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Results 11 - 20 of 46
Credit(s): PDHs: 8.0, ASHA CEUs*: 0.8
Summary: Studies have shown that grammar is foundational to a child’s communication and academic growth. SLPs who work with children with development language disorders (DLD) – regardless of the etiology of the disorder – need effective research-based grammar interventions in their toolbox. The articles in this journal self-study (selected from a Language, Speech, and Hearing Services in Schools forum, “Morphosyntax Assessment and Intervention for Children”) describe evidence-based approaches for grammar assessment and treatment and provide tools to support goal-setting and progress monitoring. The articles discuss new approaches and practical implications for practice.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: Distinguishing between language disorder and language difference can be a challenge when a child speaks a nonmainstream English dialect. This journal self-study presents research findings that clinicians can implement with this population in their practice. The assessment and intervention strategies and tools discussed in these articles will allow SLPs to deliver more effective services and promote academic success for children who speak nonmainstream English dialects.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: Children with speech sound disorders make up a large part of the caseload for many SLPs who work with preschool and school-age children. Speech sound disorders not only affect a child’s ability to communicate at a young age but also may lead to later speech and literacy difficulties. This journal self-study explores issues related to managing speech sound disorders, including assessment and treatment options. It also includes articles that identify predictors of future speech and literacy problems. Clinicians can use this information to help identify appropriate assessment tools and potential treatment options, as well as counsel parents and teachers of children who may be at risk for continuing speech and academic difficulties.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: The articles in this journal self-study discuss the literacy difficulties many children with autism spectrum disorder (ASD) experience, with direct clinical implications for literacy assessment and intervention. The articles, which apply to children across the age spectrum, are from a 2021 forum published in Language, Speech, and Hearing Services in Schools, titled “Literacy in Autism—Across the Spectrum.”
Credit(s): PDHs: 8.0, ASHA CEUs*: 0.8
Summary: This journal self-study course is composed of papers from the Research Symposium at the 2018 ASHA Convention. The articles summarize much of the accumulating evidence regarding neurological change in post-stroke aphasia recovery. The range of topics covered in this self-study include neurological recovery patterns according to phase of recovery and treatment target (e.g., word vs. sentence), neurological and genetic factors that influence recovery, and methodological considerations to increase validity of findings. These articles will appeal to researchers and clinicians looking for current evidence on dependent neuroplasticity after stroke.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: SLPs who work with children who use augmentative and alternative communication (AAC) need a broad base of knowledge in evidence-based assessment, system designs, and implementation practices, particularly as technological innovations in AAC proliferate. This journal self-study explores of all of the above. The first article provides a useful framework for assessment that distinguishes essential components according to the child’s motor and cognitive abilities. Two articles examine design features: The first examines consistency of symbol location to increase efficiency, and the second looks at characteristics of naturalistic displays and their effects on gaze behavior according to clinical profiles. The final article in this self-study reviews practices for training communication partners of children who use AAC.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: The articles in this journal self-study highlight potential benefits of video games in the clinic and classroom. The articles demonstrate how gaming principles and applied video game design can result in measurable behavioral changes across populations that SLPs serve. The first article describes principles of video games that can enhance efficiency and motivation in intervention and then illustrates these principles in a case study. The second article describes the social-emotional benefits of video games as a leisure activity according to individuals with autism spectrum disorder. The final three demonstrate practical applications of video games for motor learning in individuals with velopharyngeal dysfunction and hypokinetic dysarthria as well as for classroom-based learning.
Credit(s): PDHs: 8.5, ASHA CEUs*: 0.85
Summary: SLPs are tasked with evaluating dual language learners (DLLs), often without speaking the language the child uses most. This journal self-study explores emerging practices that SLPs can use to improve overall assessment quality and outcomes when working with diverse DLLs.
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: 3.5, ASHA CEUs*: 0.35
Summary: This journal self-study course explores some considerations that SLPs who work with specialized patient populations in various health care settings face in dysphagia management. Articles discuss instituting dysphagia exercise programs for patients with amyotrophic lateral sclerosis; the injury process and acute care management of individuals with dysphagia due to chemical ingestion; and preliminary evidence concerning new speaking valve technology for patients living with tracheostomy. The final article evaluates from a legal perspective the common practice of encouraging patients who decline dietary restrictions to sign waivers of liability.
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