Perspectives of the ASHA Special Interest Groups
Perspectives of the ASHA Special Interest Groups Perspectives, SIG 17, Vol. 2, Part 1, 2017 TABLE OF CONTENTS Introduction and Learning Outcomes
i
Author Disclosures
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Issue of Sustainability in Global Humanitarian Programs by Paige Stringer
3
Competencies for Effective Global Engagement: A Proposal for Communication Sciences and Disorders by Yvette D. Hyter, T. Rosario Roman, Bea Staley, and Bradley McPherson
9
Crosslinguistic Phonological Development: An International Collaboration by Barbara May Bernhardt, Joseph Paul Stemberger, and Daniel Bérubé
21
Speech-Language Pathology and Audiology in South Africa: Reflections on Transformation in Professional Training and Practice Since the End of Apartheid by Sharon Moonsamy, Anniah Mupawose, Jaishika Seedat, Munyane Mophosho, and Dhanashree Pillay
30
Prevalence of Cluttering in Two European Countries: A Pilot Study by Yvonne Van Zaalen and Isabella Reichel
42
Collaboration With Caregivers and Educators in the Dominican Republic: by Sandra C. Jackson, Sheila Bridges-Bond, Jonise Cromartie, and Elisha Blankson
EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidence-based practice in clinical decision making to provide high quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 200
ASHA Self-Study 21701 SIG 17
50
Perspectives of the ASHA Special Interest Groups Perspectives, SIG 17, Vol. 2, Part 1, 2017
INTRODUCTION This Perspectives focused on international collaboration in terms of sustainability, competencies, ethics, and an understanding of how to apply prevalence (specifically how it applies to cluttering with general information that is applicable across settings and disorders). A specific project that supports these key concepts is also discussed in the article on cross-linguistic phonological development. Clinical training and practice of speech-language pathologists (SLPs) and audiologists (AuDs) in SA in the areas of health, primary, and tertiary education pre- and post-apartheid is also discussed. LEARNING OUTCOMES You will be able to: identify some key elements that contribute to sustainability in international humanitarian programs identify competencies for effective global engagement identify key methodological variables in cross-linguistic phonological investigations that have implications for speech-language pathology practice evaluate their respective treatment contexts and describe transformations that achieved relevant assessment and treatment outcomes for diverse populations explain the benefit of prevalence in clinical work describe the process for collaborating to establish international partnerships PROGRAM HISTORY Start date: July 21, 2017 Available through: June 13, 2020
IMPORTANT INFORMATION To earn continuing education credit, you must complete the test with a passing score on or before June 13, 2020. To see if this program has been renewed after this date, please search by title online store at www.asha.org/shop.
This course is offered for 0.30 ASHA CEUs (Intermediate level, Professional area).
ASHA Self-Study 21701 SIG 17
i
i
Author Disclosures
ii
Issue of Sustainability in Global Humanitarian Programs by Paige Stringer
3
Competencies for Effective Global Engagement: A Proposal for Communication Sciences and Disorders by Yvette D. Hyter, T. Rosario Roman, Bea Staley, and Bradley McPherson
9
Crosslinguistic Phonological Development: An International Collaboration by Barbara May Bernhardt, Joseph Paul Stemberger, and Daniel Bérubé
21
Speech-Language Pathology and Audiology in South Africa: Reflections on Transformation in Professional Training and Practice Since the End of Apartheid by Sharon Moonsamy, Anniah Mupawose, Jaishika Seedat, Munyane Mophosho, and Dhanashree Pillay
30
Prevalence of Cluttering in Two European Countries: A Pilot Study by Yvonne Van Zaalen and Isabella Reichel
42
Collaboration With Caregivers and Educators in the Dominican Republic: by Sandra C. Jackson, Sheila Bridges-Bond, Jonise Cromartie, and Elisha Blankson
EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidence-based practice in clinical decision making to provide high quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 200
ASHA Self-Study 21701 SIG 17
50
Perspectives of the ASHA Special Interest Groups Perspectives, SIG 17, Vol. 2, Part 1, 2017
INTRODUCTION This Perspectives focused on international collaboration in terms of sustainability, competencies, ethics, and an understanding of how to apply prevalence (specifically how it applies to cluttering with general information that is applicable across settings and disorders). A specific project that supports these key concepts is also discussed in the article on cross-linguistic phonological development. Clinical training and practice of speech-language pathologists (SLPs) and audiologists (AuDs) in SA in the areas of health, primary, and tertiary education pre- and post-apartheid is also discussed. LEARNING OUTCOMES You will be able to: identify some key elements that contribute to sustainability in international humanitarian programs identify competencies for effective global engagement identify key methodological variables in cross-linguistic phonological investigations that have implications for speech-language pathology practice evaluate their respective treatment contexts and describe transformations that achieved relevant assessment and treatment outcomes for diverse populations explain the benefit of prevalence in clinical work describe the process for collaborating to establish international partnerships PROGRAM HISTORY Start date: July 21, 2017 Available through: June 13, 2020
IMPORTANT INFORMATION To earn continuing education credit, you must complete the test with a passing score on or before June 13, 2020. To see if this program has been renewed after this date, please search by title online store at www.asha.org/shop.
This course is offered for 0.30 ASHA CEUs (Intermediate level, Professional area).
ASHA Self-Study 21701 SIG 17
i
