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Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This Perspectives (SIG 1) forum focuses on supporting students in a school setting in improving morphological skills. Authors discuss key components of intervention, collaboration with other professionals, and practical strategies for clinicians.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This Perspectives (SIG 1) forum focuses on developmental language disorder (DLD), including the history of terminology changes in the field, the relationship of specific language impairment and DLD, diagnostic criteria in the field of speech language pathology, and an examination of DLD through a school-based lens.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This Perspectives (SIG 1) forum focuses on neurobiological factors associated with language learning. The first article describes a model of causation by which environmental factors influence neural and cognitive development. The second article examines learning contexts and their impact on verb learning. The third article discusses early motor deficits and their relationship to speech/language outcomes, and the final article reviews morphological processing in normal and clinical populations.
Credit(s): PDHs: 6.5, ASHA CEUs*: 0.65
Summary: This Perspectives activity focuses on the assessment and treatment of school age students with social language deficits. The first article defines three different conversational profiles for students with autism spectrum disorder (ASD)and discusses intervention strategies appropriate for students within each of the profiles. The second article analyzes the benefit of using analog tasks (i.e., tasks that represent real-life social tasks) with toddlers through adolescents to evaluate social communication abilities and guide intervention. The third article aims to provide support for best practices in assessing students with social communication deficits, as determined by results of a survey of speech-language pathologists’ current methods and approaches. The final article examines how effective commercially available standardized tests are for evaluating the social and pragmatic language deficits of students with social pragmatic communication disorder within and separate from ASD.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: This activity focuses on the childhood maltreatment consequences on social pragmatic communication. Based on a complex family and social conception of neglect, a logical model illustrating public health services for children experiencing neglect is proposed. The role of speech-language pathology in prevention, policy, and practice is outlined. The importance of assessing the narrative language of children exposed to complex trauma is also emphasized.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This Perspectives (SIG 1) forum focuses on the treatment of young children with a diagnosis of autism spectrum disorder. The first article examines the effects of parent-mediated intervention on the spoken language of young children. The second article focuses on an embedded teacher-implemented social communication intervention for preschoolers. The third article examined peer mediated augmentative and alternative communication for young minimally verbal children. The final article reported on social communication predictors of successful inclusion experiences for students with autism in an early childhood lab school.
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: First, Katie Strong and Barbara Shadden provide an overview of the relationship between narrative, identity, and social co-construction for persons with aphasia and narrative treatment approaches for identity renegotiation. Second, Jamie Azios and Jack Damico relate the Lifetime Participation Approach to Aphasia (LPAA) and issues in longterm care (LTC) along with practice recommendations for implementing LPAA in LTC. Third, Jerry Hoepner and Tom Sather examine the potential approaches for teaching and mentoring students in LPAA. Fourth, Rochelle Cohen-Schneider, Melodie Chan, Denise McCall, Allison Tedesco, and Ann Abramson explore balancing relationshipcentered care and professionalism. Finally, Sarah Wallace, Elena Donoso Brown, Anna Saylor, Erica Lapp, and Joanna Eskander describe aphasia-friendly modifications for occupational therapy assessments and home programs.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This Perspectives forum focuses on the reading outcomes of students with hearing loss and cochlear implants. The first article examines the role of vocabulary on print knowledge for students with hearing loss. The second article provides recommendations for treating the listening and spoken language skills of students with hearing loss based on the results of a 2-year study. The third article compares how reading ability and working memory are impacted in students with cochlear implants and hearing aids after they participated in a computer-based program. The final article explores the relationship between language and reading ability in students with hearing impairment.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: This Perspectives activity focuses on communication choice and agency for individuals on the autism spectrum. These individuals are the key informants in decisions around the conceptualization, implementation, and evaluation of educational programming for autistic learners. Speaking autistic adults encourage families, professionals, and society to promote and accept all communication as equal.