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Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: In this activity, four recent SIG 10 articles are presented. First, Domsch, Stiritz, and Huff utilized a mixed-methods design to examine the cultural awareness of students in communication sciences and disorders (CSD) during and after a study-abroad experience. Next, Franca, Boyer, and Pegoraro-Krook explored activities designed to promote cultural and clinical competence in a collaboration between CSD programs in the United States and Brazil. Then, Veyvoda and Van Cleave reviewed the literature on service-learning and community-engaged learning, described how these approaches could be used in distance-learning modalities, and explored how doing so could be accomplished during and after the COVID-19 pandemic. Finally, Towson et al. studied the effectiveness of coaching paired with the use of a mixed-reality simulator as CSD students practiced interprofessional communication skills in role-play scenarios.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: The theme for this Perspectives activity is clinical considerations in assessment of children and adults from culturally and linguistically diverse (CLD) backgrounds and providing culturally supporting treatment settings. Topics include (a) acoustic parameters of retroflex sounds, (b) the two-question method for assessing gender identity, (c) assessment recommendations for new language learners, and (d) creating culturally supportive settings to foster literacy development.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This Perspectives issue focuses on clinical considerations for working with children and adults from culturally and linguistically diverse (CLD) backgrounds. Topics presented include (a) effects of clear speech on perceptions of accentedness in American English, (b) ethnographic interviewing in clinical practice, (c) language errors in bilinguals under background noise and quiet conditions, and (d) assessment of speech sound disorders in school-aged children from CLD backgrounds.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: These Perspectives (SIG 10) articles explore several issues related to student success. Sylvan, Brock, Perkins, and Garret examine prerequisites required by graduate programs in speech-language pathology across the United States. Roitsch, Murphy, and Raymer investigate the relationship between executive functions and academic outcomes in speech-language pathology graduate students. Richardson, Roberts, and Victor explore ways to predict the clinical success of graduate students studying speechlanguage pathology. Look, Shoemaker, Hoepner, and Blake discover benefits of engaging undergraduate students in research.
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: These Perspectives (SIG 14) articles focus on learning about variables and challenges that impact heritage language transmission and incorporating student engagement into the local community as part of cultural diversity training in a communication disorders curriculum. Topics include (a) examining variables that contribute to heritage language transmission in Texas, and (b) increasing student awareness of cultural linguistic diversity within the local communities in and around the Los Angeles, CA area.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: In these Perspectives (SIG 10) Roos and Schreck examine the stress experienced by undergraduate students in communication sciences and disorders (CSD), including stress levels, reasons for stress, stress management, and knowledge/use of campus resources to address stress. Shah and Galantino address building the emotional intelligence of undergraduate students studying CSD through exercises completed in class. Sylvan, Perkins, and Tuglio study the experiences and perceptions of CSD students applying to master’s degree programs, including deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Finally, Crais and Savage present an examination of CSD graduates’ perceptions of their PhD program, including challenges they faced, facilitators for success, their preparation for research/teaching/job readiness, and ways PhD education might be improved.