Format(s):
Journal (Online)
ASHA CEUs:
0.4
4.0
The articles in this journal self-study highlight potential benefits of video games in the
clinic and classroom. The articles demonstrate how gaming principles and applied video
game design can result in measurable behavioral changes across populations that SLPs
serve. The first article describes principles of video games that can enhance efficiency
and motivation in intervention and then illustrates these principles in a case study. The
second article describes the social-emotional benefits of video games as a leisure
activity according to individuals with autism spectrum disorder. The final three
demonstrate practical applications of video games for motor learning in individuals with
velopharyngeal dysfunction and hypokinetic dysarthria as well as for classroom-based
learning.
Member:
$50.00
Nonmember:
$65.00
New!
Format(s):
eWorkshop
ASHA CEUs:
0.4
4.0
This course includes four recorded sessions from the 2018 online conference “Improving Functional Outcomes in Aphasia.” Two of these sessions address strategies for working with special populations of people with aphasia and two other sessions explore modifications to technology and coding/documentation that may need to be made when working with individuals with aphasia. The conference included a total of 15 sessions, giving a comprehensive view of the current landscape of aphasia intervention as well as related subjects, including medical management, neuroplasticity, life participation, assessment, and more. Sessions explored practical treatment strategies to meet the needs of patients across the severity spectrum and in various treatment settings, as well as the unique needs of a range of patient subgroups.
Member:
$99.00
Nonmember:
$129.00
New!
Format(s):
SIG Perspectives and Exam
ASHA CEUs:
0.35
3.5
In these articles, authors outline how implementation science can aid the advancement
of communication sciences and disorders; provide an introduction to patient-reported
outcome measures (PRO), the field of health services research, and research-practice
partnerships (RPPs); and provide a tutorial for clinicians interested in pursuing quality
improvement (QI) practice and research.
Member:
$45.00
Nonmember:
$59.00
SIG Affiliate:
$5.00
Format(s):
SIG Perspectives and Exam
ASHA CEUs:
0.4
4.0
The authors showcase five concepts of international service. Randazzo and Garcia discuss sustainable practices used in an international services model describing an interprofessional services delivery model for service provision in a resource-poor, rural Cambodia. Plumb and Willis examine students’ perceptions of study abroad between Auburn University, the United Kingdom, and Ireland. Campos, Skiados, and Flynn author a discussion of the status of male speech-language pathologists in international speech-language pathology associations, including a review of male recruitment efforts. de Diego-Lazaro authors a description of measuring cultural competencies in speech and language pathology students, introducing the Cultural Awareness and Competence Scales, a new tool to assess cultural awareness. Harten, Franca, Boyer, and Pegoraro-Krook describe the international alliances developed to better equip students and professionals with skills for practicing in a changing world. Waterston, Duttine, Roman, and Caesar provide an update to The American Speech-Language-Hearing Association- Pan American Health Organization/World Health Organization (ASHA-PAHO/WHO) partnership with a description of the WHO Rehabilitation 2030 initiative in The ASHA-PAHO Partnership: Progress, Future Plans and connecting to WHO Rehabilitation 2030.
Member:
$50.00
Nonmember:
$65.00
SIG 17 Affiliate:
$5.00
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
Despite best practices, many clients eventually discontinue using their hearing aids. Though a number of reasons may explain this behavior, declining patient satisfaction is perhaps one of the most significant. The articles in this journal self-study explore ways to improve hearing aid outcomes by targeting patient satisfaction through increased self-efficacy. The first article establishes an overall framework for client satisfaction by identifying essential concepts underlying hearing aid management. The second article describes a new area of research regarding self-fitting, which promotes self-efficacy by involving clients in adjusting their own hearing aids from day 1. The third article examines psychosocial benefits and improved satisfaction resulting from hearing aid trials. The final article empirically tests the connection between self-efficacy of specific management skills and hearing aid satisfaction.
Member:
$45.00
Nonmember:
$59.00
Format(s):
eWorkshop
ASHA CEUs:
0.35
3.5
This course includes two recorded sessions from ASHA’s 2018 Connect conferences, held in July in Baltimore, Maryland. Together, the sessions provide ideas for helping children with feeding and swallowing difficulties. The first session outlines a framework to diagnose and treat children with complex medical and health problems who have trouble with feeding and/or swallowing. It uses case studies to illustrate decision-making for functional feeding goals. The second session describes North Carolina’s approach for a student-focused, safe, and compliant process for meeting the unique mealtime needs of students and explores how SLPs can identify collaborators and recreate this process in their own school or district.
Member:
$89.00
Nonmember:
$116.00
Format(s):
eWorkshop
ASHA CEUs:
0.4
4.0
This course includes three recorded sessions from the 2018 online conference “Spoken and Written Language in Adolescents: Fresh Solutions.” These sessions explore working with adolescents with and without language impairments on written language; the writing process; vocabulary development; and breaking down complex language in texts. The conference included a total of 14 sessions, with the broad goal of presenting practical, holistic strategies to address the communication and emotional well-being of adolescents. Conference sessions focused on targeted approaches to treat adolescents with various language and literacy challenges at different severity levels—from mild to severe.
Member:
$99.00
Nonmember:
$129.00
Format(s):
Streaming Video
ASHA CEUs:
0.35
3.5
Clinicians frequently find that children with speech sound disorders progress in intervention more slowly than desired, or they may make expected progress within sessions but not carry over or generalize improved speech skills to their daily activities. There is some evidence that using normalized speech sound intervention – treatment activities that reflect the real-world activities and interactions in which children communicate – can lead to more rapid increases in intelligibility. This course will provide participants with the knowledge and skills to implement normalized speech sound intervention using age and developmentally appropriate curriculum-based learning activities in which the production of speech sound targets is integrated in meaningful verbal and social interactions.
Member:
$130.00
Nonmember:
$169.00
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
This journal self-study explores issues related to service provision for children with autism spectrum disorder (ASD) by taking learners through the typical intervention process. The course starts with a review of speech sound assessments for children with ASD, an area that is not as commonly addressed in this population as other areas of communication. It then moves to how documentation of assessment results can be improved by adopting a strengths-based approach. A discussion of how SLPs in the U.S. and Taiwan use evidence-based interventions for ASD follows. And the course concludes with a discussion of an innovative way to approach social skills and friendships for children with ASD. Each article includes specific recommendations that clinicians can incorporate immediately into practice to improve all aspects of service provision for children with ASD.
Member:
$45.00
Nonmember:
$59.00
Format(s):
eWorkshop
ASHA CEUs:
0.35
3.5
This course includes three recorded sessions from the 2018 online conference “Children With Autism: Matching Interventions to Communication Needs.” Taken together, these sessions provide practical strategies for incorporating and empowering various stakeholders – including family members, peers, educators, support personnel, and other professional team members – to support school-age students with autism spectrum disorder (ASD). The conference included a total of 13 sessions, with the broad goal of presenting current best practices in intervention for school-age students with ASD. Conference sessions focused on tips and strategies SLPs can use to choose the most appropriate interventions for each child using an evidence-based approach that balances family preferences, research, and clinical judgment/expertise.
Member:
$89.00
Nonmember:
$116.00
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
While the definition of executive function (EF) varies in the literature, it includes, at its core, the skills people use to plan, organize, problem-solve, and set and achieve goals in their daily lives. EF skills start developing in early childhood, and children with EF dysfunction experience social and academic difficulties. This journal self-study explores issues related to the development of EF skills as well as principles and practical strategies for EF assessment and intervention in preschool and school-age children. It also presents an argument for the role of EF in social communication and discusses ways that SLPs can address these skills in treatment. SLPs working with children with EF deficits can use this information to improve assessment techniques and plan intervention strategies to better meet the needs of these children.
Member:
$45.00
Nonmember:
$59.00
Format(s):
Streaming Video
ASHA CEUs:
0.35
3.5
Students in grades 6–12 frequently struggle with both the content and use of academic language. As they move through the secondary grades, they are confronted with increasingly more expository language, as opposed to the mostly narrative language they saw in elementary grades. This course will explore the fascinating relationship between these two language structures, which provides a strong basis for our therapeutic interventions as speech-language pathologists. The presenter will provide examples of linking narratives to expository text to ultimately help students successfully use academic language at the secondary level. The presenter will share strategies to use in different service delivery settings (one-on-one intervention vs. in the classroom).
Member:
$130.00
Nonmember:
$169.00
Format(s):
Journal (Online)
ASHA CEUs:
0.4
4.0
As caseloads grow and diversify, clinicians may question whether they are equipped with the necessary tools to address changing demands when it comes to working with children with speech sound disorders. The single-word naming task is a basic component of pediatric speech production assessment, but is there an adequate evidence base behind the use of single-word naming tools for all populations served? Are the items found in these assessments necessary and sufficient to diagnose speech sound disorders? The four articles in this journal self-study address such questions.
The first article uses item response theory to examine which single-word items in a standardized assessment are most clinically informative. The second article is a systematic review of current speech sound production practices for children with autism spectrum disorder and ends with recommendations for assessment with this population. The third article examines whether assessments that are normed on monolingual kindergarteners are diagnostically sensitive for bilingual children with suspected speech sound disorders. Lastly, the fourth article reviews the relatively new literature on polysyllable assessment and provides detailed procedures for implementation.
Member:
$50.00
Nonmember:
$65.00
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
School-based clinicians generally agree that /r/ is one of the most challenging speech sounds to remediate. Despite research showing how persistent rhotic distortions can affect students’ social, academic, and even future employment prospects, some children are discharged from services because traditional approaches simply fail to work.
This journal self-study offers a response to the frustration often experienced by clinicians and clients struggling with persistent errors by showcasing some exciting new methods in /r/ intervention. Three articles describe promising results of different types of biofeedback-visual-acoustic, ultrasound, and electropalatographic interventions that are gradually becoming more accessible to clinicians. These articles also explore how biofeedback methods and other intervention modifications can adapt the principles of motor learning to increase efficacy of articulation intervention. The fourth article is an exploration of self-entrainment theory to promote speech sound change through the use of hand gestures.
Member:
$45.00
Nonmember:
$59.00
Format(s):
Journal (Online)
ASHA CEUs:
0.4
4.0
Stuttering is a complex disorder that can lead to social, emotional, and academic difficulties. Clinicians treating children who stutter must consider many factors during assessment and intervention. The articles in this clinical forum describe approaches to evidence-based practice (EBP) that balance available research with clinical expertise, while also considering the needs and desires of the patient and family. Four fluency experts use case studies to describe how they make decisions about stuttering management for a young child as well as an adolescent. Clinicians can use this information to guide how they incorporate the three components of EBP – research evidence, clinical expertise, and client preferences – into their own practice with children who stutter.
Member:
$50.00
Nonmember:
$65.00
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
Clinicians who work with individuals with dementia are well aware of the need to address memory and other cognitive issues. However, there are other potential problems that may co-occur with dementia or happen as a result of the disease progression. This journal self-study explores some of these issues, including ways to improve the use of compensatory swallowing strategies, the impact of hearing amplification on cognitive performance, how motor speech may be affected by dementia and other progressive disorders, and how auditory processing may be affected by cognitive impairment. Clinicians can use this information to improve how they manage patients with dementia.
Member:
$45.00
Nonmember:
$59.00
Format(s):
Streaming Video
ASHA CEUs:
0.35
3.5
This video course presents systematic, evidence-based strategies for carrying out a comprehensive evaluation of infants and children who demonstrate signs of dysphagia and/or broader feeding problems. The course includes detailed discussion and strategies for collecting a child’s relevant history and conducting a physical examination and feeding observation. With a focus on function, the course offers guidance on interpreting evaluation findings and making optimal recommendations for next steps that promote functional outcomes. Video clips of professionals and caregivers working with infants and children, as well as discussion of case studies, enhance the learning experience.
Member:
$130.00
Nonmember:
$169.00
Format(s):
Streaming Video
ASHA CEUs:
0.4
4.0
This course presents a practical framework for cognitive rehabilitation for patients suffering from a traumatic brain injury (TBI). Clinicians can use the framework to identify functional treatments that are evidence-based, matched to individualized patient needs, and feasible given the time and resource constraints of the current health care environment. The course explores specific cognitive rehabilitation interventions that patients with a brain injury may find particularly valuable and motivating. The presenters use case studies to discuss how to write functional goals and identify optimum outcome measures.
Member:
$135.00
Nonmember:
$176.00
Format(s):
Journal (Online)
ASHA CEUs:
0.4
4.0
Clinicians who work with children with autism spectrum disorder (ASD) are aware of the challenges presented by the varied abilities and behaviors of this group. This journal self-study focuses on special populations of children with ASD, including those who are deaf, those who use AAC, and bilingual children. A final article discusses how intervention can be extended beyond improving social skills to working toward establishing and maintaining actual friendships. SLPs working with children with ASD can use information from these articles to improve clinical practice when working with children with these particular special situations.
Member:
$50.00
Nonmember:
$65.00
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
The articles included in this journal self-study include evidence-based assessment and intervention practices for children with cleft lip and/or palate, a specialized population with which many SLPs have limited experience. The first article describes a clinical measure for quantifying nasal air emission using a nasal accelerometer. The second article illustrates the developmental timeline of typical velopharyngeal function in speech production and then compares it to what is seen in toddlers with repaired cleft. The third article offers treatment efficacy data for a naturalistic intervention with phonological emphasis for toddlers with cleft lip and/or palate. The final article examines a number of factors that can influence language development in internationally adopted children with cleft lip and/or palate.
Member:
$45.00
Nonmember:
$59.00
Format(s):
SIG Perspectives and Exam
ASHA CEUs:
0.35
3.5
This Part of Perspectives focuses on how higher education might include and enhance clinical training in the area of transgender voice and communication, including an introduction to voice and communication training for transgender clients, suggested guidelines and approaches, and meta-therapy and counseling techniques. This includes a look at first-person narratives by transgender individuals regarding voice and communication, a review of World Professional Association for Transgender Health (WPATH) suggested guidelines, and combining voice, speech science, and art approaches to resonant challenges. Additional information in this area specific to higher education includes inclusion of transgender voice and communication training in a university clinic, connecting practicum experiences with knowledge from the classroom to enhance clinical training, and a motor learning perspective for use in a university-based practicum.
Member:
$45.00
Nonmember:
$59.00
SIG 10 Affiliate:
$5.00
Format(s):
eWorkshop
ASHA CEUs:
0.4
4.0
This course includes three recorded sessions from the 2017 online conference “Communication Interventions for Adolescents and Adults With Autism.” These sessions explore strategies to set up adolescents and adults with autism spectrum disorder for employment success, with an emphasis on collaboration with other professionals. The conference included a total of 16 sessions, with the broad goal of giving SLPs tools to help students and clients develop or enhance friendships and strengthen work-life relationships to support their academic and workplace success.
Member:
$99.00
Nonmember:
$129.00
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
As people age, they often experience a variety of health-related issues, including hearing loss and memory difficulties. This journal self-study explores the relationship between hearing loss and cognitive functioning and considers what is known about age-related cognitive decline and how it may be influenced by hearing loss and the use of amplification. As the primary provider of hearing-related services for older adults, audiologists are in a position to address cognitive issues and assist patients and families. This journal course discusses strategies on how to do so effectively.
Member:
$45.00
Nonmember:
$59.00
Format(s):
eWorkshop
ASHA CEUs:
0.35
3.5
This course includes three recorded sessions from the 2017 online conference “Dysphagia in Older Adults.” These sessions focus on important topics – including oral hygiene, delirium, and the relationship between dysphagia and dementia as well as other diseases – for clinicians who work with older adults with swallowing problems. The conference included a total of 13 sessions, with the broad goal of giving clinicians new, evidence-based strategies for improving overall quality of life for older adults.
Member:
$89.00
Nonmember:
$116.00
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
This journal self-study course explores some considerations that SLPs who work with specialized patient populations in various health care settings face in dysphagia management. Articles discuss instituting dysphagia exercise programs for patients with amyotrophic lateral sclerosis; the injury process and acute care management of individuals with dysphagia due to chemical ingestion; and preliminary evidence concerning new speaking valve technology for patients living with tracheostomy. The final article evaluates from a legal perspective the common practice of encouraging patients who decline dietary restrictions to sign waivers of liability.
Member:
$45.00
Nonmember:
$59.00
Format(s):
eWorkshop
ASHA CEUs:
0.35
3.5
This course provides an overview of the essential elements of planning and implementing successful dysphagia intervention. The speaker reviews how to select and utilize appropriate treatment strategies and techniques by summarizing specific compensatory, bolus modification, postural, and rehabilitation strategies for oral and pharyngeal dysphagia and discussing the evidence underlying these strategies. The course also reviews what variations in dysphagia management might be needed depending on particular disease stages and processes.
Member:
$89.00
Nonmember:
$116.00
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
It is well-established that the use of gesture is a precursor to language development. But what exactly is the relationship between gesture and language, and can the nature of this relationship be used diagnostically to better understand a child’s language development? This journal self-study examines these questions across a few populations.
Two articles look at young children with specific language impairment or delay, and the combined results of these studies offer a complimentary view of the relationship between gesture and language based on the observed linguistic deficit (receptive or expressive). Another article compares gesture use between children with impaired hearing vs. peers with typical hearing. Findings from this study not only describe the use of gesture in young children with hearing impairment but also provide clinically useful information about caregivers’ responses to these gestures. The final article examines gesture use in girls with Rett syndrome. In addition to providing a helpful tutorial on a lesser-known population, the authors suggest how factors such as motor skills and genetics also contribute to the relationship between gesture and language.
Member:
$45.00
Nonmember:
$59.00
Format(s):
Journal (Online)
ASHA CEUs:
0.4
4.0
While social communication deficits are prominent in people with autism spectrum disorder (ASD), both spoken and written language are also often affected. These language difficulties can be marked or subtle and can affect academic and social success. This journal self-study explores the ways that language deficits may present in higher-functioning children and teens with ASD and how the presence of autism may lead to differences in gesture use, making inferences from text, vocabulary, storytelling, and conversational skills. Clinicians working with children and adolescents with ASD can use this research to better identify variations in these skills and plan interventions to address the differences that impact school and interpersonal performance.
Member:
$50.00
Nonmember:
$65.00
Format(s):
Streaming Video
ASHA CEUs:
0.35
3.5
This course focuses on the impact of Theory of Mind on effective social-pragmatic communication for children and adolescents with high-functioning autism. The course describes the typical Theory of Mind deficits among this population – including tact, proxemics, social rules, egocentricity, naiveté, and jocularity – as well as social communication deficits and issues associated with social-emotional regulation that this population often exhibits. The course then explores the unique assessments and interventions that can address the specific deficits and challenges of students with high-functioning autism, which are distinct from those of students with more severe autism. The course discusses in detail best practices in social-pragmatic assessment and evidence-based treatment strategies and techniques that SLPs can put into practice to equip students to overcome social skills deficits.
Member:
$130.00
Nonmember:
$169.00
Format(s):
Journal (Online)
ASHA CEUs:
0.4
4.0
Augmentative and alternative communication (AAC) often benefits children with severe disabilities. The most effective AAC systems consider the child’s individual needs and support learning and social interactions. This journal self-study explores ways to improve AAC systems to increase language skills, allow for more active participation in communication, and encourage emotional competence. Incorporating parent perceptions about AAC use into decision-making is also discussed, as are the benefits of peer involvement in communication using AAC. Clinicians will be able to incorporate strategies discussed to enhance services for children using AAC.
Member:
$50.00
Nonmember:
$65.00
Best Seller
Format(s):
Journal (Online)
ASHA CEUs:
0.4
4.0
Children with autism spectrum disorder (ASD) have language and social-pragmatic deficits that make communication difficult. Parent must learn to adapt to their child’s unique needs since their interactions are vital to the child’s success. This journal self-study explores parent attitudes and beliefs about their preschool and school-age children, as well as how parent interactions may affect the communication skills of a child with ASD. Clinicians working with children with ASD will benefit from understanding parent concerns, beliefs, attitudes, and interaction styles and can use this knowledge to engage parents more effectively in their child’s treatment.
Member:
$50.00
Nonmember:
$65.00
Best Seller
Format(s):
eWorkshop
ASHA CEUs:
0.35
3.5
This course includes three recorded sessions from the online conference “Audiology 2016: Collaborative Strategies for Students With Hearing Loss.” These sessions focus on the significance of acoustic accessibility as well as challenges to and potential solutions for achieving it. Universal Design for Learning (UDL) is also discussed. The conference included a total of 15 sessions, with the broad goal of providing practitioners practical, outcome-driven strategies, new information, and resources to help bridge the gap between children and teens with hearing loss, their families, and the educational and medical providers who support them. The three sessions in this course are:
Member:
$89.00
Nonmember:
$116.00
Format(s):
eWorkshop
ASHA CEUs:
0.4
4.0
This course includes three recorded sessions from the 2016 online conference “Collaboration for Preschool Language and Literacy.” These sessions focus on methods for enhancing language acquisition, including use of technology; working with parents, teachers, and other professionals; and integrating peer interactions into activities. The conference included a total of 18 sessions, with the broad goal of enhancing and improving SLPs’ clinical and professional practice so they can provide effective language and literacy support to an increasingly diverse group of preschool-age children and support learning in classrooms and other early childhood settings. The three sessions in this course are:
Member:
$99.00
Nonmember:
$129.00
Format(s):
eWorkshop
ASHA CEUs:
0.35
3.5
This course includes three recorded sessions from the online conference “Audiology 2016: Collaborative Strategies for Students With Hearing Loss.” These sessions focus on professional issues in educational audiology, including current educational policy initiatives and their impact on students with hearing loss; strategies and resources for the transition process from family-centered to center-based, student-driven services; and tools and strategies for defining and articulating your value as an audiologist working with students with hearing loss. The conference included a total of 15 sessions, with the broad goal of providing practitioners practical, outcome-driven strategies, new information, and resources to help bridge the gap between children and teens with hearing loss, their families, and the educational and medical providers who support them. The three sessions in this course are:
Member:
$89.00
Nonmember:
$116.00
Format(s):
eWorkshop
ASHA CEUs:
0.35
3.5
This course includes three recorded sessions from the online conference “Audiology 2016: Collaborative Strategies for Students With Hearing Loss.” Two sessions focus on strategies and tools to promote positive outcomes for students with hearing aids and cochlear implants. One session discusses how to leverage touch technology as intervention and communication tools for students who are deaf or hard of hearing. The conference included a total of 15 sessions, with the broad goal of providing practitioners practical, outcome-driven strategies, new information, and resources to help bridge the gap between children and teens with hearing loss, their families, and the educational and medical providers who support them. The three sessions in this course are:
Member:
$89.00
Nonmember:
$116.00
Format(s):
eWorkshop
ASHA CEUs:
0.35
3.5
This course includes three recorded sessions from the 2016 online conference “Improving Intelligibility in Children With Speech Sound Disorders.” These sessions focus on speech sound interventions for special populations, including children with cochlear implants, autism spectrum disorder, cerebral palsy, Down Syndrome, and bilingual children.
Member:
$99.00
Nonmember:
$116.00
Best Seller
Format(s):
Streaming Video
ASHA CEUs:
0.35
3.5
This course explores evidence-based intervention strategies for strengthening social communication in children (ages 3 through 8 years) with autism spectrum disorder (ASD). The program describes the established and emerging evidence for the interventions that are used most often to support young children and their families and illustrates effective interventions using video clips. The course emphasizes how to use evidence-based practices when identifying appropriate interventions to achieve targeted goals, implementing the selected interventions, and evaluating their effectiveness.
Member:
$130.00
Nonmember:
$169.00
Best Seller
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
Stuttering is a particularly challenging speech disorder that can have a significant impact on a child’s self-esteem, social interactions, and academic success. Many treatment programs and techniques exist to address stuttering, and clinicians are always looking for new and better ways to help children with this disorder. This journal self-study explores the use of two specific programs – the Lidcombe and Camperdown programs – in modified situations. Articles examine the Lidcombe Program, designed for younger (preschool and some school-age) children, and discuss how clinicians can adapt the program for use in groups and for webcam delivery. A third article explores the factors that may best predict treatment time and long-term outcomes. The Camperdown Program, a treatment more often used for teens, is studied as a telehealth application to determine outcomes and child and parent reactions. SLPs working with children who stutter will benefit from a better understanding of how these programs work and how they can be adapted for more resource-efficient treatment.
Member:
$45.00
Nonmember:
$59.00
Best Seller
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
Stuttering is a multifaceted disorder that can have a significant impact on people who stutter, one that extends beyond the actual communication difficulties these individuals encounter. Social, emotional, and psychological issues can accompany stuttering, largely as a result of society’s depictions of and reactions to those who stutter. This journal self-study addresses these non-speech factors that speech-language pathologists often address during treatment, including the stigma associated with stuttering, the impact of stuttering on quality of life, and how the use of safety behaviors may actually inhibit the reduction of issues like anxiety. One article also provides an alternative perspective, suggesting that while some people who stutter may experience some of these psychosocial issues, they may not identify them as personally significant or wish to address them in treatment. While most of the information addresses the adult stuttering population, the concepts presented apply to children as well, and clinicians working with people of all ages who stutter will find clinically relevant information that they can begin to incorporate into their client interactions.
Member:
$45.00
Nonmember:
$59.00
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
Stuttering is a challenging speech disorder that can have a significant impact on the life of the person who stutters. This journal self-study addresses issues that have been identified in the literature regarding how reliable stuttering measures actually are and how clinicians are trained to make these determinations. In addition, this course explores some newer treatment methods, using virtual reality and an approach that is different from the typical prolonged speech treatment often used. Clinicians will come away with a better understanding of the importance of measuring what they intend to measure, how training impacts measurement, and how new treatment options may assist clients who stutter.
Member:
$45.00
Nonmember:
$59.00
Format(s):
Journal (Online)
ASHA CEUs:
0.35
3.5
Acquired apraxia of speech (AOS) is a motor speech disorder caused by brain damage, such as from a stroke, and can range from only slight difficulty saying sounds and words to a complete inability to produce sound. Speech-language pathologists working with people with AOS often struggle to determine which treatments will work best to help those with this frustrating disorder. This journal self-study explores the research behind AOS treatment through an updated systematic review of the literature on AOS and exploration of outcomes of treatment for AOS that has been described in single-subject research. In addition, a discussion of a treatment using auditory masking is included, which builds upon and adds to the research on speech motor control. Clinicians will be able to apply the information in these articles to the treatment they provide and add to their arsenal of evidence-based treatment tools with confidence.
Member:
$45.00
Nonmember:
$59.00
Format(s):
eWorkshop
ASHA CEUs:
0.4
4.0
This course includes five recorded sessions from the 2015 online conference “Social Communication: Development, Assessment, and Intervention for Preschoolers Through Adolescents.” Three sessions describe the key characteristics of children and adolescents with social communication disorders and discuss how cognitive, social, and emotional development as well as deficits in social cognition, theory of mind, and executive function contribute to communication difficulties. Two additional sessions focus on interventions for two specific groups of young children – kids with autism spectrum disorder who need help with joint attention and peer interactions, and young children with average to above-average language and cognition who have social-cognitive challenges. The conference included a total of 14 sessions, with the broad goal of giving professionals apply-today tools to assess and treat kids with social communication difficulties.
Member:
$99.00
Nonmember:
$129.00
Format(s):
Journal (Online)
ASHA CEUs:
0.4
4.0
This journal self-study explores approaches to language assessment of bilingual children that attempt to improve and go beyond traditional standardized testing. Articles discuss the use of dynamic assessment, conceptual scoring, and language sample analysis to more accurately identify and diagnose bilingual language impairments. And one article looks at how to revise cutoff scores on standardized tests in English to better identify language impairments in bilingual children. Clinicians with experience conducting bilingual assessments will be able to add these techniques to current assessment protocols, while those with more limited experience will benefit from learning about these procedures and exploring how to incorporate them into the assessment process.
Member:
$50.00
Nonmember:
$65.00
Best Seller
Format(s):
Streaming Video
ASHA CEUs:
0.4
4.0
This session will discuss the effects of poverty on low-socioeconomic-status (SES) children and investigate whether academic underachievement is caused by language impairment, environmental factors, or a combination of both. In order to differentiate language impairment from language difference based on environmental factors, participants will learn how to get away from knowledge-based testing and conduct dynamic assessment of information processing skills. We will address the issue of building oral and literate vocabulary skills in low-SES children and discuss how to build executive functioning skills as well. Increasing academic achievement and helping students in poverty meet new Common Core State Standards in language will be emphasized.
Member:
$135.00
Nonmember:
$176.00
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