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Results 1 - 10 of 25
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This SIG 9 Perspectives course includes three articles from a forum on pediatric hearing health care disparities. The articles discuss barriers to follow-up in Early Hearing Detection and Intervention (EHDI) programs; systematic evaluation of family barriers to care; and the principles and implementation of trauma-informed care in pediatric hearing health care.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: The three articles in this SIG 9 Perspectives course focus on parent-reported ADHD behaviors, fatigue, and language in children who are deaf and hard of hearing; physical activity in children with hearing loss; and massive open online courses for critical medical education related to children with hearing loss.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: These SIG 9 articles point to the importance of continued research in listening, literacy, and paternal linguistic input for children who are deaf and hard of hearing (DHH).
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This SIG 11 Perspectives activity addresses the use of single-subject design in clinical education and supervision. In this article, the authors highlight the suitability of single-subject experimental design (SSED) to clinical practice research, particularly within supervisory settings. This practical tutorial provides examples of SSED and suggests possible research topics relevant to clinical education and supervision.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This SIG 11 Perspectives activity addresses the productivity impact of SLPs supervising student clinicians in medical settings and explores graduate students' perceptions of their experiences participating in simulated learning experiences during the pandemic.
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: In the rising digital era, and especially since the pandemic, implementation of telehealth and provision of auditory rehabilitation (AR) using digital platforms have notably increased. This has changed the outlook of service provision by audiologists and speech-language pathologists alike. Digital platforms have the potential to positively impact AR practices by improving accessibility of rehabilitation services as well as by facilitating a more effective way to share resources with both professionals and end users. This SIG 7 activity includes two articles about the accessibility and effectiveness of digital platforms to provide AR services for both adults and children with hearing difficulties. The first article discusses the differences in the distribution strategy, users’ experience, and satisfaction for two digital platforms (a static website and an active blog) offering AR materials for professionals. Their study concludes that social media–focused active distribution is effective because it results in more total traffic, a greater number of users, more frequent access, and an overall high level of satisfaction with the quality of information and resources. The second article discusses the details of a Zoom-based telepractice initial evaluation protocol used by speech-language pathologists serving children who are hard of hearing and their families. This clinical protocol was designed to synchronously share resources and questionnaires with family members of children who are hard of hearing. Authors suggest that providing AR services through telepractice facilitates high-quality diagnostics and counseling to the same extent as that of in-person diagnostic sessions.
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: 6.0, ASHA CEUs*: 0.6
Summary: This SIG 10 activity focuses on student perceptions and experiences. In the first article, the experiences of SLP graduate students who previously worked as Speech-Language Pathology Assistants are compared with students who did not come into their programs with such experience. Implications for prospective students and program development are discussed. Next, authors investigate experiences of students and graduates of clinical doctorate programs, including the application process, their career goals and outcomes, and their general reflections on their decision to pursue the doctor of speech-language pathology degree. Third, authors present an examination of SLPs’ perceptions of graduate students in CSD who speak with vocal fry (a low-pitched, grating voice quality). Finally, in a mixed-method study, graduate and undergraduate students participate in a learning-by-teaching experience in two CSD courses. Three years of data is presented.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: These three articles center on aspects of audiology and speech-language pathology providers in pediatric hearing loss. First, “eHealth Coaching: Counseling Characteristics of Coaches Used With Parents” centers on identifying clinician communication behaviors and missed opportunities during an eHealth intervention. Themes were identified within each category. Trends included greater use of close-ended questions over open-ended questions, frequent responses to parent emotions, and engagement in a shared process through providing information and exploring progress on parent goals. Missed opportunities occurred within each category. Coaches' communication behaviors demonstrated support for parent learning that was positively received. Joint planning to address parent challenges was a missed opportunity to support parent behavior changes regarding hearing-aid routines. The aim of “Listening and Spoken Language Specialist Auditory–Verbal Certification: Self-Perceived Benefits and Barriers to Inform Change” was to explore the professional's viewpoint on the path to the Listening and Spoken Language Specialist (LSLS) certification. There were 295 participants from different parts of the world: certified LSLSs, mentees pursuing certification, and professionals interested in certification. The study addressed motivation, self-perceived gains, challenges, and barriers in an international cohort. The purpose of the study was to guide future changes within the certification system. Several indicators pointed to the need for more awareness of significant gains LSLS certification can bring to professionals. There is also a need to address, minimize, and overcome perceived barriers in the process. Similarly, research is warranted to explore obtaining LSLS certification outside English-speaking countries and with a larger, more population-based sample. In the closing article, “Comfort Levels of Providers Serving Children Who are Deaf/Hard of Hearing: Discrepancies and Opportunities,” Blaiser and Mahshie discuss that while best practice outlines specific skills and expertise from highly qualified providers, in reality, many lack confidence related to hearing technology and resources related to serving children who are deaf/hard of hearing (DHH). The study surveyed 459 professionals in ASHA serving children who are DHH. The intent was to compare differences in confidence, training, and using resources between providers who have a self-selected interest in working with children who are DHH (membership in SIG 9) and those who serve children who are DHH and are not part of the hearing-related SIG. The results indicate that there is limited provider confidence in working with this population. These conclusions provide graduate training programs opportunities to explore provision of more intensive, comprehensive experience to better serve children who are DHH.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This SIG 10 activity includes four articles exploring mindfulness, quality of life, and the impact of COVID in CSD programs. In the first article, outcomes are studied when graduate SLP students engage in a remote synchronous mindfulness program (RSMP). In the second article, a tutorial for contemplative pedagogy in CSD classrooms is introduced. Next, the quality of life and sleep among Brazilian SLP students during the COVID-19 pandemic is explored. The last article describes an exploratory study characterizing CSD doctoral students’ experiences during the COVID-19 pandemic.
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