Effects of Aging on Communication
Course #9924L -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
This live event takes place Thursday, October 1, 7 pm-8 pm EDT (4 pm-5 pm PDT).
Communication plays a central role in the health, independence, and quality of life of aging adults. As people age, changes in hearing, voice, speech, language, and cognition may affect how they communicate and interact with others. This course reviews normal age-related changes in these areas, as well as strategies for identifying communication difficulties and providing appropriate support and treatment. Learners will also explore approaches for communicating effectively with older adults and counseling families and caregivers.
This live webinar is intended for allied health professionals who care for aging adults.
The purpose of this course is to provide learners with effective strategies for assessment and treatment and counseling families.
Upon completion of this course, you should be able to:
- Identify normal changes in each component of speech related to aging.
- List at least three factors of aging on language.
- Determine at least three evidence-based treatment approaches to address age-related language deficits and improve participation in daily and occupational tasks.
Amber Heape, CScD, CCC-SLP, FNAP, CDP, is an assistant professor and director of the Health Professions Education Track in the SLPD program at Rocky Mountain University of Health Professions. Dr. Heape serves on multiple volunteer committees at the state and national levels. She is a fellow of the National Academies of Practice, is a certified dementia practitioner, and teaches interdisciplinary and multidisciplinary courses related to healthcare in the geriatric population. She is also coordinator for ASHA SIG 15 (Gerontology). Dr. Heape has a passion for clinical education and mentoring future leaders.
Contributing faculty, Amber Heape, CScD, CCC-SLP, FNAP, CDP, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Kimberly Byrd, EdD, PMSW
Scott Deatherage, PhD
Candace Pierce, DNP, RN, CNE, COI
Jessica Restivo, MS, OTR/L, NTMTC
Verlyn Evans, EdD, CCC/SLP
The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.