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Results 1 - 10 of 23
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: The three articles in this SIG 18 activity were selected to provide information on the present and future of telepractice service delivery from the perspectives of current speech-language pathologists and graduate student clinicians. The first article by Page, Hughes, and Woody investigates the initial perceptions of graduate student clinicians following the implementation of telepractice. Findings reveal themes including comparisons between in-person services and telepractice regarding learning technology, managing environmental distractions at home, and caregiver involvement. The second article by Douglass, Lowman, and Causey-Upton provides a metaanalysis study on clinicians’ perceptions of telehealth across disciplines within rehabilitation and other allied health fields. Several themes are identified, including acceptance, lack of telehealth training, and the flexibility of telehealth. The third article by Edwards-Gaither, Harris, and Perry presents a viewpoint for the future of telepractice in speech-language pathology. Challenges and opportunities for the longevity of telepractice service delivery are discussed, including consensus on telepractice terminology, designating a service delivery model, and exploring telepractice occupational culture.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This course is based on a recently published SIG 1 Perspectives forum, Language Sample Analysis Tutorials. The articles in the forum focus on three types of language sample analysis and best practices for conducting them utilizing the Computerized Language Analysis (CLAN), Systematic Analysis of Language Transcriptions (SALT), and Sampling Utterances and Grammatical Analysis Revised (SUGAR).
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This SIG 16 Perspectives course includes recent research that focuses on the relationships between SLPs and other school professionals. Articles explore the collaborative relationship between SLPs and classroom teachers; teachers' perspectives and the SLP’s role in supporting students with autism in the classroom; and school principals' perspectives, including their perceptions of integrated classroom-based services (ICBS).
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This SIG 1 Perspectives activity focuses on assessing and treating students with intellectual disability (ID) in the areas of language and literacy. The first article discusses the primary components of a parent-implemented language intervention for children with fragile X syndrome. The second article discusses emergent and conventional literacy skills and the strengths and challenges in reading and spelling for adolescents with ID. The third article describes the key components and modifications that can be utilized in narrative interventions when working with individuals that are diagnosed with intellectual and developmental disabilities. The final article provides the parents’ perspectives of the home and school literacy experiences of children with ID in preschool.
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: 4.0, ASHA CEUs*: 0.4
Summary: The first article in this SIG 18 activity investigates the applications speech-language pathologists (SLPs) and audiologists used most frequently during the beginning of the COVID-19 pandemic. It also discusses the main obstacles to providing speech, language, and hearing services through telepractice. Through the international distribution of an electronic survey, a total of 1,466 surveys from SLPs and audiologists from 40 countries were used for the analysis. The second article discusses the Auditory Verbal UK's training program for prospective listening and spoken language specialist certified auditory verbal therapists delivered globally via telepractice. The article explores, from a global perspective, audiology and early intervention services and perspectives regarding telepractice. The third article explores parents' and therapists' views of the benefits and challenges of telepractice for early intervention for children who are deaf or hard of hearing during the COVID-19 pandemic. Through survey and analysis, the article probes the views of parents, Listening and Spoken Language Specialist Certified Auditory Verbal Therapists in using telepractice to deliver auditory verbal sessions.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This SIG 5 activity analyzes the relationship between the opioid crisis and cleft lip and palate care across the life span. Two main themes of prevention and treatment after exposure are explained. The articles outline alternatives to opioid use after cleft-related surgeries, impacts on infants and children who were exposed in utero, and velopharyngeal insufficiency treatment after substance abuse.
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.
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: 6.0, ASHA CEUs*: 0.6
Summary: This SIG 1 Perspectives activity focuses on how to work with students with autism spectrum disorders (ASD) and their caregivers via telepractice. The first article provides five practical tips for supporting families of children with ASD while implementing effective interventions via various telepractice modalities. The second article reviews the feasibility of implementing telehealth programs related to behavioral interventions for families and their children with ASD. The third article explores the usability of a web-based application of the JASPER social communication intervention. The fourth article discusses the results of a survey completed by speech-language pathologists who utilized telepractice to teach children with autism to access and use augmentative and alternative communication devices. The final article shares current available research related to the barriers of and solutions to conducting telehealth assessment and interventions for families and their students with ASD.
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