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Results 81 - 90 of 131
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: Clinical practice for SLPs in health care settings has changed dramatically – and continues to evolve – due to the COVID-19 pandemic. This journal self-study highlights evidence-based best practices and considerations for clinicians providing care to patients with voice and upper airway disorders, tracheostomy, and head and neck cancer during the COVID-19 pandemic to maximize patient and clinician safety while ensuring efficacious care.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This assemblage of articles provides information on interesting topics encountered in adult dysphagia practice. Aarthi Madhavan, Nicole Shuman, Claire Snyder, and Nicole Etter provide insight on the comparative consistency of the Eating Assessment Tool and Sydney Swallow Questionnaire scores for self-reported swallowing difficulties in a group of community-dwelling older adults completing both questionnaires. Georgina Papadopoulos-Nydam, Jana Maureen Rieger, and Gabriela Constantinescu evaluate the usability of a mobile health (mHealth) system designed for dysphagia exercise in persons with a history of stroke. Renata Mancopes, Fernanda Borowsky da Rosa, Lidia Lis Tomasi, Adriane S. Pasqualoto, and Catriona M. Steele demonstrate concern for people with chronic obstructive pulmonary disease (COPD) and share information regarding dysphagia in people with COPD, synthesizing knowledge both from the literature and from studies performed in the context of a multidisciplinary clinical pulmonary rehabilitation program abroad. Additionally, Talia H. Schwartz brings to light the importance and utility of the clinical swallow evaluation while caring for patients with COVID-19.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This collection of SIG 13 articles addresses popular topics in dysphagia care throughout the life span regarding thickening practices, family-centered care, and early intervention. Jane Mertz Garcia, Edgar Chambers IV, and Anna Boyer utilized a survey to re-examine practice patterns for thickened liquids and provided a comparison of past practices with current to provide insight into contemporary themes that have previously not been considered. Doreen Benson and George Barnes explore the utility of a mathematical prediction model (Bayes theorem) in dysphagia management. Samantha E. Shune, Deanna Linville, and Ashwini Namasivayam-MacDonald address maximizing treatment effectiveness by using an approach with family resiliency and adaptation. Drawing from the principles of family systems theory and the biopsychosocial-spiritual framework, they use a case study as a tutorial to explore the application of family-centered care models to dysphagia management. Stephanie C. Cohen and Karen Dilfer focus on the definition of pediatric feeding disorder (PFD) and the multifaceted needs of families and children in early intervention, support for use of responsive feeding in treatment of PFD, alignment of responsive feeding strategies with early intervention principles, and barriers limiting access to consistent, high-quality early intervention services for children with PFD.
Presenter(s): Marianne E Gellert-Jones, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar is designed for school-based SLPs who support children with complex oral feeding and swallowing needs. The speaker discusses the components of a robust feeding and dysphagia assessment, and how that assessment informs treatment decisions surrounding a student's feeding needs. The course examines effective and realistic goal development to address feeding needs within the IEP.
Presenter(s): Emily M Homer, MA, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: SLPs are increasingly responsible for identifying and treating students with swallowing and feeding concerns, leading to questions like: What are the tasks that must be addressed? What service delivery model should be used? Given challenges like the COVID-19 pandemic, is telepractice an option? How can it fit into my workload schedule? This session from ASHA's 2021 Schools Connect online conference reviews the essential steps for addressing swallowing and feeding, the barriers and solutions to obstacles, and the role of telepractice in achieving the goal of safe and efficient mealtimes for students.
Presenter(s): Kristen Janky, AuD, PhD, CCC-A; Lauren Calandruccio, PhD, CCC-A
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Vestibular loss can co-occur with hearing loss. One functional effect of vestibular loss is decreased dynamic visual acuity. There is some speculation that vestibular loss can also affect reading and/or reading acuity. This presentation outlines the relationship between vestibular loss and both dynamic and static visual acuity and its possible effect on reading and other daily activities. This course was presented and recorded at the 2019 ASHA Convention. The session was developed by, and presenters invited by, Hearing, Tinnitus, and Vestibular Science.
Presenter(s): Frederick (Erick) J. Gallun, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Concussion care requires a team with the collective expertise to address all factors that are likely to influence a patient's abilities and performance. This session provides an overview of cutting-edge, emerging research about how brain injury can affect auditory and balance functions. This course is a recorded session from the 2020 online conference “Maximizing Functional Outcomes for Individuals With Traumatic Brain Injuries.”
Presenter(s): Marie Ireland,Med,CCC-SLP,BCS-CL; Cynthia O’Donoghue, PhD, CCC-SLP, FNAP; Sarah Szynkiewicz, PhD, CCC-SLP; Julian White, MS, CCC-SLP, CLC
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course provides a framework to guide school-based SLPs who support child and adolescent feeding and swallowing needs during the COVID-19 pandemic. The presenters provide a foundation of best practices for school-based dysphagia management, review regulatory requirements and processes, discuss approaches to challenging service delivery scenarios, and share resources for continued professional development to strengthen this necessary, yet often less supported, area of practice. This course – part of the SIGnature Series – was developed by SIG 13: Swallowing and Swallowing Disorders (Dysphagia).
Presenter(s): Molly A. Knigge, MS, CCC-SLP, BCS-S
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Dysphagia may be caused by many underlying medical etiologies, and the hospital-based SLP must navigate a comprehensive world of medical diagnoses and be prepared to accurately evaluate and plan dysphagia treatment. This session presents a model for using medical chart review, online resources, swallow mechanism knowledge, and cultivated diagnostic and treatment skills to approach dysphagia in patients with any medical diagnosis.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The theme for this SIG 14 course is multicultural considerations in language assessment and autism screenings. Specific topics include: assessing article production accuracy in an Arabic-English speaking child as well as examination of the utility of the Vietnamese language version of the Modified Checklist of Autism in Toddlers-Revision with Follow-Up (M-CHAT-R/F) for screening Vietnamese children for autism risk.
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