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Results 1 - 10 of 19
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This course contains four articles that address current demands in geriatric care, including impacts of the COVID-19 pandemic and the shifting demographics reflecting an aging population.
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: These SIG 7 Perspectives articles focus on auditory rehabilitation (AR) for adults with cochlear implants. While the benefits of AR in the population are recognized in the literature, service-delivery models are variable, and there is no gold standard approach to developing and implementing a comprehensive AR program. Glade and colleagues provide an overview of clinical models currently being used for the provision of AR for adults with cochlear implants from nine clinics across the country. The article highlights the importance of interprofessional practice in AR and outlines the roles of professionals included on care teams. There is a discussion about barriers to successful implementation of AR programs, including distance to services, and recommendations for potential solutions, such as teletherapy. In the second article, Mosley describes the process of creating and implementing a comprehensive teleaudiology AR program for older adults who use cochlear implants at the University of South Alabama Speech & Hearing Center.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This collection of articles provides valuable information on clinical practice in the elderly, including the relationship between physical frailty and cognitive functioning in older adults, communication challenges in older adults in group care settings and the potential factors that contribute to meaningful interactions and engaged communication in these settings, and the importance of providing graduate students opportunities for skill development for end-of-life situations.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: Three clinical practice considerations are reviewed within this course, including communication with patients/families in the face of the COVID-19 pandemic, identification of word finding errors in normally aging individuals, and how to address severe tinnitus.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: These SIG 2 articles focus on clinical assessment and practices for individuals with aphasia. Topics covered included challenges associated with diagnosing primary progressive aphasia (PPA) and the impact of adaptive yoga programs for persons with aphasia. First, Aimee Dietz, E. Susan Duncan, Lauren Bislick, Sarah Stegman, Jenna Collins, Chitrali Mamlekar, Rachel Gleason, and Michael J. McCarthy provide an overview of the potential impact adapted yoga programs can have for people with stroke-induced aphasia. Second, Adithya Chandregowda raises awareness about the challenges associated with encountering primary progressive aphasia (PPA) patients in the acute hospital setting.
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: 2.5, ASHA CEUs*: 0.25
Summary: In this SIG 2 activity, participants explore innovative articles regarding a range of topics in the assessment and treatment of motor speech disorders. The first article describes a case of anarthria in which the speech-language pathologist thoroughly described the patient’s motor speech presentation, thereby contributing to his overall neurologic diagnosis. The second article examines the effects of transcranial direct current stimulation (tDCS), a promising method of eliciting behavior change through brain stimulation, on the speech of individuals with Parkinson’s disease. The third article explores the speech and language profiles of children with apraxia of speech as their primary diagnosis, as compared to children with other concomitant diagnoses.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: In this SIG 10 activity, authors explore holistic admissions in CSD programs. Carmichael, Mandulak, and Watkins provide a tutorial for incorporating interviews during the admissions process. Scheer-Cohen, Heisler, and Moineau outline an approach to holistic admissions that includes a video response to a question, an informal group interview, a live lecture with an assessment, a simulation, content quiz, a writing prompt, and an individual live interview. Reisfeld and Kaplan provide a systemic review of admission measures that may be used to predict graduate students’ clinical skills. Finally, Newkirk-Turner and Hudson explore the dangers of unconscious bias in letters of recommendation for graduate admissions.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: The articles in this course present models for increasing equity and inclusion across our discipline. Girolamo and Ghali introduce a student-led grassroots initiative that supports minority students at all levels. Mohapatra and Mohan propose a model for increasing student diversity and inclusion based on successful programs from other health-related disciplines. Finally, Mishra et al. examine three challenges that faculty of color face: cultural competency, imposter syndrome, and racial microaggressions.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 2 article series, participants explore innovative approaches for supporting the mental health and functional communication of people with chronic aphasia. The first article describes how speech-language pathologists can work collaboratively with other professionals to support the mental health of people with aphasia by outlining multiple evidence-based approaches and interventions. The second article describes a single- subject research study in which script training was employed with a person with chronic nonfluent aphasia to improve his functional communication over two to three therapy sessions with three different scripts. The third article explores the use of co-constructed storytelling to support life participation and identity reconstruction in people with chronic aphasia.
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