This course
helps audiologists and speech-language pathologists distinguish between science
and questionable or pseudoscientific claims—and shares tips for talking about
this distinction with patients, clients, and families. The course provides tips
and examples for identifying common indicators of pseudoscience as well as
practical strategies you can use when talking with patients, clients, and
families.
Learning
Outcomes
You will
be able to:
- Identify common warning signs
associated with pseudoscientific treatment claims
- Describe the factors that make
pseudoscience alluring
- Implement basic strategies for
talking with clients, patients, and families about pseudoscience
Contents
- Introductions and Disclosures (1
minute)
- Warning signs associated with
pseudoscientific treatment claims (10 minutes)
- Example(s) of Pseudoscience in
SLP (4 minutes)
- Example(s) of Pseudoscience in
Audiology (4 minutes)
- Reasons why we appear to be
susceptible to these claims (5 minutes)
- Practical suggestions for
responding to these claims (5 minutes)
- Summary and Conclusions (1
minute)
Presenter
Information
Alison
K. Morrison, AuD, CCC-A is a Clinical Associate Professor in the
Department of Communication Sciences and Special Education and a pediatric
audiologist at the UGA Speech and Hearing Clinic. Dr. Morrison holds the
certificate of clinical competence in audiology from ASHA, and she is a fellow
of the American Academy of Audiology. Dr. Morrison teaches undergraduate
courses in the specialty area of audiology as well as the graduate audiology
practicum course for candidates in the Master’s SLP program. She also
supervises visiting doctoral students completing clinical training at the UGA
Speech and Hearing Clinic. Dr. Morrison’s specialty area is in
diagnosis and (re)habilitation of infants and children with hearing loss. She
is pleased to collaborate with school systems and other professionals in the
northeast Georgia region to improve the outcomes of children in the state. Dr.
Morrison has served in various leadership roles at the state and national
levels. She is also proud to have co-founded and chaired the annual UGA
Pediatric Audiology Symposium, which brings clinically relevant, evidence-based
continuing education to pediatric audiologists in the state of Georgia and
beyond.
Disclosures:
- Financial compensation from ASHA
for this presentation
- Clinical Associate Professor and
Audiology Clinic Coordinator at the University of Georgia
- Member of the AAA Coding and
Reimbursement Committee
- Commissioner of the Georgia
Commission for the Deaf and Hard of Hearing
- Member of the Georgia Academy of
Audiology
Patrick
Finn, PhD, CCC-SLP, is a Professor in the Department of
Communication Sciences and Special Education at University of Georgia. His main
research interests are critical thinking, evidence-based practice, and the
scientific evaluation of treatment. Throughout most of his career, he focused
on the communication disorder of stuttering; but in the last several years, he
has shifted his focus to the concept of critical thinking and its application
to evidence-based practice. His publications have included research on
measurement issues related to stuttering treatment outcome; investigations of
conceptual and methodological issues related to long-term recovery from
stuttering; and, most recently, the development of critical thinking skills in
students and clinicians. He has served as an Associate Editor for the
American Journal of Speech-Language Pathology, Associate
Editor for the Journal of Fluency Disorders, Editor for
SIG 10 Perspectives (Issues in Higher Education), and as
an inaugural Editor-in-Chief for the scholarly review journal The
Perspectives of the ASHA Special Interest Groups. He also served as
a member of ASHA’s Journals Board for 4 years.
Disclosures:
- Financial compensation from ASHA
for this presentation
- Professor at the University of
Georgia
- ASHA member
- Guest Editor and ad hoc reviewer
of ASHA publications
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 and submit the learning
assessment by no later than November 1, 2030.
Program
History and CE Information
Dates:
November 1, 2025 – November 1, 2030
