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Results 21 - 25 of 25
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: 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: 3.5, ASHA CEUs*: 0.35
Summary: The theme for this Perspectives activity is clinical considerations for working with multicultural populations in schools and the community. Topics include (a) assessment practices for multilingual children in schools, (b) school-based speech language pathologists working with interpreter-translators, and (c) factors associated with clear speech and accentedness in American English.
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This course examines three progressive cultural topics as they relate to speech-language pathology and audiology: ageism among CSD graduate students; institutional, symbolic, and individual systems of oppression; and the interaction between social determinants and health disparities.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: In this series of articles, the need for clear guidelines in graduate education on the topic of transgender voice and communication is explored through an e-survey. Considerations for culturally competent voice care is presented in the context of two case studies. Case studies are also used to highlight the importance of an interdisciplinary gender affirming approach for successful voice care with adolescence. In the final article, a voice technique is adapted for voice masculinization.
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