech-language pathologists’ ratings with training. The importance and need for listening training in speech-language pathology programs are also discussed.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This SIG 10 activity focuses on student perceptions and experiences. In the first article, the experiences of SLP graduate students who previously worked as Speech-Language Pathology Assistants are compared with students who did not come into their programs with such experience. Implications for prospective students and program development are discussed. Next, authors investigate experiences of students and graduates of clinical doctorate programs, including the application process, their career goals and outcomes, and their general reflections on their decision to pursue the doctor of speech-language pathology degree. Third, authors present an examination of SLPs’ perceptions of graduate students in CSD who speak with vocal fry (a low-pitched, grating voice quality). Finally, in a mixed-method study, graduate and undergraduate students participate in a learning-by-teaching experience in two CSD courses. Three years of data is presented.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The theme for this SIG 14 activity is bilingual parents’ experiences receiving advice regarding language use and perspectives related to multicultural training with SLPs. Topics include: examining the advice parents of bilingual children received from health care professionals and teachers regarding the language(s) their children should learn and use, as well as assessing whether SLPs feel adequately prepared to interact with, assess, instruct, or treat multicultural clients.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This SIG 19 activity bundles four articles providing perspectives on a broad variety of topics in speech-language pathology. First, Holt provides an overview of current and historical discussions of gender and race, challenging the reader to accept that one’s perspective is indebted to a specific belief system. Readers are to evaluate how gender and race are used to categorize people and examine whether a member of a marginalized or minoritized group affects that person’s access to or use of intervention services. Next, Cox and Koenig define speech privacy and provide a brief history and applications in the health care setting. A general perspective is outlined, including threats to speech privacy, and speakers who use an electrolarynx are used as an example to highlight specific issues clinicians may encounter. Ramanarayanan et al. discuss the use of speech as a biomarker in therapy and research. In summary, robustness of analytics—specificity, diversity, and physiological interpretability—must be further developed. Finally, Weerathunge, Tomassi, and Stepp review a number of populations with voice disorders that have been studied using altered auditory feedback. Many have hyperactive auditory feedback responses and the differing underling reasons are reviewed. Therapy considerations are also described.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: It is well known within our field that identifying voice and upper airway specialized training opportunities and subsequent positions is challenging, competitive, and sometimes elusive. In this SIG 3 activity, various pathways to specializing in voice and upper airway disorders are explored from the viewpoint of different authors at various stages of their careers. The hope is to make the process of specialization more transparent and share components that have contributed to success, while also highlighting the diversity of training and experience that is so important in our field.
<< < 1 2 3 >>