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Results 31 - 40 of 98
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This SIG 11 Perspectives activity addresses aspects of clinical supervision and administration beyond the “Big Nine” clinical competencies. In the first article, the author discusses the significance of emotional resilience and provides practical strategies to encourage resiliency in supervisees. The second article explains the significance of cultural competence and the value of open conversations within supervisory relationships. Finally, the third article highlights key skills used in intentional and reflective supervision.
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.
Presenter(s): Jill E Senner, PhD, CCC-SLP; Gloria Soto, PhD; Matthew R Baud, MS, CCC-SLP; Carole Zangari, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded dialogue features three AAC experts, who discuss person- and family-centered approaches to AAC, focusing on effective, culturally and linguistically responsive assessment practices. The exchange was recorded at the 2021 online conference "Expanding AAC: Accessible Strategies for Functional Communication" and is a companion to two recorded sessions from the conference: Effective Practices in AAC Assessment (Jill E. Senner, PhD, CCC-SLP, and Matthew R. Baud, MS, CCC-SLP) and A Culturally and Linguistically Responsive Approach to AAC (Gloria Soto, PhD). The dialogue was moderated by Carole Zangari, PhD, CCC-SLP.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: This Perspectives activity focuses on communication choice and agency for individuals on the autism spectrum. These individuals are the key informants in decisions around the conceptualization, implementation, and evaluation of educational programming for autistic learners. Speaking autistic adults encourage families, professionals, and society to promote and accept all communication as equal.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: The theme for this Perspectives course is clinical considerations in assessment of children and adults from culturally and linguistically diverse (CLD) backgrounds and providing culturally supporting treatment settings. Topics include (a) acoustic parameters of retroflex sounds, (b) the two-question method for assessing gender identity, (c) assessment recommendations for new language learners, and (d) creating culturally supportive settings to foster literacy development.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This SIG 2 activity, participants explore aspects of service delivery and advocacy for people with aphasia that are innovative and/or unique. The first article describes the creation of community aphasia groups and includes guidance for creating aphasia-friendly materials for a variety of purposes. The second article describes the challenges of people with aphasia in navigating the justice system and discusses strategies to support their success within that unique environment. The third article describes the nature of verbal short-term memory impairment in people with aphasia, methods of assessment, and potential directions for treatment.
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: 4.0, ASHA CEUs*: 0.4
Summary: This activity presents a diverse perspective, including four different speech science articles focused on a variety of topics. Kimball and Sayce discuss the pros and cons of research using behavior and functional assessment and treatment in the areas of speech science and voice, specifically their limitation in outlining etiology or explaining treatment resistance. They also provide an overview of genetic research approaches as a possible path forward to develop additional evidence-based treatment approaches. Neel reviews the production and perception of extralinguistic information regarding sex/gender, sexual orientation, age, non-native accent, regional and social dialect, and race and ethnicity. The article explores the literature in the above areas reviewing acoustical features and common misperceptions, concluding with instructional activities to enhance student awareness of indexical characteristics. McAllister et al. studied the effects of biofeedback for residual rhotic errors in a preliminary case series. Participants were five native English speakers who had not yet generalized rhotic production. Treatment consisted of either electropalatographic or visual-acoustic biofeedback using the Challenge Point Program software. Although participant responses to treatment were variable, the median effect size tended to exceed the minimum value considered clinically significant. Gritsyk et al. examined three measures to determine which best predicted change in production accuracy during a vowel learning task. Using 20 female college students, researchers administered three tasks: an oral stereognosis task, a bite block task using auditory making, and a new phonetic awareness task. The bite block task with auditory masking, measuring proprioceptive awareness, was the only task significantly related to performance in speech learning.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: In this SIG 4 activity, authors explore ways to provide experiential learning to graduate students enrolled in stuttering courses (Palasik, Hughes, & Ellis) and discuss the clinical experiences of school-based speech-language pathologists related to stuttering (Panico, Daniels, Yarzebinski, & Hughes), strategies for teachers to support children who stutter (Cozart & Wilson), and ways to interrupt the narrative of ableism that surrounds the treatment of stuttering (Gerlach-Houck & Constantino). Each of these articles provides a unique perspective on ways that professionals can seek to create a more supportive environment for our clients who stutter by changing the foundations of the way we teach preservice clinicians, support our school-based colleagues, and address the narrative of ableism that pervades our culture.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This course is composed of three articles that center around quality of life: at end of life, following a stroke, and among individuals with voice disorders.
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