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Results 81 - 90 of 98
Presenter(s): Giselle D Carnaby, MPH, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: The application of multiple swallow maneuvers is often a mainstay of dysphagia intervention, but the role of the maneuver and its effect on swallow rehabilitation outcomes are not always clear. This session explores swallowing intervention beyond the application of maneuvers and reviews the role of motor learning strategies in maximizing outcomes for patients.
Presenter(s): Alicia Kim Vose, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Impairments in laryngeal vestibule closure (LVC) are a major cause of aspiration during swallowing. Accurately identifying LVC impairment is a priority in dysphagia management as aspiration can occur if LVC is absent or delayed, or duration is reduced. However, this mechanism is often overlooked and underreported in the evaluation of swallowing and in swallowing research. This session discusses methods for incorporating LVC as a primary outcome measure in dysphagia diagnosis and management to increase diagnostic accuracy and optimize dysphagia management.
Presenter(s): Luis F Riquelme, PhD, CCC-SLP, BCS-S
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Modifying diet consistencies is one of the more common approaches to dysphagia care. However, much controversy remains regarding how SLPs tackle decision-making and about the actual modification and measurement of liquids and foods in terms of nutrition and safety as primary goals of dysphagia treatment. This session addresses the complexities in both processes, with a focus on achieving the best outcomes for each patient.
Presenter(s): Ed M Bice, MEd, CCC-SLP; Alicia Kim Vose, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Clinicians who practice dysphagia management can easily generate a mental image of a "normal" swallow. Frequently, words such as "unsafe," "inefficient," or "at-risk" accompany images of swallows that deviate from normal. This session carefully examines the complexities and pitfalls of using these types of terms with patients, families, and/or medical providers. In particular, the speakers discuss how the SLP's notion of what constitutes safety and efficiency can influence diet recommendations and treatment plans. This session tackles the complexities of the meaning behind the words and phrases that influence and underlie clinical decisions and how SLPs communicate them to patients and other stakeholders.
Presenter(s): Katie S. Allen, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: When SLPs are tasked with evaluating and treating patients who use high flow nasal cannula oxygenation systems, they may have questions about these systems' potential impact on swallowing. This session discusses the literature on swallowing and use of high flow nasal cannulas and the implications for dysphagia evaluation and treatment.
Presenter(s): Debra M Suiter, PhD, CCC-SLP, BCS-S
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Often, SLPs working with individuals with dysphagia struggle with knowing when it is appropriate to discharge their patient. The decision to discharge is multifactorial, including both patient- and clinician-driven factors. This session explores practical strategies and evidence-based practices for determining when it is appropriate to discharge a patient from dysphagia treatment.
Presenter(s): Jill E Senner, PhD, CCC-SLP; Gloria Soto, PhD; Matthew R Baud, MS, CCC-SLP; Carole Zangari, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded dialogue features three AAC experts, who discuss person- and family-centered approaches to AAC, focusing on effective, culturally and linguistically responsive assessment practices. The exchange was recorded at the 2021 online conference "Expanding AAC: Accessible Strategies for Functional Communication" and is a companion to two recorded sessions from the conference: Effective Practices in AAC Assessment (Jill E. Senner, PhD, CCC-SLP, and Matthew R. Baud, MS, CCC-SLP) and A Culturally and Linguistically Responsive Approach to AAC (Gloria Soto, PhD). The dialogue was moderated by Carole Zangari, PhD, CCC-SLP.
Presenter(s): Lauren S Enders, MA, CCC-SLP; Lesley E Mayne, PhD, CCC-SLP; Diane Paul, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded dialogue features two speech-language pathologists, who discuss setting meaningful goals for AAC users; working with communication partners, including family members and peers; selecting developmentally appropriate intervention strategies; relationship-building as a purpose for communication; and more. The exchange was recorded at the 2021 online conference "Expanding AAC: Accessible Strategies for Functional Communication" and is a companion to two recorded sessions from the conference: Setting Goals for Students Who Use AAC (Lauren S. Enders, MA, CCC-SLP) and Planning AAC Intervention for Children With ASD (Lesley E. Mayne, PhD, CCC-SLP). The dialogue was moderated by Diane Paul, PhD, CCC-SLP.
Presenter(s): Sierrah Ahnree Harris, MA, CF-SLP; Amanda J O Van Horne, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session provides tools for evaluating the picture books you currently use, equips you with arguments for why it is ethically important to use representative picture books and other materials, and helps you identify resources to develop a bookshelf that is aligned with your caseload composition. In addition, the presenters describe programs and strategies for implementing these selection practices into your everyday process.
Presenter(s): Leigh Ann Porter, MA, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: The practice of mindfulness is more than a fad - it is key to managing stress, improving awareness, and acting with intentionality. This session from ASHA's 2021 Schools Connect online conference provides tools and guides you in building a regular practice of mindfulness. The presenter addresses common misconceptions of mindfulness practice and illustrates how mindfulness can help you respond to difficult situations from a place of nonjudgmental awareness and engagement rather than responding from impulse, overreaction, or habit.
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