This SIG 10 CE activity focuses on three articles related to rare competencies in communication sciences and disorders. The first article reveals a rationale for including traumatic brain injury content in audiology programs in order to provide quality care for patients with posttraumatic audiovestibular disturbances. The second article describes the perceived effectiveness of a dedicated counseling course for early career speechlanguage pathologists and graduate students. The final article explores how speechlanguage pathology graduate students and preservice teachers for deaf and hard of hearing students can learn to effectively collaborate to support the children they serve.

Learning Outcomes
You will be able to:

• explain the importance of including traumatic brain injury into audiology curricula
• summarize which counseling skills are most likely related to having completed a dedicated counseling course
• describe three evidence-based practices for instructors to provide meaningful interprofessional education for speech-language pathology and deaf education students

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

Articles in This Course

1. “Nobody Has a Caseload Called, Patients With Traumatic Brain Injury”: Rationale to Include TBI Content Into Audiology Programs by Bojana Šarkic, Jacinta Mary Douglas, and Andrea Simpson, published in SIG 10, Volume 9, Issue 1, February 2024
2. Counseling Confidence in Preservice and Early Career Speech-Language Pathologists by Leslie W. Johnson and Kellyn D. Hall, published in SIG 10, Volume 8, Issue 5, October 2023
3. Teaching Collaborative Practices: A Scoping Review of Preservice Interprofessional Education With a Focus on Preservice Speech-Language Pathologists and Preservice Teachers of Deaf and Hard of Hearing Students by Kristen Secora and Cheryl L. Shahan, published in SIG 10, Volume 8, Issue 3, June 2023