The articles in this journal self-study explore the effects of remote audiology and speech-language service delivery for children during the COVID-19 pandemic. The articles identify and describe experiences with remote service delivery, discuss the impacts on children, and focus on what has been learned. The articles highlight future research and practical takeaways audiologists and speech-language pathologists can use to provide and expand quality services via telepractice moving forward.

Learning Outcomes
You will be able to:

• Describe at least three findings about telepractice with children from experiences during the pandemic
• Explain the similarities and differences between cochlear implant test results in remote vs. face-to-face delivery
• Identify accommodations to ensure curriculum access for hard of hearing students during the pandemic

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by May 9, 2027.

Contents and Author Disclosures

The following articles are included in this course:

Genesis of a New Generation of Telepractitioners: The COVID-19 Pandemic and Pediatric Speech-Language Pathology Services, by Deborah R. Campbell and Howard Goldstein, published in American Journal of Speech-Language Pathology

• Financial Disclosures: Howard Goldstein receives a salary as a professor at the University of South Florida. Deborah R. Campbell reports no financial relationships to the content of this article.
• Nonfinancial Disclosures: Deborah R. Campbell and Howard Goldstein report no nonfinancial relationships to the content of this article.

Providing Telepractice in Schools During a Pandemic: The Experiences and Perspectives of Speech-Language Pathologists, by Shannon Hall-Mills, Lakeisha Johnson, Melissa Gross, Don Latham, and Nancy Everhart, published in Language, Speech, and Hearing Services in Schools

• Financial Disclosures: Shannon Hall-Mills, Lakeisha Johnson, Melissa Gross, Don Latham, and Nancy Everhart report no financial relationships to the content of this article.
• Nonfinancial Disclosures: Shannon Hall-Mills, Lakeisha Johnson, Melissa Gross, Don Latham, and Nancy Everhart report no nonfinancial relationships to the content of this article.

Remote Assessment of Verbal Memory in Youth With Cochlear Implants During the COVID-19 Pandemic, by William G. Kronenberger, Caitlin J. Montgomery, Shirley C. Henning, Allison Ditmars, Courtney A. Johnson, Carolyn J. Herbert, and David B. Pisoni, published in American Journal of Speech-Language Pathology

• Financial Disclosures: William G. Kronenberger, Caitlin J. Montgomery, Shirley C. Henning, Allison Ditmars, Courtney A. Johnson, Carolyn J. Herbert, and David B. Pisoni report no financial relationships to the content of this article.
• Nonfinancial Disclosures: William G. Kronenberger, Caitlin J. Montgomery, Shirley C. Henning, Allison Ditmars, Courtney A. Johnson, Carolyn J. Herbert, and David B. Pisoni report no nonfinancial relationships to the content of this article.

Educational Challenges During the Pandemic for Students Who Have Hearing Loss, by Erin C. Schafer, Andrea Dunn, and Alexandra Lavi, published in Language, Speech, and Hearing Services in Schools

• Financial Disclosures: Erin C. Schafer is the Editor of Audiology Today. Andrea Dunn is employed by Phonak. Alexandra Lavi reports no financial relationships to the content of this article.
• Nonfinancial Disclosures: Erin C. Schafer, Andrea Dunn, and Alexandra Lavi report no nonfinancial relationships to the content of this article.

The Impact of COVID-19 on Illinois Early Intervention Services, by Megan Y. Roberts, Liane Thornhill, Jordan Lee, Matthew A. Zellner, Laura Sudec, Jeffrey Grauzer, and Yael S. Stern, published in American Journal of Speech-Language Pathology

• Financial Disclosures: Megan Y. Roberts, Liane Thornhill, Jordan Lee, Matthew A. Zellner, Laura Sudec, Jeffrey Grauzer, and Yael S. Stern report no financial relationships to the content of this article.
• Nonfinancial Disclosures: Megan Y. Roberts, Liane Thornhill, Jordan Lee, Matthew A. Zellner, Laura Sudec, Jeffrey Grauzer, and Yael S. Stern report no nonfinancial relationships to the content of this article.

Program History and CE Information

Content origination date: April 2022
End date: May 9, 2027

This course is offered for 0.55 ASHA CEUs (Advanced level, Professional area).