Format(s):
Journal (Online)
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.
Format(s):
SIG Perspectives
This SIG 1 Perspectives activity focuses on therapeutic interventions related to contextualized language for school-age and adolescent students. Articles discuss intervention to increase motivation while targeting language-based literacy skills; development of collaborative academic conversations in older students with language delays and impairments; semantic reasoning as a vocabulary teaching tool; how a written, graphic, and oral learning strategy can improve comprehension, retention, and expression; and how morphological awareness intervention can be linked to learning academic vocabulary within disciplinary literacy strategies.
Format(s):
Journal (Online)
Studies have shown that grammar is foundational to a child’s communication and academic growth. SLPs who work with children with development language disorders (DLD) – regardless of the etiology of the disorder – need effective research-based grammar interventions in their toolbox. The articles in this journal self-study (selected from a Language, Speech, and Hearing Services in Schools forum, “Morphosyntax Assessment and Intervention for Children”) describe evidence-based approaches for grammar assessment and treatment and provide tools to support goal-setting and progress monitoring. The articles discuss new approaches and practical implications for practice.
Format(s):
Journal (Online)
This journal self-study course explores best practices for dysphasia assessment and recent innovations in dysphagia treatment. The articles – from an American Journal of Speech-Language Pathology special issue “Select Papers From the 2018 Charleston Swallowing Conference at Northwestern University” – will help SLPs develop a deeper understanding of how to select appropriate treatment techniques, as well as why those techniques can be impactful in improving swallowing function. The articles delve deeply into past, current, and future treatment approaches for dysphagia and will be helpful for established clinicians as well as those who are new to the field of dysphagia assessment and treatment.
Format(s):
SIG Perspectives
This Perspectives activity focuses on the assessment and treatment of school-age students with social language deficits. Articles focus on conversational profiles for students with autism and intervention strategies appropriate for students within each profile; the benefit of using analog tasks with toddlers through adolescents to evaluate social communication abilities and guide intervention; best practices in assessing students with social communication deficits; and how effective commercially available standardized tests are for evaluating the social and pragmatic language deficits of students with social pragmatic communication disorder within and separate from autism.
Format(s):
Journal (Online)
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.
Format(s):
Journal (Online)
This journal self-study course is composed of papers from the Research Symposium at the 2018 ASHA Convention. The articles summarize much of the accumulating evidence regarding neurological change in post-stroke aphasia recovery. The range of topics covered in this self-study include neurological recovery patterns according to phase of recovery and treatment target (e.g., word vs. sentence), neurological and genetic factors that influence recovery, and methodological considerations to increase validity of findings. These articles will appeal to researchers and clinicians looking for current evidence on dependent neuroplasticity after stroke.
Format(s):
Journal (Online)
This journal self-study course is composed of papers from a 2019 Research Forum, Advancing Statistical Methods in Speech, Language, and Hearing Sciences. These selected articles provide advanced-level discussion about clinically relevant statistical methodologies to give audiologists a strong foundation from which to analyze and understand the statistical research they come across to decide when and how to apply it in practice. The articles examine frequential and Bayesian statistical methods as well as propensity scores and linear-mixed model analyses.
Format(s):
Journal (Online)
This journal self-study course highlights various instructional strategies that demonstrate positive progress for students with autism spectrum disorder (ASD). The findings and recommendations can assist SLPs in choosing strategies that produce targeted outcomes for students with ASD on their caseload.
Format(s):
SIG Perspectives
First, Katie Strong and Barbara Shadden provide an overview of the relationship
between narrative, identity, and social co-construction for persons with aphasia and
narrative treatment approaches for identity renegotiation. Second, Jamie Azios and Jack
Damico relate the Lifetime Participation Approach to Aphasia (LPAA) and issues in longterm
care (LTC) along with practice recommendations for implementing LPAA in LTC.
Third, Jerry Hoepner and Tom Sather examine the potential approaches for teaching
and mentoring students in LPAA. Fourth, Rochelle Cohen-Schneider, Melodie Chan,
Denise McCall, Allison Tedesco, and Ann Abramson explore balancing relationshipcentered
care and professionalism. Finally, Sarah Wallace, Elena Donoso Brown, Anna
Saylor, Erica Lapp, and Joanna Eskander describe aphasia-friendly modifications for
occupational therapy assessments and home programs.
Best Seller
Format(s):
Journal (Online)
As a result of recent laws and regulations, more SLPs in schools are treating children with dyslexia. The journal articles in this self-study – from an October 2018 Language, Speech, and Hearing Services in Schools clinical forum on dyslexia – provide “state-of-the-science” information to help SLPs understand dyslexia in relation to other speech and language disorders, as well as ways to identify, assess, and treat this disorder. Clinicians will find practical tips that they can immediately incorporate into practice.
Format(s):
Journal (Online)
Taking into account children’s learning processes is important when SLPs design
interventions aimed at teaching new skills or expanding abilities. This journal self-study –
based on a special issue of Language, Speech, and Hearing Services in Schools –
focuses on the type of learning that happens implicitly and quickly, without effort or even
the knowledge that we are learning. This type of learning – known as statistical learning
– refers to the way that children recognize patterns in the world around them. As
language is full of patterns, this type of learning plays a large role in how children learn
sound production, words, grammatical structures, and more. The articles in this selfstudy
explore how SLPs can capitalize on implicit learning processes during intervention
to help learning happen faster.
Best Seller
Format(s):
Journal (Online)
Although clinicians have long understood the risks of misidentifying an English learner or nonmainstream dialect speaker with language impairment, research to date has lacked a more nuanced view of assessment within diverse populations. This journal self-study examines a variety of assessment and screening tools used with children of varying linguistic backgrounds, including speakers of rural southern dialects, speakers of African American English, and Spanish-English bilingual children.
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