Topic Areas: Acquired Cognitive Communication Disorders

Topic Chairs: Yvonne Rogalski and Michael de Riesthal

Content Area: Speech-Language Pathology

Proposals appropriate for submission to this topic area include description, assessment, comparison, treatment, and/or prevention of acquired cognitive or cognitive-communication disorders, including the effects of normal aging processes, mild cognitive impairment, focal and diffuse brain damage due to stroke (left/right hemisphere; cortical/subcortical, focal/diffuse), neurodegenerative diseases (e.g., amyotrophic lateral sclerosis, Alzheimer’s disease, Lewy body dementia, multiple sclerosis, Parkinson’s disease, primary progressive aphasia, progressive supranuclear palsy, etc.), or traumatic injuries (e.g., traumatic brain injury/chronic traumatic encephalopathy, concussion, head injury, or blast injury, across the lifespan). This area is also appropriate for intervention approaches including but not limited to behavioral, client-/caregiver-focused, computer-based, cross-linguistic, interprofessional, environmental, multi-cultural, pharmacological and surgical. Other appropriate presentation topics include interprofessional education, practice, and/or research that addresses the implementation of interprofessional competencies within curricular or practice models or the evaluation of collaborative care outcomes specific to acquired cognitive/communication disorders, and end of life communication issues should be included in this topic area.

Research

  • Diversity, equity and inclusion research specifically related to acquired cognitive communication disorders
  • Translational research including implementation and applied studies related to acquired cognitive and cognitive-communication disorders
  • Quantitative inquiries including but not limited to clinical guidelines, meta-analysis, systematic reviews, randomized-controlled trials, well-designed case-control/quasi-experimental studies, single subject designs, patient reported outcomes (PRO)
  • Outcomes evaluation/research
  • Qualitative inquiries including but not limited to ethnographic, narrative, PRO

Professional Education

  • Professional education issues on topics of diversity, equity, and inclusion specifically related to acquired cognitive communication disorders
  • Changes in cognitive abilities associated with post-concussion syndrome, TBI (mild, moderate or severe), chronic traumatic encephalopathy, polytrauma, veterans and active duty military, elderly with TBI, and pediatric TBI
  • Changes in cognitive abilities associated with healthy aging, progressive neurological diseases, strokes, and neurological syndromes resulting in acquired cognitive disorders in adults
  • Comparisons of cognitive behaviors in groups with neurogenic disorders
  • Prevention of acquired cognitive disorders
  • Characteristics, differential diagnosis and management of individuals with acquired cognitive disorders and co‐morbidities (e.g., balance and dizziness, mental health issues, PTSD, visual and hearing impairments, learning disabilities, tinnitus, sleep disorders, etc.)
  • Communication and cognitive assessment and treatment that includes but is not limited to cognitive rehabilitation therapy, care‐provider education and support, rehabilitation across the continuum of care (acute to community), interdisciplinary/interprofessional management, behavioral management, or use of technology
  • Behavioral, social, environmental, neuromodulatory, pharmacological, surgical, and other interventions for acquired cognitive disorders
  • Innovative service delivery models along with telepractice technology for acquired cognitive disorders including but not restricted to: school‐based programs, intensive care unit services, inpatient and outpatient rehabilitation, community support groups, or transitional programs
  • Teaming issues (interprofessional, with neurology OT, PT, school staff, etc.) specific to acquired cognitive disorders
  • End of life communication issues for persons with cognitive disorders.

Related Topics

Proposals including acquired cognitive disorders but with a primary focus on:

  • Policy and professional issues when serving diverse populations should be submitted to the Equity, Inclusion and Influence of Cultural and Linguistic Diversity topic area.
  • Language disorders associated with aphasia should be submitted to the Language Disorders in Adults topic area.
  • Language or cognitive disorders associated with developmental disorders for individuals enrolled in public education should be submitted to the Language and Learning in School-Age Individuals.
  • Language or cognitive disorders for children preschool or younger should be submitted to Language in Infants through Preschoolers topic area.
  • Associated motor speech disorders should be submitted to the Motor Speech Disorders Across the Lifespan topic area.
  • Use of alternative or augmented devices should be submitted to the Augmentative and Alternative Communication (AAC) topic area.
  • Use of telepractice in delivery of service should be submitted to the Telepractice topic area.
  • Hearing loss should be submitted to the Hearing, Balance, Tinnitus – Assessment and Intervention: Adults topic area.

About ASHA

The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for members and affiliates who are audiologists, speech-language pathologists, speech, language, and hearing scientists, audiology and speech-language pathology support personnel, and students.

About the Convention

The ASHA Convention is one of the largest professional development events for audiologists; speech-language pathologists; and speech, language, and hearing scientists. Bringing together approximately 15,000 attendees, the annual Convention offers more than 2,500 sessions eligible for ASHA continuing education credit covering the latest research, clinical skills, and techniques in communication sciences and disorders.

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For inquiries about the ASHA Convention: convention@asha.org

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