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Results 1 - 10 of 21
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: Clinicians who work with individuals with dementia are well aware of the need to address memory and other cognitive issues. However, there are other potential problems that may co-occur with dementia or happen as a result of the disease progression. This journal self-study explores some of these issues, including ways to improve the use of compensatory swallowing strategies, the impact of hearing amplification on cognitive performance, how motor speech may be affected by dementia and other progressive disorders, and how auditory processing may be affected by cognitive impairment. Clinicians can use this information to improve how they manage patients with dementia.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This journal self-study course compares language performance in children with and without cochlear implants from preschool to 6th grade. The articles examine levels of language from phonology to prosody, offering insights into areas of strength and weakness as well as clinical directions. The first article examines consonant acquisition patterns based on hearing exposure. The second and third articles compare morphosyntactic, lexical, and phonological awareness profiles, the effect of literacy on each language skill, and types of errors produced in school-age children with and without cochlear implants. The fourth article explores differences in word-learning strategies that could affect lexical development and offers clinical suggestions based on these findings. The final article explores children’s abilities to discriminate emotional intent based on suprasegmental characteristics in the speech signal.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This SIG 11 Perspectives activity addresses the use of single-subject design in clinical education and supervision. In this article, the authors highlight the suitability of single-subject experimental design (SSED) to clinical practice research, particularly within supervisory settings. This practical tutorial provides examples of SSED and suggests possible research topics relevant to clinical education and supervision.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: Even before the COVID-19 pandemic required clinicians to rapidly adapt their practice for remote service provision, researchers were already exploring effective telehealth approaches for audiology. The articles in this journal self-study (selected from a special issue of the American Journal of Audiology, “4th International Meeting on Internet and Audiology”) examine teleaudiology tools and methodologies for hearing screenings, home-based auditory assessment for people who use cochlear implants, assessing hearing aid outcomes using ecological momentary assessment (EMA), and a tool for evaluating hearing aid performance.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This activity includes two articles related to language and literacy intervention for children with hearing loss and deafness. In the first article, Stephanie Mary Raymond and Tring D. Spencer investigate the effect of narrative language intervention on the narrative retelling skills and vocabulary use of children with hearing loss. In the second article, Krystal L. Werfel and Sarah Lawrence describe specific considerations for print-referencing interventions for children with hearing loss along with a case study. The respective authors conclude that print referencing, with specific considerations for children with hearing loss, may be an effective emergent literacy intervention to increase conceptual print knowledge for children preschool-age with hearing loss; and narrative intervention is promising for facilitating language skills improvement for children with hearing loss. Both studies require replication for their findings.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: The articles in this journal self-study explore research related to various aspects of hearing health and care during the COVID-19 pandemic. Specific topics include: supporting individuals with tinnitus, teaching students about noise-induced hearing loss, and understanding pandemic-related disruptions to hearing abilities and care. Audiologists will take away information they can apply as the pandemic and audiology practice continue to evolve.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: In “Coupling Hearing Health With Community-Based Group Therapy for Cognitive Health in Low-Income African American Elders,” Postman et al. describe a community-based group intervention to address disparities experienced by African American elders in the early stages of cognitive–communicative decline. The intervention included partnerships with community health centers, culturally informed activities, and ongoing input from staff and participants. The authors describe the advantages of this community-engaged approach, as well as the benefits of joining hearing and cognition for minimizing access barriers. In “Public Health Frameworks in Audiology Education: Rationale and Model for Implementation,” Warren and Levy review how public health education can advance the field of audiology, particularly through coursework and dual degree programs. The authors also describe two frameworks for public health training in an audiology academic setting and identify the competencies that overlap in audiology and public health, helping to illustrate the relevance of public health education in addressing objectives in hearing health care.
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: 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: 1.5, ASHA CEUs*: 0.15
Summary: These SIG 7 Perspectives articles focus on auditory rehabilitation (AR) for adults with cochlear implants. While the benefits of AR in the population are recognized in the literature, service-delivery models are variable, and there is no gold standard approach to developing and implementing a comprehensive AR program. Glade and colleagues provide an overview of clinical models currently being used for the provision of AR for adults with cochlear implants from nine clinics across the country. The article highlights the importance of interprofessional practice in AR and outlines the roles of professionals included on care teams. There is a discussion about barriers to successful implementation of AR programs, including distance to services, and recommendations for potential solutions, such as teletherapy. In the second article, Mosley describes the process of creating and implementing a comprehensive teleaudiology AR program for older adults who use cochlear implants at the University of South Alabama Speech & Hearing Center.
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