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Results 1 - 10 of 25
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: These SIG 2 Perspectives articles focus on counseling skills for working with persons with aphasia, “counseling+” activities for patients with mild cognitive impairment and dementia, and resilience in neurorehabilitation. Topics include counseling skills; counseling roles of SLPs; care partner training; and resilience in persons with acquired brain injury, aphasia, dementia, and Alzheimer’s disease.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: This SIG 16 Perspectives course highlights some of the realities faced by school-based SLPs and their students. Articles discuss the challenges that are all too often experienced by SLPs and our students, as well as recommendations for how to increase satisfaction with school-based positions, reduce burnout, and increase the mental health, representation, and motivation of our students.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: These SIG 2 articles focus on clinical assessment and practices for individuals with aphasia. Topics covered included challenges associated with diagnosing primary progressive aphasia (PPA) and the impact of adaptive yoga programs for persons with aphasia. First, Aimee Dietz, E. Susan Duncan, Lauren Bislick, Sarah Stegman, Jenna Collins, Chitrali Mamlekar, Rachel Gleason, and Michael J. McCarthy provide an overview of the potential impact adapted yoga programs can have for people with stroke-induced aphasia. Second, Adithya Chandregowda raises awareness about the challenges associated with encountering primary progressive aphasia (PPA) patients in the acute hospital setting.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This SIG 16 Perspectives activity includes research that focuses on caseload issues and articulation intervention. Articles discuss the relationship between school factors and speech-language therapy enrollment in public schools; the efficacy of using the SATPAC (Systematic Articulation Training Program Accessing Computers) approach with children receiving intervention through response to intervention; and the effectiveness of biofeedback technologies as a form of intervention for speech sound production.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This SIG 16 Perspectives course highlights novel approaches to eligibility decision-making, intervention, and the roles and responsibilities of school-based SLPs. Articles discuss how to utilize a design thinking framework when making eligibility recommendations for children with oral and written language disorders; using electropalatographic therapy for the remediation of speech sound disorders; and ideas of how to prepare to be a fact witness or an expert witness if called to testify in a special education dispute or civil litigation case.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This Perspectives course contains three articles that focus on social considerations in the elderly, with emphases on risk factors for dementia and treatment of Parkinson’s disease.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This activity presents a diverse perspective, including four different speech science articles focused on a variety of topics. Kimball and Sayce discuss the pros and cons of research using behavior and functional assessment and treatment in the areas of speech science and voice, specifically their limitation in outlining etiology or explaining treatment resistance. They also provide an overview of genetic research approaches as a possible path forward to develop additional evidence-based treatment approaches. Neel reviews the production and perception of extralinguistic information regarding sex/gender, sexual orientation, age, non-native accent, regional and social dialect, and race and ethnicity. The article explores the literature in the above areas reviewing acoustical features and common misperceptions, concluding with instructional activities to enhance student awareness of indexical characteristics. McAllister et al. studied the effects of biofeedback for residual rhotic errors in a preliminary case series. Participants were five native English speakers who had not yet generalized rhotic production. Treatment consisted of either electropalatographic or visual-acoustic biofeedback using the Challenge Point Program software. Although participant responses to treatment were variable, the median effect size tended to exceed the minimum value considered clinically significant. Gritsyk et al. examined three measures to determine which best predicted change in production accuracy during a vowel learning task. Using 20 female college students, researchers administered three tasks: an oral stereognosis task, a bite block task using auditory making, and a new phonetic awareness task. The bite block task with auditory masking, measuring proprioceptive awareness, was the only task significantly related to performance in speech learning.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: In this SIG 10 activity, Farrugia explores the preparatory experiences of SLPs working in early intervention (EI) in Michigan, as a first step toward understanding how to best prepare students for practice and on-the-job learning in EI. McDaniel, Hessling Prahl, and Schuele provide a tutorial for a PhD Student–Mediated Mentorship Model (PSMMM) used within their lab. The PS-MMM teaches PhD students to be research mentors, encourages graduate clinicians to transition to research and doctoral training, and aims to increase the research experiences available to undergraduate and graduate students. Ronney and Kirby offer a critical review regarding service-learning with audiology students and their clients/patients. They describe best practice and common challenges to inform future research. Finally, Brackenbury and Kopf describe how game-based learning can facilitate student and client instruction through increased motivation and engagement, including suggestions for implementation in classroom and clinical settings.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: In this SIG 10 activity, authors explore holistic admissions in CSD programs. Carmichael, Mandulak, and Watkins provide a tutorial for incorporating interviews during the admissions process. Scheer-Cohen, Heisler, and Moineau outline an approach to holistic admissions that includes a video response to a question, an informal group interview, a live lecture with an assessment, a simulation, content quiz, a writing prompt, and an individual live interview. Reisfeld and Kaplan provide a systemic review of admission measures that may be used to predict graduate students’ clinical skills. Finally, Newkirk-Turner and Hudson explore the dangers of unconscious bias in letters of recommendation for graduate admissions.
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: These SIG 7 Perspectives articles focus on auditory rehabilitation (AR) for adults with cochlear implants. While the benefits of AR in the population are recognized in the literature, service-delivery models are variable, and there is no gold standard approach to developing and implementing a comprehensive AR program. Glade and colleagues provide an overview of clinical models currently being used for the provision of AR for adults with cochlear implants from nine clinics across the country. The article highlights the importance of interprofessional practice in AR and outlines the roles of professionals included on care teams. There is a discussion about barriers to successful implementation of AR programs, including distance to services, and recommendations for potential solutions, such as teletherapy. In the second article, Mosley describes the process of creating and implementing a comprehensive teleaudiology AR program for older adults who use cochlear implants at the University of South Alabama Speech & Hearing Center.
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