Most Speech Language Therapists enter the profession with their eyes and hearts wide open. Whether in a healthcare or educational setting, therapists make a difference. We are highly educated and trained. We can sit at a table with neurologists, occupational therapists and educational psychologists. We can converse easily with concerned parents and stressed-out teachers. We can enthusiastically sit on the floor with a preschooler and patiently work with the elderly. A chameleon of sorts, the SLP wears many hats.

Yet, why the lack of respect? Unlike a lawyer, an SLP cannot bill for report writing. Unlike many doctors, introductory consultations are often sans pay. Travel time, teacher meetings and parents communications are often the same- considered outside of compensation. Even consider the SLP’s workspace. Most SLPs do not have a designated classroom or office. A corner of the library, converted broom closet or chair in the hallway become makeshift speech therapy spaces. To top it all off, caseloads are often burdensome as many regions have a dearth of qualified professionals.

What will spark a change? While SLPs carry on with training and professional learning, we must also continue to be resilient and creative. However, our compensation and respect definitely need a bump. All superheroes need to feel validated now and again. We also need a nice place to hang those capes and magic wands!

***

At Remote Speech Inc and Abington Speech Inc, we are first and foremost clinicians. As we negotiate contracts and fill jobs posts, we do so with a therapist’s interests in mind. We strive to create relationships where clients and therapists are mutually rewarded and supported. Learn more at www.remotespeech.com and follow us on our various social media channels. Together, we can make a difference!

Click here to schedule a complimentary consultation with an Executive Member of our Team.

Celebrity Bruce Willis has recently shared with the world his diagnosis of Aphasia.  In the extensive news coverage surrounding this announcement, Bruce Willis announced his decision to take a step back from his acting career to manage his diagnosis with friends and family. Thanks to Willis’ courage to discuss his condition publicly, “Aphasia” is receiving national attention.

In this article, we are going to provide a summary from The American Speech Hearing Language Association (ASHA) about Aphasia, including its signs, causes, testing, and treatment. We will also cover recommendations for those who have loved ones with Aphasia, and how they can communicate more effectively with those afflicted.

About Aphasia

Aphasia is a language disorder that happens when you have brain damage. Your brain has two halves. Language skills are in the left half of the brain in most people. Damage on that side of your brain may lead to language problems. Damage on the right side of your brain may cause other problems, like poor attention or memory.

Aphasia may make it hard for you to understand, speak, read, or write. It does not make you less smart or cause problems with the way you think. Brain damage can also cause other problems along with aphasia. You may have muscle weakness in your mouth, called dysarthria. You may have trouble getting the muscles of your mouth to move the right way to say words, called apraxia. You can also have swallowing problems, called dysphagia.

Signs of Aphasia

Aphasia can lead to a number of different problems. You may have trouble talking, understanding, reading, and writing.

Talking

You may find that you:

• Can’t think of the words you want to say.
• Say the wrong word. Sometimes, you may say something related, like “fish” instead of “chicken.” Or you might say a word that does not make much sense, like “radio” for “ball.”
• Switch sounds in words. For example, you might say “wish dasher” for “dishwasher.”
• Use made-up words.
• Have a hard time saying sentences. Single words may be easier.
• Put made-up words and real words together into sentences that do not make sense.

Understanding

You may:

• Not understand what others say. This may happen more when they speak fast, such as on the news. You might have more trouble with longer sentences, too.
• Find it hard to understand what others say when it is noisy or you are in a group.
• Have trouble understanding jokes.

Reading and Writing

You may have trouble with the following things:

• Reading forms, books, and computer screens.
• Spelling and putting words together to write sentences.
• Using numbers or doing math. For example, it may be hard to tell time, count money, or add and subtract.

Causes of Aphasia

Aphasia is most often caused by stroke. However, any type of brain damage can cause aphasia. This includes brain tumors, traumatic brain injury, and brain disorders that get worse over time.

Testing for Aphasia

You should see a doctor if you have trouble speaking or understanding what people say. A doctor will determine if there is a medical cause for your problem. A speech-language pathologist, or SLP, will test your speech and language skills. The SLP will ask you about the problems you have and what you want to work on. The SLP will test how well you:

• Understand words, questions, directions, and stories.
• Say words and sentences. The SLP will ask you to name objects, describe pictures, and answer questions.
• Read and write. The SLP will have you write letters, words, and sentences. You will also read short stories and answer questions about them.
• Find other ways to share your ideas when you have trouble talking. This may include pointing or using other gestures and drawing pictures.

Click Here to Schedule a complimentary consultation with our licensed speech-language pathologists!

Treatments for Aphasia

There are many ways to work on your language. The type of treatment you get depends on what you want and need. You may work with an SLP on your own or in a small group. You may want your family to be a part of your treatment. They can help you use the skills you learn with the SLP at home. You may also join a support group or Stroke Club for social activities.

Do you speak more than one language? You may talk better in one language and have more trouble in the other. Or, you may have trouble in both. You should work with an SLP who speaks both languages if you can.

In severe cases, you may need to find other ways to answer questions or tell people what you want. These may include simple hand gestures, writing, pointing to letters or pictures, or using a computer. This is augmentative and alternative communication , or AAC.

The SLP can help you get ready to go back to work or school if that is your goal. You may need to change how you do your work. Or you may need special equipment to help you communicate. Your SLP can work with your boss or teachers to make these changes.

See ASHA information for professionals on the Practice Portal’s Aphasia page.

Tips for Communicating With a Person Who Has Aphasia

These tips may make it easier for you to understand and talk with others. Share these tips with your family and friends.

To help me talk with you:

1. Get my attention before you start speaking.
2. Keep eye contact with me. Watch my body language and the gestures I use.
3. Talk to me in a quiet place. Turn off the TV or radio.
4. Keep your voice at a normal level. You do not need to talk louder unless I ask you to.
5. Keep the words you use simple but adult. Don’t “talk down” to me.
6. Use shorter sentences. Repeat key words that you want me to understand.
7. Slow down your speech.
8. Give me time to speak. It may take me longer. Try not to finish my sentences for me.
9. Try using drawings, gestures, writing, and facial expressions. I may understand those better than words sometimes.
10. Ask me to draw, write, or point when I am having trouble talking.
11. Ask me “yes” and “no” questions. Those are easier than questions that I have to answer in words or sentences.
12. Let me make mistakes sometimes. I may not be able to say everything perfectly all the time.
13. Let me try to do things for myself. I may need to try a few times. Help me when I ask for it.

Other Resources

This list does not include every website on this topic. ASHA does not endorse the information on these sites.

• Aphasia Hope
• National Aphasia Association
• American Stroke Association

The response to the COVID-19 virus is unprecedented. Because of our unique role in children’s K-12 education, we feel a responsibility to do what we can to assist schools, therapists, and students with this transition to online learning and seclusion. To ensure that our clients remain engaged and supported, our therapists will be providing complimentary “Support Sessions” to the country’s youth. We will also be assisting schools by training therapists for remote therapy. Click here to schedule a complimentary consultation with an Executive Member of our Team. Abington Speech Pathology and RemoteSpeech.com are uniquely prepared to provide assistance for parents of children with Speech-Language Pathology.

About Abington Speech Pathology Abington Speech Pathology is managed and owned by a licensed speech-langauge pathologist. All of the company’s directors are licensed and remain clinical to better direct and support both the company’s clients and the clinical staff. Through the years the company’s client base continues to grow and remains loyal.  ASPS, INC has expanded its services to include Physical therapy, Occupational therapy, Teachers of the visually and hearing impaired, and School psychologists. ASPS, INC. now operates two offices.  The corporate office is in eastern PA and services all 5 major counties surrounding the metro Philadelphia area. The Southern CA office services the Los Angeles and Orange County metro areas and at this point only offers speech pathology services to all settings. The company offers the professional staff a lending library of materials. In PA, there are 2-3 continuing educational seminars to assist on clinical growth and state and national mandated continuing education requirements.

About RemoteSpeech.com RemoteSpeech is a subsidiary of Abington Speech Pathology Services, a multi-faceted Rehab company that has provided Speech Staffing and support throughout the country for more than 20 years. RemoteSpeech combines crystal clear voice with the sharpest video to provide next-generation video calling and high-definition video delivery. Prior to the Covid 19 pandemic, Orna Kempler-Azulay, President of RemoteSpeech, says the demand for speech-language therapists was outpacing the supply in some cities. RemoteSpeech is here to meet the demand. With its live, face-to-face interaction, RemoteSpeech is not the next best thing to being there in person — it’s just as good, and, in some cases, even better. With advanced state-of-the-art games, activities, and interactive screen sharing, students and adults will actually look forward to their therapy sessions.

Click Here to Learn More About Our Telepractice – Remote Speech-Language Therapy!

Every April is World Autism Month, beginning with the United Nations-sanctioned World Autism Awareness Day on April 2. This year marks the 15th annual World Autism Awareness Day.

Autism Awareness Month in April aims to celebrate and promote acceptance for the condition that occurs in one in every 54 children as of 2020 in the United States. Autism, a complex developmental condition affecting the patient’s ability to interact, communicate, and progress, has not one but many subtypes. First held in the year 1972 by the Autism Society, Autism Awareness Month emphasizes the need for public awareness to promote acceptance, celebrate differences, and be more inclusive toward autistic individuals around us.

It is difficult to overestimate the impact that Autism has on the world. Most people know and love someone on the spectrum. Here are some of the facts:

• Autism is the fastest-growing developmental disorder
  There are approximately 70 million recognized cases of autism worldwide. Besides genetic mutation, environmental triggers such as exposure to heavy metals, antibiotics, chemicals, drugs, and even extensive TV viewing can cause autism.
• Autism has to be accepted with love
  The increasing rates of autism in the United States require that the general public is educated on the disorder to inspire change and support. In combination with education, we must employ the notion of acceptance and understanding to help autistic individuals and families to better navigate the world.
• Early intervention helps to deal with autism
  If we can screen for autism at an early age by being aware of its signs and symptoms, we can improve the quality of life for autistic individuals, their families, and loved ones.

When the United Nations established April 2 as Autism Awareness Day, it had high hopes.

“In 2008, the Convention on the Rights of Persons with Disabilities entered into force, reaffirming the fundamental principle of universal human rights for all. Its purpose is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. It is a vital tool to foster an inclusive and caring society for all and to ensure that all children and adults with autism can lead full and meaningful lives.”

It is with this sentiment, that what is known as “Autism Awareness Month’ is now being referred to as “Autism Acceptance Month” as described by leading institutions such as The American Speech-Language and Hearing Association (ASHA).

There are many ways for families, therapists, educators, and administrators to participate in Autism Awareness Month.  We can take small (though powerful) steps, such as using the hashtags #CelebrateDifferences, #KindnessCounts, and #WorldAutismMonth when we post anything relevant on social media throughout the month of April. Or, we can take more proactive roles through education, advocacy, and research.   In this article, we have drafted a list of the leading organizations, industry leaders, and change-makers known in the world of Autism, by providing our readers with an introduction to the organization, and ways for you to work directly with each organization to inspire change.

Let’s begin!

1. THE ORGANIZATION FOR AUTISM RESEARCH (OAR).

The Organization for Autism Research (OAR) is an organization founded and led by parents and grandparents of children with autism, who serve as the Board of Directors providing leadership, life experience, and heart.

“If our parent leaders are the heart, our Scientific Council, 16 remarkable and equally dedicated autism professionals are the brain when it comes to our mission and research direction. They are not simply a list of names on letterhead; they are a “roll up your sleeves” team that we call on throughout the year to share their professional expertise and review the merits of all research grant applications.”

Accomplishments include:

• • Funded more than $4 million in autism research in the form of pilot studies ($4,037,251) and graduate research grants ($305,793)
  • Awarded $1,068,000 in scholarships to 356 persons with autism attending college or vocational-technical schools after high school
  • Published ten guides in the Life Journey through Autism series: A Parent’s Guide to Research, An Educator’s Guide to Autism, An Educator’s Guide to Asperger Syndrome, A Guide for Transition to Adulthood, A Parent’s Guide to Assessment, A Guide for Military Families, Navigating the Special Education System, and A Guide to Safety
  • Created Operation Autism, a website that provides military families impacted by autism with information 24/7
  • Introduced the “Autism in the School House” program built around the Kit for Kids Peer Education Initiative and Understanding Autism, a “Curriculum-in-a-Box” containing resource guides and a curriculum DVD that gives middle and high school teachers a basic understanding of autism and best practices for teaching students with autism
  • Taught more than 135,000 students in grades K-8 about their peers with autism through the Kit for Kids Peer Education Initiative
  • Created and delivered three new resources related to siblings of individuals with autism, one for parents, one for teen siblings, and a fun workbook for younger siblings
  • Started the “Autism Sibling Support” initiative to help typically-developing children and teens develop positive relationships with their brothers and sisters on the spectrum
  • Created Hire Autism, a unique jobs portal that allows adults with autism to meet prospective employers in an autism-friendly online meeting space
  • Launched Hire Autism, an adult employment initiative that has helped 56 individuals with autism find jobs in the test program in Northern Virginia
  • Created Finding Your Way: A College Guide for Self-Advocates along with its microsite, College Central
  • Created Sex Ed. for Self-Advocates, an online sexuality and sex education resource written specifically for people on the autism spectrum age 15 and up

• Launched the Autism Education Grant to expand peer awareness and acceptance of autism
  

  Check out their calendar of events with virtual conferences throughout the month of April:

2. AUTISM SPEAKS.

Autism Speaks is dedicated to promoting solutions, across the spectrum and throughout the life span, for the needs of individuals with autism and their families. We do this through advocacy and support; increasing understanding and acceptance of people with autism, and advancing research into causes and better interventions for autism spectrum disorder and related conditions.

Throughout the month, we focus on sharing stories and providing opportunities to increase understanding and acceptance of people with autism, fostering worldwide support. This year, we are committed to creating a world where all people with autism can reach their full potential.

Supporters can participate in World Autism Month by:

• Taking the pledge to create a world where all people with autism can reach their full potential by increasing understanding and acceptance. You’ll receive free information, resources, and tools to engage and advocate in your community and learn the impact of your support through Autism Speaks.
• Join our 2.8 million social followers and help foster understanding and acceptance by sharing the diverse stories of people on the spectrum or telling your own. Submit your story for our social media pages here.
• Invite your colleagues, classroom, and friends to join our Kindness Campaign and encourage acceptance, understanding, and inclusion with daily acts of kindness at school, work, or in your community. Together, we can create a world where all people with autism can reach their full potential.
• Make a meaningful, lasting impact on people with autism with your gift. It’s one of the easiest and best ways to show your support. Donate today!
• Learn about all the ways you can fundraise on social media.
• Joined by the international community, hundreds of thousands of landmarks, buildings, homes, and communities around the world come together on April 2, World Autism Awareness Day, to Light It Up Blue in recognition of people with autism and those who love and support them.

Joined by the international community, hundreds of thousands of landmarks, buildings, homes, and communities around the world come together on April 2, World Autism Awareness Day, to Light It Up Blue in recognition of people with autism and those who love and support them.

Everyone is encouraged to participate. Whether you have autism, love someone who does, or are looking to support a diverse, accepting, and kind community – you’re invited to take the pledge to help create a world where all people with autism can reach their full potential.

Take the pledge to help create a world where all people with autism can reach their full potential.

By taking the pledge, you will be given the information, resources, and tools to engage and advocate in your community as well as learn about the mission delivery progress at Autism Speaks.

Learn More about AutismSpeaks’ plans for Autism Awareness Month here!

3. THE AUTISM SOCIETY.

Every April, The Autism Society works to build an inclusive community where autistic individuals are embraced and supported to achieve the highest quality of life possible. The Autism Society was founded in 1965 by Bernard Rimland and remains one of the few grassroots organizations in the autistic community. Driven by the fact that autism is the fastest-growing developmental disability in the world, the Autism Society hosted one of its first nationwide efforts of an awareness campaign called National Autistic Children’s Week in 1972, which subsequently evolved into the Autism Awareness Month earmarked in April.

The Autism Society deeply understands the need to foster awareness and acceptance to ignite change and a healthier lifestyle through improved opportunities for people with autism. It works every day to improve the lives of affected individuals and families. The organization caters to more than 600,000 people living under the “autism onslaught,” using tools like community partnerships with organizations, digital and print resources, along with events and referrals to spark empathy and inclusivity in the general public. Besides educating masses for better systems-wide change and acceptance, their affiliate program stretches across more than 75 networks and advocates for exclusive services for the autistic community.

With the autism diagnosis rate increasing fast, we take these 30 days to celebrate the differences of-, learn more about-, and empower autistic individuals.

HOW TO OBSERVE AUTISM AWARENESS MONTH

1. Find out and participate in local groups activities

There are many events lined by local autism awareness organizations in your city. Reach out to one of the local groups, get a timetable of the events planned for the month, and make sure you bring along your children to participate. These can range from fundraisers to Awareness Walks while enjoying the spring weather.

1. Read autism books to your children

The key mission of Autism Awareness Month is to educate the new generation in fostering acceptance and kindness towards the autistic community. “Ella Autie,” a story of a 4th grader battling society with autism is a great way to educate your kids during this month and start important conversations.

1. Donate to Autism Awareness Organizations

In the light of the pandemic, the autism community continues to face the worsts of challenges. Make it a goal to donate as much as you can to your local Autism Awareness Organizations or the Autism Society of America to further their efforts, and encourage their unrelenting support for the community.

Be informed. You’ll find excellent resources at the Autism Society’s Autism Awareness Month website—including infographics to share. And you’ll find the Autism Society’s resources on Coronavirus with several toolkits organized by topic.

4. ON THE SPECTRUM FOUNDATION (for Adults).

On the Spectrum Foundation is a 501(c)3 nonprofit foundation dedicated to the identification, diagnosis, and advocacy of adults who are on the spectrum, as well as those with accompanying conditions such as Dyslexia.

“Our goal is to empower adults on the ASD spectrum and increase awareness of how Asperger’s many strengths and talents improve society for everybody.  We do this through hosting annual events, public speaking, funding research, and the creation of events and productions that are designed to inspire.”

THE PROBLEM

Asperger’s and Autism in adults are both underdiagnosed and misunderstood. There are few if any opportunities available to these members of our community.

Learn more about this wonderful organization for adults, here!

5. ASHA:

The American Speech-Language-Hearing Association (ASHA) is a leader in the world of neurodiversity. Its mission is: “Making effective communication, a human right, accessible and achievable for all.”  The “Leader” is an online publication that is owned and operated by ASHA, tracking the leading current events and providing families, educators, therapists, and administrators with an extensive library for news and reporting.
The Leader’s April print issue focuses on a neurodiversity perspective. Online-exclusive Leader Live articles and ASHA Voices podcast episodes also explore how SLPs help autistic people self-identify and promote a positive self-concept.

Here are 12 Leader Live articles and ASHA Voices podcasts on working with people on the autism spectrum.

• 10 Ways Children With Language Disorders Can Maintain Both Physical Distance and Social Connection

Children with language disorders find social interactions challenging in the best of times. So physical distancing can potentially aggravate their communication issues. Try sharing some or all of these suggestions with clients and families to help children with language disorders interact socially while maintaining safe physical distance:

• ASHA Voices: Autism and Identity: Interrogating the Language We Use

When you talk about autism, how do you decide which language to use? On this episode, we look at the difference, history, and context that surround person-first and identity-first language. We’ll talk to ASHA members and autistic SLPs about how they approach the language they choose to use. Plus, author Barry Prizant returns to the podcast to share how he’s seen the conversation around this language evolve throughout his career.

Read the remaining 10 articles here!

6. PRESENCELEARNING

Learn more about how the autistic brain works: PresenceLearning hosted a webinar with leading autism expert Dr. Temple Grandin to give special educators and administrators a deeper understanding of neurodiversity and how they can help students reach their fullest potential. You can watch a recording of the webinar here, read a summary of the webinar’s Q&A portion here, and download a free ebook, “5 Tips for Working with Children with Autism,” here

The response to the COVID-19 virus is unprecedented. Because of our unique role in children’s K-12 education, we feel a responsibility to do what we can to assist schools, therapists, and students with this transition to online learning and seclusion. To ensure that our clients remain engaged and supported, our therapists will be providing complimentary “Support Sessions” to the country’s youth. We will also be assisting schools by training therapists for remote therapy.

Click here to schedule a complimentary consultation with an Executive Member of our Team.

Abington Speech Pathology and RemoteSpeech.com are uniquely prepared to provide assistance for parents of children with Speech-Language Pathology.

About Abington Speech Pathology

Abington Speech Pathology is managed and owned by a licensed speech-langauge pathologist. All of the company’s directors are licensed and remain clinical to better direct and support both the company’s clients and the clinical staff.

Through the years the company’s client base continues to grow and remains loyal.  ASPS, INC has expanded its services to include Physical therapy, Occupational therapy, Teachers of the visually and hearing impaired, and School psychologists. ASPS, INC. now operates two offices.  The corporate office is in eastern PA and services all 5 major counties surrounding the metro Philadelphia area. The Southern CA office services the Los Angeles and Orange County metro areas and at this point only offers speech pathology services to all settings.

The company offers the professional staff a lending library of materials. In PA, there are 2-3 continuing educational seminars to assist on clinical growth and state and national mandated continuing education requirements.

About RemoteSpeech.com

RemoteSpeech is a subsidiary of Abington Speech Pathology Services, a multi-faceted Rehab company that has provided Speech Staffing and support throughout the country for more than 20 years. RemoteSpeech combines crystal clear voice with the sharpest video to provide next-generation video calling and high-definition video delivery.

Prior to the Covid 19 pandemic, Orna Kempler-Azulay, President of RemoteSpeech, says the demand for speech-language therapists was outpacing the supply in some cities. RemoteSpeech is here to meet the demand. With its live, face-to-face interaction, RemoteSpeech is not the next best thing to being there in person — it’s just as good, and, in some cases, even better. With advanced state-of-the-art games, activities, and interactive screen sharing, students and adults will actually look forward to their therapy sessions.

Click Here to Learn More About Our Telepractice – Remote Speech-Language Therapy!

New study shows that covid school closures affected cognitive and motor development in preschoolers. Learning loss is most pronounced in kids most at risk. We must focus on keeping kids in school and on closing educational disparities. @biannagolodryga https://t.co/mlKm1j5kjY pic.twitter.com/mVhJTWGbmI

— Leana Wen, M.D. (@DrLeanaWen) February 23, 2022

The response to the COVID-19 virus is unprecedented. Because of our unique role in children’s K-12 education, we feel a responsibility to do what we can to assist schools, therapists, and students with this transition to online learning and seclusion. To ensure that our clients remain engaged and supported, our therapists will be providing complimentary “Support Sessions” to the country’s youth. We will also be assisting schools by training therapists for remote therapy.

Click here to schedule a complimentary consultation with an Executive Member of our Team.

Abington Speech Pathology and RemoteSpeech.com are uniquely prepared to provide assistance for parents of children with Speech-Language Pathology.

About Abington Speech Pathology

Abington Speech Pathology is managed and owned by a licensed speech-langauge pathologist. All of the company’s directors are licensed and remain clinical to better direct and support both the company’s clients and the clinical staff.

Through the years the company’s client base continues to grow and remains loyal.  ASPS, INC has expanded its services to include Physical therapy, Occupational therapy, Teachers of the visually and hearing impaired, and School psychologists. ASPS, INC. now operates two offices.  The corporate office is in eastern PA and services all 5 major counties surrounding the metro Philadelphia area. The Southern CA office services the Los Angeles and Orange County metro areas and at this point only offers speech pathology services to all settings.

The company offers the professional staff a lending library of materials. In PA, there are 2-3 continuing educational seminars to assist on clinical growth and state and national mandated continuing education requirements.

About RemoteSpeech.com

RemoteSpeech is a subsidiary of Abington Speech Pathology Services, a multi-faceted Rehab company that has provided Speech Staffing and support throughout the country for more than 20 years. RemoteSpeech combines crystal clear voice with the sharpest video to provide next-generation video calling and high-definition video delivery.

Prior to the Covid 19 pandemic, Orna Kempler-Azulay, President of RemoteSpeech, says the demand for speech-language therapists was outpacing the supply in some cities. RemoteSpeech is here to meet the demand. With its live, face-to-face interaction, RemoteSpeech is not the next best thing to being there in person — it’s just as good, and, in some cases, even better. With advanced state-of-the-art games, activities, and interactive screen sharing, students and adults will actually look forward to their therapy sessions.

Click Here to Learn More About Our Telepractice – Remote Speech-Language Therapy!

For the first time in nearly two decades, the CDC has lowered developmental milestones for toddlers.  This means that “normal” standards of development that were reserved for children of two years old have now been extended to 2.5 years old.  Age 2 has always been a pivotal year in children’s speech development. Many kids make major speech strides between 18-24 months, which is why Early Intervention services typically start at age 2. Accordingly, 2-year-old milestones warrant special focus.

The announcement has been met with a diverse set of reactions online, from speech-language pathologists to pediatricians.  We took a look at the updated guidelines to examine what they are, why they are important, and what this could possibly mean for your child.

What Are “Developmental Milestones?”

The CDC describes developmental milestones as:

“Skills such as taking a first step, smiling for the first time, and waving “bye bye” are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move (crawling, walking, etc.).

How your child plays, learns, speaks, acts, and moves offer important clues about your child’s development. Developmental milestones are things most children (75% or more) can do by a certain age.”

Why are Developmental Milestones Important?

Developmental milestones offer important clues about a child’s developmental health.

Reaching milestones at the typical ages shows a child is developing as expected. Reaching milestones much earlier means a child may be advanced compared with his or her peers of the same age.

Not reaching milestones or reaching them much later than children the same age can be the earliest indication that a child may have a developmental delay.

The CDC recommends that you check the milestones your child has reached by the end of 2 years by completing a checklist with CDC’s free Milestone Tracker mobile app,  or by printing the checklist pdf  . The CDC recommends that you take the checklist with you and talk with your child’s doctor at every visit about the milestones your child has reached and what to expect next.

What Did the CDC Change About the Developmental Milestones?

Simply put, the CDC changed the milestones and thresholds by taking milestones that were previously assigned to 2 years, and extending them by six months (or, 2.5 years old). Before, the milestone guidelines said that at 24 months (or two years of age) a child should be able to say more than 50 words.  Essentially, these new milestones put kids back by six months, which, in the context of early childhood development, is a tremendous extension.

Additionally, the latest changes introduced a 30-month milestone, which didn’t exist previously.

PRE PANDEMIC:

Pre-pandemic, two-year-olds were typically repeating words and speaking two- to four-word sentences as well as “knowing names” of familiar things.

POST PANDEMIC:

Today, the updates milestones are heavy on pointing and gesturing, and typical 2-year-olds are only expected to say two words together.

For the first time, the CDC milestones introduced expectations for the number of words spoken to be at 50 words. However, this directly conflicts with The American Speech Language and Hearing Association (ASHA), (who is clear that “saying fewer than 50 words” when a child is two years old is a sign of a “language problem.” See: https://asha.org/public/early-identification-of-speech-language-and-hearing-disorders/…

ASHA is the gold standard for speech-language pathology. It is important to note that other related organizations (including ASHA) have not changed any guidance during the pandemic.

The abstract issued for the update states: “Application of the criteria established by the AAP working group and adding milestones for the 15- and 30-month health supervision visits resulted in a 26.4 percent reduction and 40.9 percent replacement of previous CDC milestones. One-third of the retained milestones were transferred to different ages; 67.7 percent of those transferred were moved to older ages.”

Learn More:

• CDC lowers toddler’s speech milestone standards. Is this an impact of masking kids?

• Local speech pathologist weighs in after CDC lowers developmental milestones for toddlers

• CDC Changes Child Development Milestones Guidelines

The response to the COVID-19 virus is unprecedented. Because of our unique role in children’s K-12 education, we feel a responsibility to do what we can to assist schools, therapists, and students with this transition to online learning and seclusion. To ensure that our clients remain engaged and supported, our therapists will be providing complimentary “Support Sessions” to the country’s youth. We will also be assisting schools by training therapists for remote therapy.

Click here to schedule a complimentary consultation with an Executive Member of our Team.

Abington Speech Pathology and RemoteSpeech.com are uniquely prepared to provide assistance for parents of children with Speech-Language Pathology.

About Abington Speech Pathology

Abington Speech Pathology is managed and owned by a licensed speech-langauge pathologist. All of the company’s directors are licensed and remain clinical to better direct and support both the company’s clients and the clinical staff.

Through the years the company’s client base continues to grow and remains loyal.  ASPS, INC has expanded its services to include Physical therapy, Occupational therapy, Teachers of the visually and hearing impaired, and School psychologists. ASPS, INC. now operates two offices.  The corporate office is in eastern PA and services all 5 major counties surrounding the metro Philadelphia area. The Southern CA office services the Los Angeles and Orange County metro areas and at this point only offers speech pathology services to all settings.

The company offers the professional staff a lending library of materials. In PA, there are 2-3 continuing educational seminars to assist on clinical growth and state and national mandated continuing education requirements.

About RemoteSpeech.com

RemoteSpeech is a subsidiary of Abington Speech Pathology Services, a multi-faceted Rehab company that has provided Speech Staffing and support throughout the country for more than 20 years. RemoteSpeech combines crystal clear voice with the sharpest video to provide next-generation video calling and high-definition video delivery.

Prior to the Covid 19 pandemic, Orna Kempler-Azulay, President of RemoteSpeech, says the demand for speech-language therapists was outpacing the supply in some cities. RemoteSpeech is here to meet the demand. With its live, face-to-face interaction, RemoteSpeech is not the next best thing to being there in person — it’s just as good, and, in some cases, even better. With advanced state-of-the-art games, activities, and interactive screen sharing, students and adults will actually look forward to their therapy sessions.

Click Here to Learn More About Our Telepractice – Remote Speech-Language Therapy!

We here at Abington Speech Pathology and RemoteSpeech.com are looking ahead to 2022 with determination to meet the ever-changing and evolving landscape of the world of speech-language pathology. For over 20 years, we have worked to stay abreast of the latest trends of all things related to speech therapy, to adapt our services to the dictates of market demand with unique consideration for those that need us.

The launch of the Covid 19 pandemic in 2020 provided us with the unique opportunity to lend our consult to school districts nationwide, helping them to effectively adapt to an online learning environment using operational procedures, tactics, techniques, and technology that we had mastered over one decade earlier with the launch of RemoteSpeech.com.  While we have come a long way in the last two years, we recognize that the challenges caused by Covid 19 are still present, with long-term implications that are still widely unknown.

To stay current on the latest developments of Covid 19 and its effects on speech-language pathology, we have highlighted some of the latest developments of our covid-reality below.  This list includes applications for SLP in treating the effects of Covid 19, market trends and projections, federal announcements, bi-partisan legislation, policy, and more for the diverse audience that we serve (including patients, educators, school administrators, parents, therapists, and beyond)!

1. SPEECH-LANGUAGE PATHOLOGISTS CAN HELP COVID-19 SURVIVORS EXPERIENCING SEVERE AFTER-EFFECTS

With an estimated 10-to-30 percent of COVID-19 survivors experiencing “long-haul” symptoms, such as brain fog and swallowing difficulties, University of Southern Mississippi (USM) speech-language pathologist, Dr. Steven Cloud, emphasizes the need to seek care from qualified experts who can help sufferers regain their quality of life. He shares this message in recognition of May as national “Better Hearing and Speech Month (BHSM).”

“The pandemic has posed so many challenges to all of us as a society, but one of the most persistent and vexing difficulties is that many people are having symptoms for months after contracting COVID-19,” said Dr. Cloud. “Some of these symptoms include brain fog, difficulty eating and drinking, and speech and language problems. These issues can affect the ability to return to work, to take care of one’s family, and to fully recover. Speech-language pathologists (SLPs) are professionals trained in these areas who can make a huge difference in recovery from COVID-19.”

How They Help

Speech-language pathologists can help people with, or who are recovering from, COVID-19 experiencing short- and longer-term difficulties in the following areas:

Cognition

Many COVID-19 “long-haulers” are reporting persistent brain fog as a debilitating symptom following their bouts with the virus. This can prevent a return to work and impact their ability to tend to family responsibilities. SLPs can work with individuals to improve their memory, attention, organization and planning, problem-solving, learning, and social communication skills — such as re-learning conversational rules or understanding the intent behind a message or behind nonverbal cues. The focus is on the individual’s specific challenges and regaining the skills that are most important to his/her daily life experiences and priorities.

Swallowing

People diagnosed with COVID-19 may experience swallowing problems that can place them at risk for choking or aspiration, which occurs when food goes into the lungs instead of the stomach. This may be the result of time spent on a ventilator, or it may be another side effect of the virus. SLPs use different tests to determine what happens when a person swallows and how the related muscles are working — helping a patient’s medical team, including the SLP, decide on the best course of treatment with the patient and the family. SLPs may recommend modified textures of food and drink for patients, treatment exercises to strengthen the tongue, lips, and muscles in the mouth and throat, and strategies to make eating and drinking safer, such as modifying the pace of chewing/eating, size of food bites, and more.

Communication

People diagnosed with COVID-19 are also experiencing speech and language difficulties. Some, such as those who spent a significant amount of time on a ventilator or who experienced low oxygen levels to the brain, may have muscle weakness or reduced coordination in the muscles of the face, lips, tongue, and throat — making it difficult to talk. Others, particularly those who experienced a COVID-related stroke, may experience a language disorder called aphasia —which makes it hard for someone to understand, speak, read, or write. SLPs work with patients through targeted treatment sessions to improve their communication and understanding skills.

Individuals with severe speech and/or language difficulties may need to find other ways to answer questions or to tell people what they want, through gestures with their hands, pointing to letters or pictures on a paper or a communication board, or by using a computer. These are all forms of augmentative and alternative communication. SLPs can help find the appropriate method to meet an individual’s treatment needs.

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2. GLOBAL SPEECH THERAPY SERVICES MARKET STATUS, TRENDS AND COVID-19 IMPACT REPORT 2021

Amid concern about how a lack of social interaction tied to the COVID-19 pandemic could affect young children and their communication development, experts say a key tool already has helped blunt any widespread regression: teletherapy.

“It’s crazy to me that we’re only just now discovering it, but it has changed the way that we think about things and the way that we do things,” says Meg Morgan, a clinical assistant professor at the University of New Hampshire and a bilingual speech-language pathologist servicing schools in Maine and New Hampshire.

The prospect of a return to school closures and other safety measures in light of the rapid spread of the omicron variant is likely to raise worries among some parents and experts that children could fall behind in their speech and language skills.

Stephen Camarata, a professor of hearing and speech sciences at the Vanderbilt University School of Medicine in Nashville, Tennessee, explains that children learn language and social skills through a “transactional” process involving interactions with their parents and other children once they enter school. Their neural development, he says, comes through initiation and getting feedback from their environment.

Camarata fears social isolation measures to stem the spread of COVID-19, while necessary as a public health action, may have delayed many of those important early interactions children need to develop.

“Hundreds of thousands of learning opportunities that are these day-to-day, minute-by-minute kinds of interactions where the environment gives them feedback that shapes their social skills, gives them information on vocabulary and language input, (have) been attenuated dramatically,” Camarata says

Still, Camarata says he so far has not seen conclusive evidence showing the social isolation that occurred in 2020 due to school closures negatively impacted children’s speech, language or social skills development. And though some speech-language pathologists who work in schools say they have seen declines in children’s communication skills since a return to in-school learning, views are generally mixed as to whether school closures have delayed development and if any negative impact that did occur in this area will have long-term implications.

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3. EDUCATION SEC. CARDONA SENDS “DEAR COLLEAGUES” LETTER ADDRESSING LABOR SHORTAGES IN K-12 EDUCATION

US Secretary of Education Miguel Cardona sent a “Dear Colleagues” letter addressing labor shortages in K-12 education. According to letter, “The U.S. Department of Education (USDE) is committed to supporting districts and schools across this country in addressing teacher and staff shortages, minimizing disruption to in-person learning, and meeting student needs. That is why we are urging you to use resources from the $122 billion made available through the American Rescue Plan Act of 2021 (ARP) (Pub. L. 117-2) Elementary and Secondary School Emergency Relief (ARP ESSER) Fund and a portion of the $350 billion made available through the ARP’s Coronavirus State and Local Fiscal Recovery Funds (SLFRF) to ensure that students have access to the teachers and other critical staff they need to support their success during this critical period. This includes moving quickly to implement short-term strategies while also considering longer-term investments.”

According to the letter, ARP provides vital resources to hire additional educators and school staff and to improve compensation to recruit and retain educators and school staff. School districts should act with urgency to keep schools open for in-person learning and ensure they do not waste this opportunity to make critical investments. The letter also describes (1) evidence-based and promising short- and long-term strategies for addressing teacher and staff shortages that can be funded through ARP ESSER and (2) examples of how ARP and previous relief funds are already being used to attract and retain teachers and staff. These strategies can help to fill currently open positions and add and fill new roles, such as providing one-time initial hiring incentives, or short-term investments in additional staff to support students and educators and increased needs.

…………..READ THE FULL LETTER…………..

4. ASHA VOICES: DIALECTS IN THE CLASSROOM

Experts on speech-language disorders and dialects, SLPs Kyomi Gregory-Martin of Pace University and Janna Oetting of Louisiana State University join the podcast to discuss a framework they say can better serve children in the schools.

In their 2016 Perspectives article, “Changing How Speech-Language Pathologists Think and Talk About Dialect Variation,” Gregory-Martin and Oetting propose shifting from a dialect versus disorder framework to a disorder within dialect framework. The change may sound subtle at first, but the implications run deep. Since SLPs treat the disorder, and not the dialect, Gregory-Martin says the disorder within dialect framework centers the conversation on the role of the SLP.

“We really shouldn’t care about what dialect variation is being spoken because we all speak a specific dialect. It really shouldn’t matter,” Gregory-Martin says. “The focus should really be on: Is there truly a language disorder present?”

On the podcast, the duo discusses the importance of knowing the community one is working in, and Gregory-Martin shares how unconscious biases towards dialect variations can affect services.

“If you feel certain ways about various dialect variations, whether you think they’re prestigious or they have a stigma, these attitudes may carry into how you provide assessment and treatment without you even being conscious about it,” Gregory-Martin says.

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5. VACCINE MANDATES ARE HERE…WILL THEY IMPACT YOUR PRACTICE?

On November 5, 2021, the Secretary of Health and Human Services issued an Interim Final Rule that amended the conditions of participation in Medicare and Medicaid to require certain providers and suppliers to ensure their covered staff are vaccinated against COVID-19 (“Rule”). Enforcement of this vaccine mandate was delayed due to pending legal challenges by several states. On January 13, 2022, the Supreme Court weighed in on these challenges, ultimately upholding the Rule. As such, the vaccine mandate for eligible staff at Medicare and Medicaid-certified facilities is in effect.

To What Providers and Suppliers Does the Rule Apply? The vaccination requirements apply to Medicare and Medicaid-certified provider and supplier types that are regulated under Medicare and Medicaid health and safety standards (collectively, the Facilities). These Facilities include: Ambulatory Surgery Centers, Community Mental Health Centers, Comprehensive Outpatient Rehabilitation Facilities, Critical Access Hospitals, End-Stage Renal Disease Facilities, Home Health Agencies, Home Infusion Therapy Suppliers, Hospices, Hospitals, Intermediate Care Facilities for Individuals with Intellectual Disabilities, Clinics, Rehabilitation Agencies, and Public Health Agencies as Providers of Outpatient Physical Therapy and Speech-Language Pathology Services, Psychiatric Residential Treatment Facilities (PRTFs), Programs for All-Inclusive Care for the Elderly (PACE) Organizations, Rural Health Clinics/ Federally Qualified Health Centers (Medicare only), and Long Term Care facilities.

The Rule applies to eligible staff at almost all of these Facilities regardless of patient contact or clinical responsibility. This includes current staff and any new staff who will provide care, treatment or other services to the Facilities and/or their patients. For example, employees, licensed practitioners, students, trainees and volunteers, and any individuals who provide care, treatment, or other services for Facilities and/or their patients under contract or other arrangements. The Rule does not apply to individuals who provide services 100% remotely and do not have any direct contact with patients and/or other staff members.

The vaccine requirements do not apply to independent physician or dental practices, as they are not subject to CMS health and safety regulations. Individual physicians working for practices that have admitting or staff privileges at any of the Facilities, however, will be subject to vaccine requirements in order for the Facilities to comply with the Rule. In practice, this means that while a physician group itself does not have to comply with the Rule, physicians practicing within the group may be required to comply as a condition of hospital staff or other privileges.

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6. THE NEUROLOGICAL IMPACT OF COVID-19: WHAT WE KNOW SO FAR

• Neurologic complications from COVID-19 are common and can range from decreased mental clarity to stroke.
• A recent perspective article outlines what we know about these complications so far.
• The authors explain how prior assumptions that the virus directly affected brain cells have been disproven.
• Instead, nervous system injury is likely a result of severe inflammation and neurovascular injury.
• Neurologic insults from SARS-CoV-2 infection could increase the incidence and severity of neurodegenerative diseases, such as Alzheimer’s and Parkinson’s disease, in future generations.

Early in the pandemic, researchers observed Trusted Source that people recovering from COVID-19 were not returning to their pre-illness state of health — this is now commonly known as “Long COVID.”

Among the myriad persistent symptoms, many people experience Trusted Source headaches, memory issues, and cognitive deterioration.

Researchers from Northwestern University in Chicago, IL, were the first to report that even non-hospitalized people with COVID-19 demonstrated significant cognitive dysfunction that persisted well beyond 6 weeks from the acute infection.

In the journal Science, Dr. Serena Spudich and Dr. Avindra Nath review our current understanding of the neurologic consequences of COVID-19.

Building on clinical observations, autopsy, and laboratory findings, the authors propose theories of causality about how COVID-19 may result in long-term neurologic symptoms.

Neurologic complications of COVID-19 include:

• loss of smell (anosmia)
• stroke
• delirium — a mental state characterized by an inability to rest, illusions, and incoherent thought and speech patterns
• encephalopathy — a temporary or permanent state of altered brain function
• psychiatric symptoms
• peripheral neuropathy — a condition where nerve damage alters the communication between the central nervous system and the rest of the body

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 7. INDEPENDENT SENATORS CO-SPONSOR MEDICARE TELEHEALTH ACCESS BILL

The bipartisan legislation would eliminate Medicare’s geographic and originating site restrictions and establish policies that ensure Medicare coverage for telehealth services.

U.S. Sens. Susan Collins (R-ME) and Angus King (I-ME) are co-sponsoring the Telehealth Modernization Act, which aims to solidify access to and coverage of telehealth services for Medicare beneficiaries.

At the start of the COVID-19 pandemic, Congress introduced temporary emergency waivers to ensure Medicare beneficiaries could access and receive coverage for virtual care services.

According to HHS, almost half (43.5 percent) of all Medicare fee-for-service (FFS) primary care visits were conducted via telehealth in April 2020. Usage remained high during the first year of the public health emergency. In fact, from January to December 2020, nearly 52.7 million Medicare FFS beneficiaries used telehealth, a 63-fold increase from the year prior.

“Telehealth services have been a lifeline to patients and providers during the pandemic, ensuring that individuals can continue to receive quality healthcare from the safety and convenience of their own homes,” Sens. Collins and King said in a joint statement. “This bipartisan bill would expand telehealth services for Medicare beneficiaries, ensuring that seniors in Maine and across the country retain access to remote home health services during the COVID-19 emergency and future public health emergencies.”

The Telehealth Modernization Act seeks to make certain temporary policies permanent.

The bill would permanently eliminate Medicare’s geographic and originating site restriction. This restriction limits patients’ access to telehealth by requiring that Medicare beneficiaries live in rural areas and be present at a doctor’s office or other specified clinics in order to receive virtual healthcare services that are covered by their insurance.

The legislation would also ensure that individuals living in rural areas continue to have access to virtual care by requiring Medicare to provide coverage for telehealth services provided at federally qualified health centers and rural health clinics.

Additionally, the bipartisan bill would give the HHS secretary the power to solidify Medicare coverage for virtual physical therapy, speech-language pathology, and additional specialty healthcare services. The HHS secretary would also have the authority to ensure continuity of virtual care and Medicare coverage for hospice and home dialysis patients.

The Telehealth Modernization Act was first introduced by former Sen. Lamar Alexander (R-TN) in July 2020 but did not receive a vote from Congress. In February 2021, Sens. Tim Scott (R-SC), Brian Schatz (D-HI), and Jeanne Shaheen (D-NH) re-introduced the bill.

Notable supporters of the legislation include the Alliance for Connected Care, American Medical Association, Connected Health Initiative, eHealth Initiative, and American Telemedicine Association.

Since the COVID-19 pandemic hit, lawmakers have introduced a handful of bills to help preserve access to telehealth for individuals across the country.

The Cures 2.0 Bill and the Telehealth Extension Act both include policies that aim to expand telehealth access for Medicare beneficiaries by lifting geographic and originating site restrictions. In addition, the Cures 2.0 legislation proposed policies that would help integrate telehealth into Medicaid programs and the Children’s Health Insurance Program (CHIP).

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8. EXECUTIVE SUMMARY: TRACKING TELEHEALTH CHANGES STATE-BY-STATE IN RESPONSE TO COVID-19 – JANUARY 2022

As the COVID-19 pandemic continues across the United States, states, payers, and providers are looking for ways to expand access to telehealth services. Telehealth is an essential tool in ensuring patients are able to access the healthcare services they need in as safe a manner as possible. In order to provide our clients with quick and actionable guidance on the evolving telehealth landscape, Manatt Health has developed a federal and comprehensive 50-state tracker for policy, regulatory and legal changes related to telehealth during the COVID-19 pandemic. Below is the executive summary, which outlines federal developments from the past two weeks, new state-level developments, and older federal developments. The full tracker with details for each state is available through Manatt on Health, Manatt Health’s premium subscription service.

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The response to the COVID-19 virus is unprecedented. Because of our unique role in children’s K-12 education, we feel a responsibility to do what we can to assist schools, therapists, and students with this transition to online learning and seclusion. To ensure that our clients remain engaged and supported, our therapists will be providing complimentary “Support Sessions” to the country’s youth. We will also be assisting schools by training therapists for remote therapy.

Click here to schedule a complimentary consultation with an Executive Member of our Team.

Abington Speech Pathology and RemoteSpeech.com are uniquely prepared to provide assistance for parents of children with Speech-Language Pathology.

About Abington Speech Pathology

Abington Speech Pathology is managed and owned by a licensed speech-langauge pathologist. All of the company’s directors are licensed and remain clinical to better direct and support both the company’s clients and the clinical staff.

Through the years the company’s client base continues to grow and remains loyal.  ASPS, INC has expanded its services to include Physical therapy, Occupational therapy, Teachers of the visually and hearing impaired, and School psychologists. ASPS, INC. now operates two offices.  The corporate office is in eastern PA and services all 5 major counties surrounding the metro Philadelphia area. The Southern CA office services the Los Angeles and Orange County metro areas and at this point only offers speech pathology services to all settings.

The company offers the professional staff a lending library of materials. In PA, there are 2-3 continuing educational seminars to assist on clinical growth and state and national mandated continuing education requirements.

About RemoteSpeech.com

RemoteSpeech is a subsidiary of Abington Speech Pathology Services, a multi-faceted Rehab company that has provided Speech Staffing and support throughout the country for more than 20 years. RemoteSpeech combines crystal clear voice with the sharpest video to provide next-generation video calling and high-definition video delivery.

Prior to the Covid 19 pandemic, Orna Kempler-Azulay, President of RemoteSpeech, says the demand for speech-language therapists was outpacing the supply in some cities. RemoteSpeech is here to meet the demand. With its live, face-to-face interaction, RemoteSpeech is not the next best thing to being there in person — it’s just as good, and, in some cases, even better. With advanced state-of-the-art games, activities, and interactive screen sharing, students and adults will actually look forward to their therapy sessions.

Click Here to Learn More About Our Telepractice – Remote Speech-Language Therapy!

Its that time of year again, when our teams at Abington Speech Pathology, RemoteSpeech, and VirtualTx reflect upon the year, and the very things that we are most thankful for. We present this list each year as a way of expressing our immense gratitude to our patients, therapists, associates, and beyond. We have listed just a small sample of the things in the world of speech-language pathology that make us smile. We hope that this compilation can give you the same sense of gratitude, and warm your hearts for the coming holiday season.

1. ADVOCACY.

   In the world of Speech-Language Pathology, we are so very thankful for the ongoing advocacy and recognition in the field; advocacy amongst parents, providers, educators, and beyond. We are most thankful for the advocacy that initiates change at both the State and Federal levels.

   Developments from the current year include the ASHA Membership Advocacy.  The American Speech Language Hearing Association provides the framework for positive growth and advancements. Some of their achievements include Advocating on ASHA’s Annual Capitol Hill Day.  ASHA members from across the country advocate for audiology and speech-language pathology during ASHA’s annual Capitol Hill Day in Washington, D.C. They meet 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.

Take a look at their first effort here:

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Want to get involved?
ASHA’s Take Action website helps you take part in virtual advocacy by contacting state and federal elected official on issues impacting audiology and speech-language pathology, as well as those we serve.

Why does it matter?
ASHA members have the strongest voice when it comes to advocacy. As an audiologist, speech-language pathologist, or student, you have the expertise to talk about the legislative and policy issues that impact you and those you serve. You’re also a constituent with voting power—your legislators depend on your vote for their election. That’s why it’s important for you to tell your elected officials how legislation affects you.

Learn more about ASHA’s advocacy work, and read ASHA’s 2021 Public Policy.

ASHA has a team of 20 government affairs and public policy professionals who can assist you with your advocacy efforts. Contact us at grassroots@asha.org.

2. TECHNOLOGY.

   Technology is a consistent theme within our list of gratitude.  For years, advancements in technology have helped provide much needed treatment in areas where the services may not be available. Our dependency on technology grew substantially with the introduction of the Covid pandemic.

At the forefront of telehealth for Speech-Language Pathology with RemoteSpeech.com, this past year, we launched VirtualTx – Custom software application “VirtualTx” offers Cutting Edge Technology to resolve the immediate needs of Speech Pathology in the age of virtual therapy.

VirtualTx, powered by RemoteSpeech, is a cloud-based web application software and web portal developed as a “one-stop-shop” for service management and delivery of speech therapy. VirtualTx includes a multi-user interface with integrated features that are user-friendly, including Scheduling, a Live Chat Interface, Materials Library, Billing, and Cloud Storage for Notes and Reports. VirtualTx uses zoom webinar integration, with security features that are in compliance with HIPPA regulations. Users can access VirtualTx with any device and internet connection – through a laptop or tablet is recommended for an optimal therapy experience.

We created VirtualTx to address additional challenges- Resources for quality therapy sessions were highly inadequate, billing processes were cumbersome, the ability to vet quality service providers and to provide quality therapy using adaptive learning was at the forefront of transitioning to virtual therapy. VirtualTx was created to address these very challenges.

Learn more about our latest offering in technology here.

3. THERAPISTS.

Another area that receives our constant gratitude is our dedicated therapists. We are so very grateful to have a team that is dedicated to their profession and treating others.

Our therapists are among the nation’s most gifted therapists chosen for their passion and their proven ability to make a difference in the life of a child or an adult in need of communication and speech therapy.

Through our comprehensive training, ongoing mentorship, and the most advanced technology, our therapists are given all the tools needed to connect with clients within their unique specialty area and help them to realize goals and maximize potential.

With RemoteSpeech, our therapists are empowered to provide the best possible care to clients seeking our help from all across the world.

Learn more about our team here.

4. EXTENDED USE.

An ongoing trend in the world of speech-language pathology is the identification of new areas for treatment. Every year, we learn more about new areas where speech-language pathology can be effectively employed.

We are grateful to have the opportunity to use our skills to provide a positive impact in the lives of others.   Check out some of the latest uses for SLP!

• The Role Of Speech Pathology In Cancer Care And Rehabilitation
• Non-drug Treatments for Alport Syndrome
• AAN Issues Guideline for Treatment of Early Parkinson’s Disease
• Rehabilitation is a Key Part of Cancer Treatment
• Speech-Language Pathologists Can Help COVID-19 Survivors Experiencing Severe After-Effects

5. OUR PATIENTS.

The most important area of our practice is the very patients that we treat, who motivate us each day to do what we do. We were so inspired by our patient’s resiliency throughout the pandemic, and not just our patients, but all patients around the world!

We are so grateful for YOU!

The response to the COVID-19 virus is unprecedented. Because of our unique role in children’s K-12 education, we feel a responsibility to do what we can to assist schools, therapists, and students with this transition to online learning and seclusion. To ensure that our clients remain engaged and supported, our therapists will be providing complimentary “Support Sessions” to the country’s youth. We will also be assisting schools by training therapists for remote therapy.

Click here to schedule a complimentary consultation with an Executive Member of our Team.

Abington Speech Pathology and RemoteSpeech.com are uniquely prepared to provide assistance for parents of children with Speech-Language Pathology.

About Abington Speech Pathology

Abington Speech Pathology is managed and owned by a licensed speech-langauge pathologist. All of the company’s directors are licensed and remain clinical to better direct and support both the company’s clients and the clinical staff.

Through the years the company’s client base continues to grow and remains loyal.  ASPS, INC has expanded its services to include Physical therapy, Occupational therapy, Teachers of the visually and hearing impaired, and School psychologists. ASPS, INC. now operates two offices.  The corporate office is in eastern PA and services all 5 major counties surrounding the metro Philadelphia area. The Southern CA office services the Los Angeles and Orange County metro areas and at this point only offers speech pathology services to all settings.

The company offers the professional staff a lending library of materials. In PA, there are 2-3 continuing educational seminars to assist on clinical growth and state and national mandated continuing education requirements.

About RemoteSpeech.com

RemoteSpeech is a subsidiary of Abington Speech Pathology Services, a multi-faceted Rehab company that has provided Speech Staffing and support throughout the country for more than 20 years. RemoteSpeech combines crystal clear voice with the sharpest video to provide next-generation video calling and high-definition video delivery.

Prior to the Covid 19 pandemic, Orna Kempler-Azulay, President of RemoteSpeech, says the demand for speech-language therapists was outpacing the supply in some cities. RemoteSpeech is here to meet the demand. With its live, face-to-face interaction, RemoteSpeech is not the next best thing to being there in person — it’s just as good, and, in some cases, even better. With advanced state-of-the-art games, activities, and interactive screen sharing, students and adults will actually look forward to their therapy sessions.

Click Here to Learn More About Our Telepractice – Remote Speech-Language Therapy!

Last year in 2020, we released the Educators Fall Guide to Speech Therapy– our objective was to help our strategic partners in both education and therapy with a “head start” with things to remember for the coming school year. We also released content such as the article titled: Adopting Telepractice in the Age of Covid 19, to provide some much-needed resources for educators and therapists alike.

As we enter the 2021-2022 school year, our team at Abington Speech Pathology and RemoteSpeech.com are taking stock.  We are about 18 months into the pandemic; while we have made tremendous strides, we also recognize that we still have some blind spots as it pertains to the Covid pandemic and the new school year. This motivated us to draft a list of some excellent resources that may have gone unnoticed, to help parents, patients, educators, therapists, and administrators to arm themselves with the latest developments and resources available. Let’s begin!

AUDIOLOGY AND SPEECH-LANGUAGE PATHOLOGY SERVICE DELIVERY CONSIDERATIONS IN EARLY INTERVENTION DURING THE PANDEMIC

ASHA is here to assist audiologists and speech-language pathologists, who are key early intervention (EI) professionals, in modifying individualized family service plan (IFSP) services, planning alternate interventions, and supporting staff in learning new methods of remote and in-person service delivery.

Federal Guidance on COVID-19 for Children With Disabilities

Find information on states’ responsibilities to infants and toddlers with disabilities and their families/caregivers PDF], and to the staff serving these children in Part C programs, from the U.S. Department of Education (ED). Current ED guidance allows states to develop temporary solutions and exception policies to initial evaluation, assessment, re-assessment, and transition timelines without risk of noncompliance with federal regulations while the pandemic is ongoing.

State Information

State governments are considering federal guidance from the ED and the Centers for Disease Control and Prevention (CDC) as they take steps daily to address COVID-19 for their constituents, making this a highly fluid situation. Because of this, ASHA strongly recommends that members also look to leaders in their states, including their state/local health departments, EI lead agencies, local EI programs, and state licensing boards for specific information about serving their children and families/caregivers. Check ASHA’s state-by-state information to find contact information for various state boards and agencies and current telepractice regulations.

What to Do When EI Programs Are Open or Closed

Under ED guidance, if the office of the state lead agency or EI program or provider is closed, EI services under Part C of the IDEA are not required. If the office remains open, and services cannot be provided in a particular location (e.g., the child’s home or childcare setting) or by a particular provider, the state lead agency must ensure continuity of services. If an office has closed, after it reopens the IFSP team determines whether the IFSP is still appropriate or needs updating.

If a state’s EI system is open and operational, determining specific methods of service delivery (e.g., alternate location, different service provider, consultative services, telepractice) should be done on a case-by-case basis, consistent with the most updated public health and safety guidance, in coordination with the child, family/caregiver, and state lead agency or EI program/provider. You also need to follow existing payer policies and state and federal regulations for telepractice.

Telepractice Considerations in Early Intervention

There are special considerations for telepractice in EI settings. In addition to the child’s clinical presentation, clinicians need to consider their skills/competency (in various techniques, such as coaching, how families/caregivers feel about telepractice delivery, their access to technology, and their current responsibilities at home.

• Colorado Part C program trainings
• National Center for Hearing Assessment and Management: A Practical Guide to the Use of Tele-Intervention in Providing Early Intervention Services to Infants and Toddlers Who Are Deaf or Hard of Hearing
• Ohio Developmental Disabilities Council
• Routines-Based Telepractice Visit Checklist (from Evidence-based International Early Intervention Office)
• The State of Telepractice for Delivering Early Intervention Services course, available with the ASHA Learning Pass
• Texas Part C program trainings
• Use of Telehealth in Early Intervention (IDEA Part C): Resources to Consider During the COVID-19 Public Health Emergency [PDF]
• Virginia Early Intervention Professional Development Center: COVID-19 and EI Tele-Intervention Updates
• Yes You Can! Routines-Based Intervention and Telepractice (Video)

Visit ASHA’s telepractice COVID-19 page for more resources.

Resuming In-Person Early Intervention Services During COVID-19

As pandemic-related restrictions ease, the process of resuming in-person services will look different across state and local EI systems. One constant is that the health and safety of EI providers and the children and families/caregivers they serve remains paramount. Expect that recommendations, requirements, and considerations will need to be adjusted over time, given evolving Part C program regulations and health metrics in each community.

The EI population is one of the most challenging for providing in-person services while trying to follow lead agency, CDC, and other public health guidance. Recognizing that infants and toddlers will not be vaccinated and most likely will not use masks or understand social distancing, providers will need to consider ways to raise their level of protection and that of the other adults and older children in the home. The level of risk must be weighed against the benefits of in-person services. Asking families/caregivers what they are comfortable with and establishing procedures for wellness checks before visits is critical as well. Families/caregivers and providers need to be in agreement regarding in-person visits and expectations, per informed consent.

Ultimately, providers need to determine if they can deliver services in a safe and effective manner using established protocols and/or alternative means. This may take some creative problem solving, such as

• using caregivers to provide hands-on services or model activities under your direction
• using images or videos to demonstrate activities only using items (e.g., toys, books) that are already part of the child’s environment
• having sessions in outdoor spaces
• scheduling time between sessions to disinfect materials, wash hands, change clothes, etc.
• implementing a hybrid service delivery approach
• pairing the same providers with the same families/caregivers on a regular basis to minimize risk
• limiting the number of participants in the visit whenever possible

If providers are not able to modify services, they will want to discuss with their IFSP teams, explain the risks and/or compromises in service to families/caregivers, and consider obtaining informed consent. For some families/caregivers, it may be helpful to continue via telepractice unless there are mitigating factors.

See more at:

• Resuming In-Person Services During COVID-19: What to Consider As You Prepare
• Using Masks for In-Person Service Delivery During COVID-19: What to Consider
• ECTA’s Considerations for Increasing In-Person Activities and Making Infrastructure Adjustments for Part C During COVID-19
• ITCA’s Resources on In-Person Services for Part C Coordinators

ACCESS ADDITIONAL RESOURCES HERE

SUPPORTING STUDENTS DURING THE COVID-19 PANDEMIC: MAXIMIZING IN-PERSON LEARNING AND IMPLEMENTING EFFECTIVE PRACTICES FOR STUDENTS IN QUARANTINE AND ISOLATION

As the new school year begins, we must provide every student—from every community and background—the opportunity to safely learn in-person full-time. Abrupt shifts to remote learning over the past two school years have affected students, negatively impacting their social, emotional, and mental well-being and academic achievement. They have also exacerbated racial, socioeconomic, and other educational inequities. ¹

Data collected before and during the COVID-19 pandemic have shown that in-person learning, on the whole, leads to better academic outcomes, greater levels of student engagement, higher rates of attendance, and better social and emotional well-being, and ensures access to critical school services and extracurricular activities when compared to remote learning. The U.S. Department of Education (Department) is committed to supporting states and school districts in offering in-person learning to all families and doing so safely by adopting science-based strategies for preventing the spread of COVID-19 that are aligned with the guidance from the Centers for Disease Control and Prevention (CDC).

CDC guidance makes clear that K-12 schools should prioritize in-person learning, and that schools can safely operate in-person by implementing layered prevention strategies (using multiple strategies together consistently) in alignment with CDC recommendations. Studies show that schools that consistently implemented layered prevention strategies showed lower or similar levels of transmission than the communities in which they are located. This includes helping everyone eligible to get vaccinated, universal and correct indoor masking regardless of vaccination status ², using contact tracing in combination with isolation and quarantine, improving ventilation, and maintaining physical distance to the maximum extent possible. It is important to emphasize that schools should take all deliberate action to prevent transmission and limit exposure within schools by implementing layered prevention strategies; doing so will help to prevent outbreaks and avoid interruptions to in-person learning in the first place. More information on how to protect the health and safety of students, educators, staff, and school communities can be found in the Department’s Return to School Roadmap.

Nevertheless, there may be situations when an individual or multiple members of a school community may need to isolate or quarantine due to positive COVID-19 cases. Isolation is a strategy used to separate people who have COVID-19 or symptoms of COVID-19 from those who are not infected or showing symptoms in order to prevent transmission of COVID-19. Quarantine is a strategy used to prevent transmission of COVID-19 by ensuring that unvaccinated people who have been in close contact with someone with COVID-19 stay apart from others. The decisions to isolate or quarantine should be made in coordination with guidance from state and local health officials in order to keep school communities safe and prevent the spread of COVID-19 in schools. It is important that students who are temporarily not attending school in-person due to isolation or quarantine (as well as students with other current health needs such as immunocompromised students and families) remain engaged and connected to learning with their peers and teachers in learning from home. Fortunately, there have been some examples over the past year that have shown promise for students and families, which can help inform strategies and best practices for other schools and districts.

This document is intended to support states, school districts, and schools to maximize safe in-person learning opportunities by maintaining safe school operations and to implement effective practices that address students’ social, emotional, mental health, and academic needs when students are temporarily not attending school in-person due to COVID-19 cases.

Part 1: Maximizing In-Person Learning for All Students

Schools are an important part of the infrastructure of communities, and safely returning to and remaining in in-person instruction should be a top priority for all communities. Schools provide safe and supportive learning environments for students that support social and emotional development, provide access to critical services, and improve life outcomes. They also employ people, and enable parents, guardians, and caregivers to work. Though COVID-19 outbreaks have occurred in school settings, as noted above, multiple studies have shown that transmission rates within school settings, when multiple prevention strategies are in place, are typically lower than or similar to community transmission levels. As CDC’s science brief on Transmission of SARS-CoV-2 in K-12 Schools and Early Care and Education Programs shows, schools can reduce transmission by consistently implementing layered prevention strategies; this in turn will help students stay where they belong: safely learning in-person in the classroom.

Here’s What States, School Districts, and Schools Should Do to Maximize In-Person Learning for All Students:

States, school districts, and schools working to safely reopen schools and maintain in-person instruction should include the following strategies in local operations plans consistent with health and safety guidelines. All of these strategies can be supported with funding from the American Rescue Plan Act of 2021 (ARP Act). The ARP Act provided states and school districts with nearly $122 billion in Elementary and Secondary School Emergency Relief (ESSER) funds ³ — flexible resources that, among other uses, may be used to implement public health protocols and policies in line with guidance from the CDC for the reopening and operation of school facilities to effectively maintain the health and safety of students and staff:

1. Avoid Outbreaks by Using Layered Prevention Strategies: Consistent with CDC guidance, prioritize offering in-person learning to all students by implementing layered prevention strategies from the very start of the school year. This includes helping everyone eligible to get vaccinated, universal and correct indoor masking, improving ventilation, physical distancing to the maximum extent possible (see below), implementing screening testing programs, contact tracing in combination with isolation and quarantine (see below), and more. Vaccination is the leading public health prevention strategy to end the COVID-19 pandemic. Promoting vaccination can help schools safely return to and sustain in-person learning as well as extracurricular activities and sports. CDC guidance includes strategies for promoting vaccination.
2. Effectively Perform Contact Tracing, in Combination with Isolation and Quarantine, in Alignment with CDC Guidance: Decisions about when and which students should quarantine or isolate should be consistent with CDC guidance. The CDC guidance on contact tracing reinforces how universal masking policies benefit students, and that use of layered mitigation strategies helps prevent transmission in the first place to keep school communities safe and keep students learning in-person. It is also important to note that funds under the ARP Act may be used to support contact tracing efforts. CDC’s latest toolkit will help schools effectively implement contact tracing, isolation, and quarantine.
3. Use Cohorting, Seating Charts, and Other Strategies to Maintain Distancing and Minimize Spread Within School Buildings: Based on studies from the 2020-2021 school year, the CDC recommends schools maintain at least 3 feet of physical distance between students within classrooms, combined with indoor mask wearing to reduce transmission risk. When it is not possible to maintain a physical distance of at least 3 feet, such as when schools cannot fully reopen while maintaining these distances, it is especially important to layer multiple other prevention strategies, such as universal masking, screening testing, cohorting, improved ventilation, handwashing and covering coughs and sneezes, staying home when sick with symptoms of infectious illness including COVID-19, and regular cleaning to help reduce transmission risk. To the maximum extent possible, schools should cohort their students—meaning that they should keep people together in a small group and have each group stay together throughout an entire day to the extent possible. Cohorting can be used to limit the number of students, teachers, and staff who come in contact with each other, especially when it is challenging to maintain physical distancing, such as among young children, and particularly in areas of moderate-to-high transmission levels. Cohorts should not group students by perceived ability or in ways that perpetuate tracking. The use of cohorting can limit the spread of COVID-19 between cohorts but should not replace other prevention measures within each group. Seating charts can also help to effectively contact trace and understand which students were situated next to whom, especially in grades or circumstances where cohorts are not able to be maintained throughout the day (including in the cafeteria). Also, using additional spaces outside of the cafeteria for mealtime seating, such as the gymnasium or outdoor seating, can help facilitate distancing and reduce transmission during eating.

Access the complete report, including Part 2: Strategies for effective learning when students are temporarily Unable to Attend In-Person HERE

EDUCATION IN A PANDEMIC: THE DISPARATE IMPACTS OF COVID-19 ON AMERICA’S STUDENTS

On January 21, 2021, President Joseph R. Biden, Jr. issued Executive Order 14000, Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers, “to ensure that students receive a high-quality education during the COVID-19 pandemic, and to support the safe reopening and continued operation of schools, child care providers, Head Start programs, and institutions of higher education.”

As a part of that order, the President directed the Assistant Secretary for Civil Rights in the Department of Education to “deliver a report … on the disparate impacts of COVID-19 on students in elementary, secondary, and higher education.”

This Report answers that call. As is well known, COVID-19 upended classrooms and campuses across the country at the same time as the pandemic’s devastating effects were being felt in our nation’s economy and loss of life. In response, educators, staff, and school leaders at all educational levels and in all parts of the country have made extraordinary commitments and dedicated their talents, energy, and resources to address the needs of students and families in their communities. Parents, family members, and caregivers have done the same, supporting their students while responding to profound challenges in their own lives. Still, COVID-19’s impacts have fallen unevenly and preliminary data indicate that they appear to be deepening disparities in educational opportunity and achievement, many of them generations in the making. With the pandemic’s spotlight on these longstanding challenges, we have a rare moment as a country to take stock and to begin the hard work of building our schools back better and stronger—with the resolve necessary to ensure that our nation’s schools are defined not by disparities but by equity and opportunity for all students. In preparing this Report, the Office for Civil Rights (OCR) reviewed an array of publicly available sources documenting the impacts of COVID-19 on America’s students. Many of those sources reported findings from surveys or interviews of students, families, and educators from across the country. Additional sources supplied information about how the pandemic has disrupted educational practice in ways that are likely to limit students’ learning and achievement. Unless specifically noted, the findings and information presented here are not based on research conducted by the U.S. Department of Education. Nor is the discussion here offered as a comprehensive survey of research in the field. To the contrary, there are countless works in progress and even more to come that will enhance our understanding over time of the pandemic’s many effects on students. It is also important to note that none of the statements in this Report is intended to set forth a legal or policy judgment under any of the statutes OCR enforces or any other source of law. Instead, this Report, like the sources it discusses, tells part of a developing story by offering a series of snapshots from mid-March 2020, when many schools shifted abruptly to remote learning, to mid April 2021. This developing story prompts eleven observations about how widely—and inequitably—the pandemic appears to have impacted America’s students during this time.

Report Summary:

COVID-19 and K-12 Students: Barriers to Meaningful Access, Opportunities, and Outcomes……….1
COVID-19’s Widespread Effects on K-12 Students and Schools ……..1
COVID-19’s Costs in Instructional Time, Access, and Content ……………1
COVID-19’s Toll on Student Well-being and Mental Health ……..2
COVID-19 and Academic Achievement …………………….4
Deepening Disparities for Students of Color……………….6
Pre-Pandemic Disparities ……………………………………..6
COVID-19 and The Deepening Gaps for Students of Color …….11
COVID-19’s Impact on English Learners …………………………18
Pre-Pandemic Disparities ………………………………………………..18
COVID-19’s Amplification of Language Barriers ………….20
Disparities for Students with Disabilities………………………22
Pre-Pandemic Disparities ………………………………….22
Disrupted Learning During the Pandemic……………………….25
COVID-19’s Impact on LGBTQ+ Students………………………….27
Pre-Pandemic Disparities ……………………………………………….27
Heightened Risks for LGBTQ+ Students During COVID-19……….29
COVID-19’s Disparate Impacts on Students in Higher Education……31
COVID-19 and Student Enrollment: Widespread Effects and Disparate Impacts ….32
COVID-19’s Impact on HBCUs, TCUs, and MSIs………………………………35
COVID-19’s Impact on Students’ Financial Insecurity ……………..38
COVID-19 and Student Mental Health………………………………….43
COVID-19’s Disparate Impact on Mental Health for Students of Color ………………….44
COVID-19’s Disparate Impact on LGBTQ+ Student Mental Health ……….45
Disparities in Experiences of Sexual Harassment and Sexual Violence……….47
Pre-Pandemic Concerns ………………………………………………………………………….47
|Impacts of COVID-19…………………………………………………………………..48
Disparate Impacts on Postsecondary Students with Disabilities ……….49
Pre-Pandemic Disparities …………………………………………………………..49
COVID-19’s Impact on Students with Disabilities…………………….49
Building Back For Equity in Educational Opportunity ……………..51

Access the complete report here

COVID-19 AND EDUCATION: THE LINGERING EFFECTS OF UNFINISHED LEARNING

US states and districts have the opportunity to not only help students catch up on unfinished learning from the pandemic but also tackle long-standing historical inequities in education.

Although the 2020–21 academic year ended on a high note—with rising vaccination rates, outdoor in-person graduations, and access to at least some in-person learning for 98 percent of students—it was as a whole perhaps one of the most challenging for educators and students in our nation’s history.

Our analysis shows that the impact of the pandemic on K–12 student learning was significant, leaving students on average five months behind in mathematics and four months behind in reading by the end of the school year. The pandemic widened preexisting opportunity and achievement gaps, hitting historically disadvantaged students hardest. In math, students in majority Black schools ended the year with six months of unfinished learning, students in low-income schools with seven. High schoolers have become more likely to drop out of school, and high school seniors, especially those from low-income families, are less likely to go on to postsecondary education. And the crisis had an impact on not just academics but also the broader health and well-being of students, with more than 35 percent of parents very or extremely concerned about their children’s mental health.

The fallout from the pandemic threatens to depress this generation’s prospects and constrict their opportunities far into adulthood. The ripple effects may undermine their chances of attending college and ultimately finding a fulfilling job that enables them to support a family. Our analysis suggests that, unless steps are taken to address unfinished learning, today’s students may earn $49,000 to $61,000 less over their lifetime owing to the impact of the pandemic on their schooling. The impact on the US economy could amount to $128 billion to $188 billion every year as this cohort enters the workforce.

Federal funds are in place to help states and districts respond, though funding is only part of the answer. The deep-rooted challenges in our school systems predate the pandemic and have resisted many reform efforts. States and districts have a critical role to play in marshaling that funding into sustainable programs that improve student outcomes. They can ensure rigorous implementation of evidence-based initiatives, while also piloting and tracking the impact of innovative new approaches. Although it is too early to fully assess the effectiveness of postpandemic solutions to unfinished learning, the scope of action is already clear. The immediate imperative is to not only reopen schools and recover unfinished learning but also reimagine education systems for the long term. Across all of these priorities it will be critical to take a holistic approach, listening to students and parents and designing programs that meet academic and nonacademic needs alike.

What have we learned about unfinished learning?

As the 2020–21 school year began, just 40 percent of K–12 students were in districts that offered any in-person instruction. By the end of the year, more than 98 percent of students had access to some form of in-person learning, from the traditional five days a week to hybrid models. In the interim, districts oscillated among virtual, hybrid, and in-person learning as they balanced the need to keep students and staff safe with the need to provide an effective learning environment. Students faced multiple schedule changes, were assigned new teachers midyear, and struggled with glitchy internet connections and Zoom fatigue. This was a uniquely challenging year for teachers and students, and it is no surprise that it has left its mark—on student learning, and on student well-being.

As we analyze the cost of the pandemic, we use the term “unfinished learning” to capture the reality that students were not given the opportunity this year to complete all the learning they would have completed in a typical year. Some students who have disengaged from school altogether may have slipped backward, losing knowledge or skills they once had. The majority simply learned less than they would have in a typical year, but this is nonetheless important. Students who move on to the next grade unprepared are missing key building blocks of knowledge that are necessary for success, while students who repeat a year are much less likely to complete high school and move on to college. And it’s not just academic knowledge these students may miss out on. They are at risk of finishing school without the skills, behaviors, and mindsets to succeed in college or in the workforce. An accurate assessment of the depth and extent of unfinished learning will best enable districts and states to support students in catching up on the learning they missed and moving past the pandemic and into a successful future.

Students testing in 2021 were about ten points behind in math and nine points behind in reading, compared with matched students in previous years.

ACCESS THE FULL REPORT HERE

PANDEMIC-RELATED SOCIAL AND COMMUNICATION CHALLENGES: HOW AUDIOLOGISTS AND SLPS CAN HELP WITH IN-PERSON LEARNING

The COVID-19 pandemic presents unique social and communication circumstances, which affect students in a variety of ways. Many students benefited from remote instruction and telepractice. Some of the bright spots of virtual learning and more time at home included
increased family connections and communication;

• more exposure to different languages in multilingual homes with the increased interaction time;
• more chances to discover new and creative ways to interact socially (e.g., via virtual platforms, talking to neighbors outside from a distance);
• more unique experiences to learn new vocabulary and conversational skills (e.g., talking about a variety of novel topics and emotions); and
• increased opportunities for English language learners and multilingual speakers to communicate in heritage languages. See Educating English Learner Students During the Pandemic: Remote and In-Person Instruction and Assessment (August et al., 2021).

Although some students benefited, not all students thrived in a virtual environment. Some students lacked consistent access to the Internet or other technology needed for instruction or telepractice. Limited access to devices or insufficient broadband speed or capacity may have reduced the amount of time that a student was able to participate in remote classroom learning, audiology services, or speech-language pathology services via telepractice. Students may have experienced learning loss as a result of the pandemic; reports show that students experienced an average loss of 5 months in math and 4 months in reading. See COVID-19 and Education: The Lingering Effects of Unfinished Learning (Dorn et al., 2021) and The COVID-19 Slide: What Summer Learning Loss Can Tell Us About the Potential Impact of School Closures on Student Academic Achievement [PDF] (Kuhfeld & Tarasawa, 2020).

Other students experienced a plateau or made slower gains in social, communication, and academic skills. These students may need help to meet learning, social, and communication needs, especially at the start of the school year when they are transitioning to in-person school instruction and clinical service.

Families, teachers, school administrators, educational audiologists, and speech-language pathologists (SLPs) can work together to address the following critical issues to help students build social, communication, and academic skills:

• How will we determine the extent of lost instructional time on skill development?
• What considerations are necessary to ensure equity in access to instruction, resources, and technology?
• What are some considerations when working with English language learners?
• What interventions will be effective for transitioning back to in-person instruction?
• How can we measure progress?

REVIEW THE  RESPONSES TO THESE QUESTIONS BASED PRIMARILY ON RESOURCES DEVELOPED BY THE U.S. DEPARTMENT OF EDUCATION FOR K–12 STUDENTS HERE

LONG COVID UNDER SECTION 504

A Resource to Support Children, Students, Educators, Schools, Service Providers, and Families

The COVID-19 pandemic has created significant challenges for schools in meeting the needs of all children and students in early childhood, elementary, secondary, and postsecondary education. These challenges will continue as schools and public agencies seek to ensure support and equity for children and students experiencing the long-term adverse health effects of COVID-19, commonly referred to as long COVID. This resource is issued jointly by the U.S. Department of Education’s Office for Civil Rights (OCR) and the Office of Special Education and Rehabilitative Services (OSERS) to provide information about long COVID as a disability and about schools’2 and public agencies’ responsibilities for the provision of services and reasonable modifications to children and students for whom long COVID is a disability. The discussion here focuses on two Federal laws: Section 504 of the Rehabilitation Act of 1973 (Section 504) and Parts B and C of the Individuals with Disabilities Education Act (IDEA).3

Background:
About Section 504 and IDEA Section 504 prohibits disability discrimination and ensures that students with disabilities have equal access to educational opportunities. In the education context, this law applies to schools that receive Federal financial assistance from the Department and is enforced by the Department’s OCR. IDEA Part B ensures that a free appropriate public education (FAPE) is available to all children with disabilities residing in the State between the ages of 3 through 21 years, with a few specific exceptions, and including children with disabilities who have been suspended or expelled from school.8 Under Part C of the IDEA, infants and toddlers (birth through age 2 years) with disabilities and their families are eligible to receive early intervention services. 9 OSERS’ Office of Special Education Programs (OSEP) administers the IDEA, including the Federal Special Education Grants to States under Part B and Special Education Grants for Infants and Toddlers under Part C

What Is Long COVID and What Is Its Impact on Children and Students?
The U.S. Centers for Disease Control and Prevention (CDC) has identified long COVID as another term for post-COVID conditions.10 According to the CDC, post-COVID conditions “are a wide range of new, returning, or ongoing health problems people can experience more than four weeks after first being infected with the virus that causes COVID-19. Even people who did not have symptoms when they were infected can have post-COVID conditions.”

Preliminary studies show that children and students of all ages may experience long COVID, which can produce a combination of symptoms, including:

-Tiredness or fatigue
-Difficulty thinking or concentrating (sometimes referred to as “brain fog”)
-Headache
-Changes in smell or taste
-Dizziness on standing (lightheadedness)
-Fast-beating or pounding heart (also known as heart palpitations)
-Symptoms that get worse after physical or mental activities
-Chest or stomach pain
-Difficulty breathing or shortness of breath
-Cough
-Joint or muscle pain
-Mood changes
-Fever
-Pins-and-needles feeling
-Diarrhea
-Sleep problems
-Changes in period cycles
-Multiorgan effects or autoimmune conditions
-Rash

As the Departments of Justice and Health and Human Services explain, long COVID can be a disability under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973.

READ RECOMMENDATIONS, INCLUDING PROTECTIONS AND SERVICES UNDER IDEA AND SECTION 504 FOR CHILDREN AND STUDENTS WITH LONG COVID, WHAT TO DO IF A CHILD OR STUDENT IS EXPERIENCING LONG COVID
AND MORE, BY ACCESSING THE FULL REPORT HERE

USING MASKS FOR IN-PERSON SERVICE DELIVERY DURING COVID-19 PANDEMIC: WHAT TO CONSIDER

As of July 27, 2021, the Centers for Disease Control and Prevention (CDC) recommends the use of masks for all teachers, staff, students, and visitors to K–12 schools regardless of whether they have been vaccinated to help mitigate the transmission of COVID-19. The CDC also has new guidance for fully vaccinated people, especially for those in high transmission areas. The CDC continues to recommend the use of masks by all individuals in health care settings. Local rules and regulations may require all individuals to use masks in certain situations. Businesses and workplaces, including private practices, can set their own policies. Use of masks is especially important when it isn’t possible to follow physical distancing standards.

School and Public Policy on Mask Use

ASHA recommends adhering to the most current CDC guidelines to inform policies for the use of masks across all school and public settings. Questions have arisen regarding a possible connection between mask use by those who interact with young children (e.g., teachers, caregivers, daycare providers) and delays in speech, language, and social development for children with typically developing speech, language, and hearing. The American Academy of Pediatrics (AAP) and ASHA collaborated on an article regarding this issue, Do Masks Delay Speech and Language Development? (see the reference section below for pertinent research). These are the conclusions by the AAP and ASHA:

• While this is a natural concern, there is no evidence that use of face masks prevents or delays speech and language development.
• Babies and young children study faces intently, so the concern about solid masks covering the face is understandable. However, there are no known studies that show that use of a face mask negatively impacts a child’s speech and language development.
• Babies and toddlers can get all the face time they need in the home with family members who aren’t wearing face masks.
• Regardless of mask use, some children will take longer to reach speech and language milestones—and some may need help meeting them.
• When it comes to use of face masks, the bottom line is safety first! Masks reduce transmission of COVID-19 and can make in-person schooling possible.

Audiologists and speech-language pathologists (SLPs) can share current research findings with families, school boards, teachers, and others to make sure that policies regarding mask use in schools and for the public are informed by science, particularly data that demonstrate definitively that mask use reduces infection. The benefits of mask use should outweigh any concerns about the possible impact on speech and language development. ASHA’s Code of Ethics Principle I, Rule M states: “Individuals who hold the Certificate of Clinical Competence shall use independent and evidence-based clinical judgment, keeping paramount the best interests of those being served.” Principle III, Rule E states “Individuals’ statements to the public shall adhere to prevailing professional norms and shall not contain misrepresentation when advertising, announcing and promoting their professional services and products and when reporting research results.” ASHA places a priority, first and foremost, on health and safety.

Review the complete report for additional considerations for mask use while providing in person service delivery, including:

• Types of Masks
• Service Delivery Considerations
• Choosing the Right Mask for the Service You’re Providing
• Making Sure PPE Is Available for the Client/Student and Provider
• Determining Whether PPE Negatively Affects a Service
• Options for Modification
• Taking Steps to Enhance Communication While Wearing Masks

__________________________________________________________________________________

The response to the COVID-19 virus is unprecedented. Because of our unique role in children’s K-12 education, we feel a responsibility to do what we can to assist schools, therapists, and students with this transition to online learning and seclusion. To ensure that our clients remain engaged and supported, our therapists will be providing complimentary “Support Sessions” to the country’s youth. We will also be assisting schools by training therapists for remote therapy.

Click here to schedule a complimentary consultation with an Executive Member of our Team.

Abington Speech Pathology and RemoteSpeech.com are uniquely prepared to provide assistance for parents of children with Speech-Language Pathology.

About Abington Speech Pathology

Abington Speech Pathology is managed and owned by a licensed speech-langauge pathologist. All of the company’s directors are licensed and remain clinical to better direct and support both the company’s clients and the clinical staff.

Through the years the company’s client base continues to grow and remains loyal.  ASPS, INC has expanded its services to include Physical therapy, Occupational therapy, Teachers of the visually and hearing impaired, and School psychologists. ASPS, INC. now operates two offices.  The corporate office is in eastern PA and services all 5 major counties surrounding the metro Philadelphia area. The Southern CA office services the Los Angeles and Orange County metro areas and at this point only offers speech pathology services to all settings.

The company offers the professional staff a lending library of materials. In PA, there are 2-3 continuing educational seminars to assist on clinical growth and state and national mandated continuing education requirements.

About RemoteSpeech.com

RemoteSpeech is a subsidiary of Abington Speech Pathology Services, a multi-faceted Rehab company that has provided Speech Staffing and support throughout the country for more than 20 years. RemoteSpeech combines crystal clear voice with the sharpest video to provide next-generation video calling and high-definition video delivery.

Prior to the Covid 19 pandemic, Orna Kempler-Azulay, President of RemoteSpeech, says the demand for speech-language therapists was outpacing the supply in some cities. RemoteSpeech is here to meet the demand. With its live, face-to-face interaction, RemoteSpeech is not the next best thing to being there in person — it’s just as good, and, in some cases, even better. With advanced state-of-the-art games, activities, and interactive screen sharing, students and adults will actually look forward to their therapy sessions.

Click Here to Learn More About Our Telepractice – Remote Speech-Language Therapy!

Since the Coronavirus Pandemic, our work, social lives, entertainment and news updates are all being fed to us through screens.  1.5 Years later, we are now more attuned with the phenomenon known as “screen fatigue;” a condition that has plagued stationary office workers for years, but is now a problem seen in children of all ages. It’s a condition that affects millions of Americans who work on computers, but can be triggered by any screen — smartphones and laptops are two major causes.

Although class is back in session for most students nationwide for the 2021-2022 school year, with students retuning to in-person learning, there is still much to learn about this phenomenon.  In this article, we will address screen fatigue (what is it? What are the signs? How can it be treated?) and its counterpart known as “zoom fatigue” – (What is it? What are the signs?) We will also provide some recommendations for both Therapists and Educators as they gear up for the school year.

SCREEN FATIGUE – WHAT IS?

“Screen fatigue” is also called computer vision syndrome, or CVS, and it’s incredibly common. Screen Fatigue Is Real.

According to UCLA Health:

Computer-related eye fatigue, also referred to as computer vision syndrome, describes the combination of eye and vision-related problems associated with prolonged computer use. Working at a computer for extended periods of time is visually demanding, requiring frequent eye movement, eye focusing, and eye alignment processes. Problems can occur when the visual demands of the task exceed the visual abilities of the individual to perform the task comfortably.

Images on computer screens are formed by tiny dots called pixels, so the eyes have to work harder to keep the pixelated images in focus. There is no scientific evidence that staring at a computer screen for long periods is harmful to the eyes or will cause permanent eye damage. Working on a computer, however, is a demanding visual task that can make your eyes may feel dry and tired.

Studies show that humans blink half the usual amount of time when using computers. Blinking leaves a thin layer of tear film over the front of the eye, helping the eye to focus properly. Not blinking can cause images to look blurry and lead to dry eyes.

Eyestrain can be made worse by:

• Marathon work sessions
• Sleep deprivation

SCREEN FATIGUE – THE SIGNS.

Signs and symptoms of computer-related eye fatigue may include:

• Blurred vision
• Headache
• Double vision
• Difficulty focusing after leaving the computer
• Dry, itchy and irritated eyes
• Eye Redness
• Eyestrain
• Potentially related orthopedic complaints, such as stiff neck and neck pain

SCREEN FATIGUE – TREATMENT.

• Eye exercises may help limit eyestrain from computer use:
• Look around at objects that are at different distances. Follow the 20-20-20 rule: every 20 minutes, look at an object at least 20 feet away, for at least 20 seconds.
• Put a note on your computer reminding yourself to blink.

• Reduce the brightness of your computer screen or use a screen filter to reduce computer glare.
• Sit two feet from the computer screen and make sure your eye gaze is slightly downward.

Other steps to alleviate eyestrain:

• Limit contact lens wear and make sure contact lenses are cleaned properly.
• Place a damp, warm washcloth over closed eyes or use artificial tears to refresh tired, dry eyes.
• Take regular breaks.
• When eyes start feeling sore, use that as a signal to step away from the computer.

You can also try eye yoga.

ZOOM FATIGUE – WHAT IS IT?

Zoom Fatigue is a mental and physical challenge. According to Telehealth.org, Zoom Fatigue environmental distractions come in three forms:

• EXTERNAL
  External distractions include children, pets, phone calls, app notifications, and poor lighting. They can occur not only in your space but also in your patient’s or client’s space. Knowing how to control such factors is part of understanding telehealth clinical issues.
• ERGONOMIC
  Ergonomic distractions include uncomfortable or unsuitable chairs, awkward screen positioning, and poor lighting.
• TECHNICAL
  Technical distractions include issues with the meeting software, such as audio and video connection problems.

ZOOM FATIGUE – CAUSES.

A recent National Geographic article describes some causes of Zoom Fatigue:

• The inability to use the full range of non-verbal signals and cues that are typically taken for granted during in-person meetings.
• Over-reliance on limited signals and cues that come from watching other people’s faces.
• Needing to maintain a fixed posture and position to keep yourself in view of your device’s camera.
• Using equipment that is too small for the task at hand. Using mobile phones for example, requires squinting into a small screen, often no larger than the size of an index card, for long periods. Research suggests this leads to reduced eye blinking, resulting in eye irritation and strain.
• Being unable to mentally or physically escape, even briefly, because being on camera all the time compels nonstop concentration and focus.
• A feeling of self-consciousness when seeing oneself speak during a video conferenced session.

WHAT ARE SOME RECOMMENDATIONS FOR THERAPISTS AND EDUCATORS TO COMBAT ZOOM FATIGUE DURING TREATMENT? 

• SHIFT –  You might not be able to walk away, but you can make small adjustments to how you are seated or standing to help you keep your blood pumping while not being a distraction. If you use a standing desk, you can shift your weight from one foot to another in small ways.
• LOOK UP – Take your eyes off the screen for a moment. Focus on an object further away. Your clients and patients are not likely to complain if you look away in thought, as you would in your in-person practice. One technique you can try is the “Triple-Twenty”: Every twenty minutes, spend twenty seconds looking at something at least twenty feet away. Look out the window, if you can. If you are concerned that you may appear disinterested, explain to your patient or client that you are practicing self-care techniques and are trying to make your video-practice mimic real life, where you don’t typically stare at them the entire time they are seated in front of you.
• MOVE –  If you have the chance to take a break, get out of your chair and move. If you live in a two-story home and are meeting downstairs, use the upstairs bathroom. Step outside if you can. Walk briskly, sprint a few times. If you can’t easily step outdoors, do some light stretching, deep breathing exercises, or take a few minutes for meditation before your next session.
• FILTER – In a couple or group session, change your view from gallery to single, and back again as needed.
• If you feel self-conscious seeing your own face on your video screen, use a sticky note to cover your image.

The response to the COVID-19 virus is unprecedented. Because of our unique role in children’s K-12 education, we feel a responsibility to do what we can to assist schools, therapists, and students with this transition to online learning and seclusion. To ensure that our clients remain engaged and supported, our therapists will be providing complimentary “Support Sessions” to the country’s youth. We will also be assisting schools by training therapists for remote therapy.

Click here to schedule a complimentary consultation with an Executive Member of our Team.

Abington Speech Pathology and RemoteSpeech.com are uniquely prepared to provide assistance for parents of children with Speech-Language Pathology.

About Abington Speech Pathology

Abington Speech Pathology is managed and owned by a licensed speech-langauge pathologist. All of the company’s directors are licensed and remain clinical to better direct and support both the company’s clients and the clinical staff.

Through the years the company’s client base continues to grow and remains loyal.  ASPS, INC has expanded its services to include Physical therapy, Occupational therapy, Teachers of the visually and hearing impaired, and School psychologists. ASPS, INC. now operates two offices.  The corporate office is in eastern PA and services all 5 major counties surrounding the metro Philadelphia area. The Southern CA office services the Los Angeles and Orange County metro areas and at this point only offers speech pathology services to all settings.

The company offers the professional staff a lending library of materials. In PA, there are 2-3 continuing educational seminars to assist on clinical growth and state and national mandated continuing education requirements.

About RemoteSpeech.com

RemoteSpeech is a subsidiary of Abington Speech Pathology Services, a multi-faceted Rehab company that has provided Speech Staffing and support throughout the country for more than 20 years. RemoteSpeech combines crystal clear voice with the sharpest video to provide next-generation video calling and high-definition video delivery.

Prior to the Covid 19 pandemic, Orna Kempler-Azulay, President of RemoteSpeech, says the demand for speech-language therapists was outpacing the supply in some cities. RemoteSpeech is here to meet the demand. With its live, face-to-face interaction, RemoteSpeech is not the next best thing to being there in person — it’s just as good, and, in some cases, even better. With advanced state-of-the-art games, activities, and interactive screen sharing, students and adults will actually look forward to their therapy sessions.

Click Here to Learn More About Our Telepractice – Remote Speech-Language Therapy!

At RemoteSpeech.com, Abington Speech Pathology Services, and VirtualTx, we stay abreast of the latest trends in the world of speech-language pathology. We work within an industry that is ever-changing and are constantly on the lookout for opportunities to lend our expertise and provide solutions.  Past articles pertaining to these trends include:

• Top Trends in Speech-Language Pathology
• Patient Trends in Speech-Language Pathology
• Top Trends to Watch In Speech-Language Pathology in 2019

2021 has come with its own set of unique circumstances on the heels of Covid 19.  In this article, we took a look at a broad range of trends that this year had to offer (thus far), for parents, patients, therapists, school administrators, and educators alike. Enjoy!

1. COLLABORATION AIMS AT DIVERSIFYING THE SPEECH-LANGUAGE PROFESSION

A partnership between Pacific University’s School of Communication Sciences & Disorders and the Northwest Regional Education Service District (NWRESD) aims to diversify the speech-language profession. Data from the American Speech-Language-Hearing Association shows the field is predominantly white (92%) and female (96%).

Central to this partnership are Pacific CSD faculty members Mary Mitchell and Ana Lia Oliva, NWRESD program coordinator. The pair have been working tirelessly with SLP leadership for the past two years developing and implementing an integrative program that dovetails with a mutual vision, mission, and values to support emerging professionals with an understanding that both communities have underrepresented students.  …. Read More

2. BACK-TO-SCHOOL: CYBERBULLYING COVERAGE OFFERS AGENTS NEW OPPORTUNITIES

As a consumer’s life changes, there are many obvious triggers for insurance evaluations — like buying a home or a new vehicle. It’s the more unknown risks that arise as new technologies emerge or as children grow up that create opportunities for independent agents to have regular conversations with customers on evolving insurance needs.

Consumers face many changing risks that make it critical for them to have a trusted adviser who examines these new vulnerabilities and offers protection solutions. Similarly, growth-orientated independent agents need carrier partners who monitor the changing risk landscape and introduce protection options in response…. Read More

3. SENTARA SPEECH THERAPY PROGRAM HELPS PARKINSON’S PATIENTS SPEAK WITH INTENT

Michael Showalter is no stranger to Sentara Therapy Center.

The 68-year-old has Parkinson’s and spends much of his time practicing voice exercises. He’s one of the many people participating in the center’s “SPEAK OUT!” program, which emphasizes speaking with intent and converts speech from an automatic function to an intentional act.

A grant from the Parkinson’s Voice Project helps Sentara speech pathologists like Sara Schmitz meet with different patients to work on speaking with intent…. Read More

4. POST-STROKE CARE: PHYSICAL, OCCUPATIONAL AND SPEECH THERAPY CAN IMPROVE RECOVERY

A 2020 update from the American Heart Association notes that someone in the U.S. has a stroke every 40 seconds. The need for post-stroke care is apparent, especially in the form of comprehensive services, including physical, occupational, and speech therapy.

Three certified brain injury specialists — Patty Runkles, Kim Weaver, and Anna Peterson — at Meritus Total Rehab Care, have offered information for readers on all three areas of therapy and how each helps with post-stroke care… Read More

5. CLINICAL REHABILITATION SERVICE MARKET TO WITNESS EXPLOSIVE RISE BY 2027

Various factors are responsible for the market’s growth trajectory, which are studied at length in the report. In addition, the report lists down the restraints that are posing threat to the global Clinical Rehabilitation Service market. It also gauges the bargaining power of suppliers and buyers, threat from new entrants and product substitutes, and the degree of competition prevailing in the market. The influence of the latest government guidelines is also analyzed in detail in the report. It studies the Clinical Rehabilitation Service market’s trajectory between forecast periods… Read More

6. HOW TELEHEALTH OVERCOMES BARRIERS TO CLEFT PALATE CARE AND SPEECH THERAPY

Telemedicine can have long-term health equity benefits, including allowing providers to reach more patients in remote regions without travel requirements and see an increased number of patients in need who have historically avoided care due to stigma.

To discuss virtual care and health equity, Healthcare IT News interviewed Dr. Cate Crowley, professor of practice, Teachers College, at Columbia University in New York City. She works as part of Smile Train’s Global Medical Advisory Board developing the Cleft Palate Speech Training Project, which provides workshops in Spanish and English for parents and colleagues who work with children with repaired clefts… Read More

7. USING TECHNOLOGY AND THERAPY TO HELP THE HEARING-IMPAIRED LIVE OPTIMUM LIVES

For Mumbai audiologist and speech therapist Devangi Dalal, every patient she helps and inspires is a source of inspiration for her as well.

Destiny twice directed the course of  Dalal’s life. The first was when, as a student who aspired to be a doctor, she didn’t get admission to the medical college of her choice. Unwilling to travel to a medical college in another town, she took up the next best option for her at the time: a bachelor of science in audiology and speech therapy from Topiwala National Medical College and BYL Nair Charitable Hospital, Mumbai.

So rare was this profession in those years that the hospital only offered 10 such seats, out of just 65 in all of India… Read More

8. THIS ENGINEER IS CHANGING THE GAME FOR CHILDREN’S SPEECH THERAPY

University of New South Wales electrical engineer and co-founder of Say66 Dr. Beena Ahmed recently won a Women in AI Award for her work in the development of the speech therapy tool.

Ahmed’s award follows 12 years’ research into the topic of automatically detecting pronunciation errors in disordered speech and a career-long passion for applying engineering to speech and healthcare, specifically using signal processing, machine learning, and wearable sensors… Read More

9. WARNER MUSIC JOINS APPLE MUSIC, ROTHCO FOR CHILD SPEECH THERAPY PLAYLISTS

These ‘saylists’ include tracks from Dua Lipa, Lizzo, and Fatboy Slim. They’re designed to help children augment their speech therapy by helping with the repetition of difficult words, phrases, and syllables. Each saylist is centered around challenging speech sounds like ‘ch,’ ‘k,’ and ‘s.’

“Our reason for creating this project was to create a process where repetition we know is vital is a bit more engaging,” says Zara Flynn, Managing Director at Rothco. “We thought what better way to do that than partner with music.”

“Through our research, we found loads of rappers and singers have all had issues and problems with speech impediments. They’ve overcome these through music and the lyrics in their songs.” Flynn says the research took two years to complete, with a team dedicated to sound disorders providing feedback. … Read More

10. NYC SEES STEEP DROP IN BABIES AND TODDLERS WITH DISABILITIES GETTING SERVICES DURING PANDEMIC

As New York City became the global epicenter of the coronavirus pandemic last spring, the number of infants and toddlers referred for evaluations due to possible disabilities plummeted, according to an analysis of city data released Friday.

At the same time, thousands of young children who were already receiving these services stopped getting them.

The analysis focuses on “Early Intervention” services, which are required by federal law, and are designed to ensure that children from birth to age 3 with disabilities or developmental delays get crucial help such as physical, occupational, or speech therapy.

The findings mirror a decline in referrals for special education services among school-age students and offer another grim window into how students with disabilities have struggled during the pandemic… Read More

_______________________________________________________________________________________

The response to the COVID-19 virus is unprecedented. Because of our unique role in children’s K-12 education, we feel a responsibility to do what we can to assist schools, therapists, and students with this transition to online learning and seclusion. To ensure that our clients remain engaged and supported, our therapists will be providing complimentary “Support Sessions” to the country’s youth. We will also be assisting schools by training therapists for remote therapy.

Click here to schedule a complimentary consultation with an Executive Member of our Team.

Abington Speech Pathology and RemoteSpeech.com are uniquely prepared to provide assistance for parents of children with Speech-Language Pathology.

About Abington Speech Pathology

Abington Speech Pathology is managed and owned by a licensed speech-langauge pathologist. All of the company’s directors are licensed and remain clinical to better direct and support both the company’s clients and the clinical staff.

Through the years the company’s client base continues to grow and remains loyal.  ASPS, INC has expanded its services to include Physical therapy, Occupational therapy, Teachers of the visually and hearing impaired, and School psychologists. ASPS, INC. now operates two offices.  The corporate office is in eastern PA and services all 5 major counties surrounding the metro Philadelphia area. The Southern CA office services the Los Angeles and Orange County metro areas and at this point only offers speech pathology services to all settings.

The company offers the professional staff a lending library of materials. In PA, there are 2-3 continuing educational seminars to assist on clinical growth and state and national mandated continuing education requirements.

About RemoteSpeech.com

RemoteSpeech is a subsidiary of Abington Speech Pathology Services, a multi-faceted Rehab company that has provided Speech Staffing and support throughout the country for more than 20 years. RemoteSpeech combines crystal clear voice with the sharpest video to provide next-generation video calling and high-definition video delivery.

Prior to the Covid 19 pandemic, Orna Kempler-Azulay, President of RemoteSpeech, says the demand for speech-language therapists was outpacing the supply in some cities. RemoteSpeech is here to meet the demand. With its live, face-to-face interaction, RemoteSpeech is not the next best thing to being there in person — it’s just as good, and, in some cases, even better. With advanced state-of-the-art games, activities, and interactive screen sharing, students and adults will actually look forward to their therapy sessions.

Click Here to Learn More About Our Telepractice – Remote Speech-Language Therapy!