A BHSM Message From ASHA President Robert Augustine

ASHA 2023 President Robert Augustine, PhD, CCC-SLP, wishes audiologists and SLPs, audiology and SLP assistants, and students a happy Better Hearing and Speech Month.

A Collaborative Model for Interdisciplinary Education in Speech-Language Pathology: The Time Is Now

The Touro College School of Health Sciences' interprofessional education (IPE) program utilizes simulated IPE case management, faculty training, and curricular integration. This session was presented at the 2016 ASHA Convention. See the slides [PDF]. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Additional Resources

• IPE/IPP Research
• IPE/IPP Case Studies

Advocating on ASHA's Annual Capitol Hill Day

ASHA members from across the country advocated for audiology and speech-language pathology during ASHA’s annual Capitol Hill Day on March 24, 2017, in Washington, D.C. They met with members of Congress to provide education about who audiologists and SLPs are and the work they do. They also advocated for support or opposition on various pieces of legislation. You can make a difference too!

ASHA 101

ASHA CEO Vicki Deal-Williams invites you to take a closer look at the benefits of ASHA membership and how you play a role in shaping your professional organization.

ASHA Audiology: Know the Facts

See all the ways that ASHA supports the profession of audiology by engaging, uniting, and advocating for audiologists and hearing/balance health care.

ASHA Community - Enhancement Overview

A quick overview of changes to the ASHA Community.

ASHA Ethics Process FAQ

A conversation with Katharine F. Meyer Esq., Senior Director of Ethics at ASHA. Ms. Meyer answers frequently asked questions about ASHA’s ethics process, topics covered include the ASHA Board of Ethics, Practices and Procedures of the Board of Ethics, and the complaint and disciplinary process. 

ASHA Evidence Maps: Accessing Up-to-Date Research

ASHA Members Look Back at 2020 - A Year Like No Other

2020 was a year like no other. We faced challenges. We stayed connected. We adapted and grew. We made it through together.

ASHA-PAC: Working for You

ASHA-PAC provides financial support to candidate committees for the U.S. House and Senate that recognize the importance of audiology and speech-language pathology services. Contributions are made to the ASHA-PAC by ASHA members and are voluntary. This video highlights how ASHA-PAC is working hard for you so you can focus on what really matters.

ASHA-PAC: Your Voice on Capitol Hill

ASHA-PAC provides financial support to candidate committees for the U.S. House and Senate that recognize the importance of audiology and speech-language pathology services. Contributions are made to the ASHA-PAC by ASHA members and are voluntary. This video highlights how ASHA-PAC serves as your voice on Capitol Hill.

ASHFoundation 5K Kickoff

Run, walk, make your mark! On Saturday, August 26, 2023, the ASHFoundation is hosting its fourth annual virtual 5k walk/run race. What’s a virtual walk/run race? It’s a real 3.1 mile walk or run that you can do whenever and wherever you want on the day of the race - Saturday, August 26, 2023. It can be completed inside on a track or treadmill or outside in your neighborhood. You can walk or run with friends, family members, work colleagues or by yourself, any time of day. It’s all about supporting the ASHFoundation and having lots of fun and laughter along the way.

To participate, all you have to do is sign up! The cost of the event is $40.00 per registrant and includes a new 2023 official race T-shirt and an exclusive race bib. Doggie bandanas are available for $10.00 each if you'd like to walk/run with your furry friends. All proceeds from your race registration go directly to ASHFoundation funding programs supporting students, researchers and clinicians in the communication sciences.

Assistants Certification Benefits You

Learn how assistant certification will enhance the professions of SLPAs and Audiology Assistants.

Benefits of Interprofessional Education/Interprofessional Practice (IPE/IPP)

Watch this video to learn how interprofessional education and practice lead to better care, better outcomes, and better clinician satisfaction. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Additional Resources

• Free Online Training to Develop IPP Skills
• How to Plan an IPE Exercise

Careers in Hearing & Speech - Inspiration for Life-Changing Work

CSD students and professionals answer the question, "What inspired you to become an Audiologist or Speech-Language Pathologist?"

Careers in Hearing & Speech - What We Wish We Knew in High School

CSD professionals and students discuss what they wish they had known about hearing and speech careers in high school.

Careers in Hearing and Speech - Why Diversity Matters in CSD

CSD students and professionals discuss the importance of diversity in CSD professions.

Combatting Microaggressions: How Can I Help? 4.1

Many people believe in, support, and want to promote fairness, equity, and inclusion, but they often don't know how. What does it mean to be an ally with regards to microaggressions? Speaker Noma Anderson explores practical strategies to eliminate interpersonal and institutional microaggressions and to champion fairness, equity, and inclusion for nondominant groups within our professions and the broader society. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Combatting Microaggressions: How Can I Help? 4.2

Many people believe in, support, and want to promote fairness, equity, and inclusion, but they often don't know how. What does it mean to be an ally with regards to microaggressions? Speaker Noma Anderson explores practical strategies to eliminate interpersonal and institutional microaggressions and to champion fairness, equity, and inclusion for nondominant groups within our professions and the broader society. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Combatting Microaggressions: How Can I Help? 4.3

Many people believe in, support, and want to promote fairness, equity, and inclusion, but they often don't know how. What does it mean to be an ally with regards to microaggressions? Speaker Noma Anderson explores practical strategies to eliminate interpersonal and institutional microaggressions and to champion fairness, equity, and inclusion for nondominant groups within our professions and the broader society. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Combatting Microaggressions: How Can I Help? 4.4

Many people believe in, support, and want to promote fairness, equity, and inclusion, but they often don't know how. What does it mean to be an ally with regards to microaggressions? Speaker Noma Anderson explores practical strategies to eliminate interpersonal and institutional microaggressions and to champion fairness, equity, and inclusion for nondominant groups within our professions and the broader society. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Combatting Microaggressions: How Can I Help? 4.5

Many people believe in, support, and want to promote fairness, equity, and inclusion, but they often don't know how. What does it mean to be an ally with regards to microaggressions? Speaker Noma Anderson explores practical strategies to eliminate interpersonal and institutional microaggressions and to champion fairness, equity, and inclusion for nondominant groups within our professions and the broader society. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Combatting Microaggressions: How Can I Help? 4.6

Many people believe in, support, and want to promote fairness, equity, and inclusion, but they often don't know how. What does it mean to be an ally with regards to microaggressions? Speaker Noma Anderson explores practical strategies to eliminate interpersonal and institutional microaggressions and to champion fairness, equity, and inclusion for nondominant groups within our professions and the broader society. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5 | Part 6

Creating Community. Supporting Students: ASHA Schools Connect 2023

Watch how school-based speech-language pathologist, Karla Garcia, M.S., CCC-SLP, makes a difference for her students every day.

Join us for ASHA Schools Connect 2023, in-person AND online! Get more information and register now.

Cultural Responsiveness Series: Cognition & Hearing Loss: Gender, Generational, and Multilingual Considerations in Differential Diagnosis 2.1

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: Cognition & Hearing Loss: Gender, Generational, and Multilingual Considerations in Differential Diagnosis 2.2

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: Cognition & Hearing Loss: Gender, Generational, and Multilingual Considerations in Differential Diagnosis 2.3

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: Cognition & Hearing Loss: Gender, Generational, and Multilingual Considerations in Differential Diagnosis 2.4

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: Cognition & Hearing Loss: Gender, Generational, and Multilingual Considerations in Differential Diagnosis 2.5

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: Cultural Responsiveness and Conscience Protection - Personal Beliefs, Discrimination, and Conscience Protections in the Clinical Setting 4.1

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: Cultural Responsiveness and Conscience Protection - Personal Beliefs, Discrimination, and Conscience Protections in the Clinical Setting 4.2

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: Cultural Responsiveness and Conscience Protection - Personal Beliefs, Discrimination, and Conscience Protections in the Clinical Setting 4.3

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: Cultural Responsiveness and Conscience Protection - Personal Beliefs, Discrimination, and Conscience Protections in the Clinical Setting 4.4

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: Cultural Responsiveness and Conscience Protection - Personal Beliefs, Discrimination, and Conscience Protections in the Clinical Setting 4.5

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: I Stutter and Have an Accent. Can I be your SLP? 1.1

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: I Stutter and Have an Accent. Can I be your SLP? 1.2

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: I Stutter and Have an Accent. Can I be your SLP? 1.3

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: I Stutter and Have an Accent. Can I be your SLP? 1.4

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: I Stutter and Have an Accent. Can I be your SLP? 1.5

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: When Collaboration Meets Contrasting Beliefs - Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations 3.1

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: When Collaboration Meets Contrasting Beliefs - Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations 3.2

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: When Collaboration Meets Contrasting Beliefs - Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations 3.3

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: When Collaboration Meets Contrasting Beliefs - Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations 3.4

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Cultural Responsiveness Series: When Collaboration Meets Contrasting Beliefs - Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations 3.5

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series.

Module 1: I Stutter and Have an Accent. Can I be your SLP?

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 2: Cognition & Hearing Loss: Gender, Generational, And Multilingual Considerations In Differential Diagnosis.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 3: When Collaboration Meets Contrasting Beliefs – Navigating Autism Spectrum Disorder Treatment Within Cultural Expectations.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Module 4: Cultural Responsiveness And Conscience Protection – Personal Beliefs, Discrimination, And Conscience Protections In The Clinical Setting.

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Dynamic Tools to Foster Interprofessional Practice with Children

This session explores several dynamic strategies and tools for fostering interprofessional education and interprofessional practice (IPE/IPP) in complex early intervention, preschool, and school settings to ensure outcomes-based services and academic achievement. The session was presented at the 2016 ASHA Convention. See the slides [PDF]. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Additional Resources

• How To: Writing Collaborative Goals for IEPs
• Schools Case Studies

Evidence for Interprofessional Education/Interprofessional Practice (IPE/IPP)

What is the impact of IPE/IPP on outcomes and practice?  Julie A. Honaker, PhD, CCC-A, Director, Vestibular and Balance Disorders Program at the Cleveland Clinic talks about the evidence that shows interprofessional collaborative care has a positive impact on the patient experience, greater efficiencies in care, and improved outcomes. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Additional Resources

• How to Plan and Fund Your IPE/IPP Research
• IPE/IPP Research for Audiologists and SLPs
• IPE/IPP Research From Other Health Professions

Experiencing Microaggressions: How Can I Respond? 2.1

People who experience microaggressions feel a range of emotions, frequently including stress, distress, anxiety, insecurity, and decreased feelings of well-being and self-esteem. What can I do when I am a target of a microaggression? What supports can I access? How can I respond effectively? Speaker Noma Anderson explores the impacts of microaggressions, provides tools for responding, and guides us through practicing effective and empowered communication strategies as well as purposeful empathy and reflection to reduce the consequences of these events. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Experiencing Microaggressions: How Can I Respond? 2.2

People who experience microaggressions feel a range of emotions, frequently including stress, distress, anxiety, insecurity, and decreased feelings of well-being and self-esteem. What can I do when I am a target of a microaggression? What supports can I access? How can I respond effectively? Speaker Noma Anderson explores the impacts of microaggressions, provides tools for responding, and guides us through practicing effective and empowered communication strategies as well as purposeful empathy and reflection to reduce the consequences of these events. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Experiencing Microaggressions: How Can I Respond? 2.3

People who experience microaggressions feel a range of emotions, frequently including stress, distress, anxiety, insecurity, and decreased feelings of well-being and self-esteem. What can I do when I am a target of a microaggression? What supports can I access? How can I respond effectively? Speaker Noma Anderson explores the impacts of microaggressions, provides tools for responding, and guides us through practicing effective and empowered communication strategies as well as purposeful empathy and reflection to reduce the consequences of these events. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Experiencing Microaggressions: How Can I Respond? 2.4

People who experience microaggressions feel a range of emotions, frequently including stress, distress, anxiety, insecurity, and decreased feelings of well-being and self-esteem. What can I do when I am a target of a microaggression? What supports can I access? How can I respond effectively? Speaker Noma Anderson explores the impacts of microaggressions, provides tools for responding, and guides us through practicing effective and empowered communication strategies as well as purposeful empathy and reflection to reduce the consequences of these events. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Experiencing Microaggressions: How Can I Respond? 2.5

People who experience microaggressions feel a range of emotions, frequently including stress, distress, anxiety, insecurity, and decreased feelings of well-being and self-esteem. What can I do when I am a target of a microaggression? What supports can I access? How can I respond effectively? Speaker Noma Anderson explores the impacts of microaggressions, provides tools for responding, and guides us through practicing effective and empowered communication strategies as well as purposeful empathy and reflection to reduce the consequences of these events. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Experiencing Microaggressions: How Can I Respond? 2.6

People who experience microaggressions feel a range of emotions, frequently including stress, distress, anxiety, insecurity, and decreased feelings of well-being and self-esteem. What can I do when I am a target of a microaggression? What supports can I access? How can I respond effectively? Speaker Noma Anderson explores the impacts of microaggressions, provides tools for responding, and guides us through practicing effective and empowered communication strategies as well as purposeful empathy and reflection to reduce the consequences of these events. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

Foundation - Rene Utianski

Getting to Know Your SLP

Get to know the speech-language pathologist in your child's school.

Happy New Year from ASHA's New CEO [2022]

How I Got The Job - with Barbara Fernandes

Barbara Fernandes discusses how she found a career in speech-language pathology.

How I Got the Job - with Gabriele Nicolet

Gabriele Nicolet discusses how she found a career in speech-language pathology.

How I Got the Job - with Kathy Dow-Burger

Kathy Dow-Burger discusses how she found a career in speech-language pathology.

How I Got the Job - With Laura Purcell Verdun

Laura Purcell Verdun discusses how she found a career in speech-language pathology.

How I Got the Job - with Lindsay Riegler

Lindsay Riegler discusses how she found a career in speech-language pathology.

How I Got the Job - with Pat Ritter

Pat Ritter discusses how she found a career in speech-language pathology.

How the Ear Works

Animated video showing how the ear works and how our hearing can be damaged. http://www.asha.org/public/hearing/How-We-Hear/ TRANSCRIPT "Sound waves travel into the ear, making their way to a snail-shaped object called the cochlea. Once inside, they encounter hair cells that transmit the sound to the brain. But those tiny hair cells, essential to our hearing, can die if exposed to loud noise over prolonged periods of time."

How To: Interprofessional Education/Interprofessional Practice (IPE/IPP)

Find out how IPE is preparing a "practice-ready" workforce that understands how to work collaboratively with other professions to deliver the best patient care. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Additional Resources

• How to Plan an IPE Exercise
• Free Online Training to Develop IPP Skills
• How to Plan and Fund IPE/IPP Research

How-To: Add a Description

Video Length: 1:56

The large text field below your video title is where you will write your video description.The video description is used to give more detail about the contents of the video as well as to further entice the viewer to invest their time to watch the video. We recommend keeping the description short as well at about 150 characters.

Similar to other word processing software, you can stylize your text. Things like making your text bold or italicized. But you can also hyperlink text. So for example, if we wanted to hyperlink John Smith’s name to his website, you simply highlight the text and select the hyperlink icon, then enter the URL. This function can be very useful for implementing a call to action such as downloading a PDF, event registration, or for further reading on a topic.

You will also notice an “Add Media” button. This allows you to include files in your video description. When you click the button, a dialogue box will appear. You’ll see 2 tabs, Upload Files and Media Library. The Media Library contains all of the previously uploaded files. To use an existing file, click on the media icon and select “Insert Into Post”. Under the Upload Files tab, you can add a new piece of media. In this case we’ll upload a PDF document. Then select “Insert Into Post”. The media will be automatically hyperlinked in the video description. To edit the text displayed and other link settings, click on the pencil icon then the Link Options gear icon. Here you can change the target URL, the text displayed in your description, or whether or not to open the link in a new tab. In most cases it’s best to have the link open in a new tab. This helps viewers come back to your video after they have visited your linked content.

How-To: Add Tags

Video Length: 0:32

The Tags module helps not only with search engine optimization, but also the searchability of your video site. Think about what users might be searching for that relates to the video you are uploading. You can also choose from the most used tags. We recommend using up to about 10 tags that are concise and relevant to the content.

How-To: Add Your Post to a Channel

Video Length: 1:29

Channels are how the video content is sorted and organized. No different than how Netflix has channels for comedy, drama, action, etc. This makes content easier for your viewers to find, and it also improves search engine optimization. Don’t be afraid to add your video to more than 1 channel. The more channels that the video is in, the more likely a viewer is to discover it.

Before you start selecting your channels it is important to select the Library channel. This is what actually adds the video into the video library and all other channels are a subcategory of the Library channel. Similarly, let’s say I wanted to add this post to the Advertising channel. I would also need to select the Revenue Model channel, as it is a parent channel to Advertising.

You will also see a Feature channel. Selecting this will place the video as the featured video at the top of your video home page. Since only 1 video can be featured at a time, the most recently published video with this channel selected will be displayed.

Selecting the Unlisted channel hides the video from being listed in the video library and all channels, but is still viewable by anyone with the permalink. This is ideal for sharing videos with a select group of people.

The Private channel takes this a step further by only allowing users who are logged in to the video site to view the video.

How-To: Change Your Password

Video Length: 0:34

To change your password, log into the video platform dashboard. In the navigation bar on the left side of the page, select the “Profile” tab.

Under “Account Management” click on “Generate Password”. You can then manually enter a password of your choice. We recommend using a password that is at least 14 characters in length with numbers and punctuation.

Click “Update Profile” to save your changes.

How-To: Create a Title and Permalink

Video Length: 1:07

At the top of the New or Edit Post page, there is a box that says “Enter Title Here”. This is your video title. Create a title that is short and concise, but is also descriptive of the content in the video and explains the value to the viewer.

For example, rather than a title like “John Smith at the Annual Convention” use something like “John Smith, CEO of X Corp, Explains How Associations Should be Utilizing Technology”

You’ll notice that after you’ve entered the title and selected a new field that the post will auto save and create a permalink below the title. The permalink is the URL of this specific video post. The permalink will default to the video title, but if you’d like to customize the URL, click on the “Edit” button and make your changes, then click “OK”. We recommend that you do not change the permalink after the post has been shared out publicly. If a permalink is changed, the previous permalink will no longer be active and users who try to visit the old URL will receive a “Not Found” page.

How-To: Creating A Post: Overview

Video Length: 7:42

To create a new post, log in to your account dashboard. In the navigation bar on the left side of the page, select “Posts” and then “Add New”.

At the top of the page, there is a box that says “Enter Title Here”. This is your video title. Create a title that is short and concise, but is also descriptive of the content in the video and explains the value to the viewer.

For example, rather than a title like “John Smith at the Annual Convention” use something like “John Smith, CEO of X Corp, Explains How Associations Should be Utilizing Technology”

You’ll notice that after you’ve entered the title and selected a new field that the post will auto save and create a permalink below the title. The permalink is the URL of this specific video post. The permalink will default to the video title, but if you’d like to customize the URL, click on the “Edit” button and make your changes, then click “OK”. We recommend that you do not change the permalink after the post has been shared out publicly. If a permalink is changed, the previous permalink will no longer be active and users who try to visit the old URL will receive a “Not Found” page.

The next field is your video description. The video description is used to give more detail about the contents of the video as well as to further entice the viewer to invest their time to watch the video. We recommend keeping the description short as well at about 150 characters.

Similar to other word processing software, you can stylize your text. Things like making your text bold or italicized. But you can also hyperlink text. So for example, if we wanted to hyperlink John Smith’s name to his website, you simply highlight the text and select the hyperlink icon, then enter the URL. This function can be very useful for implementing a call to action such as downloading a PDF, event registration, or for further reading on a topic.

You will also notice an “Add Media” button. This allows you to include files in your video description. When you click the button, a dialogue box will appear. You’ll see 2 tabs, Upload Files and Media Library. The Media Library contains all of the previously uploaded files. To use an existing file, click on the media icon and select “Insert Into Post”. Under the Upload Files tab, you can add a new piece of media. In this case we’ll upload a PDF document. Then select “Insert Into Post”. The media will be automatically hyperlinked in the video description. To edit the text displayed and other link settings, click on the pencil icon then the Link Options gear icon. Here you can change the target URL, the text displayed in your description, or whether or not to open the link in a new tab. In most cases it’s best to have the link open in a new tab. This helps viewers come back to your video after they have visited your linked content.

Next, we will look at the Channels module. Channels are how the video content is sorted and organized. No different than how Netflix has channels for comedy, drama, action, etc. This makes content easier for your viewers to find, and it also improves search engine optimization. Don’t be afraid to add your video to more than 1 channel. The more channels that the video is in, the more likely a viewer is to discover it.

Before you start selecting your channels it is important to select the Library channel. This is what actually adds the video into the video library and all other channels are a subcategory of the Library channel. Similarly, let’s say I wanted to add this post to the Advertising channel. I would also need to select the Revenue Model channel, as it is a parent channel to Advertising.

You will also see a Feature channel. Selecting this will place the video as the featured video at the top of your video home page. Since only 1 video can be featured at a time, the most recently published video with this channel selected will be displayed.

Selecting the Unlisted channel hides the video from being listed in the video library and all channels, but is still viewable by anyone with the permalink. This is ideal for sharing videos with a select group of people.

The Private channel takes this a step further by only allowing users who are logged in to the video site to view the video.

Next, the Tags module helps not only with search engine optimization, but also the searchability of your video site. Think about what users might be searching for that relates to the video you are uploading. You can also choose from the most used tags. We recommend using up to about 10 tags that are concise and relevant to the content.

Now we’re ready to upload the video file. You can drag and drop your video file onto the Media Uploader module, or click the “Select Video File” button and choose your video file. You’ll then see a progress bar indicating the upload status. Once the video has been uploaded, the file needs to process. During processing, the video file is being converted into 11 renditions that vary in quality to insure seamless playback for the viewer on any device. It is also being populated to more than 200,000 servers around the world. The longer the video is, the longer it will take to process, but please do not click away from the page or close the browser tab during processing. Doing so will interrupt the process. Once the video has been processed successfully, a confirmation message will be displayed.

Next, we’ll upload a Featured Image. A Featured Image is the image that will be displayed as the thumbnail for your video in the video library and channel pages. First impressions are everything, so it is important to select an image that entices the viewer to click. Our statistics show that users are more likely to click on a thumbnail showing a person, rather than a graphic. If you are showing a person, be sure to use a frame where they are looking their best.

To upload an image, click on “Set Featured Image”. The Add Media dialogue box will appear and you can select a previously uploaded image or upload a new image. We recommend using an image that is at least 640 x 360 pixels and has a 16:9 aspect ratio, such as 640 x 360, 1280 x 720, or 1920 x 1080. Once your image is selected, click “Set Featured Image”.

Finally, moving to the Publish module, you can click the “Save Draft” button to save your progress, or the “Preview” button to see what your post will look like. To publish immediately, simply click the “Publish” button. To schedule your post to publish at a later date, click the “Edit” link beside “Publish Immediately”, select your date and time, and click “OK”. The Publish button will then change to “Schedule”. Click the button to schedule your post.

Click “Edit” beside “Visibility” to set a password on the post or make the video private. A password protected post will be visible in the video library. But the password is required in order to watch the video. A private post only allows users who are logged in to view the post.

Once your post is published, the Publish or Schedule button will change to Update. Use this button to update the post when you make changes to a published post. You can also un-publish a post by changing the Status from Published to Draft. To delete the post, click the “Move to Trash” link.

How-To: Edit Your Account

Video Length: 0:45

To edit your account, log into the video platform dashboard. In the navigation bar on the left side of the page, select the “Profile” tab.

Here, you can edit your name and select how you would like your name to be displayed, change your email address, as well as change your password.

To change your password, under “Account Management” click on “Generate Password”. You can then manually enter a password of your choice. We recommend using a password that is at least 14 characters in length with numbers and punctuation.

Click “Update Profile” to save your changes

How-To: Publish or Schedule Your Post

Video Length: 1:13

Under the Publish module, you can click the “Save Draft” button to save your progress, or the “Preview” button to see what your post will look like. To publish immediately, simply click the “Publish” button. To schedule your post to publish at a later date, click the “Edit” link beside “Publish Immediately”, select your date and time, and click “OK”. The Publish button will then change to “Schedule”. Click the button to schedule your post.

Click “Edit” beside “Visibility” to set a password on the post or make the video private. A password protected post will be visible in the video library. But the password is required in order to watch the video. A private post only allows users who are logged in to view the post.

Once your post is published, the Publish or Schedule button will change to Update. Use this button to update the post when you make changes to a published post. You can also un-publish a post by changing the Status from Published to Draft. To delete the post, click the “Move to Trash” link.

How-To: Recover Your Username or Password

Video Length: 0:39

To recover your username or password, from your login page, click on the “Lost Your Password?” link at the bottom of the form. Enter your email address in the form and click the "Get New Password" button. You will receive confirmation that an email has been sent.

When you receive the email, it will contain your username as well as a link to reset your password. You can follow the link to reset, or if you know your password and only needed your username, you can disregard the link.

How-To: Set A Featured Image

Video Length: 0:58

A Featured Image is the image that will be displayed as the thumbnail for your video in the video library and channel pages. First impressions are everything, so it is important to select an image that entices the viewer to click. Our statistics show that users are more likely to click on a thumbnail showing a person, rather than a graphic. If you are showing a person, be sure to use a frame where they are looking their best.

To upload an image, click on “Set Featured Image”. The Add Media dialogue box will appear and you can select a previously uploaded image or upload a new image. We recommend using an image that is at least 640 x 360 pixels and has a 16:9 aspect ratio, such as 640 x 360, 1280 x 720, or 1920 x 1080. Once your image is selected, click “Set Featured Image”.

How-To: Upload A Video

Video Length: 1:01

To upload your video file, go to the Media Uploader module. You can drag and drop your video file onto the module, or click the “Select Video File” button and choose your video file. You’ll then see a progress bar indicating the upload status.

Once the video has been uploaded, the file needs to process. During processing, the video file is being converted into 11 renditions that vary in quality to insure seamless playback for the viewer on any device. It is also being populated to more than 200,000 servers around the world.

The longer the video is, the longer it will take to process, but please do not click away from the page or close the browser tab during processing. Doing so will interrupt the process. Once the video has been processed successfully, a confirmation message will be displayed.

How-To: Upload A Video

Video Length: 1:01

To upload your video file, go to the Media Uploader module. You can drag and drop your video file onto the module, or click the “Select Video File” button and choose your video file. You’ll then see a progress bar indicating the upload status.

Once the video has been uploaded, the file needs to process. During processing, the video file is being converted into 11 renditions that vary in quality to insure seamless playback for the viewer on any device. It is also being populated to more than 200,000 servers around the world.

The longer the video is, the longer it will take to process, but please do not click away from the page or close the browser tab during processing. Doing so will interrupt the process. Once the video has been processed successfully, a confirmation message will be displayed.

Innovation in Action - with Jena McDaniel

Jena McDaniel, PhD, discusses how her ASHFoundation funding helped launch her research into how deaf and hard of hearing children learn words as well as how children with autism spectrum disorder best learn how to vocalize to communicate. Dr. McDaniel received the ASHFoundation’s Student Research Grant in 2016 and the New Investigators Research Grant in 2020. She is now continuing her research through a grant awarded by the National Institutes of Health.

Innovation in Action - with Jessica G. Caron

Jessica G. Caron, PhD discusses how her ASHFoundation funding is supporting her investigations into how best to teach service providers to adapt instruction and literacy services for people with severe disabilities so that they can learn to read, be successful in school, and participate in life more fully. Dr. Caron received an ASHFoundation New Century Scholars Doctoral Scholarship in 2014 and the Researcher-Practitioner Collaboration Grant in 2018.

Innovation In Action - with Preeti M. Sivasankar

Preeti M. Sivasankar, PhD discusses how her ASHFoundation funding helped launch her research career and supported her study of the early symptoms of voice disorders. Dr. Sivasankar describes her work to identify the cues we need to better target the symptoms and develop more efficient treatments to help people dealing with voice problems. Dr. Sivasankar received the ASHFoundation’s Research Grant for New Investigators in 2006 and the New Century Scholars Research Grant in 2007.

Innovation in Action - with Rene Utianski

Rene Utianski discusses how her ASHFoundation funding helped launch her research into primary progressive aphasia and apraxia of speech to see how they specifically affect language and speech. Dr. Utianski received the ASHFoundation’s New Century Scholars Doctoral Scholarship in 2012 and the New Investigators Research Grant in 2017. She has since received additional funding from the Mayo Clinic to continue her research.

Integrating Interprofessional Education Into On-Campus Clinical Training

Towson University's Institute for Well-Being facilitates interprofessional education (IPE) community outreach experiences for students across health professions. This session focuses on the challenges and solutions for making IPE work across multiple departments and majors. This session was presented at the 2016 ASHA Convention. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Additional Resource

• IPE/IPP Research

Interprofessional Practice (IPP) in Action

Join us as we observe a high-functioning team demonstrate some of the competencies needed to provide client-centered care in an interprofessional environment. Members of this IPP team at the Kennedy Krieger Institute (Fairmount Campus) in Baltimore describe the benefits of working collaboratively and share ideas for how you can get started. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Additional Resources

• Schools Case Studies
• How To: Writing Collaborative Goals for IEPs

Interprofessional Practice (IPP) in Action: Cochlear Implant Center 

Learn how the Cochlear Implant Center at the Greater Baltimore Medical Center (GBMC) uses interprofessional practice to help improve patient care and outcomes, increase efficiencies of care, and enhance patient and team satisfaction. Want to see more? Learn how the Head & Neck Cancer Center at GBMC uses IPP in this ASHA Stream video.

Additional Resources

• What Is IPP?
• Benefits of IPP
• Case Studies
• How To Resources
• Cochlear Implant Practice Portal

Interprofessional Practice (IPP) in Action: Head & Neck Cancer Center 

Learn how the Head and Neck Center team at the Greater Baltimore Medical Center (GBMC) collaborate with one another to achieve better patient care and outcomes along with greater job satisfaction among the IPP team. Want to see more? Learn how the Cochlear Implant Center at GBMC uses IPP in this ASHA Stream video.

Additional Resources

• What is IPP?
• Benefits of IPP
• Case Studies
• How To Resources
• Head and Neck Cancer Practice Portal

Interview with Dr. Elena M. Umland, PharmD, Thomas Jefferson University

In this brief interview, Dr. Umland describes what IPE is, why it is important and how it is unique from how we have historically collaborated with other professions. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Additional Resource

• How To: Seven Steps for Designing Interprofessional Education Curriculum and Professional Development

IPE/IPP Presentation at the 2017 AuD Student Day

Dr. Elena M. Umland, Pharm D, Thomas Jefferson University, presented an overview of Interprofessional Education (IPE) and Interprofessional Practice (IPP) and a case study exercise [PDF] implemented with audiology students at the 2017 AuD Student Day program at the ASHA National Office. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Additional Resources

• How To: Tips for Working on an IPP Team as an Audiologist
• Audiology Case Studies

Key Metrics to Grow Your Business (Sponsored by Practice Perfect)

Whether it's tracking your revenue trends, accounts receivable by age, or patient fall-off, there are a number of key metrics to which clinic owners need to pay attention. In this video, we demonstrate how these key metrics can be found within Practice Perfect's selection of integrated reports.

Leadership Pathways with Don Finan

Don Finan describes his path to becoming a volunteer leader.

Leadership Pathways with Jessica Sullivan

Jessica Sullivan describes her path to becoming a volunteer leader.

Leadership Pathways with Margot Beckerman

Margot Beckerman describes her path to becoming a volunteer leader.

Leadership Pathways with Reyhaneh Rajabzadeh

Reyhaneh Rajabzadeh describes her path to becoming a volunteer leader.

Learning and Developing Language with New Technologies (Sponsored by Dynseo)

Language rehabilitation with the help of new technologies. Learn how DYNSEO is helping children ages 5–10 use new technologies with their speech-language pathologists to improve their language, organization, and strategy skills, and other cognitive functions.

May is Better Hearing and Speech Month: A Message From ASHA's President

ASHA 2023 President Robert Augustine, PhD, CCC-SLP, encourages anyone with concerns about their hearing, speech, language, or swallowing to seek out the services of an ASHA-certified audiologist or speech-language pathologist. Learn more about how these professionals can help at www.asha.org/public.

Moving Forward Together: A New Year's Message from ASHA's CEO

Vicki Deal-Williams reflects on how we can prepare ourselves for change, and how ASHA members will shape the future of the Association.

Get involved in a focus group or survey or sign up for a mentoring program! 

Negative Experiences that Could Have Been Improved with Interprofessional Collaborative Practice

In this video, interviewees describe their frustrations resulting from ineffective interprofessional collaboration—or complete lack thereof. They express needing to advocate for themselves or family members because, without high-quality IPP teams, the health care professionals have failed to communicate effectively—and this can have a profound impact on the person and/or their family.

Additional Resources

• How To: Advocate for IPP in Your Clinic or School
• How To: Set Up and Run Your IPP Team

Positive Experiences with Interprofessional Collaborative Practice

In this video, interviewees share their positive experiences working with collaborative teams of health care and education professionals. Their satisfaction is a direct byproduct of well-orchestrated and very effective interprofessional collaboration. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Additional Resources

• How To: Advocate for IPP in Your Clinic or School
• How To: Set Up and Run Your IPP Team

Recognizing Microaggressions: Am I Doing That? 1.1

Experiencing microaggressions can lead to serious feelings of doubt when it comes to self-worth, productivity, and security. What are microaggressions and microbullying? Am I committing them? How do they impact the person who experiences them? Speaker Noma Anderson illuminates these concepts and guides us through purposeful reflection activities that reduce the likelihood of committing microaggressions, ensuring a safer environment for our colleagues and clients, and thereby facilitating more effective communication. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Recognizing Microaggressions: Am I Doing That? 1.2

Experiencing microaggressions can lead to serious feelings of doubt when it comes to self-worth, productivity, and security. What are microaggressions and microbullying? Am I committing them? How do they impact the person who experiences them? Speaker Noma Anderson illuminates these concepts and guides us through purposeful reflection activities that reduce the likelihood of committing microaggressions, ensuring a safer environment for our colleagues and clients, and thereby facilitating more effective communication. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Recognizing Microaggressions: Am I Doing That? 1.3

Experiencing microaggressions can lead to serious feelings of doubt when it comes to self-worth, productivity, and security. What are microaggressions and microbullying? Am I committing them? How do they impact the person who experiences them? Speaker Noma Anderson illuminates these concepts and guides us through purposeful reflection activities that reduce the likelihood of committing microaggressions, ensuring a safer environment for our colleagues and clients, and thereby facilitating more effective communication. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Recognizing Microaggressions: Am I Doing That? 1.4

Experiencing microaggressions can lead to serious feelings of doubt when it comes to self-worth, productivity, and security. What are microaggressions and microbullying? Am I committing them? How do they impact the person who experiences them? Speaker Noma Anderson illuminates these concepts and guides us through purposeful reflection activities that reduce the likelihood of committing microaggressions, ensuring a safer environment for our colleagues and clients, and thereby facilitating more effective communication. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Recognizing Microaggressions: Am I Doing That? 1.5

Experiencing microaggressions can lead to serious feelings of doubt when it comes to self-worth, productivity, and security. What are microaggressions and microbullying? Am I committing them? How do they impact the person who experiences them? Speaker Noma Anderson illuminates these concepts and guides us through purposeful reflection activities that reduce the likelihood of committing microaggressions, ensuring a safer environment for our colleagues and clients, and thereby facilitating more effective communication. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Recognizing Microaggressions: Am I Doing That? 1.6

Experiencing microaggressions can lead to serious feelings of doubt when it comes to self-worth, productivity, and security. What are microaggressions and microbullying? Am I committing them? How do they impact the person who experiences them? Speaker Noma Anderson illuminates these concepts and guides us through purposeful reflection activities that reduce the likelihood of committing microaggressions, ensuring a safer environment for our colleagues and clients, and thereby facilitating more effective communication. This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

Resources Overview: Interprofessional Education/Interprofessional Practice (IPE/IPP)

Watch this video that highlights essential resources to successfully practice IPE/IPP, including rubrics, case studies, and more videos. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Safe Listening Tips: Holiday Gifts and Hearing Protection

Buying a tech gift for your child this holiday season? More than 1 billion young people worldwide are at risk of developing hearing loss due to unsafe listening practices from noisy technology and leisure settings. The American Speech-Language-Hearing Association offers three easy tips to teach safe listening and help kids protect their hearing.

Serving Clients from Diverse Backgrounds: Speech-Language Difference vs. Disorder

This course will provide an easy-to-use framework to distinguish speech-language disorders from speech-language differences, as well as introduce practical interventions SLPs can use immediately to support English language learners.

To see if it is possible to earn ASHA CEUs/professional development hours for this video, go to http://www.asha.org/shop and search for the title.

SIG 1 Perspectives, Part 2: Autism Introduction

Guest Editor Dr. Laura DeThorne (University of Illinois Urbana-Champaign) speaks with Dr. Kelly Searsmith (University of Illinois Urbana-Champaign) about ASHA SIG 1 Perspective's upcoming part on autism. Please feel free to share your comments below.

Read 2018 SIG 1 Perspectives: https://perspectives.pubs.asha.org/issue.aspx#issueid=936674

Learn more about joining an ASHA Special Interest Group: https://www.asha.org/SIG/Join/

Steve and Michel Gleason Receive 2022 Annie Glenn Award

Steve and Michel Gleason receive the American Speech-Language-Hearing Association’s (ASHA) most prestigious public honor, the Annie Glenn Award, at the ASHA Convention in New Orleans.

After Steve was diagnosed with amyotrophic lateral sclerosis (ALS) in 2011, the Gleasons created the Team Gleason Foundation, which provides equipment, technology, services, care, and life-changing adventures for people living with the disease.

Prior to his diagnosis, Steve played football for the New Orleans Saints and blocked a punt the night the New Orleans Superdome reopened after Hurricane Katrina. The feat was widely celebrated as a rallying point for the city, which was recovering from the storm. Upon receiving his ALS diagnosis, Steve vowed there would be “no white flags,” refusing to give up on himself, his family, or others living with ALS. “No white flags” eventually became the rallying cry for many—including Team Gleason.

Named for Annie Glenn, ASHA’s Annie Award honors those who have made a positive impact on the lives of people with communication disorders. Mrs. Glenn, who experienced a severe stutter well into her adult years, was a lifelong champion for people with speech, language, and hearing disorders.

The Why, What, and How of Interprofessional Collaboration

In this webinar, you will learn the why, what, and how of interprofessional education and interprofessional collaborative practice. The speakers will explore how to foster collaborative teams in different work settings, review various models for interprofessional collaboration, and explain how to identify the competencies you need to maximize your effectiveness as a member of collaborative teams. Visit the IPE/IPP hub on the ASHA website for more tools and resources.

Additional Resources

• What is IPE?
• What is IPP?
• Free Online Training to Develop IPP Skills

Three Telepractice Checklists for Schools

Three Things I Love About Being an Audiologist (Amara Ezenwa)

Three Things I Love About Being An Audiologist (Cornetta Mosley)

Three Things I Love About Being an SLP (Darius Thomas-Wallace)

Three Things I Love About Being an SLP (Javan Marshall)

Three Things I Love About Being an SLP (Xiaojun Joanna Wheeler)

Understanding the Audiology & SLP Interstate Compact (ASLP-IC)

The Audiology & Speech-Language Pathology Interstate Compact (ASLP-IC) makes practicing across state lines possible. The ASLP-IC can benefit you and those you serve!

Using Coaching Strategies to Engage With Families in an Early Intervention Context

You’ll walk away knowing how to implement characteristics of the coaching interaction style with parents of children receiving early intervention services.

To see if it is possible to earn ASHA CEUs/professional development hours for this video, go to http://www.asha.org/shop and search for the title.

We Are ASHA: We Are Proud

ASHA Members stepped into the ASHA Stream Story Booth at Convention 2022 and shared their stories. Here's what they had to say about pride in their work.

Welcome to ASHA Schools Connect 2022

ASHA President, Judy Rich, and ASHA's CEO, Vicki Deal-Williams, welcome you to ASHA Schools Connect 2022.

Welcome to ASHA Stream!

What is Aphasia (with Janet Kuffour)

Janet Kuffour discusses what aphasia is like for her during stroke recovery.

View what aphasia is like for Michael Settles during stroke recovery.

What is Aphasia (with Michael Settles)

Michael Settles discusses what aphasia is like for him during stroke recovery.

View what aphasia is like for Janet Kuffour during stroke recovery.

What Is Vocal Fry? A Speech-Language Pathologist Explains

The ASHA Leader asks Washington, D.C.-based SLP Laura Purcell Verdun four questions about vocal fry and how she treats it in clients. Read more about vocal fry: https://on.asha.org/2CfpEdh TRANSCRIPT: Glottal or vocal fry is really the lowest vocal register that's produced. [What is Vocal Fry?] It's this aperiodic staccato sound that's formed by compression of the arytenoid cartilages or the vocal processes which are at the back of the vocal folds. Yet the vocal folds are maintained in a relatively loose position - there's very little air flow - then the voice becomes very sort of a popping or a creaking sound. [So What Does It Sound Like?] It will sound such as, “ahhh,” or within speech it may sound [like], “Today is Tuesday.” [How Do You Aim to Treat It?] So the primary issue with vocal fry is really based upon the nature of the vocal fry which is that there is -- Did you catch that? “Vocal fry” -- where the nature of the voice changes related to insufficient air flow. So the goal with normalizing voice production or normalized voice quality is based upon sufficient air flow, periodic vibrations of the vocal folds, and then a four word resonance. [How Do You Work On It With Clients?] So from a therapy standpoint we would very much direct our efforts towards attending to the air flow, making sure they take a breath, make sure they check their posture -- their shoulders, and their chest are well-stabilized -- and that they're using sufficient air flow really from the beginning to the end of the sentence as it occurs most often at the end of the sentence. So instead of saying, “Today is Tuesday, November 17th.” You would say, “Today is Tuesday, November 17th,” in an effort to sustain the air flow. When you sing, you keep the air moving as you sing when you would never trail off. People tend to do that when they speak so it's about reinforcing that consistent steady air stream from the beginning to the end.

Why I Chose Audiology (Chantal Monique Quintana)

Why I Chose Audiology (D'Essence Hampton)

Why I Chose Audiology (Jori Childs)

Why I Chose Audiology (Lajayah Medina)

Why I Chose Audiology (Shamine Alves)

Why I Chose Speech-Language Pathology (Bernice Dinh)

Why I Chose Speech-Language Pathology (Bianca Garza)

Why I Chose Speech-Language Pathology (Brandi BeCoats)

Why I Chose Speech-Language Pathology (Hadassah Rivera)

Why I Chose Speech-Language Pathology (Kwadwo Kojo Agyekum)

Why I Chose Speech-Language Pathology (Lina Castano)

Why I Chose Speech-Language Pathology (Luke Damiani)

Why I Chose Speech-Language Pathology (with Arynn Byrd)

Arynn Byrd talks about why she chose a career in speech-language pathology and how she wants to make an impact on the professions.

Why I Chose Speech-Language Pathology (with Christopher Quintana)

Meet Christopher Quintana, a college student who is studying to become a speech language pathologist. Christopher explains why he’s chosen this rewarding career path.

Why I Chose Speech-Language Pathology (with Norah Aljunaidi)

Meet Norah Aljunaidi, a recent Communications Sciences and Disorders grad. Learn how she discovered Speech Language Pathology and what excites her most about her career path.

Witnessing Microaggressions: What Can I Do? 3.1

As a bystander, we may not recognize a microaggression as it is happening, may not know what to do, or may feel uncomfortable speaking up, but a passive response can significantly exacerbate the consequences. How should we respond when we witness a microaggression?

Speaker Noma Anderson explores how to change our natural response as a bystander from passive to productive and guides us through practice activities to improve our ability to recognize microaggressions and increase our confidence in speaking up in support of individuals experiencing these events.

This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Witnessing Microaggressions: What Can I Do? 3.2

As a bystander, we may not recognize a microaggression as it is happening, may not know what to do, or may feel uncomfortable speaking up, but a passive response can significantly exacerbate the consequences. How should we respond when we witness a microaggression?

Speaker Noma Anderson explores how to change our natural response as a bystander from passive to productive and guides us through practice activities to improve our ability to recognize microaggressions and increase our confidence in speaking up in support of individuals experiencing these events.

This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Witnessing Microaggressions: What Can I Do? 3.3

As a bystander, we may not recognize a microaggression as it is happening, may not know what to do, or may feel uncomfortable speaking up, but a passive response can significantly exacerbate the consequences. How should we respond when we witness a microaggression?

Speaker Noma Anderson explores how to change our natural response as a bystander from passive to productive and guides us through practice activities to improve our ability to recognize microaggressions and increase our confidence in speaking up in support of individuals experiencing these events.

This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Witnessing Microaggressions: What Can I Do? 3.4

As a bystander, we may not recognize a microaggression as it is happening, may not know what to do, or may feel uncomfortable speaking up, but a passive response can significantly exacerbate the consequences. How should we respond when we witness a microaggression?

Speaker Noma Anderson explores how to change our natural response as a bystander from passive to productive and guides us through practice activities to improve our ability to recognize microaggressions and increase our confidence in speaking up in support of individuals experiencing these events.

This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Witnessing Microaggressions: What Can I Do? 3.5

As a bystander, we may not recognize a microaggression as it is happening, may not know what to do, or may feel uncomfortable speaking up, but a passive response can significantly exacerbate the consequences. How should we respond when we witness a microaggression?

Speaker Noma Anderson explores how to change our natural response as a bystander from passive to productive and guides us through practice activities to improve our ability to recognize microaggressions and increase our confidence in speaking up in support of individuals experiencing these events.

This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

This video is part of a series and intended to be watched in order, please use the links below to access videos in this series:

Part 1 | Part 2 | Part 3 |Part 4 | Part 5

Witnessing Microaggressions: What Can I Do? 3.6

As a bystander, we may not recognize a microaggression as it is happening, may not know what to do, or may feel uncomfortable speaking up, but a passive response can significantly exacerbate the consequences. How should we respond when we witness a microaggression?

Speaker Noma Anderson explores how to change our natural response as a bystander from passive to productive and guides us through practice activities to improve our ability to recognize microaggressions and increase our confidence in speaking up in support of individuals experiencing these events.

This course is available for CE credit (ASHA CEUs or professional development hours) by purchasing the ASHA Learning Pass.

Your Career Is Calling: David Alexander, Audiologist

David Alexander, AuD, CCC-A, talks about his journey from Army helicopter pilot to audiologist. David answered the call, choosing a career that let him make his own path and serve others. Your career is calling—become an audiologist or speech-language pathologist! One field. Two professions. Unlimited options.

Your Career Is Calling: Joshuaa Allison-Burbank, Speech-Language Pathologist

Joshuaa Allison-Burbank, CCC-SLP, talks about the rewards he finds in his work as a speech-language pathologist. Joshuaa found a career that provides flexibility and allows him to give back, helping communities and individuals communicate.

Your career is calling—become an audiologist or speech-language pathologist! One field. Two professions. Unlimited options.

ASHA 2021 Opening General Session

The ASHA Opening General Session brings together everyone to celebrate the speech-language and hearing community and our 2021 ASHA Convention theme, “Rising UNITED.” You'll be welcomed by ASHA President Lynn Williams, who will share her insights about the state of the discipline. Then, Convention Co-Chairs Tena McNamara and Laura Purcell Verdun will preview what’s in store for you at our event this year—including special sessions, new events, and other highlights. Finally, we will welcome special guest Dr. Bertice Berry as keynote speaker.

ASHA Awards Ceremony

The ASHA Awards Ceremony celebrates high achievements and excellence in the professions. Awards presented this evening include the Honors of the Association and ASHA Fellows, whose recipients' contributions are the cornerstones of the communication sciences and disorders (CSD) professions. ASHA will present additional awards to honor other members who have also contributed to the professions and to ASHA. The 2020 awardees will also receive a special recognition from 2020 ASHA President Theresa H. Rodgers. The Awards Ceremony will conclude with special guest Captain Sullenberger receiving the Annie Glenn Award.

Test Livestream

The ASHA Awards Ceremony celebrates high achievements and excellence in the professions. Awards presented this evening include the Honors of the Association and ASHA Fellows, whose recipients' contributions are the cornerstones of the communication sciences and disorders (CSD) professions. ASHA will present additional awards to honor other members who have also contributed to the professions and to ASHA. The 2020 awardees will also receive a special recognition from 2020 ASHA President Theresa H. Rodgers. The Awards Ceremony will conclude with special guest Captain Sullenberger receiving the Annie Glenn Award.