CE Courses / 0.35 - 0.4 ASHA CEUs

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Hearing Health and Care During the COVID-19 Pandemic
Format(s): Journal (Online)
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.
New!
Considerations for Dysphagia Intervention in the Hospital: Adult and Pediatric
Format(s): SIG Perspectives
This SIG 13 collection of astute articles provides information regarding managing and treating dysphagia in the hospital for both adult and pediatric patients. Nalia GurgelJuarez and colleagues explore the frequency of oral care based on staff adherence to oral care policies. Rebecca Smith et al. investigate the quality-of-life impacts of dysphagia and its interventions on mealtimes using the Swallowing Quality of Life Questionnaire and the Eating Assessment Tool. Jessica L. Rice and Maureen A. LeftonGreif review high-flow nasal cannula mechanisms of action, its use in specific populations and settings, and what is known about initiation of feeding during this therapy. Finally, Donna Edwards and colleagues explore the impact of COVID-19 on modifications in clinical practice related to pediatric feeding disorders and dysphagia via telehealth.
New!
Assessment and Treatment Considerations
Format(s): SIG Perspectives
The first two articles in this SIG 19 activity provide information to better our assessment and treatment of individuals in the area of voice, while the latter two articles focus on treatment of individuals in the area of speech production. The authors for all four articles present a review of the literature as well as challenges and future directions. First, Van Hook and Duffy conducted a pilot study to trial the Gender Spectrum Voice Inventory. This article provides a review, discussion of validity, and speech-language pathologists’ perceptions of the inventory in an effort to address a gap in available clinical tools for transgender and nonbinary people. Next, Hammer reviews the relationship between air flow with sound pressure level during syllable production while holding fundamental frequency and subglottic air pressure constant. The results have clinical implications that stress the importance of an increase in air flow and focus on vocal fold contact. Then, Gritsyk et al. describe their study to determine which measures of somatosensory acuity best predicted change in production accuracy during vowel learning tasks while controlling auditory acuity. Results indicate only bite block adaptation with auditory masking was significantly associated with performance. Finally, Zajac et al. discuss their preliminary study that indicated cleft type contributes to production errors, specifically backing, in children with repaired cleft palate. Additionally, a history of otitis media affects the spectral contrast of alveolar consonants in children without clefts.
New!
Ethical Challenges in Various School-Based Scenarios
Format(s): SIG Perspectives
This SIG 1 activity focuses on ethical challenges that audiologists and SLPs may face in various school-based scenarios. A 5-step ethical decision-making approach is presented. An ethical decision-making model is used to help prepare clinicians for the ethical continuation of telepractice in schools. Some thoughts and tools for connecting ethical practices with the provision of culturally sensitive/responsive services are provided.
Clinical Considerations for Working With Multicultural Populations in Schools and in the Community
Format(s): SIG Perspectives
The theme for this Perspectives activity is clinical considerations for working with multicultural populations in schools and the community. Topics include (a) assessment practices for multilingual children in schools, (b) school-based speech language pathologists working with interpreter-translators, and (c) factors associated with clear speech and accentedness in American English.
COVID-19: A Global Perspective
Format(s): SIG Perspectives
These SIG 17 Perspectives articles focus on the impact of the COVID-19 global pandemic on service provision and student training in four global contexts: Cyprus, South Africa, the United Kingdom, and the United States. Topics include the rise of telesupervision, telepractice in speech-language pathology (SLP), and distance learning in Cyprus during COVID-19; the effectiveness of SLP and related service treatment of patients with COVID-19 in an inpatient rehabilitation setting in the United States; the impact and transformation of an SLP university program in South Africa due to COVD19; and the perspectives of parents/caregivers on SLP service provision during COVID19 for children born with cleft palates in the United Kingdom.
Contemporary Issues: Augmentative & Alternative Communication Service Provision
Format(s): SIG Perspectives
These SIG 12 Perspectives articles provide information on current issues associated with display design and image complexity for individuals with cortical visual impairment and an in-depth overview of telepractice for people who rely on augmentative and alternative communication. Readers will be more adept at assessing and assisting children with cortical visual impairment and will have a better understanding of telepractice methods that can be used to improve virtual service delivery.
Clinical, Research, Linguistic, and Technical Considerations in Telepractice
Format(s): SIG Perspectives
This activity presents a variety of topics related to telepractice service provision. The first article offers a case study on the effects of a hybrid telepractice/onsite treatment program for a child who stutters. The following article discusses common technical issues encountered during telepractice and a process for managing them with English- and Spanish-speaking clients. The final article details the findings of a study on integrating technology through telepractice to support clients with dementia.
Speech Science Views and News
Format(s): SIG Perspectives
This activity presents a diverse perspective, including four different speech science articles focused on a variety of topics. Kimball and Sayce discuss the pros and cons of research using behavior and functional assessment and treatment in the areas of speech science and voice, specifically their limitation in outlining etiology or explaining treatment resistance. They also provide an overview of genetic research approaches as a possible path forward to develop additional evidence-based treatment approaches. Neel reviews the production and perception of extralinguistic information regarding sex/gender, sexual orientation, age, non-native accent, regional and social dialect, and race and ethnicity. The article explores the literature in the above areas reviewing acoustical features and common misperceptions, concluding with instructional activities to enhance student awareness of indexical characteristics. McAllister et al. studied the effects of biofeedback for residual rhotic errors in a preliminary case series. Participants were five native English speakers who had not yet generalized rhotic production. Treatment consisted of either electropalatographic or visual-acoustic biofeedback using the Challenge Point Program software. Although participant responses to treatment were variable, the median effect size tended to exceed the minimum value considered clinically significant. Gritsyk et al. examined three measures to determine which best predicted change in production accuracy during a vowel learning task. Using 20 female college students, researchers administered three tasks: an oral stereognosis task, a bite block task using auditory making, and a new phonetic awareness task. The bite block task with auditory masking, measuring proprioceptive awareness, was the only task significantly related to performance in speech learning.
Evaluating Dysphagia Across the Life Span
Format(s): SIG Perspectives
The assemblage of articles presents clinicians with information on a variety of topics in dysphagia that can be utilized in practice. Laura L. Madhoun, Laura C. Merrell, Amanda Smith, Emily Snow, and Kristen M. Cherosky stress the importance of individualized and comprehensive feeding management for craniofacial anomalies through interdisciplinary collaboration. Lena G. Caesar and Meretu Kitila study clinicians’ perceptions and confidence with dysphagia service delivery. Aliaa Sabry, Amanda S. Mahoney, Shitong Mao, Yassin Khalifa, Ervin Sejdic, and James L. Coyle point out an objective way to assess laryngeal vestibule closure and opening at beside. Marie Jardine, Anna Miles, Jacqui Allen, and Rebecca Leonard give an interesting take of assessment of the aging swallow. Kelsey L. Thompson and Wanqing Zhang provide description and examples of mixed method research to comprehensively and holistically report of pediatric feeding disorders.
Clinical Considerations for Clients From CLD Backgrounds
Format(s): SIG Perspectives
This Perspectives issue focuses on clinical considerations for working with children and adults from culturally and linguistically diverse (CLD) backgrounds. Topics presented include (a) effects of clear speech on perceptions of accentedness in American English, (b) ethnographic interviewing in clinical practice, (c) language errors in bilinguals under background noise and quiet conditions, and (d) assessment of speech sound disorders in school-aged children from CLD backgrounds.
Value-Based Health Care Relating to Management of Dysphagia
Format(s): SIG Perspectives
This collection of articles presents information currently relevant to caring for patients. Firstly, Cara Donohue and James L. Coyle, and Christina Kang and David Lott, share service delivery focusing on the diagnoses of amyotrophic lateral sclerosis and muscle tension dysphagia, respectively. Samantha Shune and Ashwini Namasivayam provide systematic strategies to better support patients’ informal caregivers. Rinki Varindani Desai and Ashwini Namasivayam-MacDonald describe the practice patterns of speech-language pathologists managing dysphagia in persons with dementia. Lastly, Nancy Swigert and Ashley Wright describe effectiveness and efficiency as the key components of a value-based health-care system.
Bilingual Fluency/Disfluency in Children and Why Adults Attend Self-Help Groups
Format(s): SIG Perspectives
In these Perspectives (SIG 4) articles, two of the articles relate to patterns of disfluency in young bilingual children—one of these two articles adds the patterns of stuttering in young bilingual children that stutter. The third article uses a thematic analysis to help understand why adults who stutter attended self-help groups.
Audiology Assistant Education Modules
Format(s): eWorkshop
Audiology assistants who want to become ASHA-certified and hold the C-AA credential must meet the requirements set forth in the Standards for Audiology Assistants Certification. This 10-module set meets the requirement for Eligibility Pathway 2. Note: These modules are not eligible for ASHA CEUs.
Autism in Early Childhood
Format(s): SIG Perspectives
This Perspectives (SIG 1) forum focuses on the treatment of young children with a diagnosis of autism spectrum disorder. The first article examines the effects of parent-mediated intervention on the spoken language of young children. The second article focuses on an embedded teacher-implemented social communication intervention for preschoolers. The third article examined peer mediated augmentative and alternative communication for young minimally verbal children. The final article reported on social communication predictors of successful inclusion experiences for students with autism in an early childhood lab school.
Student Stress, Emotional Intelligence, Applying to Graduate School, and Doctoral Training
Format(s): SIG Perspectives
In these Perspectives (SIG 10) Roos and Schreck examine the stress experienced by undergraduate students in communication sciences and disorders (CSD), including stress levels, reasons for stress, stress management, and knowledge/use of campus resources to address stress. Shah and Galantino address building the emotional intelligence of undergraduate students studying CSD through exercises completed in class. Sylvan, Perkins, and Tuglio study the experiences and perceptions of CSD students applying to master’s degree programs, including deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Finally, Crais and Savage present an examination of CSD graduates’ perceptions of their PhD program, including challenges they faced, facilitators for success, their preparation for research/teaching/job readiness, and ways PhD education might be improved.
Collaboration in Language, Literacy, and Dysphagia
Format(s): SIG Perspectives
These Perspectives (SIG 16) articles address strategies for working alongside, as well as teaching others, to improve preschool to middle school students’ performance in language, literacy, social skills, and feeding/swallowing abilities, as well as learn how others perceive speech-language pathologists’ efforts in some of these areas.
Developmental Language Disorder/Specific Language Impairment Terminology in Practice
Format(s): SIG Perspectives
This Perspectives (SIG 1) forum focuses on developmental language disorder (DLD), including the history of terminology changes in the field, the relationship of specific language impairment and DLD, diagnostic criteria in the field of speech language pathology, and an examination of DLD through a school-based lens.
Issues in Fluency and Fluency Disorders
Format(s): SIG Perspectives
These Perspectives (SIG 4) covered a diverse area of topics as they related to fluency and fluency disorders, including word-final disfluencies, social support, behavioral and affective comparisons of people who stutter, school participation by children who stutter, and leadership and childhood responses to a public attitudes about stuttering survey.
Research Highlights in Audiology: 2018
Format(s): Journal (Online)
This self-study features highly read and cited audiology research articles published in 2018 in ASHA’s scholarly journals. Topics reflect the diversity of the field and include: (1) what users need to know to effectively manage hearing aids, (2) how language skills develop in children with cochlear implants, and (3) information available on social media about tinnitus.
Impact of Impaired Anatomy and Physiology on Treatment of Dysphagia in Adults
Format(s): eWorkshop
This course examines the impacts of impaired anatomy and physiology on swallowing safety and efficiency in adults. The course is designed to aid clinicians in managing the evaluation and treatment of adults with oropharyngeal dysphagia. The speaker discusses the functions of specific structures, spaces, and muscles related to swallowing as well as the relationship between esophageal and oropharyngeal signs and symptoms. The course features clearly labeled animations and videos of instrumental studies – e.g., videofluoroscopic swallowing studies (VFSS) and fiberoptic endoscopic evaluations of swallowing (FEES) – at different speeds to guide clinicians’ ability to interpret the imagery. The course also includes interactive “quizzes” throughout, which provide feedback on application of concepts.
Patient-Centered Care for Older Adults
Format(s): Journal (Online)
The articles in this journal self-study provide clinically applicable evidence and critiques of current practices for working with older adults, with the goal of encouraging clinicians to go beyond treating impairments in isolation and instead to use patient-centered practices to increase life participation and quality of life. Two of the articles closely examine situations in long-term care facilities: (1) differing perceptions of food texture modification by professionals and staff and (2) improving communication opportunities for residents with aphasia in traditional long-term care facilities. The second two articles analyze interventions for individuals with cognitive impairment, addressing (1) improving behavioral symptoms by treating hearing loss and (2) providing direct communication intervention for individuals with moderate to severe dementia.
Incorporating Video Games in SLP Practice
Format(s): Journal (Online)
The articles in this journal self-study highlight potential benefits of video games in the clinic and classroom. The articles demonstrate how gaming principles and applied video game design can result in measurable behavioral changes across populations that SLPs serve. The first article describes principles of video games that can enhance efficiency and motivation in intervention and then illustrates these principles in a case study. The second article describes the social-emotional benefits of video games as a leisure activity according to individuals with autism spectrum disorder. The final three demonstrate practical applications of video games for motor learning in individuals with velopharyngeal dysfunction and hypokinetic dysarthria as well as for classroom-based learning.
Special Considerations in Aphasia Management
Format(s): eWorkshop
This course includes four recorded sessions from the 2018 online conference “Improving Functional Outcomes in Aphasia.” Two of these sessions address strategies for working with special populations of people with aphasia and two other sessions explore modifications to technology and coding/documentation that may need to be made when working with individuals with aphasia. The conference included a total of 15 sessions, giving a comprehensive view of the current landscape of aphasia intervention as well as related subjects, including medical management, neuroplasticity, life participation, assessment, and more. Sessions explored practical treatment strategies to meet the needs of patients across the severity spectrum and in various treatment settings, as well as the unique needs of a range of patient subgroups.
Improving Hearing Aid Outcomes Through Patient Self-Efficacy
Format(s): Journal (Online)
Despite best practices, many clients eventually discontinue using their hearing aids. Though a number of reasons may explain this behavior, declining patient satisfaction is perhaps one of the most significant. The articles in this journal self-study explore ways to improve hearing aid outcomes by targeting patient satisfaction through increased self-efficacy. The first article establishes an overall framework for client satisfaction by identifying essential concepts underlying hearing aid management. The second article describes a new area of research regarding self-fitting, which promotes self-efficacy by involving clients in adjusting their own hearing aids from day 1. The third article examines psychosocial benefits and improved satisfaction resulting from hearing aid trials. The final article empirically tests the connection between self-efficacy of specific management skills and hearing aid satisfaction.
Adolescent Language: Reading and Writing
Format(s): eWorkshop
This course explores working with adolescents with and without language impairments on written language; the writing process; vocabulary development; and breaking down complex language in texts. The course includes three recorded sessions from the 2018 online conference “Spoken and Written Language in Adolescents: Fresh Solutions.”
Improving Speech Skills Using Curriculum Content
Format(s): Streaming Video
Clinicians frequently find that children with speech sound disorders progress in intervention more slowly than desired, or they may make expected progress within sessions but not carry over or generalize improved speech skills to their daily activities. There is some evidence that using normalized speech sound intervention – treatment activities that reflect the real-world activities and interactions in which children communicate – can lead to more rapid increases in intelligibility. This course will provide participants with the knowledge and skills to implement normalized speech sound intervention using age and developmentally appropriate curriculum-based learning activities in which the production of speech sound targets is integrated in meaningful verbal and social interactions.
Service Provision for Children With Autism Spectrum Disorder
Format(s): Journal (Online)
This journal self-study explores issues related to service provision for children with autism spectrum disorder (ASD) by taking learners through the typical intervention process. The course starts with a review of speech sound assessments for children with ASD, an area that is not as commonly addressed in this population as other areas of communication. It then moves to how documentation of assessment results can be improved by adopting a strengths-based approach. A discussion of how SLPs in the U.S. and Taiwan use evidence-based interventions for ASD follows. And the course concludes with a discussion of an innovative way to approach social skills and friendships for children with ASD. Each article includes specific recommendations that clinicians can incorporate immediately into practice to improve all aspects of service provision for children with ASD.
Children With Autism: Family and Other Stakeholder Involvement
Format(s): eWorkshop
This course includes three recorded sessions from the 2018 online conference “Children With Autism: Matching Interventions to Communication Needs.” Taken together, these sessions provide practical strategies for incorporating and empowering various stakeholders – including family members, peers, educators, support personnel, and other professional team members – to support school-age students with autism spectrum disorder (ASD). The conference included a total of 13 sessions, with the broad goal of presenting current best practices in intervention for school-age students with ASD. Conference sessions focused on tips and strategies SLPs can use to choose the most appropriate interventions for each child using an evidence-based approach that balances family preferences, research, and clinical judgment/expertise.
Best Seller
Executive Function Skills in Preschool and School-Age Children
Format(s): Journal (Online)
While the definition of executive function (EF) varies in the literature, it includes, at its core, the skills people use to plan, organize, problem-solve, and set and achieve goals in their daily lives. EF skills start developing in early childhood, and children with EF dysfunction experience social and academic difficulties. This journal self-study explores issues related to the development of EF skills as well as principles and practical strategies for EF assessment and intervention in preschool and school-age children. It also presents an argument for the role of EF in social communication and discusses ways that SLPs can address these skills in treatment. SLPs working with children with EF deficits can use this information to improve assessment techniques and plan intervention strategies to better meet the needs of these children.
Best Seller
Reaching Success: Expository Text for Secondary Students
Format(s): Streaming Video
Students in grades 6–12 frequently struggle with both the content and use of academic language. As they move through the secondary grades, they are confronted with increasingly more expository language, as opposed to the mostly narrative language they saw in elementary grades. This course explores the fascinating relationship between these two language structures, which provides a strong basis for our therapeutic interventions as speech-language pathologists. Presenter Judy Montgomery provides examples of linking narratives to expository text to ultimately help students successfully use academic language at the secondary level. Montgomery shares strategies to use in different service delivery settings (one-on-one intervention vs. in the classroom).
Advancements in Pediatric Single-Word Speech Assessment
Format(s): Journal (Online)
As caseloads grow and diversify, clinicians may question whether they are equipped with the necessary tools to address changing demands when it comes to working with children with speech sound disorders. The single-word naming task is a basic component of pediatric speech production assessment, but is there an adequate evidence base behind the use of single-word naming tools for all populations served? Are the items found in these assessments necessary and sufficient to diagnose speech sound disorders? The four articles in this journal self-study address such questions.
Remediating Rhotic Distortions: Moving Beyond Traditional Approaches
Format(s): Journal (Online)
School-based clinicians generally agree that /r/ is one of the most challenging speech sounds to remediate. Despite research showing how persistent rhotic distortions can affect students’ social, academic, and even future employment prospects, some children are discharged from services because traditional approaches simply fail to work. This journal self-study offers a response to the frustration often experienced by clinicians and clients struggling with persistent errors by showcasing some exciting new methods in /r/ intervention. Three articles describe promising results of different types of biofeedback-visual-acoustic, ultrasound, and electropalatographic interventions that are gradually becoming more accessible to clinicians. These articles also explore how biofeedback methods and other intervention modifications can adapt the principles of motor learning to increase efficacy of articulation intervention. The fourth article is an exploration of self-entrainment theory to promote speech sound change through the use of hand gestures.
Best Seller
Best Practice for Developmental Stuttering: Balancing Evidence and Expertise
Format(s): Journal (Online)
Stuttering is a complex disorder that can lead to social, emotional, and academic difficulties. Clinicians treating children who stutter must consider many factors during assessment and intervention. The articles in this clinical forum describe approaches to evidence-based practice (EBP) that balance available research with clinical expertise, while also considering the needs and desires of the patient and family. Four fluency experts use case studies to describe how they make decisions about stuttering management for a young child as well as an adolescent. Clinicians can use this information to guide how they incorporate the three components of EBP – research evidence, clinical expertise, and client preferences – into their own practice with children who stutter.
Best Seller
Beyond Memory: Special Issues in Dementia
Format(s): Journal (Online)
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.
Best Seller
Evaluating Feeding and Swallowing Disorders in Infants and Children
Format(s): Streaming Video
This video course presents systematic, evidence-based strategies for carrying out a comprehensive evaluation of infants and children who demonstrate signs of dysphagia and/or broader feeding problems. The course includes detailed discussion and strategies for collecting a child’s relevant history and conducting a physical examination and feeding observation. With a focus on function, the course offers guidance on interpreting evaluation findings and making optimal recommendations for next steps that promote functional outcomes. Video clips of professionals and caregivers working with infants and children, as well as discussion of case studies, enhance the learning experience.
Best Seller
Beyond Workbooks: Functional Cognitive Rehabilitation for Traumatic Brain Injuries
Format(s): Streaming Video
This course presents a practical framework for cognitive rehabilitation for patients suffering from a traumatic brain injury (TBI). Clinicians can use the framework to identify functional treatments that are evidence-based, matched to individualized patient needs, and feasible given the time and resource constraints of the current health care environment. The course explores specific cognitive rehabilitation interventions that patients with a brain injury may find particularly valuable and motivating. The presenters use case studies to discuss how to write functional goals and identify optimum outcome measures.
Special Issues in Autism
Format(s): Journal (Online)
Clinicians who work with children with autism spectrum disorder (ASD) are aware of the challenges presented by the varied abilities and behaviors of this group. This journal self-study focuses on special populations of children with ASD, including those who are deaf, those who use AAC, and bilingual children. A final article discusses how intervention can be extended beyond improving social skills to working toward establishing and maintaining actual friendships. SLPs working with children with ASD can use information from these articles to improve clinical practice when working with children with these particular special situations.
Evidence-Based Assessment and Intervention for Cleft Lip and Palate
Format(s): Journal (Online)
The articles included in this journal self-study include evidence-based assessment and intervention practices for children with cleft lip and/or palate, a specialized population with which many SLPs have limited experience. The first article describes a clinical measure for quantifying nasal air emission using a nasal accelerometer. The second article illustrates the developmental timeline of typical velopharyngeal function in speech production and then compares it to what is seen in toddlers with repaired cleft. The third article offers treatment efficacy data for a naturalistic intervention with phonological emphasis for toddlers with cleft lip and/or palate. The final article examines a number of factors that can influence language development in internationally adopted children with cleft lip and/or palate.
Adolescents and Adults With ASD: Success in the Workplace
Format(s): eWorkshop
This course includes three recorded sessions from the 2017 online conference “Communication Interventions for Adolescents and Adults With Autism.” These sessions explore strategies to set up adolescents and adults with autism spectrum disorder for employment success, with an emphasis on collaboration with other professionals. The conference included a total of 16 sessions, with the broad goal of giving SLPs tools to help students and clients develop or enhance friendships and strengthen work-life relationships to support their academic and workplace success.
Best Seller
Hearing and Cognition in Older Adults
Format(s): Journal (Online)
As people age, they often experience a variety of health-related issues, including hearing loss and memory difficulties. This journal self-study explores the relationship between hearing loss and cognitive functioning and considers what is known about age-related cognitive decline and how it may be influenced by hearing loss and the use of amplification. As the primary provider of hearing-related services for older adults, audiologists are in a position to address cognitive issues and assist patients and families. This journal course discusses strategies on how to do so effectively.
Considerations in Dysphagia Management
Format(s): Journal (Online)
This journal self-study course explores some considerations that SLPs who work with specialized patient populations in various health care settings face in dysphagia management. Articles discuss instituting dysphagia exercise programs for patients with amyotrophic lateral sclerosis; the injury process and acute care management of individuals with dysphagia due to chemical ingestion; and preliminary evidence concerning new speaking valve technology for patients living with tracheostomy. The final article evaluates from a legal perspective the common practice of encouraging patients who decline dietary restrictions to sign waivers of liability.
Dysphagia Intervention: Planning and Implementation
Format(s): eWorkshop
This course provides an overview of the essential elements of planning and implementing successful dysphagia intervention. The speaker reviews how to select and utilize appropriate treatment strategies and techniques by summarizing specific compensatory, bolus modification, postural, and rehabilitation strategies for oral and pharyngeal dysphagia and discussing the evidence underlying these strategies. The course also reviews what variations in dysphagia management might be needed depending on particular disease stages and processes.
Improving AAC for Children
Format(s): Journal (Online)
Augmentative and alternative communication (AAC) often benefits children with severe disabilities. The most effective AAC systems consider the child’s individual needs and support learning and social interactions. This journal self-study explores ways to improve AAC systems to increase language skills, allow for more active participation in communication, and encourage emotional competence. Incorporating parent perceptions about AAC use into decision-making is also discussed, as are the benefits of peer involvement in communication using AAC. Clinicians will be able to incorporate strategies discussed to enhance services for children using AAC.
Best Seller
Helping Students With Hearing Loss Access Learning
Format(s): eWorkshop
This course includes three recorded sessions from the online conference “Audiology 2016: Collaborative Strategies for Students With Hearing Loss.” These sessions focus on the significance of acoustic accessibility as well as challenges to and potential solutions for achieving it. Universal Design for Learning (UDL) is also discussed. The conference included a total of 15 sessions, with the broad goal of providing practitioners practical, outcome-driven strategies, new information, and resources to help bridge the gap between children and teens with hearing loss, their families, and the educational and medical providers who support them. The three sessions in this course are:
Professional Issues in Educational Audiology Service Delivery
Format(s): eWorkshop
This course includes three recorded sessions from the online conference “Audiology 2016: Collaborative Strategies for Students With Hearing Loss.” These sessions focus on professional issues in educational audiology, including current educational policy initiatives and their impact on students with hearing loss; strategies and resources for the transition process from family-centered to center-based, student-driven services; and tools and strategies for defining and articulating your value as an audiologist working with students with hearing loss. The conference included a total of 15 sessions, with the broad goal of providing practitioners practical, outcome-driven strategies, new information, and resources to help bridge the gap between children and teens with hearing loss, their families, and the educational and medical providers who support them. The three sessions in this course are:
Technology for Students With Hearing Loss
Format(s): eWorkshop
This course includes three recorded sessions from the online conference “Audiology 2016: Collaborative Strategies for Students With Hearing Loss.” Two sessions focus on strategies and tools to promote positive outcomes for students with hearing aids and cochlear implants. One session discusses how to leverage touch technology as intervention and communication tools for students who are deaf or hard of hearing. The conference included a total of 15 sessions, with the broad goal of providing practitioners practical, outcome-driven strategies, new information, and resources to help bridge the gap between children and teens with hearing loss, their families, and the educational and medical providers who support them. The three sessions in this course are:
Treatment for Acquired Apraxia of Speech: Understanding the Evidence
Format(s): Journal (Online)
Acquired apraxia of speech (AOS) is a motor speech disorder caused by brain damage, such as from a stroke, and can range from only slight difficulty saying sounds and words to a complete inability to produce sound. Speech-language pathologists working with people with AOS often struggle to determine which treatments will work best to help those with this frustrating disorder. This journal self-study explores the research behind AOS treatment through an updated systematic review of the literature on AOS and exploration of outcomes of treatment for AOS that has been described in single-subject research. In addition, a discussion of a treatment using auditory masking is included, which builds upon and adds to the research on speech motor control. Clinicians will be able to apply the information in these articles to the treatment they provide and add to their arsenal of evidence-based treatment tools with confidence.

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