American Speech-Language-Hearing Association

2014 ASHA Convention Content Topic Areas

To learn more about the information covered under each Topic Area, select the links below to read the full descriptions. The 2014 Convention Program Committee Members work to select the most informative Convention content based on proposal submissions to each topic area.

Academic and Clinical Education
Augmentative and Alternative Communication (AAC)
Autism Spectrum Disorders
Business, Management, Telepractice, and Professional Issues
Cleft Lip and Palate and Related Craniofacial Anomalies
Cultural and Linguistic Considerations Across the Discipline
Fluency
Global Issues and Practices Across the Discipline
Hearing Science
Infant and Child Hearing: Screening and Assessment
Interprofessional Education and Practice
Intervention/Habilitation for Infants and Children with Hearing Loss
Intervention/Rehabilitation for Adults with Hearing Loss
Language and Learning in School Age Children and Adolescents
Language Disorders in Adults
Language in Infants, Toddlers, and Preschoolers
Language Science
Literacy Assessment and Intervention
Motor Speech in Adults and Children
NeuroAudiology
Research Across the Discipline
Speech Science
Speech Sound Disorders in Children
Swallowing and Swallowing Disorders
Traumatic Brain Injury
Vestibular/Balance Assessment and Rehabilitation
Voice and Alaryngeal Communication

Academic and Clinical Education

Content Area: General Interest

This reconstituted topic area will accept submissions that address issues related to models of teaching and learning in higher education. Proposals should describe models of undergraduate and graduate clinical and academic preparation, including evidence-based educational practices.

  • Scholarly inquiries advancing teaching and learning in academic and clinical education
  • Models of higher education (academic and clinical)
  • Simulation labs, standardized, and virtual patients
  • Innovative curricular modifications of academic and clinical programs
  • Evaluation/assessment of academic and clinical programs
  • Development of clinical doctoral programs in speech-language pathology and audiology – curricular aspects
  • Accreditation of academic and clinical educational programs
  • Evidence-based academic and clinical education
  • Evidence of student learning
  • Evidence of the effectiveness of different teaching models (e.g., case-based, problem-based, service learning approaches)
  • Evidence of the effectiveness of faculty-student collaborations
  • Using assessment to improve academic and clinical teaching
  • Distance learning and on-line education
  • Technology supported academic and clinical education
  • Clinical certification, clinical fellowship, and clinical externship
  • Building campus-community partnerships
  • Ethical issues in supervision
  • Supervision in clinicians in telepractice models
  • Training of speech-language pathology and audiology assistants and other support personnel

Augmentative and Alternative Communication (AAC)

Content Area: Speech-Language Pathology

The Augmentative and Alternative Communication (AAC) topic encompasses a range of populations and issues relating to AAC. People benefitting from AAC range across the lifespan, and individuals may possess a wide range of communication disorders, including both developmental (e.g., autism, cerebral palsy, childhood apraxia of speech, Down syndrome) and acquired (e.g., stroke, traumatic brain injury, primary progressive aphasia) disorders. AAC applications range from no/low tech (e.g., use of objects, manual signs, and basic graphic symbols) through high tech (high end AAC devices and apps). Generally speaking, proposals submitted to the AAC topic do not have a primary focus on hearing loss.

  • Language development/facilitation via AAC
  • Language representation (graphics, sign, etc.)
  • Augmented input
  • Technology issues (development, devices/software) related to AAC
  • Funding and policy issues related to AAC
  • Inclusion of AAC users in education, work, and community life
  • AAC applications and acquired disabilities
  • AAC applications and developmental disabilities
  • Consumer and family issues related to AAC
  • Literacy development service delivery models and practices related to AAC
  • Vocabulary selection related to AAC
  • Personnel development and training specifically related to AAC
  • Multicultural/cross-linguistic issues specifically related to AAC
  • General discussion of AAC technology issues
  • Education and training issues specific to AAC
  • Administrative and regulatory issues related to AAC
  • AAC strategies for young children
  • AAC applications for mobile technologies
  • Partner and setting strategies promoting AAC competence

Autism Spectrum Disorders

Content Area: Speech-Language Pathology

This topic encompasses the areas of knowledge that are relevant to the practice of speech-language pathology with children and adults with autism spectrum disorders (ASD). Included are characterizations of the etiology and nature of ASD, evidence-based practices for diagnosing and treating language and communication disorders in ASD, outcomes and functioning across the lifespan particularly young adulthood, and programmatic and service delivery issues specific to ASD. Less well-represented in previous years but very much encouraged are presentations on multicultural/cross-linguistic issues related to ASD.

  • Characterization of language, speech, and social-communication in ASD
  • Theoretical models of ASD
  • Etiologies of ASD and the association between ASD and related conditions
  • Broader autism phenotype
  • Prevalence of ASD
  • Neurobiology of ASD
  • Sensory processing issues in ASD
  • Cognitive processing in ASD
  • Screening, diagnosis and assessment issues in ASD
  • Treatment approaches for children and adults with ASD
  • Assessment and treatment of written language problems in children with ASD
  • Technological innovations for individuals with ASD
  • Efficacy and effectiveness of assessment and treatment of ASD
  • Syntheses of evidence for interventions used with individuals with ASD
  • Family issues in ASD
  • Policy, regulatory and program administration issues specific to ASD
  • Personnel preparation and professional development for serving individuals with ASD
  • Public awareness of ASD
  • Developmental characteristics and trajectories of children with ASD
  • Adaptation and functioning across the lifespan in ASD
  • Transitioning from high school to secondary education for students with ASD
  • Transitioning from school to work for individuals with ASD
  • Diagnosis and identification of ASD related to cultural differences
  • Issues related to bilingualism in ASD
  • Working with families from culturally and/or linguistically different backgrounds with children with ASD

Business, Management, Telepractice, and Professional Issues

Content Area: General Interest

Business, Management, Telepractice, and Professional Issues covers a wide range of topics in service delivery, leadership, reimbursement, and business development in speech-language pathology and audiology. Topics in this area come from a wide range of practice environments and appeal to both clinicians and administrators.

  • Service delivery models/systems (e.g., private practice, university clinics, hospital clinics, telepractice, corporate management, schools): Intra- and interdisciplinary concerns
  • Tele-audiology (telehealth) applications and issues
  • Licensure and independent provider status
  • Marketing and consumer relations
  • Practice development, caseload management, and continuing education
  • Ethics and trust, risk management, legal issues, and quality control
  • Budgeting and financial management
  • Billing and reimbursement: Coding, managed care, Medicare and 3rd party reimbursement
  • Human resource management: Supervision, performance evaluations, recruitment, retention, and advancement, employee discipline, conflict management, coaching and mentoring, and use of support personnel
  • Performance improvement, improvement science, and outcome measurement
  • Government regulatory and compliance issues related to JCAHO, OSHA, CARF, HIPAA, etc.
  • Leadership program development
  • Project management

Cleft Lip and Palate and Related Craniofacial Anomalies

Content Area: Speech-Language Pathology

This topic area, new to the 2014 ASHA convention, will review proposals that address issues relating to the assessment and intervention for children and adults with craniofacial conditions, including the multidisciplinary medical and educational factors impacting communicative function and training of professionals providing research and services in the community. Specific topics considered include but are not limited to speech sound disorders, language, resonance, velopharyngeal function, assessment, intervention, genetics, team care, perception, and related syndromes.

  • Education and training issues specific to clinical competency in evaluation and treatment of resonance and speech disorders associated with cleft palate and craniofacial anomalies
  • Evaluation and management of resonance and speech disorders related to cleft palate, velopharyngeal dysfunction, craniofacial anomalies, and related syndromes
  • Multicultural/cross-linguistic issues affecting cleft palate and craniofacial populations
  • International issues related to cleft palate and craniofacial populations
  • Early intervention for children with cleft palate, craniofacial anomalies, and related syndromes
  • Feeding and swallowing issues related to cleft palate, craniofacial anomalies, and related syndromes
  • Treatment, efficacy, and outcomes for resonance disorders, cleft palate speech, and craniofacial anomalies
  • Role of technology for assessment and treatment of resonance disorders, cleft palate speech, and craniofacial anomalies
  • Administrative and regulatory issues related to cleft palate speech and craniofacial anomalies
  • Etiology and identification of resonance, speech sound disorders, and related syndromes
  • Perceptual issues and terminology that impact management of resonance, voice quality, articulation, and airflow
  • Speech science, acoustics, and perception in resonance, cleft palate speech, and craniofacial anomalies
  • Therapy for speech sound disorders in children with cleft palate

Cultural and Linguistic Considerations Across the Discipline

Content area: General Interest

Proposals to the topic area should focus on all aspects of the influence of cultural and linguistic diversity on speech and language development and disorders. Proposals should indicate how cultural and linguistic diversity influences speech and language development in areas including, but not limited to, culture and communication, language variation, language difference vs. language disorder, culture and disability, least-biased assessment and appropriate intervention.

  • General policy, prevention, assessment, and/or service delivery issues regarding multicultural/cross-linguistic populations receiving speech, language or hearing services
  • Professional issues related to diverse populations including culturally, linguistically and ability diverse differences.
  • Considerations for services to families of CLD populations, including families of children internationally adopted.
  • General communicative issues associated with gay, lesbian, transgender, and bisexual populations
  • Recruitment, retention, graduation, and career placement of non-international diverse faculty and students in our professions.
  • Cultural and/or linguistic competence of professionals (pre-service and inservice) providing services with diverse groups
  • Administrative and regulatory issues and considerations related to multicultural/cross-linguistic and diversity issues
  • Working with cultural mediators, interpreters and translators across the disciplines in prevention, assessment and intervention.

Note: Proposals related to specific topic areas (e.g., hearing loss, voice disorders, motor speech, ASD, etc.) that also address and infuse multiple, cross-linguistic and diversity issues, should be sent to the appropriate topic committee. Example: Early language disorders in children acquiring both English and Spanish should go to Language in infants, Toddlers, and Preschoolers.

Fluency

Content Area: Speech-Language Pathology

Proposals to the topic area should focus on all aspects of speech fluency (both typical and disordered, e.g., stuttering, cluttering), including development, as well as assessment and treatment of disordered fluency. Proposals can include theoretical and experimental studies that elucidate the nature, cause, development or remediation of fluency disorders. They can also address educational training or practice issues in fluency treatment, as well as cultural or linguistic factors that influence fluency or its assessment/treatment.

  • Theoretical models of fluency and fluency disorders
  • Development of fluency in individuals with and without disorders
  • Genetic, cognitive, psychological, social, linguistic, and cultural factors related to fluency and fluency disorders
  • Physiological, neurological, acoustic, and perceptual issues related to fluency and fluency disorders
  • Prevention of fluency disorders
  • Education and training issues specific to fluency
  • Outcomes research in fluency disorders
  • Assessment and treatment of fluency disorders
  • Computer-based and other instrumentation for assessment and treatment of fluency disorders
  • Consumer issues related to fluency and fluency disorders
  • Multicultural/cross-linguistic issues related to fluency and fluency disorders
  • Effects of various communication disorders on speech fluency
  • Administrative and regulatory issues related to fluency

Global Issues and Practices Across the Discipline

Content Area: General Interest

Proposals to this topic committee should focus on matters of global interest pertaining to all aspects of the professions of audiology and speech-language pathology as practiced around the world. Proposals should indicate how their topic focuses on one or more of the issues or practices in the international arena as listed below:

  • General policy and/or service delivery issues regarding populations in countries around the globe, but outside of the United States
  • Reports of prevalence of disorders, education and health care issues and access, attitude, and worldview regarding services in countries outside of the United States
  • Administrative, education, educational models, health care models, and collaboration projects in global contexts
  • Projects that facilitate student, faculty and/or professional global experiences in speech-language pathology and/or audiology
  • Projects that emphasize facilitation of global cooperation and collaboration among speech-language pathologists, audiologists, speech, language and hearing scientists, affiliates and students who are interested in communication and related disorders with international breadth
  • Research that facilitates global exchange of ideas for effective clinical practices across work settings and across national boundaries
  • Policies, challenges, and strategies that impact research in global communities-
  • Implications of the Multilateral Mutual Recognition Agreement (MMRA) and other issues that impact recognition of credentials across borders

Note: Proposals related to aspects of the influence of cultural and linguistic diversity on speech and language development and disorders should be sent to the topic area of Issues in Culturally and Linguistically Diverse Populations.

Hearing Science

Content Area: Audiology

The Hearing Science topic area is typically focused on normal aspects of hearing, but can also include studies of subjects who are not normally functioning with results that highlight a fundamental aspect of normal function. Hearing Science submissions include, but are not limited to, acoustics, psychophysics, speech perception, electrophysiology, imaging, anatomy and physiology. This topic area also includes submissions related to hearing conservation and noise exposure as well as ototoxicity and the prevention of hearing loss. Proposals involving the use of electrophysiologic or imaging techniques in the diagnosis of disorders impacting the auditory, vestibular, or other cranial nerve function should be directed to the NeuroAudiology topic area.

Infant and Child Hearing: Screening and Assessment

Content Area: Audiology

This area encompasses topics applicable primarily to audiologists and other health care professionals with an interest in screening and assessment in the young pediatric population. Topics associated with this include screening from newborn, to pre-school and school age screening in a variety of educational and healthcare settings, and physiologic and behavioral assessment of hearing in young children, including technology advances and/or innovations in screening and assessment. Also included are the medical evaluation and intervention of pediatric hearing loss, including genetics of hearing loss and counseling. See list below for a more comprehensive overview of potential topics.

  • Screening procedures for newborns, infants, and children
  • Physiologic assessment of infants and children
  • Behavioral assessment of infants and children
  • Computer-based and other instrumentation used in screening and assessment of infants and children
  • Diagnosis of auditory neuropathy-dys-synchrony
  • Prevalence of hearing loss and auditory dysfunction in infants and children
  • Congenital etiologies (genetic and non-genetic), delayed onset etiologies (genetic) and acquired etiologies (non-genetic) in infants and children
  • Syndromes associated with hearing loss (congenital and delayed onset) in infants and children
  • Surgical and medical interventions for hearing disorders in infants and children
  • Pre-service and in-service education issues specific to screening or assessment in infants and children
  • Multicultural/cross-linguistic issues specifically related to screening, assessment, and follow-up counseling for infants and children.
  • Administrative, ethical, and regulatory issues related to compliance with an aspect of early hearing loss detection and intervention (EHDI)
  • Tele-audiology (telehealth) applications and issues
  • Counseling regarding topics relevant to hearing loss infants and children

Interprofessional Education and Practice

Content Area: General Interest

This topic, new for the 2014 ASHA Convention, focuses on the emerging discussion around two important areas: (1) providing services to individuals in an interprofessional context; and (2) educating clinicians to work interprofessionally. The World Health Organization (WHO 2010) has defined interprofessional education as occurring when students from two or more disciplines learn about, from, and with each other to enable effective collaboration and improve health outcomes. And Interprofessional team based care as care that is delivered by groups of professionals with a shared responsibility. Academic program faculty and practicing professionals are encouraged to submit proposals on topics such as:

  • General issues and considerations which span across more than one professional discipline or area
  • Professional issues in clinical practice with related or allied health professionals
  • Education and training for students and professionals interested in cross disciplinary study
  • Core competencies for interprofessional collaborative practice
  • Design of teaching and learning activities for the domains of interprofessional education (values/ethics, roles and responsibilities, interprofessional responsibilities, teams and teamwork)
  • Interprofessional education and its impact on SLP and Audiology academic programs
  • Trends in related health professions education and practice (e.g., medicine, nursing, physical and occupational therapy)
  • New technologies for teaching interprofessionally (e.g., simulation, standardized patients)
  • Co-curricular education for health professionals
  • Improving patient/client safety, satisfaction, or outcomes through interprofessional care
  • Specialized collaborations between SLPs, Audiologists, Physicians, Nurses, Occupational and Physical Therapists
  • Best practices for educating non-CSD health professionals about our professions and the needs of patients with communicative disorders
  • Surveys for needs for post-graduate continuing education on interprofessional practice

Intervention/Habilitation for Infants and Children with Hearing Loss

Content Area: Audiology

This topic area spans across professions encompassing issues applicable to both audiologists and speech language pathologists who work with children with hearing loss, their families, and professionals who serve them. Topics associated with this strand include early intervention services, teacher preparation, counseling students with hearing loss and their families, auditory processing disorders, educational placement, and hearing assistive technology (HAT) just to name a few. See list below for a more comprehensive overview of potential topics.

  • Administrative and regulatory issues related to: a) hearing aids, cochlear implants, and other hearing devices, b) childhood hearing loss rehabilitation, and c) education of children with hearing loss.
  • Assistive listening devices (ALDs)/Hearing assistive technology (HAT) for children with hearing loss
  • Auditory processing disorders in children
  • Auditory, speech, language and literacy development and assessment in children who are deaf/hard of hearing
  • Candidacy, selection, and fitting protocols for children receiving hearing devices (e.g., cochlear implants, hearing aids, and middle ear implants)
  • Communication options
  • Counseling issues related to childhood hearing loss
  • Early intervention services for infants and toddlers who are deaf/hard of hearing
  • Educational issues/interventions for children with hearing loss in the mainstreamed setting
  • Education and training of parents/professionals working with children who are deaf/hard of hearing
  • Multicultural/cross linguistic issues related to children who are deaf/hard of hearing

Intervention/Rehabilitation for Adults with Hearing Loss

Content Area: Audiology

This topic area is intended for paper submissions by audiologists and speech-language pathologists related to the assessment and management of hearing loss and tinnitus in adults. Technology, counseling, and therapeutic interventions are included within this section. Proposals should address content in one or more of the following areas:

  • Hearing aids, cochlear implants and other implantable devices
  • Adaptive and alternative communication systems for adults with hearing loss and their families
  • Engineering/technological innovations
  • Curriculum and clinical education issues and innovations
  • Communication abilities of adults with hearing loss and their families
  • Speech reading and listening training
  • Rehabilitation/audiologic strategies for adults who are deaf or hard of hearing
  • Counseling adults with hearing problems and their families
  • Aging and cohort factors in the intervention for hearing loss
  • Multicultural/cross-linguistic factors in the intervention for hearing loss
  • Impact of hearing loss on psychosocial function
  • Impact of hearing loss on vocational function
  • Impact of hearing loss on family function

Language and Learning in School Age Children and Adolescents

Content Area: Speech-Language Pathology

This reconstituted topic area is focused on all aspects of spoken language and learning in school-age children and adolescents. Proposals that relate primarily to literacy learning, assessment and intervention, should be submitted to the new Literacy topic area.

  • Psychometric properties of instruments designed to measure basic abilities or changes in spoken language; including standardized testing and progress monitoring tools.
  • Screening, assessment, intervention, and supports for oral language impairments in school-age children and adolescents
  • Evidence-based practice and outcomes research for language disorders in school-age children and adolescents
  • Second-language acquisition and/or use in school-age children and adolescents; multicultural/cross-linguistic issues in school-age children and adolescents
  • Prevalence of language disorders and language-learning disabilities in school-age children and adolescents
  • Etiologies of language disorders and language-learning disabilities
  • Language disorders in school-age children and adolescents with co-morbid disorders (psychiatric, genetic, maltreatment, etc.)
  • Prevention of language disorders and language-learning disabilities
  • Language assessment, intervention, and supports for college students and other adults with a history of developmental language disorders; long-term outcomes of individuals with histories of language disorders in childhood
  • Pedagogy and clinical education aspects of curriculum and training specific to preparing professionals to work effectively with language disorders in school-age children and adolescents
  • Use of technology to support language learning in school-age children and adolescents with language disorders (e.g., computers, telepractice, tablet computers, smart phones, other technologies) accompanied by outcome data and/or instructional strategies.
  • Administrative and regulatory issues related to language and learning in school-age children and adolescents including but not limited to Response to Intervention and facilitating achievement of Common Core Standards
  • Models of collaboration and multi-disciplinary teaming, problem-solving models
  • Family-centered practice in supporting school-age children and adolescents with language disorders
  • Transition planning for school-age children and adolescents with language disorders

Language Disorders in Adults

Content Area: Speech-Language Pathology

This reconstituted topic area covers the description, assessment, comparison, treatment, and prevention of the acquired neurogenic language and cognitive disorders of adults, including the effects of normal aging processes, mild cognitive impairment, focal and diffuse brain damage due to stroke (left/right hemisphere; cortical/subcortical, focal/diffuse) or degenerative diseases (e.g., ALS, dementia, Parkinson’s, PPA, PSP, etc.). Intervention approaches include behavioral, client-/caregiver-focused, computer-based, cross-linguistic, environmental, multi-cultural, pharmacological, surgical, tele-therapy, and others. Proposals dealing with the description, assessment, and treatment of traumatic neurogenic injuries should be submitted to the TBI Topic area.

  • Language and cognitive abilities in adults with disorders
  • Changes in language and cognitive abilities associated with aging, MCI, and early AD
  • Comparisons of language and cognitive behaviors in adults with neurogenic disorders
  • Prevention of adult language and cognitive disorders
  • Aphasia and related disorders
  • Communication disorders and other cognitive disturbances associated with right hemisphere syndrome, focal prefrontal damage, and dementia
  • Progressive neurological diseases, and neurological syndromes resulting in acquired cognitive or language disorders
  • Pharmacological, surgical, behavioral, environmental, and other interventions
  • Teaming issues (multidisciplinary, with neurology OT, PT, etc.)
  • Education and training issues specific to language and cognition in adults
  • Outcomes research
  • Computer-based and other instrumentation for assessment and treatment of neurogenic language and cognitive disorders in adults
  • Use of tele-practice in assessment or treatment of neurogenic language and cognitive disorders in adults
  • Multicultural/cross-linguistic issues in acquired language and cognitive disorders in adults
  • Innovative treatment strategies including group and family/caregiver-focused approaches
  • Qualitative and ethnographic studies of disordered adult language and cognition
  • Assessment of language, cognitive, and communication disorders associated with aphasia, right hemisphere syndrome, prefrontal damage, and dementia

Language in Infants, Toddlers, and Preschoolers

Content Area: Speech-Language Pathology

Proposals appropriate for this topic area focus on advancing knowledge and clinical practice in early communication and language development for young children, including consultation with and education for families, caregivers, preschool teachers, and other professionals. Proposals will reflect the range of research and professional services, including, but not limited to, the nature of early communication and language disorders; prevention; screening, evaluation, and assessment; service delivery models and intervention methods; communication and language efficacy and effectiveness research; and scientific advances in the knowledge base that have implications for early communication and language development.

  • Developing language systems in oral and/or alternative modes by young children, including children from culturally and linguistically diverse backgrounds
  • Social and cognitive bases of communication and language acquisition in young children
  • Comparisons of communication and language abilities of young children with typical and atypical language
  • Prevalence of developmental language disorders
  • Screening for developmental language disorders in infants, toddlers, and preschoolers
  • Evaluation of developmental language disorders in infants, toddlers, and preschoolers
  • Treatment of developmental language disorders in infants, toddlers, and preschoolers
  • Etiologies of children's language disorders (including genetics) and the association with related conditions
  • Issues regarding service delivery models for infants, toddlers, and preschoolers
  • Issues related to family systems and natural environments for infants, toddlers, and preschoolers
  • Technology applications for assessment and treatment of language disorders in young children
  • Personnel preparation issues specific to language in infants, toddlers, and preschoolers
  • Administrative and regulatory issues related to language in infants, toddlers, and preschool children

Note: Proposals that address these topics and also infuse multiple, cross-linguistic and diversity issues, are appropriate for this topic area. Proposals that focus primarily on policy and professional issues when serving diverse populations should be directed to Issues in Culturally and Linguistically Diverse Populations.

Language Science

Content Area: Speech-Language Pathology

The Language Science topic area focuses on normal aspects of language comprehension and expression. This includes:

  • Theoretical models of spoken language development and use in school-age children and adolescents
  • Psycholinguistics of language in school-age children and adolescents; cognitive foundations of later language development
  • Comparisons of language, metalinguistic and/or cognitive development of school-age children and adolescents with and without disorders
  • Brain-behavior-environment relationships: Cognition/language, neural plasticity
  • Normal speech/language processes: Spoken and written language
  • Theories and models of language and its disorders
  • Computer-based and other research technologies for interfaces among speech, language, and sociocognitive/sociolinguistic processes
  • Multicultural /cross-linguistic issues and research in language science
  • Second language learning in adults and children
  • Educational and professional issues specific to language science
  • Theoretical models of language development and use in infants, toddlers, and preschool children
  • Neuroscientific advances with implications for clinical assessment and intervention of infants, toddlers, and preschoolers

Literacy Assessment and Intervention

Content Area: Speech-Language Pathology

This topic, new for the 2014 ASHA Convention, focuses on assessment, development, and intervention as relevant to literacy in children who are typically developing, at risk, or exhibit literacy-related disabilities. Areas of interest span such constructs as phonological awareness, print awareness, word recognition, orthography and spelling, and reading comprehension. Professionals are encouraged to submit proposals on topics such as:

  • Screening, assessment, intervention, and supports, including response-to-intervention approaches, for linguistic and metalinguistic aspects of reading, spelling, and writing disorders
  • Theoretical models of written language development and use in school-age children and adolescents
  • Comparisons of written language, metalinguistic and/or cognitive development of school-age children and adolescents with and without disorders
  • Psychometric properties of instruments designed to measure basic abilities or changes in reading and writing; including standardized testing and progress monitoring tools.
  • Assessment of preliteracy and language-based literacy skills, including phonological awareness
  • Prevention of written language problems by fostering language acquisition and emergent literacy
  • Identification of children and adolescents with (or at risk for) reading and writing problems
  • Assessment of reading and writing abilities and the relation to spoken communication, academic achievement, and other areas
  • Effective intervention for problems involving reading and writing
  • Assistance to general education teachers, families, and students; advocating for effective literacy practices
  • Normal development of reading and writing
  • Disorders of language and literacy and their relationships to each other and to other communication disorders
  • Nature of writing involving spelling and composing skills that includes writing processes and written products
  • Emergent literacy contributions to literacy development, including spoken language interactions, environmental exposure to print, interactions with books and shared book reading, experiences with writing tools and pretend writing for different purposes, and adult modeling of literacy
  • Reciprocal relationships among listening, speaking, reading, writing, and thinking
  • Development of phonological awareness, alphabetic principle, decoding and spelling, comprehension of written language, and writing processes
  • Impact of cultural-linguistic diversity on written language learning from preschool through postsecondary years
  • Curricular materials, subject specific curriculum content, and language/literacy standards from preschool through post-secondary education
  • Language bases of disorders of reading, spelling, and writing, as well as risk factors (genetic as well as environmental)
  • Heterogeneity among spoken-written language disabilities
  • Impact on reading and writing development by various conditions, such as language-learning disabilities, ASD, cognitive disabilities, hearing impairments, infectious or traumatic brain impairments, or severe speech impairments and AAC needs.
  • Assessment and treatment issues dealing with emerging and early literacy in infants, toddlers and preschoolers

Motor Speech in Adults and Children

Content Area: Speech-Language Pathology

This topic area is appropriate for proposals examining the etiologies, nature, assessment or treatment of apraxia of speech and/or dysarthria in either the pediatric or adult populations. Proposals focused on theories or production of normal speech motor control or development should be directed to the Speech Science topic area.

  • Theoretical models of motor speech control and its application to disordered speech production
  • Developmental disorders in motor speech control
  • Changes in motor speech disorders associated with aging
  • Comparison of normal and disordered motor speech control
  • Dysarthria in children and adults
  • Identification, assessment, and treatment, and theoretical models of childhood apraxia of speech (CAS)
  • Acquired and Progressive Apraxia in adults
  • Motor speech disorders associated with traumatic brain injury
  • Motor speech disorders associated with progressive and degenerative neurologic disease
  • Intelligibility and comprehensibility in motor speech disorders
  • Instrumental/objective assessment of motor speech disorders
  • Neurologic syndromes resulting in motor speech disorders
  • Behavioral interventions in motor speech disorders
  • Pharmacological, surgical, behavioral, and other interventions in motor speech disorders
  • Outcomes/efficacy research in motor speech disorders
  • Multicultural/cross linguistic issues in motor speech disorders
  • Administrative and regulatory issues in motor speech disorders

NeuroAudiology

Content Area: Audiology

The NeuroAudiology topic area includes clinical and research communications encompassing neurophysiological and imaging studies of the auditory pathway from periphery to cortex. The topic area also includes intraoperative monitoring of auditory, cranial nerve, somatosensory, and motor system functions. Proposals regarding the evaluation of facial nerve function as well as neurodiagnostic measures associated with cochlear implant function are also appropriate for this topic area. Proposals involving the use of electrophysiologic or imaging techniques for defining normal behavior/function should be directed to the Hearing Science topic area.

Research Across the Discipline

Content Area: General Interest

Basic and applied research that is relevant across speech, language, hearing sciences and disorders with emphasis on intra-disciplinary/inter-profession research. Subtopics include, but may not be limited to:

  • Community-based participatory research
  • Best practices principles for community-based research
  • Methodological concerns
  • Securing research funding
  • Evidence-based practice research
  • Ethics in research
  • Statistics
  • Qualitative and quantitative approaches
  • Translational research
  • Research methodology and data analysis
  • Implementation science

Note: For inter-disciplinary research, as well as SLH research informed by multiple disciplines, see the new topic area for Interprofessional Education and Practice.

Speech Science

Content Area: Speech-Language Pathology

The Speech Science topic area focuses on normal aspects of speech production and perception. This includes:

  • Typical speech development through the lifespan (i.e., typical acquisition and age-related changes through senescence)
  • Neural correlates of typical production and perception (e.g., speech motor control)
  • Instrumentation for analysis of speech including articulation, neural imaging, respiration, modeling, acoustics, etc.
  • Genetic basis of typical speech production and perception
  • Cross-linguistic factors in speech production and perception
  • Theories and models of speech production and perception including animal models
  • Pedagogy in speech science
  • Educational and professional issues associated speech science

Speech Sound Disorders in Children

Content Area: Speech-Language Pathology

Proposals for this topic area should focus on theory and management issues (e.g., prevention, assessment, and intervention) pertaining to children’s speech sound disorders not addressed under more specific topics; namely, “Cleft lip and related craniofacial anomalies” or “Motor speech in children and adults.” In addition, proposals will be welcomed that consider speech sound disorders across etiologies.

  • Theoretical models of articulation and phonological development in children with speech sound disorders
  • Genetic bases of speech sound disorders in children
  • Characteristics of children with speech sound disorders
  • Impact of speech sound disorders on children’s activity and participation
  • Prevention of speech sound disorders in children
  • Identification, assessment, and treatment of speech sound disorders in special populations of children
  • Technical/Methodological advances in assessment and treatment of speech sound disorders in children
  • Efficacy and outcomes of treatment of speech sound disorders in children
  • Multicultural/cross linguistic issues specifically related to speech sound disorders in children
  • Phonological awareness and literacy as it relates to speech sound disorders in children
  • Methods of service delivery for children with speech sound disorder
  • Policy, regulatory and program administration issues specific to speech sound disorders in children
  • Public awareness of speech sound disorders in children

Swallowing and Swallowing Disorders

Content Area: Speech-Language Pathology

Proposals to the Swallowing and Swallowing Disorders topic area relate to normal and abnormal swallowing across the lifespan. Research, clinical and instrumental dysphagia assessment, treatment approaches, and service delivery issues related to persons with dysphagia are appropriate submissions to this topic area.

  • Swallowing function in infants, children, and adults without disorders
  • Multicultural/cross-linguistic issues specifically related to swallowing
  • Prevention of dysphagia in infants, children, and adults
  • Innovative instrumentation for the assessment and treatment of dysphagia
  • Diagnosis of dysphagia in infants, children, and adults
  • Esophageal disorders
  • Behavioral management of dysphagia in infants, children, and adults
  • Management of dysphagia in special populations
  • Pharmacological, surgical, and other non-behavioral interventions for dysphagia
  • Nutritional management of persons with dysphagia
  • Quality of life issues related to dysphagia
  • Interdisciplinary and team issues related to the assessment and treatment of dysphagia
  • Outcomes, efficacy, and effectiveness related to the treatment of dysphagia
  • Professional education issues specific to dysphagia
  • Ethical issues specific to dysphagia
  • Education and training issues specific to swallowing and dysphagia
  • Administrative, legislative and regulatory issues related to dysphagia

Traumatic Brain Injury

Content Area: General Interest

This topic area, new for the 2014 ASHA convention, includes the description, assessment, treatment, prevention, service delivery, and education of individuals with hearing, vestibular, speech, language and cognitive disorders associated with traumatic brain injury across the lifespan. Proposals dealing with any aspect of traumatic brain injury should be submitted to this topic area.

  • Subgroups of the population include but are not limited to, individuals with post-concussion syndrome, mild TBI, moderate or severe TBI, chronic traumatic encephalopathy, veterans and service military, elderly with TBI, pediatric TBI, etc.
  • Speech, language and cognitive assessment and treatment that includes but is not limited to, cognitive rehabilitation therapy, care-provider education and support, rehabilitation across the continuum of care (acute to community), interdisciplinary management, behavioral management, use of technology, etc.
  • Service delivery models, including school-based programs, intensive care unit services, inpatient and outpatient rehabilitation, telehealth, community support groups, transitional programs, etc.
  • Differential diagnosis and management of individuals with TBI and comorbidities, e.g., balance and dizziness, mental health issues, visual and hearing impairments, learning disabilities, sleep disorders, etc.
  • Reimbursement issues
  • Management of dysphagia after TBI
  • Language assessment, intervention, and supports for children with traumatic brain injury

Note: Proposals related to issues of balance and dizziness related to TBI, head injuries or blast injuries should be submitted to this topic area rather than the Vestibular topic area.

Vestibular/Balance Assessment and Rehabilitation

Content Area: Audiology

The general focus of this topic area is the assessment and treatment of individuals with vestibular and balance disorders across the lifespan. Specific issues related to this topic area are listed below.

  • Anatomy and physiology of the balance system
  • Vestibular science
  • Prevalence of vestibular dysfunction
  • Vestibular disorders and syndromes
  • Vestibular disorders and assessment in adults and children
  • Vestibular rehabilitation intervention in adults and children
  • Physiologic assessment of vestibular and balance function
  • Surgical and medical management of vestibular disorders
  • Counseling adults and children (and families) with balance problems
  • Education and training specific to vestibular/balance issues

Voice and Alaryngeal Communication

Content Area: Speech-Language Pathology

This reconstituted topic area covers normal and disordered aspects of phonatory function including the assessment and management of voice and related disorders in children and adults.

  • Basic science in voice production and perception.
  • Normal and abnormal voice production across the life span.
  • Epidemiology of voice disorders and related conditions (i.e. alaryngeal, chronic cough, PVCD).
  • Prevention, evaluation, and management of pediatric and adult voice disorders and related conditions (i.e. alaryngeal, chronic cough, PVCD).
  • Objective assessment (acoustic, aerodynamic, imaging etc.) of voice and related disorders (i.e. alaryngeal, cough, PVCD).
  • Role of technology in evaluation and management of voice and related disorders (i.e. alaryngeal, cough, PVCD).
  • Assessment and management of special populations (e.g. singers, transgender, occupational voice).
  • Outcomes research in voice disorders and related conditions (i.e. alaryngeal, cough, PVCD).
  • Tissue engineering and vocal fold biomaterials.
  • Interdisciplinary team development.
  • Multicultural/cross-linguistic issues in voice and alaryngeal communication.
  • Administrative and regulatory issues related to voice and alaryngeal communication.
  • Education and training issues specific to developing competency in voice disorders and related conditions (i.e. alaryngeal, chronic cough, PVCD).

Share This Page

Print This Page