36 hours ago ASHA / Practice Portal / Client and Patient Handouts. Below is a list of consumer education brochures, products, and tools available from ASHA. ... ASHA's brochures help you communicate more clearly with patients and families about hearing, speech, language and swallowing disorders. Many of these products have been revised to reflect current ... >> Go To The Portal
ASHA / Practice Portal / Client and Patient Handouts. Below is a list of consumer education brochures, products, and tools available from ASHA. ... ASHA's brochures help you communicate more clearly with patients and families about hearing, speech, language and swallowing disorders. Many of these products have been revised to reflect current ...
See Murray and Chapey, 2001; ASHA's Practice Portal pages on Adult Hearing Screening and Acquired Apraxia of Speech; and ASHA's resources on cognitive-communication. If the individual with aphasia wears prescription glasses or hearing aids, and prescriptions are still appropriate, the glasses or aids should be worn during assessment.
The prevalence of dysphagia in community-dwelling adults over the age of 50 years is estimated to be somewhere between 15% and 22% (Aslam & Vaezi, 2013; Barczi et al., 2000), and in skilled nursing facilities, the prevalence rises to over 60% (Steele et al., 1997; Suiter & Gosa, 2019). Various neurological diseases are known to be associated ...
The ASHA Action Center welcomes questions and requests for information from members and non-members. Available 8:30 a.m.–5:00 p.m. ET Monday–Friday . E-mail the Action Center Members: 800-498-2071 Non-Member: 800-638-8255 Read More
What are Evidence Maps? An Evidence Map is a searchable online tool designed to assist clinicians with making evidence-based decisions.
The Practice Portal The goal of ASHA's Practice Portal is to facilitate clinical decision making and increase practice efficiency for audiologists and speech-language pathologists by providing resources on clinical and professional topics and linking to available evidence.
Evidence maps are an approach to depict both the number and characteristics of studies in tabular form that exist as well as evidence gaps based on primary studies and systematic reviews of broad clinical questions.
The Big Nine Articulation. Fluency. Voice and resonance (including respiration and phonation) Receptive and expressive language. Hearing (including the impact on speech and language)
Functional Speech Sound Disorders Articulation disorders focus on errors (e.g., distortions and substitutions) in production of individual speech sounds. Phonological disorders focus on predictable, rule-based errors (e.g., fronting, stopping, and final consonant deletion) that affect more than one sound.
What is the Cycles Approach? In the cycles approach, therapists treat phonological processes, which are error patterns in children's speech. For example, some children delete all consonants off the ends of words. This is called “final consonant deletion” and is a specific pattern of speech errors.
An Evidence Gap Map (EGM) is an intuitive, visual, and interactive tool designed to provide an overview of the existing evidence on a topic, theme, or domain. EGMs highlight gaps in the evidence base and show where evidence is more abundant.
1:3011:56Evidence Mapping, Searching and Equity - YouTubeYouTubeStart of suggested clipEnd of suggested clipThey are typically in the form of a matrix of rows. And rows and columns where your rules usuallyMoreThey are typically in the form of a matrix of rows. And rows and columns where your rules usually forms the interventions. And your columns are your outcomes.
In qualitative market research, mapping involves asking interviewees or group participants to sort or 'map' objects (or representations of objects) according to how they are seen or thought of.
KASA refers to Knowledge and Skills Acquisition, a complex set of assessment procedures designed to ensure that students achieve a comprehensive set of critical knowledge-based and skill-based competencies that are needed in order to earn the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) ...
The American Speech-Language-Hearing Association (ASHA) defines cognitive communication disorders as difficulty with any aspect of communication that is affected by disruption of cognition. Some examples of cognitive processes include: attention, memory, organization, problem solving/reasoning, and executive functions.
The big-nine areas are articulation, fluency, voice and resonance, language, cognition, hearing, swallowing, social communication, and communication modalities. The comprehensive exam will consist of four questions.
The goal of ASHA's Practice Portal is to assist audiologists and speech-language pathologists in their day-to-day practices by providing informaiton on a given topic and making it easier to find the best available evidence and expertise in patient care, identify resources that have been vetted for relevance and credibility, and increase practice efficiency.
Content on the professional issue and clinical topic pages provides key information on specific subjects and connects users to additional sources of information, evidence, and resources they need to guide their clinical decision-making.
Content for the Practice Portal's professional issues and clinical topics are developed through a collaborative process. Nominate yourself and/or others to serve as subject-matter experts in your area of interest or practice by emailing Portalinfo@asha.org.
ASHA's public website provides resources and information to help consumers understand communication and communication disorders and the roles that audiologists and speech-language pathologists play in protecting consumer health and diagnosing and treating problems.
ASHA's brochures help you communicate more clearly with patients and families about hearing, speech, language and swallowing disorders. Many of these products have been revised to reflect current health literacy principles. Brochures available include
The Audiology Information Series of printable PDF newsletters focuses on key topic areas and provides consumers easy access to their subjects of interest in a plain language format. Many topics also available in Spanish.
Let's Talk products are a compilation of electronic handouts that come on a CD and can be easily customized and printed to give to your clients. Each handout is on a specific topic and provides a starting point for conversations between audiologists and speech-language pathologists and their clients and families. All handouts are written in easy-to-understand language and can also be used to market your services, share with other professionals during in-services and meetings, and distribute during health fairs, open houses, and other patient education opportunities. Included in the series are
Common signs and symptoms of aphasia include the following: Impairments in Spoken Language Expression. Having difficulty finding words ( anomia) Speaking haltingly or with effort. Speaking in single words (e.g., names of objects) Speaking in short, fragmented phrases.
Aphasia is an acquired neurogenic language disorder resulting from an injury to the brain—most typically, the left hemisphere. Aphasia involves varying degrees of impairment in four primary areas: 1 Spoken language expression 2 Spoken language comprehension 3 Written expression 4 Reading comprehension
In most people, these language centers are located in the left hemisphere, but aphasia can also occur as a result of damage to the right hemisphere; this is often referred to as crossed aphasia, to denote that the right hemisphere is language dominant in these individuals. Stroke is the most common cause of aphasia.
Aphasia symptoms vary in severity of impairment and impact on communication, depending on factors such as the location and extent of damage and the demands of the speaking situation. A person with aphasia often experiences both receptive and expressive spoken language difficulties—each to varying degrees.
The professional roles and activities in speech-language pathology include clinical/educational services (diagnosis, assessment, planning, and treatment); prevention and advocacy; and education, administration, and research. See ASHA's Scope of Practice in Speech-Language Pathology (ASHA, 2016b).
One of the most common is based on the pattern of impaired language abilities. Using this system, aphasia is categorized as either nonfluent or fluent, based on characteristics of spoken language expression (Davis, 2007; Goodglass & Kaplan, 1972).
Signs and symptoms of dysphagia include. drooling and poor oral management of secretions and/or bolus; ineffective chewing, in consideration of the individual variability in mastication cycles and time (Shiga et al., 2012); food or liquid remaining in the oral cavity after the swallow (oral residue );
Dysphagia may also occur from problems affecting the head and neck, including. cancer in the oral cavity, pharynx, nasopharynx, or esophagus; radiation and/or chemoradiation for head and neck cancer treatment; trauma or surgery involving the head and neck; decayed or missing teeth; and.
Consequences of dysphagia include malnutrition and dehydration, aspiration pneumonia, compromised general health, chronic lung disease, choking, and even death. Adults with dysphagia may also experience disinterest, reduced enjoyment, embarrassment, and/or isolation related to eating or drinking.
Incidence refers to the number of new cases of dysphagia identified in a specified time period. Prevalence refers to the number of people who are living with dysphagia in a given time period.
Not all signs and symptoms are seen in all types of dysphagia, and the evidence supporting the predictive value of these signs and symptoms is mixed. For example, coughing and throat clearing may not be correlated with penetration or aspiration of a bolus but may be the result of gastroesophageal reflux, esophageal dysmotility, and common medications (Elvevi et al., 2014; Madanick, 2013; Tafreshi & Weinacker, 1999). Signs and symptoms of dysphagia include
MCI is described as an “intermediate stage of cognitive impairment that is often, but not always, a transitional phase from cognitive changes in normal ageing to those typically found in dementia” (Petersen et al., 2014, p. 214).
Dementia is a syndrome resulting from acquired brain disease. It is characterized by a progressive decline in memory and other cognitive domains that, when severe enough, interferes with daily living and independent functioning. This definition is consistent with the diagnostic category, major neurocognitive disorder (major NCD), ...
Prevalence refers to the number of people who are living with the disorder in a given time period. Worldwide. Worldwide, an estimated 50 million people are living with dementia (World Health Organization [WHO], 2017).
As the disease progresses, early symptoms intensify, eventually affecting the ability to communicate effectively and function independently. Listed below are examples of common signs and symptoms of dementia.
Age is the greatest nonmodifiable risk factor for dementia. Every 5 years after age 65, the number of individuals with Alzheimer's disease doubles; about one third of people over age 85 have the disease (National Institute on Aging, 2017). Heredity can play a part in dementia risk.
Lifestyle factors such as higher education, physical activity, intellectual stimulation, and social involvement are associated with lower risk of dementia. These factors are thought to increase reserve, which in turn increases capacity to cope with brain injury or pathology (e.g., Livingston et al., 2017; Stern, 2012).
Impact of Cognitive Changes on Communication. The cognitive changes associated with dementia can have a significant impact on day-to-day communication. For example, a decline in memory, attention, executive functioning, and/or language processing can make it difficult to follow and participate in conversation.
Documentation is a critical vehicle for conveying essential clinical information about each patient's diagnosis, treatment, and outcomes and for communication between clinicians and payers. Clinicians must efficiently respond to the questions that payers are asking about each service: 1 Is it medically necessary? 2 Is it a service requiring the knowledge and skills of a speech-language pathologist? 3 Are the goals and treatment functionally relevant? 4 How does this service add value to the patient's interdisciplinary care and overall health?
Clinical documentation is not only the means by which the SLP communicates critical information about the patient's diagnosis, treatment, progress, and discharge status to other providers; it also provides the information needed to justify services if the SLP is audited by a payer.
Billing codes are the key to submitting valid claims for reimbursement of health care services. Accurate clinical documentation provides the justification for the codes submitted. If information presented in the documentation is inadequate or does not align with the billing codes, claims may be denied.
Contextual factors are personal factors (e.g., age, race, gender, education, lifestyle, and coping skills) and environmental factors (e.g., physical, technological, social, and attitudinal). For examples of functional goals, please see the ICF page on ASHA's website. Components of Clinical Documentation.
The evaluation report typically is a summary of the evaluation process, any resulting diagnosis, and a plan for service and may include the following elements. reasons for referral;
Medicare defines medical necessity by exclusion, stating that "…services that are not reasonable and necessary for the diagnosis or treatment of an illness or injury , or to improve the functioning of a malformed body member are not covered ….". (Centers for Medicare & Medicaid Services [CMS], 2014r-a).
Although documentation requirements may follow Medicare guidelines, each state can impose its own requirements. State-specific guidelines can be found in the state's Medicaid plan and/or Medicaid guidance documents (e.g., the state provider handbook). For more information, go to ASHA's Medicaid webpages.
I just paid my dues. Let us cry together for the money I basically threw away.
I'm an adult with high-functioning ASD (i.e., an Aspie), and my special interest is linguistics. My bookshelf at home is full of linguistics and language acquisition textbooks, and I also love learning foreign languages. Currently I'm in a job that has absolutely nothing to do with language and frankly is not very fulfilling.
First off, I would like to apologize for any typos because it's almost finals week and who has time to proofread things that aren't for credit, amirite?
I'm just complaining because nobody in my life really seems to get it:
Does anyone have any good resources/ professional development recs for getting better at articulation therapy? I’m a second year SLP and language is my jam. This year I have a ton of kids with speech goals (mostly /r/, /k,g/ and apraxia).