Event Date: 7/11/2026
Format(s):
In-person Event
ASHA Schools Learning Exchange: Empowered Service Delivery for SLPs
Format(s):
SIG Perspectives
The six articles included in this SIG 18 activity represent the diverse work and settings in which asynchronous telepractice methods are used and applied. In the first article, “Asynchronous Telepractice and Ethical Conduct,” Cohn and Cason suggest that ethical standards are applicable across both synchronous and asynchronous telepractice. Then, the second article, “The Efficacy and Utility of Constant Therapy in Post-Stroke Aphasia Rehabilitation,” by Smith and Kiran, is a tutorial describing the use of asynchronous technologies in the post-stroke aphasia rehabilitation process. The third article, “Asynchronous Telepractice in Audiology: Feasibility and Implementation” by Mahomed-Asmail and colleagues, provides readers with a three-phase model in asynchronous audiology service implementation with application in South Africa and the United States. Next, the fourth article, “Asynchronous Telehealth for Dysphagia Management: Evidence, Possibilities, & Practical Examples,” by Malandraki and colleagues, describes real-world applications of asynchronous technologies used in dysphagia treatments.
Then, the fifth article, “The Impact of an Asynchronous Intervention on Parents’ Use of Code-Based Shared Reading Strategies: A Preliminary Exploration,” by Hecker-Deel and McCarthy, presents a research study that suggests there may be no difference in the effectiveness of delivering video or audio-only asynchronous educational methods to support caregiver involvement in early literacy development. The final and sixth article, “Application of Asynchronous and Hybrid Voice Telepractice Methods” by Grillo and van Leer provides readers with a deep dive into client eligibility for telepractice and the use of mobile apps to support adherence to voice therapy. These articles create a framework for the practical use of asynchronous technologies and their impact on telepractice in the fields of audiology and speech-language pathology.
Format(s):
SIG Perspectives
This SIG 1 forum aims to increase speech-language pathologists’ ability to work with neurodiverse clients from various cultural and ethnic backgrounds in an affirming way. The first article discusses intersectionality in the context of neurodiversity affirming services for Black autistic people, while the fourth provides a case study of the experience of autism and communication in an indigenous Yucatec Maya family. The second article examines self-diagnosis in autism and suggests ethical considerations for speech-language pathologists working with this population. The third article examines comprehension of ambiguous pronouns in autistic and non-autistic populations. Finally, the fifth article rounds out the forum by discussing ways that culture may impact naturalistic communication assessments.
Format(s):
SIG Perspectives
The theme for this SIG 14 activity is a review of cultural considerations specific to
the assessment of speech disorders in individuals who speak Greek, Mandarin
and Anguillian Eastern Caribbean English, and both speech and language
assessment in Farsi. Topics include: (a) salient characteristics of each
phonological system and (b) assessment considerations for speech-language
pathologists when assessing the speech skills of individuals who may speak the
aforementioned languages.
Format(s):
Journal (Online)
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.
Format(s):
SIG Perspectives
This course focuses on neurodiversity-affirming practices. Five articles discuss the need for neurodiversity-affirming care; research design and reporting in autism intervention research; knowledge, experience, and training of school-based professionals and their familiarity with early communication access for autistic children; themes in spoken narratives produced by autistic adults whose genders are marginalized; and gestalt language processing.
Format(s):
SIG Perspectives
This SIG 1 activity focuses on evidence-based practices in literacy related to word
reading, morphology, and vocabulary. The first article highlights the relationship between
literacy and vocabulary learning and provides a tutorial on treatment options for
vocabulary-based interventions for children with identified vocabulary deficits. The
second article describes the developmental sequence of alphabet knowledge and
demonstrates how to address this knowledge within three different service delivery
modules. The third article explains the importance of targeting morphology in schoolbased
speech and language therapy to support the literacy development of students with
developmental language disorders. The final article describes the skills required for
successful word reading and outlines how a speech-language pathologist can carry out
an evidence-based approach for both assessment and intervention.
Format(s):
Journal (Online)
The articles in this journal self-study explore a variety of aspects of working with adolescents who stutter. Using different research methods, the articles discuss assessment procedures, readiness for change, stuttering management, mental health, and interactions with peers, family members, and teachers.
Format(s):
SIG Perspectives
This SIG 10 activity focuses on student perceptions and experiences. In the first article, the experiences of SLP graduate students who previously worked as Speech-Language Pathology Assistants are compared with students who did not come into their programs with such experience. Implications for prospective students and program development are discussed. Next, authors investigate experiences of students and graduates of clinical doctorate programs, including the application process, their career goals and outcomes, and their general reflections on their decision to pursue the doctor of speech-language pathology degree. Third, authors present an examination of SLPs’ perceptions of graduate students in CSD who speak with vocal fry (a low-pitched, grating voice quality). Finally, in a mixed-method study, graduate and undergraduate students participate in a learning-by-teaching experience in two CSD courses. Three years of data is presented.
Format(s):
SIG Perspectives
This SIG 1 Perspectives activity focuses on assessing and treating students with intellectual disability (ID) in the areas of language and literacy. The first article discusses the primary components of a parent-implemented language intervention for children with fragile X syndrome. The second article discusses emergent and conventional literacy skills and the strengths and challenges in reading and spelling for adolescents with ID. The third article describes the key components and modifications that can be utilized in narrative interventions when working with individuals that are diagnosed with intellectual and developmental disabilities. The final article provides the parents’ perspectives of the home and school literacy experiences of children with ID in preschool.
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 how to work with students with autism spectrum disorders (ASD) and their caregivers via telepractice. The first article provides five practical tips for supporting families of children with ASD while implementing effective interventions via various telepractice modalities. The second article reviews the feasibility of implementing telehealth programs related to behavioral interventions for families and their children with ASD. The third article explores the usability of a web-based application of the JASPER social communication intervention. The fourth article discusses the results of a survey completed by speech-language pathologists who utilized telepractice to teach children with autism to access and use augmentative and alternative communication devices. The final article shares current available research related to the barriers of and solutions to conducting telehealth assessment and interventions for families and their students with ASD.
Format(s):
Journal (Online)
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.
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.
A Myriad of Dysphagia Interventions: NICU, Cultural Humility, Instrumentation, Nursing, Tracheostomy Tubes, and Technology
A Myriad of Dysphagia Interventions: NICU, Cultural Humility, Instrumentation, Nursing, Tracheostomy Tubes, and Technology
Format(s):
SIG Perspectives
This collection of articles presents clinicians with evidence on a variety of topics in dysphagia that can be utilized in practice immediately. Alaina Martens and Emily Zimmerman offer insight regarding changes to feeding patterns in infants diagnosed with bronchopulmonary dysplasia after prolonged oxygen therapy in the newborn intensive care unit. Paula Leslie and colleagues provide a framework of health and illness and how food and drink are much more. They stress the importance of clinician appreciation as a cultural guest in our patients’ lives. Bonnie Martin-Harris and colleagues stress the importance of instrumentation with a thorough review of available practice guidelines and appropriateness criteria issued to date, revealing a deficit of up-to-date, comprehensive, evidence-based information on the diagnosis and evaluation of oropharyngeal dysphagia. Specifically, a lack of quality guidance on the ordering, performance, and reporting of the modified barium swallow study has hindered efforts to improve standardization and ensure quality continuity of care. Naomi Gurevich and colleagues stress the need to clarify guidelines and increase interprofessional education between both professions to improve patient care. George Barnes and Nancy Toms highlight speech-language pathologists’ need for a solid foundation of knowledge when it comes to patients with highly complex disease processes and care plans. Deirdre Muldoon and colleagues conduct a review of published literature regarding management of feeding difficulties at the oral phase of feeding in children with autism spectrum disorder and/or developmental disability. Finally, Paul M. Evitts and colleagues reveal a potential way to track aspiration in healthy adults using an app.
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