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Results 1 - 10 of 18
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: SLPs are working with an increasing number of children and families who identify as bilingual, multilingual, or dual language learners (DLLs). This journal self-study explores how family expectations can impact the effectiveness of interventions, how expectations may vary across cultures, and what SLP interventions are considered evidence-based when working with DLLs and culturally and linguistically diverse families.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This journal self-study focuses on rationale and techniques for enhancing clinicians’ cultural competence when working in Native American and tribal communities. The articles, originally published in a 2016 issue of Perspectives of the ASHA Special Interest Groups (SIG 14, Cultural and Linguistic Diversity), address the lasting impact of historical trauma on health and education; the importance of differentiated instruction; the perspective of a student with hearing loss who experiences traditional cultural education; and speech-language intervention programs and services in Native communities.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: The theme for this SIG 14 activity is examining challenges for faculty and students in communication sciences and disorders (CSD). Topics include (a) challenges faced by academic mothers in CSD programs; (b) challenges faced by faculty of color in CSD departments; and (c) examining microaggression endorsement in CSD students.
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: 2.5, ASHA CEUs*: 0.25
Summary: This SIG 14 activity reviews recommendations for families raising multilingual children with autism and examines types of support received by multicultural individuals who stutter. Topics include (a) a review of recommendations for families raising multilingual children with autism and (b) concepts of family support in stuttering.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The theme for this SIG 14 activity is bilingual parents’ experiences receiving advice regarding language use and perspectives related to multicultural training with SLPs. Topics include: examining the advice parents of bilingual children received from health care professionals and teachers regarding the language(s) their children should learn and use, as well as assessing whether SLPs feel adequately prepared to interact with, assess, instruct, or treat multicultural clients.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: The theme for this SIG 14 activity is self-reported confidence and knowledge between multilingual and monolingual speech-language pathologists in working with culturally and linguistically diverse (CLD) individuals and assessment considerations when working with individuals who speak a language other than English. Topics include (a) examining differences between self-reported confidence and knowledge in multilingual and monolingual speech language pathologists; (b) nonword repetition in assessment; and (c) sound sequencing characteristics in words of children who speak German.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: The theme for this SIG 14 activity is clinical considerations through paradigm shifts in providing culturally relevant family-centered intervention and instruction. Topics include (a) providing culturally relevant family centered care; (b) second language literacy instruction for multilingual adolescents; and (c) impacts of study abroad experiences on students’ intercultural competence.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: In “Coupling Hearing Health With Community-Based Group Therapy for Cognitive Health in Low-Income African American Elders,” Postman et al. describe a community-based group intervention to address disparities experienced by African American elders in the early stages of cognitive–communicative decline. The intervention included partnerships with community health centers, culturally informed activities, and ongoing input from staff and participants. The authors describe the advantages of this community-engaged approach, as well as the benefits of joining hearing and cognition for minimizing access barriers. In “Public Health Frameworks in Audiology Education: Rationale and Model for Implementation,” Warren and Levy review how public health education can advance the field of audiology, particularly through coursework and dual degree programs. The authors also describe two frameworks for public health training in an audiology academic setting and identify the competencies that overlap in audiology and public health, helping to illustrate the relevance of public health education in addressing objectives in hearing health care.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: These SIG 17 Perspectives articles focus on the impact of the COVID-19 global pandemic on service provision and student training in four global contexts: Cyprus, South Africa, the United Kingdom, and the United States. Topics include the rise of telesupervision, telepractice in speech-language pathology (SLP), and distance learning in Cyprus during COVID-19; the effectiveness of SLP and related service treatment of patients with COVID-19 in an inpatient rehabilitation setting in the United States; the impact and transformation of an SLP university program in South Africa due to COVD-19; and the perspectives of parents/caregivers on SLP service provision during the pandemic for children born with cleft palates in the United Kingdom.
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