American Speech-Language-Hearing Association

2015 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 Convention Program Committee Members work to select the most informative Convention content based on proposal submissions to each topic area.

Academic and Clinical Education

Content Area: General Interest

This topic area accepts submissions that address issues related to models of teaching and learning in higher education,  models of undergraduate and graduate academic, clinical, and research preparation, and evidence-based educational and research practices. Proposals addressing pre-professional preparation or cross-disciplinary research or practice should be submitted to the Interprofessional Research, Education, and Practice topic area.

Research

  • Translational, applied, or implementation research related to academic and clinical education
  • Ethics in research
  • Statistics, research methodology, data analysis, quantitative and qualitative approaches
  • Securing research funding
  • Speech/Resonance Disorders in Cleft Lip/Palate & Related Craniofacial Anomalies

Professional Education

  • Scholarly inquiries advancing teaching and learning in academic and clinical education
  • Simulation labs, standardized, and virtual patients
  • Innovative curricular modifications of academic and clinical programs
  • Evaluation/assessment of academic and clinical programs
  • Curricular development of clinical doctoral programs in speech-language pathology and audiology
  • Accreditation of academic and clinical educational programs
  • Evidence-based academic and education and practice research
  • Evidence of student learning
  • Models of higher education (academic and clinical) and evidence of their effectiveness (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
  • Models of distance learning and on-line education
  • Technology supported academic and clinical education and their effectiveness
  • Clinical certification, clinical fellowship, and clinical externship
  • Building campus-community partnerships
  • Ethical issues in supervision
  • Training of speech-language pathology and audiology assistants and support personnel

Auditory/Central Auditory Processing Disorders

Content Area: General Interest

This topic area, new for 2015, addresses issues of interest to audiologists and speech-language pathologists regarding auditory/central auditory processing disorders among children and adults including neuroscientific bases, assessment, intervention, functional impact, service delivery, academic and clinical preparation, and research. Proposals addressing primarily electrophysiological assessment of central auditory function should be submitted to the Neuroanatomy and Neurophysiology of the Auditory and Vestibular Mechanisms topic area.

Research

  • Translational, applied, or implementation research related to auditory processing disorders
  • Outcomes research related to auditory processing disorders

Professional Education

  • Screening for auditory processing disorders
  • Development of auditory/central auditory processing skills
  • Age-related changes in auditory/central auditory processing skills
  • Definitions, controversies and issues surrounding auditory/central auditory processing disorders
  • Supervision in Auditory Processing Disorders
  • Assessment of auditory/central auditory processing
  • Management of auditory/central auditory processing disorders
  • Treatment for auditory/central auditory processing disorders
  • Impact of A/CAPD on academics, communication, psychosocial well-being
  • Collaboration between and among SLPs, Audiologists, and related professionals in assessment and intervention
  • Academic and clinical preparation, clinical supervision preparation
  • Technological applications in treatment for auditory/central auditory processing disorders

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. Proposals addressing literacy unrelated to AAC should be submitted to the Literacy Assessment and Intervention topic area.

Research

  • Translational, applied, or implementation research related to AAC
  • Translational research related to AAC

Professional Education

  • 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
  • Supervision issues related to AAC
  • Psychosocial impact/issues related to need for AAC

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 and audiology 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,  programmatic and service delivery issues specific to ASD, and multicultural/cross-linguistic issues related to the ASD topic area.

Research

  • Translational, applied, or implementation research related to ASD
  • Translational research and implementation science related to ASD

Professional Education

  • 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
  • Auditory, Cognitive, and Sensory processing issues 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 including psychosocial impact
  • Policy, regulatory and program administration issues specific to ASD
  • Personnel preparation and professional development for serving individuals with ASD
  • Supervision in ASD assessment and treatment
  • 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, Ethical, and Professional Issues

Content Area: General Interest

Business, Management, 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. Proposals addressing issues in telehealth/telepractice, including licensure issues should be submitted to the new Telepractice topic area.

Research

  • Translational, applied, or implementation research related to business, management, ethical, and professional issues

Professional Education

  • Service delivery models/systems (e.g., private practice, university clinics, hospital clinics, corporate management, schools): Intra- and interdisciplinary concerns
  • 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 third-party reimbursement
  • Human resource management: supervision, performance evaluations, recruitment, retention, and advancement, employee discipline, conflict management, coaching/mentoring, use of support personnel
  • Performance improvement, improvement science, and outcome measurement
  • Government regulatory and compliance issues related to Joint Commission, OSHA, CARF, HIPAA, etc.
  • Leadership program development
  • Project management

Communication Sciences

Content Area: General Interest

The Communication Sciences topic area, reconfigured for 2015, focuses on normal aspects of balance, hearing, language comprehension and expression, and speech production and perception, but can also include studies of subjects who are not normally functioning with results that highlight a fundamental aspect of normal function. Submissions to this topic area include, but are not limited to, those listed below. Proposals addressing the neuroanatomy or neurophysiology of the hearing or balance mechanism as well as those involving the use of electrophysiologic or imaging techniques in the diagnosis of disorders impacting the auditory, vestibular, or other cranial nerve function should be submitted to the Neuroanatomy and Neurophysiology of the Auditory and Vestibular Mechanisms topic area. Proposals addressing use of these techniques in neurogenic language or speech disorders should be submitted to the Motor Speech Disorders in Children and Adults topic area or the Traumatic Brain Injury (TBI) topic area.

Research

  • Investigation of basic scientific principles of communication science including speech, language, hearing and vestibular function
  • Translational, applied, or implementation research related to communication sciences
  • Computer-based and other research technologies for interfaces among speech, language, and sociocognitive/sociolinguistic processes
  • Multicultural /cross-linguistic issues and research in language, speech and hearing science
  • Interface of sensorimotor and cognitive processes in speech, language and hearing
  • Theoretical models of spoken language development and use in school-age children and adolescents

Professional Education

  • Acoustics and Psychophysics
  • Acoustic calibration and National/International standards
  • Animal models of hearing science
  • Vestibular/Balance Science
  • Assessment of vestibular function
  • Assessment of balance function
  • Speech perception and acoustics
  • Hearing conservation and prevention
  • Psycholinguistics of language in school-age children and adolescents
  • Cognitive foundations of later language development
  • Language, metalinguistic and/or cognitive development of school-age children and adolescents
  • Neural plasticity related to speech, language, cognition, and hearing
  • Normal speech/language processes: spoken and written language
  • Theories and models of language and its disorders
  • Second language learning and use in adults and children: speech, language and hearing implications
  • Educational and professional issues specific to communication sciences
  • Theoretical models of language development and use across the lifespan
  • Models of typical speech development through the lifespan (i.e., typical acquisition and age-related changes through senescence)
  • Models of hearing development and use across the lifespan
  • Models of vestibular development across the lifespan
  • Neuroscientific advances with implications for communicative impairment
  • Neural correlates of typical production and perception (e.g., speech motor control)
  • Instrumentation for analysis of speech including articulation, neural imaging, respiration, modeling
  • 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 with speech science

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. 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 submitted to the appropriate topic area. For example: Early language disorders in children acquiring both English and Spanish should be submitted to the Language in Infants, Toddlers, and Preschoolers topic area.

Research

  • Translational, applied, or implementation research related to cultural and linguistic diversity

Professional Education

  • 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

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 also may address educational training or practice issues in fluency treatment, as well as cultural or linguistic factors that influence fluency or its assessment/treatment.

Research

  • Basic, translational, applied, or implementation research related to fluency development
  • Outcomes research in fluency disorders
  • Translational research in fluency disorders

Professional Education

  • 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
  • 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. Proposals related to aspects of the influence of cultural and linguistic diversity on speech and language development and disorders should be submitted to the Cultural and Linguistic Considerations Across the Discipline topic area.

Research

  • Translational, applied, or implementation research related to global issues and practices
  • 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

Professional Education

  • 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, educational and health care models, and collaboration projects in global contexts
  • Projects that accentuate global health initiatives that include communication sciences and disorders
  • 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
  • Implementation science as it relates to global health issues

Infant and Child Hearing and Balance: 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. Proposals addressing telehealth and telepractice related to infant/child screening and assessment should be submitted to the new Telepractice topic area.

Research

  • Translational, applied, or implementation research related to infant and child hearing and balance

Professional Education

  • Hearing screening procedures for newborns, infants, and children
  • Physiologic assessment of hearing in infants and children
  • Behavioral hearing assessment of infants and children
  • Balance screening and assessment of infants and children
  • Computer-based and other instrumentation used in hearing screening and assessment of infants and children  
  • Prevalence of hearing loss, auditory dysfunction and balance disorders 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 and balance disorders (congenital and delayed onset) in infants and children
  • Surgical and medical interventions for hearing disorders in infants and children
  • Pre-service, in-service education, and supervision 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)
  • Psychosocial impact of infant hearing loss including counseling for clients and families
  • Ototoxicity and noise exposure among infants and children

Interprofessional Research, Education and Practice

Content Area: General Interest

This topic, reconfigured for the 2015 ASHA Convention, focuses on research bases within our discipline, across disciplines, and across professions, provision of services to individuals in an intra-disciplinary and/or interprofessional context, and academic and clinical education needed for intra-disciplinary and interprofessional service provision. Proposals addressing basic and applied research with emphasis on intra-disciplinary/inter-professional research should be submitted to this area. Research proposals addressing normal function specific to the speech, language, hearing, or vestibular mechanisms should be submitted to the Communication Sciences topic area.

Research

  • Translational, applied, or implementation research related to interprofessional research, education, and practice
  • Best practices for Community-based participatory research

Professional Education

  • General issues and considerations which span across more than one professional discipline or area (e.g., collaborative leadership, trans-disciplinary professionalism, collaborative communication, twelve cooperative learning)
  • Professional issues in clinical practice with related or allied health professionals
  • Education and training for students and professionals interested in cross-disciplinary study (e.g., including student centered education)
  • 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 inter-professionally (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
  • Implementation Science including multiple evidence-based interventions
  • Continuum of care of educational services including patient and family centered care
  • Psychosocial aspects of inter-professional education and practice (e.g. reflective practice, appreciative inquiry, shared values/visions/goals, consensus building and conflict resolution.)

Intervention/Habilitation for Infants and Children with Hearing Loss or Balance Disorders

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 or balance disorders, their families, and related professionals who serve them. Topics associated with this topic area include, but are not limited to the following.

Research

Translational, applied, or implementation research related to intervention/habilitation for infants and children with hearing loss or balance disorders

Professional Education

  • 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, 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, including manual communication systems and cued speech
  • Counseling issues related to childhood hearing loss and balance disorders
  • 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
  • Vestibular disorders and syndromes affecting school-age children
  • Assessment of vestibular disorders in children, including physiologic techniques appropriate for use with infants and school-age children
  • Rehabilitation of vestibular dysfunction in children
  • Surgical and medical management of vestibular disorders
  • Education and training specific to vestibular/balance issues
  • Noise exposure and ototoxicity among school-age children

Intervention/Rehabilitation for Adults with Hearing Loss, Tinnitus, or Balance Disorders

Content Area: Audiology

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

Research

  • Translational, applied, or implementation research related to intervention/rehabilitation for adults with hearing loss, tinnitus, or balance disorders

Professional Education

  • 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, tinnitus, or balance 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, tinnitus, or balance disorders on psychosocial function
  • Impact of hearing loss, tinnitus, or balance disorders on vocational function
  • Impact of hearing loss, tinnitus, or balance disorders on family function
  • Prevalence of vestibular dysfunction among adults
  • Vestibular disorders and syndromes affecting adults
  • Assessment of balance disorders among adults, including physiologic techniques 
  • Rehabilitation for balance disorders among adults, including surgical and medical management  
  • Noise exposure and ototoxicity among adults
  • Assessment and treatment of tinnitus

Language and Learning in School-Age Children and Adolescents

Content Area: Speech-Language Pathology

This topic area focuses on aspects of spoken language and learning in school-age children and adolescents and also includes supports and services for individuals with histories of childhood language disorders (e.g., Down Syndrome, Fragile X). Proposals that relate primarily to literacy learning, assessment and intervention, should be submitted to the Literacy topic area. Proposals addressing telepractice for service delivery should be submitted to the new Telepractice topic area. Submissions addressing auditory processing disorders as they relate to language and learning should be submitted to the new Auditory/Central Auditory Processing Disorders topic area. Proposals addressing literacy should be submitted to the Literacy Assessment and Intervention topic area.

Research

  • Translational, applied, or implementation research related to language and learning in school-aged children and adolescents
  • Evidence-based practice and outcomes research for language disorders in school-age children and adolescents

Professional Education

  • 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
  • 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, supports, and long-term outcomes for 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
  • 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
  • Use of technology to support language learning in school-age children and adolescents with language disorders

Language Disorders in Adults

Content Area: Speech-Language Pathology

This 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, and others. Proposals dealing with the description, assessment, and treatment of traumatic neurogenic injuries should be submitted to the Traumatic Brain Injury (TBI) topic area. Proposals addressing use of telepractice in delivery of service should be submitted to the new Telepractice topic area.

Research

  • Translational, applied, or implementation research related to language disorders in adults
  • Outcomes research

Professional Education

  • 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
  • Computer-based and other instrumentations for assessment and treatment of neurogenic language and cognitive disorders in adults
  • Computer-based and other instrumentations for assessment and treatment of neurogenic language and cognitive disorders in adults
  • 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, including supervision
  • 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
  • Psychosocial impact of adult language disorders on clients and their families

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. 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 submitted to the Cultural and Linguistic Considerations Across the Discipline topic area. Proposals that address use of telepractice in service delivery to these populations should be submitted to the new Telepractice topic area.

Research

  • Translational, applied, or implementation research related to language in infants, toddlers, and preschoolers

Professional Education

  • 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
  • Personnel preparation issues specific to language in infants, toddlers, and preschoolers
  • Supervision in language assessment and intervention
  • Psychological impact of early childhood language disorders on children and their families
  • Administrative and regulatory issues related to language in infants, toddlers, and preschool children 

Literacy Assessment and Intervention

Content Area: Speech-Language Pathology

This topic 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 listed below. Proposals addressing use of telepractice in literacy assessment and intervention should be submitted to the new Telepractice topic area. Proposals addressing normal acquisition of spoken or written language should be submitted to the new Communication Sciences topic area. Proposals addressing literacy issues secondary to auditory processing dysfunction should be submitted to the new Auditory/Central Auditory Processing Disorders topic area.

Research

  • Translational, applied, or implementation research related to literacy assessment and intervention

Professional Education

  • 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
  • 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 of 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 submitted to the new Communication Sciences topic area. Proposals addressing speech disorders secondary to traumatic brain injury should be submitted to the Traumatic Brain Injury (TBI) topic area.

Research

  • Translational, applied, or implementation research related to motor speech disorders in adults and children
  • Outcomes/efficacy research in motor speech disorders

Professional Education

  • Application of theory to motor speech disorders
  • 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 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
  • Multicultural/cross linguistic issues in motor speech disorders
  • Administrative and regulatory issues in motor speech disorders

Neuroanatomy and Neurophysiology of the Auditory and Vestibular Mechanisms

Content Area: Audiology

This reconstituted area (formally NeuroAudiology) includes clinical and research proposals encompassing neurophysiological, electrophysiological, and imaging studies of the auditory and vestibular pathway from periphery to cortex. Proposals involving the use of electrophysiologic or imaging techniques for defining normal behavior/function should be submitted to the Communication Sciences topic area.

Research

  • Translational, applied, or implementation research related to neuroanatomy and neurophysiology of the auditory and vestibular mechanism

Professional Education

  • Intraoperative monitoring of auditory, cranial nerve, somatosensory, vestibular, and motor system functions
  • Evaluation of facial nerve function
  • Neurodiagnostic measures associated with cochlear implant function
  • Auditory neuropathy-dys-synchrony
  • Physiologic and electrophysiologic assessment of the auditory or vestibular systems
  • Evoked potentials, PET, fMRI, electronystagmography, otoacoustic emissions

Speech Sound Disorders in Children

Content Area: Speech-Language Pathology

Proposals for this topic area should focus on the causes, characteristics, and management (prevention, assessment, and intervention) of speech sound disorders in children. Appropriate topics include, but are not limited to, those listed below.  Proposals on motor speech disorders in children should be submitted to the Motor Speech in Adults and Children topic area. Proposals on speech sound disorders related to cleft palate or other craniofacial anomalies should be submitted to the Speech/Resonance Disorders in Cleft Lip/Palate & Related Craniofacial Anomalies topic area.

Research

  • Translational, applied, or implementation research related to speech sound disorders in children

Professional Education

  • Theoretical models of articulatory 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
  • Assessment and diagnosis of speech sound disorders in children
  • Technological/methodological advances in assessment and treatment of speech sound disorders in children
  • Identification, assessment, and treatment of speech sound disorders in special populations of children
  • Multicultural/cross linguistic issues related to speech sound disorders in children
  • Phonological awareness and literacy in relation to speech sound disorders in children
  • Methods of service delivery for children with speech sound disorder
  • Supervision in 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 

Speech/Resonance Disorders in Cleft Lip/Palate & Related Craniofacial Anomalies

Content Area: Speech-Language Pathology

This topic area 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. Proposals related to education and training issues specific to clinical competency in evaluation and treatment of resonance and speech disorders associated with cleft palate and craniofacial anomalies should be submitted to this topic area, including those given below. Proposals addressing speech sound disorders unrelated to cleft palate should be submitted to the Speech Sound Disorders in Children topic area.  Proposals addressing resonance disorders unrelated to craniofacial anomalies should be submitted to the Voice and Alaryngeal Communication topic area.

Research

  • Translational, applied, or implementation research related to speech/resonance disorders in cleft lip/palate and related craniofacial anomalies

Professional Education

  • 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 associated with cleft palate speech and other craniofacial anomalies
  • Treatment of speech sound disorders in children with cleft palate
  • Psychosocial impact of craniofacial impairment

Swallowing and Swallowing Disorders in Children and Adults

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.

Research

  • Translational, applied, or implementation research related to swallowing and swallowing disorders in children and adults

Professional Education

  • Normal swallowing physiology in infants, children, and adults
  • Multicultural/cross-linguistic issues specifically related to swallowing
  • Prevention/screening of dysphagia in infants, children, and adults
  • Innovative technologies 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 (e.g. Down Syndrome, ALS)
  • Pharmacological, surgical, and other non-behavioral interventions for dysphagia
  • Nutritional management of persons with dysphagia
  • Palliative care and quality of life issues related to dysphagia
  • Interdisciplinary and team issues related to the assessment and management of dysphagia
  • Outcomes, efficacy, and effectiveness related to the treatment of dysphagia
  • Professional education issues specific to dysphagia
  • Ethical issues specific to dysphagia
  • Complex medical issues and swallowing function across the lifespan such as tracheostomy/ventilator dependence
  • Education, training and supervision issues specific to swallowing and swallowing disorders
  • Administrative, legislative and regulatory issues related to dysphagia

Telepractice

Content Area: General Interest

Proposals to this topic area (new for 2015) should focus on all aspects of telepractice as a model of service delivery for speech-language pathologists and audiologists in a variety of settings: schools, medical centers, rehabilitation hospitals, community health centers, outpatient clinics, universities, clients’/patients’ homes, residential health care facilities (including private practice), childcare centers, and corporate settings. Proposals related to the use of augmentative and alternative communication (AAC) technology, devices, and applications should be submitted to the Augmentative and Alternative Communication (AAC) topic area.

Research

  • Translational, applied, or implementation research related to telepractice

Professional Education

  • Licensure, ethical, legal, security, and privacy issues related to telepractice
  • Issues related to reimbursement for services delivered via telepractice
  • Telepractice service delivery types and models
  • Issues related to identifying, understanding, selecting, applying, and managing technology and hardware used to deliver services via telepractice
  • Issues related to the identification and selection of clients/patients/students to receive assessment and intervention services via telepractice
  • Cultural and linguistic variables affecting the identification, assessment, treatment, and management of communication disorders/differences in individuals receiving services via telepractice
  • Identification and selection of assessments and interventions appropriate for use with telepractice
  • Training and use of support personnel in delivering services via telepractice
  • Evaluating effectiveness of services delivered via telepractice; outcome measures

Traumatic Brain Injury

Content Area: General Interest

This topic area includes the description, assessment, treatment, prevention, service delivery, and education of individuals with hearing, vestibular, speech, motor, 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. Proposals related to issues of balance and dizziness related to TBI, concussion, head injuries or blast injuries should be submitted to this topic area.

Research

  • Translational, applied, or implementation research related to TBI
  • Basic and applied research related to TBI, including treatment outcome measures, single subject designs, and translational research

Professional Education

  • 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, community support groups, transitional programs, etc.
  • Differential diagnosis and management of individuals with TBI and comorbidities, e.g., balance and dizziness, mental health issues, PTSD, visual and hearing impairments, learning disabilities, sleep disorders, etc.
  • Reimbursement issues
  • Management of dysphagia after TBI
  • Language, speech and hearing assessment, intervention, and supports for children with traumatic brain injury

Voice and Alaryngeal Communication

Content Area: Speech-Language Pathology

This topic area covers normal and disordered aspects of phonatory function including the assessment and management of voice and related disorders in children and adults. Proposals addressing resonance issues related to craniofacial anomalies should be submitted to the Speech/Resonance Disorders in Cleft Lip/Palate & Related Craniofacial Anomalies topic area.

Research

  • Translational, applied, or implementation research related to voice and alaryngeal communication
  • Outcomes research in voice disorders and related conditions (i.e. alaryngeal, cough, PVCD)

Professional Education

  • 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 (acoustic, aerodynamic, imaging etc.) and subjective (perceptual, self-report) assessment 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)
  • Evaluation and management of resonance anomalies affecting voice quality
  • 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, training, and supervision issues specific to developing competency in voice disorders and related conditions (i.e. alaryngeal, chronic cough, PVCD)
  • Psychosocial impact of voice disorders on daily activities and participation in social contexts

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