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Instructional Level
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors describe ways to (a) increase speech-language pathologists’ comfort with treating stuttering by providing a structured grouping of activities centered around using education, ease, and empowerment (Gore & Margulis); (b) continue using empirical evidence and clinical experience to make informed decisions about assessment procedures for young children who stutter (Singer & Kelly); and (c) provide holistic speech-language therapy services for stuttering using telehealth (McGill & Schroth). Each of these articles provides practicing clinicians ways to gain confidence in their abilities to provide evaluations and treatment across delivery paradigms.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors describe ways to (a) increase speech-language pathologists’ comfort with treating stuttering by providing a structured grouping of activities centered around using education, ease, and empowerment (Gore & Margulis); (b) continue using empirical evidence and clinical experience to make informed decisions about assessment procedures for young children who stutter (Singer & Kelly); and (c) provide holistic speech-language therapy services for stuttering using telehealth (McGill & Schroth). Each of these articles provides practicing clinicians ways to gain confidence in their abilities to provide evaluations and treatment across delivery paradigms.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: In this SIG 4 activity, authors explore ways to provide experiential learning to graduate students enrolled in stuttering courses (Palasik, Hughes, & Ellis) and discuss the clinical experiences of school-based speech-language pathologists related to stuttering (Panico, Daniels, Yarzebinski, & Hughes), strategies for teachers to support children who stutter (Cozart & Wilson), and ways to interrupt the narrative of ableism that surrounds the treatment of stuttering (Gerlach-Houck & Constantino). Each of these articles provides a unique perspective on ways that professionals can seek to create a more supportive environment for our clients who stutter by changing the foundations of the way we teach preservice clinicians, support our school-based colleagues, and address the narrative of ableism that pervades our culture.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: These articles show the breadth of topics relevant to the understanding and treatment of fluency and fluency disorders. The articles include topics on the impact of allergies on the sleep of children who stutter and using solution-focused principles to elicit perspectives on therapeutic change in older children who stutter and their parents.
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: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors detail the myriad of ways that stuttering can influence aspects of life, from parents’ differing perceptions of their child who stutters (Mostafa, St. Louis, El-Adaway, Emam, & Elbarody), to completion of turns by people who do not stutter when the person who stutters experiences stuttering (Kondrashov & Tetnowski). These articles help readers understand the pervasive nature that stuttering exerts on the lives of people who stutter across the lifespan.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: These three articles describe current issues and advances related to hearing diagnostics, treatment, and prevention. The first article is a detailed description of the impact that COVID-19 face masks and social distancing regulations have had on speech recognition and how face masks affect the acoustic signal and increase cognitive effort in listeners with hearing loss. Suggestions for mitigating these deleterious impacts on communication are provided. The second article is a research study examining the correlation between self-perceived hearing difficulty, determined using a questionnaire (Adult Auditory Performance Scale), and speech-in-noise performance (Listening in Spatialized Noise–Sentences Test) in listeners with normal pure-tone thresholds. Results highlight the relationship between self-perceived hearing abilities and binaural speech-in-noise performance supporting the inclusion of speech-in-noise testing even in those with normal pure-tone thresholds. The third article is a review of current genetic, stem cell, and pharmacotherapy research for treatment and prevention of hearing loss. Animal models are discussed, as well as steps to translate this research into clinical practice.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: As a step toward developing an electrophysiologic method for validating the speech feature discrimination benefits of amplification, the article in this SIG 6 activity evaluates the effect of stimulus level and amplification on the acoustic change complex in adults with sensorineural hearing loss.
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: The article in this SIG 6 activity focuses on the audiologic variations seen among patients undergoing the same type of ototoxic drug treatment (cisplatin). Results show a large amount of audiologic outcome variability among the two patients examined, despite similar demographic factors, drug treatments, and types of cancer. Factors relating to ototoxic susceptibility are discussed, and the importance of otoxicity monitoring programs for early detection of audiologic change is highlighted.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Ototoxic medications and chemical agents in the workplace can put individuals' hearing and vestibular health at risk for permanent injury. Proactive ototoxicity management (OtoM) strategies aim to minimize exposure, avoid onset of symptoms, provide ongoing monitoring, and manage auditory and vestibular changes as the clinical needs of the patient evolve. During a 2021 American Speech-Language-Hearing Association Special Interest Groups Open House, members of the International Ototoxicity Management Group discussed how best to integrate OtoM into routine clinical practice, what tools to use, and what special considerations need to be understood to best support patients and their families. Here, we have summarized their viewpoints to encourage widespread adoption of improved OtoM services for at-risk individuals. The field of audiology needs to move to a place where we better understand the full extent of ototoxicity and can agree on expanding minimum guidelines that can be implemented more universally to mitigate, detect, and manage the damage from ototoxic exposures. Only recently has our field seen a therapeutic drug that can protect against ototoxicity; however, the population served is restricted only to children receiving treatment for nonmetastatic carcinoma. This is hopefully just the beginning of future therapeutic interventions to come, but, in the meantime, ototoxicity resulting from other medications in different patient populations and chemical agents persists.