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Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: This SIG 16 Perspectives course highlights some of the realities faced by school-based SLPs and their students. Articles discuss the challenges that are all too often experienced by SLPs and our students, as well as recommendations for how to increase satisfaction with school-based positions, reduce burnout, and increase the mental health, representation, and motivation of our students.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This SIG 16 Perspectives activity includes research that focuses on caseload issues and articulation intervention. Articles discuss the relationship between school factors and speech-language therapy enrollment in public schools; the efficacy of using the SATPAC (Systematic Articulation Training Program Accessing Computers) approach with children receiving intervention through response to intervention; and the effectiveness of biofeedback technologies as a form of intervention for speech sound production.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This SIG 16 Perspectives course highlights novel approaches to eligibility decision-making, intervention, and the roles and responsibilities of school-based SLPs. Articles discuss how to utilize a design thinking framework when making eligibility recommendations for children with oral and written language disorders; using electropalatographic therapy for the remediation of speech sound disorders; and ideas of how to prepare to be a fact witness or an expert witness if called to testify in a special education dispute or civil litigation case.
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: 4.5, ASHA CEUs*: 0.45
Summary: This SIG 16 Perspectives course includes recent research that focuses on the relationships between SLPs and other school professionals. Articles explore the collaborative relationship between SLPs and classroom teachers; teachers' perspectives and the SLP’s role in supporting students with autism in the classroom; and school principals' perspectives, including their perceptions of integrated classroom-based services (ICBS).
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.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: How can audiologists enhance patient-centered communication, even during the COVID-19 pandemic? This self-study is from the journal, Perspectives of the ASHA Special Interest Groups, SIG 7: Auditory Rehabilitation and Its Instrumentation. It features two articles focused on patient-centered strategies for effective communication, from initial consultations to prioritizing follow-up care, during COVID-19. It also includes the article that won the 2021 ASHA Journals Editor’s Award for Perspectives (for SIGs 6, 7, 8, and 9) by Davidson and Marrone. The first article is, “How to Provide Accessible Hearing Health Information to Promote Patient-Centered Care.” Kelly-Campbell and Manchaiah review the literature within audiology on patient-provider communication. They focus on research studies of communication during initial audiology consultation sessions. Through a summary of themes in the literature, they categorize important research findings that provide insight into communication between patients and their audiologists. Finally, they identify five key strategies for effective patient-centered communication. Each strategy is then reviewed in detail, with clinical examples and specific recommendations that can be immediately implemented in practice. The second article is, “A Clinically Valuable Interaction in the Midst of COVID-19 and Beyond: A Viewpoint on the Importance of Patient-Centered Outcomes in Rehabilitative Audiology.” Davidson and Marrone discuss patient-centered communication following hearing aid device fittings. They identify challenges facing patients and audiologists related to follow-up hearing aid services as a result of the COVID-19 pandemic. Based on a literature review and their own recent research, they developed a decision-tree algorithm to help audiologists prioritize clinical activities following hearing aid fittings, including remote formats for care. The algorithm was based on use of a patient-centered outcome measure, the Measure of Audiologic Rehabilitation Self-Efficacy. Patient-centered outcomes measurement is suggested as an engagement strategy for continued communication with patients during the COVID-19 pandemic and beyond.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: These SIG 8 Perspectives articles focus on topics that are important in promoting public health audiology. In “Fundamentals of Epidemiology for the Audiologist,” Torre and Reavis provide an overview of basic epidemiologic concepts including study design, prevalence, incidence, risk ratios, and odds ratios. The authors emphasize that an understanding of epidemiology is crucial for audiologists for a variety of reasons, including to help them assess the quality of publications, evaluate and discuss the efficacy of screening methods, and evaluate and communicate risk factors for ear and hearing problems. In “Hearing Health Care Delivery Outside the Booth,” Gates, Hecht, Grantham, Fallon, and Martukovich review the literature on boothless audiometry and introduce current tools used to deliver hearing health care outside of the traditional clinic setting. From their review, the authors conclude that boothless audiometry technology provides an opportunity for audiologists to expand services to nontraditional settings such as waiting grooms and nursing homes, increasing access to care, early identification, and intervention, and therefore improving health outcomes.