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Results 21 - 27 of 27
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: The articles included here examine the current state of education of three topics within our discipline. DeJarnette and Wegner report on the classroom and clinical training that graduate students in speech-language pathology receive in augmentative and alternative communication. Domholdt and Billings identify associations and disconnects within graduate programs’ interests and practices in teaching population health concepts—that is, clinical care regarding communities and large systems. Finally, Tucker et al. examine practicing audiologists’ and speech-language pathologists’ interests in obtaining a research-based PhD in communication sciences and disorders and barriers to starting and completing a doctoral program.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: Pedagogical practices in communication sciences and disorders have grown thanks in part to innovative techniques from other fields. The articles in this activity each present models that can be successfully incorporated into our discipline. Slavych describes models of backward course design—course development that starts by focusing on learning outcomes before considering content or teaching methods. Squires and Squires introduce best–worst scaling, a method for examining group preferences, and reported on how it can inform admissions practices. Speights Atkins et al. describe models of mentoring undergraduate research experiences and their applications in two communication sciences and disorders research labs. Finally, Perryman et al. examine the effects of a mixed-reality simulation in which actors playing parents interacted through computer avatars with undergraduate students carrying out clinical procedures.
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: 1.0, ASHA CEUs*: 0.1
Summary: This activity has two articles with different foci. The misophonia case study is a contribution to the evidence base for use of sound therapy and coping strategies in treating and managing misophonia. It also shares available tools for diagnosing misophonia. The study about using learning applications in intervention for children with hearing loss shares results of a speech-language pathologists' focus group. The focus group centered on using speech and language application features, benefits, and concerns in school-based service delivery
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.
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: 2.5, ASHA CEUs*: 0.25
Summary: These SIG 8 Perspectives articles focus on topics that are important in promoting public health audiology. In “Fundamentals of Epidemiology for the Audiologist,” Torre and Reavis provide an overview of basic epidemiologic concepts including study design, prevalence, incidence, risk ratios, and odds ratios. The authors emphasize that an understanding of epidemiology is crucial for audiologists for a variety of reasons, including to help them assess the quality of publications, evaluate and discuss the efficacy of screening methods, and evaluate and communicate risk factors for ear and hearing problems. In “Hearing Health Care Delivery Outside the Booth,” Gates, Hecht, Grantham, Fallon, and Martukovich review the literature on boothless audiometry and introduce current tools used to deliver hearing health care outside of the traditional clinic setting. From their review, the authors conclude that boothless audiometry technology provides an opportunity for audiologists to expand services to nontraditional settings such as waiting grooms and nursing homes, increasing access to care, early identification, and intervention, and therefore improving health outcomes.
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