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Results 41 - 50 of 92
Presenter(s): Jennifer Gill, CCC-SLP; Aaron S Ziegler
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: A better understanding is needed of the barriers and facilitators in accessing communication services by gender diverse individuals. This session describes a conceptual model of health care access and shows its use in developing a group solution to improve gender expansive individuals' access of communication services.
Presenter(s): Kellyn Dailey Hall, PhD, CCC-SLP; Leslie W Johnson, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores how health disparities impact dysphagia management and associated outcomes. The speakers present tools and strategies SLPs can use to improve their cultural responsiveness and adopt an inclusive mindset in their approach to patient-centered care for patients with dysphagia.
Presenter(s): Elizabeth D Peña, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: When testing children from linguistically and culturally diverse backgrounds, SLPs can use dynamic assessment (DA) as an alternative to standardized testing. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña answers the oft-asked question, "What exactly IS dynamic assessment?" Peña explains how DA is different from other process-based approaches and guides you through identifying individuals on your caseload who could benefit from DA.
Presenter(s): Elizabeth D Peña, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Mediated learning experience (MLE) is integral to dynamic assessment, an alternative to standardized testing that accounts for individuals' unique cultural and linguistic identities. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña discusses the components of MLE and guides you through building an activity using principles of MLE.
Presenter(s): Elizabeth D Peña, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Dynamic assessment - an alternative to standardized testing that accounts for individuals' unique cultural and linguistic identities - helps SLPs identify disorder within linguistic variability. Thus, it is critically important to make careful systematic observations of learning during dynamic assessment. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña explores what SLPs need to pay attention to during a mediated learning experience session and guides you through identifying key indicators to help you make clinical decisions for an individual on your caseload.
Presenter(s): Elizabeth D Peña, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: A challenge in conducing dynamic assessment - an alternative to standardized testing that accounts for individuals' unique cultural and linguistic identities - is putting together all the information to make a clinical decision. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña discusses using dynamic assessment to identify indicators of language difference and language disorder and how to incorporate this information into a clinical report and intervention plan. Peña gives examples and guides you through making recommendations about intervention based on dynamic assessment results.
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): Kimberly J Green, MA
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This session from ASHA's 2021 Schools Connect online conference provides a foundation for understanding aspects of diversity, equity, and inclusion as they relate to service delivery in the school setting and beyond. The presenter shares case studies, strategies, and resources for best practices in providing culturally responsive services in the current social and public health context.
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: 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.
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