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Results 1 - 10 of 13
Presenter(s): Marilyn A Nippold, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: In this course, the presenter discusses logical fallacies that commonly occur in spoken and written discourse and the social implications of passively accepting biased, illogical, and inaccurate statements. These logical fallacies include, for example, the hasty generalization, the omission of evidence, circular reasoning, the anecdote, the slippery slope, the appeal to ridicule, and the false cause. The presenter explains why SLPs should assist adolescents to deconstruct logical fallacies and how they can do so while addressing students; skills in speaking, listening, reading, writing, and reasoning. The presenter takes an international and multidisciplinary approach, drawing from studies conducted by researchers around the world working in diverse professions (e.g., business, computer science, education, philosophy, psychology, and rhetoric).
Presenter(s): Lynne Telesca, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses the benefits and steps to using a metalinguistic approach to writing with secondary students. The presenter shares research evidence that supports this approach and its benefits along with specific steps in how to tailor this approach when working with secondary students on academic writing across tasks, purposes, and audiences.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This journal self-study course examines remote treatment for aphasia, a topic that several researchers explored at the 51st Clinical Aphasiology Conference (CAC) in North Carolina. Articles examine the effectiveness of telepractice delivery of three types of aphasia treatment: conversation group treatment, Combined Aphasia and Apraxia of Speech Treatment, and Sound Production Treatment. The articles compare outcomes of the treatments when administered remotely vs. in-person.
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: This journal self-study course addresses the effectiveness of various aphasia treatments, a topic that many researchers explored at the 51st Clinical Aphasiology Conference (CAC) in North Carolina. Published in a special issue of the American Journal of Speech-Language Pathology, these articles examine specific interventions for particular patient populations, including individuals with stroke-induced aphasia, those with acquired apraxia of speech, those with anomia, and those with Alzheimer's dementia.
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This course is composed of a journal article that discusses person-centered assessment methods and tools for primary progressive aphasia (PPA). Using case studies, the authors define and present components of person-centered assessment, outline the R.A.I.S.E. assessment framework, and discuss its practical applications for assessment and treatment of individuals with PPA as well as for working with their care partners.
Credit(s): PDHs: 6.5, ASHA CEUs*: 0.65
Summary: The articles in this journal self-study focus on the characterization and clinical management of aphasia, one theme that researchers explored in the 2020 Clinical Aphasiology Conference (CAC) forum. Published in the American Journal of Speech-Language Pathology, these articles present cutting-edge research and discussion on word finding difficulties, sematic processing, and spoken discourse.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: Concussion - or mild traumatic brain injury (mTBI) - is a unique injury that is different from more severe brain injury, and addressing the associated cognitive deficits requires personalized, targeted interventions These articles discuss research and practical implications for the management of cognitive symptoms of mTBI, including defining the role of the SLP on interdisciplinary management teams, exploring specific assessment and treatment strategies, and emphasizing functional, personalized goals. The articles are from a 2021 American Journal of Speech-Language Pathology forum "Interdisciplinary Management of Concussion or Mild TBI." The articles provide evidence and strategies to increase clinician confidence and effectiveness when working with individuals with concussion or mTBI.
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: 5.0, ASHA CEUs*: 0.5
Summary: This journal self-study includes select papers on conversation and discourse production that were presented at the 49th Clinical Aphasiology Conference (2019) in Whitefish, Montana. The articles reflect the current state of research on treatments to improve conversation and discourse production for people with aphasia.
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: SLPs are working with an increasing number of children and families who identify as bilingual, multilingual, or dual language learners (DLLs). This journal self-study explores how family expectations can impact the effectiveness of interventions, how expectations may vary across cultures, and what SLP interventions are considered evidence-based when working with DLLs and culturally and linguistically diverse families.
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