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Serious Games and Gamification: Game-Based Learning in Communication Sciences and Disorders
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Brackenbury, Tim; Kopf, Lisa – Perspectives of the ASHA Special Interest Groups, 2022
Purpose: Serious games and gamification are evidence-based forms of game-based learning that facilitate student/client instruction. Serious games are activities that directly incorporate educational content into games; gamification integrates characteristics of games into nongame activities. They both promote learning by increasing students'…
Descriptors: Game Based Learning, Educational Games, Student Motivation, Communication Disorders
Using Active Learning Strategies to Strengthen Cultural and Linguistic Diversity Training in Communication Sciences and Disorders Programs
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O'Fallon, Maura; Garcia, Felicidad – Perspectives of the ASHA Special Interest Groups, 2023
Purpose: Training in cultural competence is an accreditation requirement for graduate programs in communication sciences and disorders (CSD; Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2020). Cultural and linguistic diversity (CLD) instruction within CSD programs and current instructional models may not provide…
Descriptors: Active Learning, Learning Strategies, Cultural Pluralism, Culturally Relevant Education
Perceptions of a Collaborative Professional Learning Program: Seeing the "Bigger Picture"
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Buckley, P. Charlie; Murza, Kimberly A.; Cassel, Tami – Perspectives of the ASHA Special Interest Groups, 2020
Purpose: The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015)…
Descriptors: Special Education, Special Education Teachers, Allied Health Personnel, Speech Language Pathology