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The American Speech-Language-Hearing Association As many as one in three students with a diagnosis of attention deficit hyperactivity disorder (ADHD) do not receive school-based services, according to a study published in the Journal of Attention Disorders.24.05.2019 at 03:19 pmLike
The American Speech-Language-Hearing Association Screens are good ... but screens are bad ... wait, what? Perhaps the spectrum of screen time is not created nor consumed equally. While certain uses of screens (think video chatting, AAC, interactive e-books) are good; other types (video games, social media and background television during meals) maybe not so much. Check out this proposed food pyramid for kid's media consumption and for more information be sure to check out ASHA's Healthy Communication & Popular Technology Initiative at https://communicationandtech.org/.24.05.2019 at 10:53 amLike
The American Speech-Language-Hearing Association One Mississippi, two Mississippi, three Mississipi ... it can seem like a lifetime but giving kids time to answer questions can provide better results. Check out this blog post by SLP Klaire Brumbaugh who provides tips on why it's important to incorporate wait time (and what to do to make it seem less awkward). #ASHASIG1023.05.2019 at 04:17 pmLike
The American Speech-Language-Hearing Association Do you have concerns about your school-age child’s speech, language, hearing, or feeding/swallowing abilities? In this video, ASHA school experts walk families/caregivers through the process of securing special education services for their child—and provide answers to common questions such as what is included in an IEP, how their child’s progress is tracked, and when services end. #BHSM23.05.2019 at 09:59 amLike
The American Speech-Language-Hearing Association My brain, nonoperational. My persona, nonexistent. I stopped studying, eating and sleeping. I endured headaches, lethargy and paranoia about an upcoming anatomy and physiology test. Any speech-language pathology student knows worrying about an exam is normal—my confusion and level of paranoia were not.

I awoke one morning unable to compose coherent text messages or tie my shoes. With the stress of my first year of college, many claimed, “It’s all in your head.” They weren’t wrong; it was all in my head. I was experiencing psychosis, hallucinations, agitation, anxiety, near immobility, dyskinesias and cognitive-communicative deficits.

People grew concerned about my behavior. My parents and the dean of students at the University of Northern Iowa pulled me from the exam and took me to a local hospital where I was later quarantined. Security guards restrained me to keep me from leaving. Neurologists and psychiatrists suggested diagnoses of bacterial infections, schizophrenia or other psychosis. Despite hallucinations, I worsened to a coma-like state and was transferred to another hospital.
22.05.2019 at 08:45 pmLike
The American Speech-Language-Hearing Association Time is running out to save on registration for ASHA’s Connect conferences. Don’t delay. Register before June 7 and save!

No matter if you prefer an in-person conference or online learning, ASHA Connect has the right option for you. Experience Connect in three ways:

• In-person
• Online (via Connect On-Demand)
• Both in-person and online (the best of both worlds – get all the benefits of in-person participation and watch additional sessions (or rewatch your favorites!) when you get home.)

What works for you? Make your plans now and register today. https://on.asha.org/2Qs8GNX
The American Speech-Language-Hearing Association added a new photo.
22.05.2019 at 02:00 pmLike
The American Speech-Language-Hearing Association Can robots teach children with autism spectrum disorder pragmatic communication skills? Experts say the latest robots and other tech tools have great potential in helping people with autism learn social, emotional and communication skills because they are good tools for repetition, a key aspect of learning that can test the patience of therapists and teachers. But do the lessons stick? Read through and let us know your thoughts.22.05.2019 at 10:59 amLike
The American Speech-Language-Hearing Association Did you know that students can be treated for feeding and swallowing disorders in schools? Treatment addresses the impact on educational performance—and supports the student’s ability to eat safely to avoid choking and/or other health conditions such as pneumonia. Click on this link to learn how speech-language pathologists help: https://on.asha.org/2WfQy0x #BHSMThe American Speech-Language-Hearing Association added a new photo.21.05.2019 at 06:29 pmLike
The American Speech-Language-Hearing Association "Tangible benefits are of course access to the SIG Perspectives journal, and not just Perspectives of SIG 3, but articles relating to other fields. I find that really valuable when I am looking for information in an area where I am less familiar, or working with graduate students, or just looking for something interesting to read. Less tangible is the feeling of belonging to a group of professionals who share similar interests and dedication, and being involved has led me to do more presenting, teaching, writing, and reaching out to others in the field." #ASHASIG321.05.2019 at 04:04 pmLike
The American Speech-Language-Hearing Association Research Tuesday! The purpose of this cross-sectional investigation was to expand the comparative database of pediatric tongue strength for children and adolescents with typical development, ages 3–17 years, and compare tongue strength among children with typical development, speech sound delay/disorders (SD), and motor speech disorders (MSDs). Tongue strength was measured using the Iowa Oral Performance Instrument in 286 children and adolescents, 228 with typical development, 16 with SD, and 42 with MSDs, including classic galactosemia, a known risk factor for MSD (n = 33) and idiopathic MSD (n = 9). For all groups, tongue strength increased rapidly from 3.0 to 6.5 years of age and then continued to increase with age at a slower rate until 17 years of age. Tongue strength of children with SD did not differ from their typically developing (TD) peers. Children and adolescents with MSDs had decreased tongue strength compared to children with typical development or SD. Tongue strength was not related to severity of speech sound disorders in SD or MSD. Weak tongue strength does not appear to contribute to speech errors in children with speech sound delays but does appear to be related to speech sound disorders that are neurologic in origin (developmental MSD). https://on.asha.org/2VUYFfL21.05.2019 at 10:53 amLike
The American Speech-Language-Hearing Association “Mary had a mobile. She texted day and night. But when it came to her exams, she’d forgotten how to write.”
—BBC broadcaster John Humphrys, 2007

This rhyme summarizes Humphrys’ concerns about detrimental effects of “textese” (text-messaging language) on language use and communication. In an article for the Daily Mail, Humphrys laments that textese, also known as text speak, text talk and text lingo, has changed language in ways that only make it more difficult to understand each other. He points to the elimination of hyphens from the Oxford English Dictionary and further truncation of already-short words, such as “tks” for “thanks,” “u” for “you,” and “4” for “for.”

There are, however, different schools of thought on this matter. While critics fear the rise of textese and its influence on oral and written communication, supporters view this messaging shorthand as human ingenuity: a clever invention that advances the efficiency of communicating. To them, it’s the next step in the inevitable evolution of language—one that should be embraced.

So, is textese a friend or foe? Language or ludicrousness? As with most such questions related to technology, language and human interaction, any answers are much less simple than the questions—and, even as they emerge, are quickly outpaced by new technology. So is this truly a linguistic phenomenon? And if so, how should audiologists and speech-language pathologists approach its use within and outside of treatment? What does the evidence say?
20.05.2019 at 07:03 pmLike
The American Speech-Language-Hearing Association School-based SLPs work hard in the schools. Parents work hard to raise their children. Forming a positive relationship and working together can bring growth and success! But how? ASHA's associate director of school services Stacey Glasgow has some ideas ... read on!20.05.2019 at 02:41 pmLike
The American Speech-Language-Hearing Association You may not know all the ways that speech-language pathologists help children in schools. As May is Better Hearing & Speech Month, it's the perfect time to learn more about how these professionals help kids on the road to achieving academic and social success! Click here to learn more! https://on.asha.org/2WinC88 #BHSM20.05.2019 at 10:00 amLike
The American Speech-Language-Hearing Association Medicaid and private health insurance plans have significant latitude to determine specific coverage of services for autism spectrum disorder (ASD), even though most states mandate insurers to cover ASD-related treatment. REad this Leader article to get the scoop.19.05.2019 at 08:50 pmLike
The American Speech-Language-Hearing Association Published in Otology and Neurotology, the study from the Ann & Robert H. Lurie Children’s Hospital of Chicago aimed to determine the safety and effectiveness of cochlear implantation in young children.18.05.2019 at 10:47 amLike
The American Speech-Language-Hearing Association Not sure if your child is meeting their communication milestones? Check out this article and don't hesitate to have your child evaluated by a speech-language pathologist if you suspect something is off! The worst thing that could happen is that your child will receive the crucial help they need. #BHSM18.05.2019 at 09:03 amLike
The American Speech-Language-Hearing Association In two experimental sessions lasting three to four weeks, students participated in either an arts-incorporated class or a traditional class. Arts-based learning included rapping, drawing, dancing or making collages. Conventional learning tactics included reading assignments for vocabulary words and worksheets. In the second session, the participants remained in their randomized groups but received the opposite teaching style for a second science unit.

Results from post-testing and delayed post-testing (10 weeks after the final session) showed that students classified as basic readers (based on benchmarks from the state end-of-year assessment that identify basic, proficient and advanced reading levels) remembered significantly more science content learned through the arts at the delayed post-test than basic readers who learned science through conventional methods.

Additionally, authors found that treatment order affected results: Students who took arts-integrated science in the first session also remembered more science in the second session when they learned science through conventional lessons.
17.05.2019 at 04:20 pmLike
The American Speech-Language-Hearing Association Check out this inspiring story about a strategic cloud engineer at Google who found a way for his brother to access his digital assistant in a meaningful way. Also be sure to check out the quote from ASHA member and SLP Angela Standridge who adds, "The most powerful thing I do in my practice is teach people to communicate 'stop' or 'don't,' ... The whole reason to communicate is to control your environment. Having that sense of agency and control is fundamental to us as humans."17.05.2019 at 12:06 pmLike
The American Speech-Language-Hearing Association Need another reason to adopt healthy habits? New guidelines from the World Health Organization recommend specific interventions for reducing the risk of cognitive decline and dementia. To learn more about dementia and how speech-language pathologists help treat patients with dementia, visit https://on.asha.org/2pwXCEr.16.05.2019 at 05:16 pmLike
The American Speech-Language-Hearing Association Did you know a child can receive treatment for a speech or language disorder through the school system *before* they begin school? Click to view this flow chart--whether you have a toddler or school-age child. #BHSM
https://on.asha.org/2W1cjRL
The American Speech-Language-Hearing Association added a new photo.
16.05.2019 at 10:46 amLike