Preparation and Perceptions of Speech-Language Pathologists Working with Children with Cochlear Implants

ERIC Educational Resources Information Center

Compton, Mary V.; Tucker, Denise A.; Flynn, Perry F.

2009-01-01

This study examined the level of preparedness of North Carolina speech-language pathologists (SLPs) who serve school-aged children with cochlear implants (CIs). A survey distributed to 190 school-based SLPs in North Carolina revealed that 79% of the participants felt they had little to no confidence in managing CI technology or in providing…

Voice Disorder Management Competencies: A Survey of School-Based Speech-Language Pathologists in Nebraska

ERIC Educational Resources Information Center

Teten, Amy F.; DeVeney, Shari L.; Friehe, Mary J.

2016-01-01

Purpose: The purpose of this survey was to determine the self-perceived competence levels in voice disorders of practicing school-based speech-language pathologists (SLPs) and identify correlated variables. Method: Participants were 153 master's level, school-based SLPs with a Nebraska teaching certificate and/or licensure who completed a survey,…

Identifying Culturally Competent Clinical Skills in Speech-Language Pathologists in the Central Valley of California

ERIC Educational Resources Information Center

Maul, Christine A.

2010-01-01

The purpose of this research was to identify specific clinical skills in speech-language pathologists (SLPs) that may constitute cultural competency, a term which currently lacks operational definition. Through qualitative interview methods, the following research questions were addressed: (1) What dominant themes, if any, can be found in SLPs'…

An Introduction to Item Response Theory and Rasch Models for Speech-Language Pathologists

ERIC Educational Resources Information Center

Baylor, Carolyn; Hula, William; Donovan, Neila J.; Doyle, Patrick J.; Kendall, Diane; Yorkston, Kathryn

2011-01-01

Purpose: To present a primarily conceptual introduction to item response theory (IRT) and Rasch models for speech-language pathologists (SLPs). Method: This tutorial introduces SLPs to basic concepts and terminology related to IRT as well as the most common IRT models. The article then continues with an overview of how instruments are developed…

Addressing the Shortage of Speech-Language Pathologists in School Settings

ERIC Educational Resources Information Center

Squires, Katie

2013-01-01

There is a shortage of speech-language pathologists (SLPs) in this country. This shortage is due, in part, to the limited number of openings in graduate programs and the increased need for SLPs as their scope of practice widens, the autism rate grows, and the population ages. Schools are feeling this shortage the most. There are several reasons…

Feeding Tube Placement in Patients with Advanced Dementia: The Beliefs and Practice Patterns of Speech-Language Pathologists

ERIC Educational Resources Information Center

Sharp, Helen M.; Shega, Joseph W.

2009-01-01

Purpose: To describe the beliefs and practices of speech-language pathologists (SLPs) about the use of percutaneous endoscopic gastrostomy (PEG) among patients with advanced dementia and dysphagia. Method: A survey was mailed to a geographically stratified random sample of 1,050 medical SLPs. Results: The response rate was 57%, and 326 surveys met…

A survey of music therapists' work with speech-language pathologists and experiences with augmentative and alternative communication.

PubMed

McCarthy, John; Geist, Kamile; Zojwala, Rashida; Schock, Molly Z

2008-01-01

Although music therapists may work with a variety of professionals in interdisciplinary teams, there is a lack of information about the specific nature of their work with speech-language pathologists (SLPs). Using an Internet-based tool, Board Certified Music Therapists (n = 1834, 1675 deliverable) were surveyed regarding their work with speech-language pathologists and experiences with augmentative and alternative communication (AAC). Specifically, participants were asked about: (a) demographics; (b) populations worked with professionally; (c) past and present work with speech-language pathologists; (d) goals addressed; (e) benefits and challenges encountered; and (f) work with AAC. Responses (N = 847) indicated the majority of participants (73.6%) had worked with SLPs at some point in various roles and in various settings. Fewer participants reported currently working with SLPs (42.8%), although 50.1% reported currently working with someone requiring some form of AAC. Participants reported a mean level of expertise with AAC of 3.9 on a scale of 1-7. Sharing knowledge was noted as a top benefit of working with SLPs, while scheduling was reported as the most frequent challenge. Other benefits and challenges as well as future research directions are discussed.

Speech-language pathologists' assessment and intervention practices with multilingual children.

PubMed

Williams, Corinne J; McLeod, Sharynne

2012-06-01

Within predominantly English-speaking countries such as the US, UK, Canada, New Zealand, and Australia, there are a significant number of people who speak languages other than English. This study aimed to examine Australian speech-language pathologists' (SLPs) perspectives and experiences of multilingualism, including their assessment and intervention practices, and service delivery methods when working with children who speak languages other than English. A questionnaire was completed by 128 SLPs who attended an SLP seminar about cultural and linguistic diversity. Approximately one half of the SLPs (48.4%) reported that they had at least minimal competence in a language(s) other than English; but only 12 (9.4%) reported that they were proficient in another language. The SLPs spoke a total of 28 languages other than English, the most common being French, Italian, German, Spanish, Mandarin, and Auslan (Australian sign language). Participants reported that they had, in the past 12 months, worked with a mean of 59.2 (range 1-100) children from multilingual backgrounds. These children were reported to speak between two and five languages each; the most common being: Vietnamese, Arabic, Cantonese, Mandarin, Australian Indigenous languages, Tagalog, Greek, and other Chinese languages. There was limited overlap between the languages spoken by the SLPs and the children on the SLPs' caseloads. Many of the SLPs assessed children's speech (50.5%) and/or language (34.2%) without assistance from others (including interpreters). English was the primary language used during assessments and intervention. The majority of SLPs always used informal speech (76.7%) and language (78.2%) assessments and, if standardized tests were used, typically they were in English. The SLPs sought additional information about the children's languages and cultural backgrounds, but indicated that they had limited resources to discriminate between speech and language difference vs disorder.

Speech-Language Pathologists' Perceptions of the Importance and Ability to Use Assistive Technology in the Kingdom of Saudi Arabia

ERIC Educational Resources Information Center

Al-Dawaideh, Ahmad Mousa

2013-01-01

Speech-language pathologists (SLPs) frequently work with people with severe communication disorders who require assistive technology (AT) for communication. The purpose of this study was to investigate the SLPs perceptions of the importance of and ability level required for using AT, and the relationship of AT with gender, level of education,…

The Role of Experience in the Perception of Phonetic Detail in Children's Speech: A Comparison between Speech-Language Pathologists and Clinically Untrained Listeners

ERIC Educational Resources Information Center

Munson, Benjamin; Johnson, Julie M.; Edwards, Jan

2012-01-01

Purpose: This study examined whether experienced speech-language pathologists (SLPs) differ from inexperienced people in their perception of phonetic detail in children's speech. Method: Twenty-one experienced SLPs and 21 inexperienced listeners participated in a series of tasks in which they used a visual-analog scale (VAS) to rate children's…

Teaching Active Listening Skills to Pre-Service Speech-Language Pathologists: A First Step in Supporting Collaboration with Parents of Young Children Who Require AAC

ERIC Educational Resources Information Center

Thistle, Jennifer J.; McNaughton, David

2015-01-01

Purpose: This study examined the effect of instruction in an active listening strategy on the communication skills of pre-service speech-language pathologists (SLPs). Method: Twenty-three pre-service SLPs in their 2nd year of graduate study received a brief strategy instruction in active listening skills. Participants were videotaped during a…

Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey

ERIC Educational Resources Information Center

Pavelko, Stacey L.; Owens, Robert E., Jr.; Ireland, Marie; Hahs-Vaughn, Debbie L.

2016-01-01

Purpose: This article examines use of language sample analysis (LSA) by school-based speech-language pathologists (SLPs), including characteristics of language samples, methods of transcription and analysis, barriers to LSA use, and factors affecting LSA use, such as American Speech-Language-Hearing Association certification, number of years'…

Assessment and Intervention for English Language Learners with Primary Language Impairment: Research-Based Best Practices

ERIC Educational Resources Information Center

Pieretti, Robert A.; Roseberry-McKibbin, Celeste

2016-01-01

Speech-language pathologists (SLPs) are experiencing the exciting challenge of serving increasing numbers of English Language Learners (ELLs) in U.S. schools. When ELLs struggle in school, they may be overreferred for speech-language services. SLPs are routinely expected to differentiate a language difference based on cultural, linguistic, and…

"… Trial and error …": Speech-language pathologists' perspectives of working with Indigenous Australian adults with acquired communication disorders.

PubMed

Cochrane, Frances Clare; Brown, Louise; Siyambalapitiya, Samantha; Plant, Christopher

2016-10-01

This study explored speech-language pathologists' (SLPs) perspectives about factors that influence clinical management of Aboriginal and Torres Strait Islander adults with acquired communication disorders (e.g. aphasia, motor speech disorders). Using a qualitative phenomenological approach, seven SLPs working in North Queensland, Australia with experience working with this population participated in semi-structured in-depth interviews. Qualitative content analysis was used to identify categories and overarching themes within the data. Four categories, in relation to barriers and facilitators, were identified from participants' responses: (1) The Practice Context; (2) Working Together; (3) Client Factors; and (4) Speech-Language Pathologist Factors. Three overarching themes were also found to influence effective speech pathology services: (1) Aboriginal and Torres Strait Islander Cultural Practices; (2) Information and Communication; and (3) Time. This study identified many complex and inter-related factors which influenced SLPs' effective clinical management of this caseload. The findings suggest that SLPs should employ a flexible, holistic and collaborative approach in order to facilitate effective clinical management with Aboriginal and Torres Strait Islander people with acquired communication disorders.

Providing Written Language Services in the Schools: The Time Is Now

ERIC Educational Resources Information Center

Fallon, Karen A.; Katz, Lauren A.

2011-01-01

Purpose: The current study was conducted to investigate the provision of written language services by school-based speech-language pathologists (SLPs). Specifically, the study examined SLPs' knowledge, attitudes, and collaborative practices in the area of written language services as well as the variables that impact provision of these services.…

Language Assessment of Latino English Learning Children: A Records Abstraction Study

ERIC Educational Resources Information Center

Kraemer, Robert; Fabiano-Smith, Leah

2017-01-01

The researchers examined how speech-language pathologists (SLPs) in a small northern California school district assessed Spanish speaking English learning (EL) Latino children suspected of language impairments. Specifically we sought to (1) determine whether SLPs adhered to federal, state, and professional guidelines during initial assessments and…

Procedures for Obtaining and Analyzing Writing Samples of School-Age Children and Adolescents

ERIC Educational Resources Information Center

Price, Johanna R.; Jackson, Sandra C.

2015-01-01

Purpose: Many students' writing skills are below grade-level expectations, and students with oral language difficulties are at particular risk for writing difficulties. Speech-language pathologists' (SLPs') expertise in language applies to both the oral and written modalities, yet evidence suggests that SLPs' confidence regarding writing…

Family-centered services for children with complex communication needs: the practices and beliefs of school-based speech-language pathologists.

PubMed

Mandak, Kelsey; Light, Janice

2018-06-01

This study used an online focus group to examine the beliefs and practices of school-based speech-language pathologists (SLPs) who served children with complex communication needs regarding their provision of family-centered services. Participants revealed that despite their desire for family involvement and reported beliefs in the importance of family-centered services, there were barriers in place that often limited family-centered service provision. Across the SLPs, many were dissatisfied with their current provision of family-centered services. The SLPs varied in their reported practices, with some reporting family-centered services and others, professional-centered services. Future research is recommended in order to investigate which factors contribute to the variation among SLPs and how the variation impacts children who require augmentative and alternative communication (AAC) and their families. Potential clinical implications for in-service and pre-service SLPs are discussed to improve future family-centered AAC services.

Providing written language services in the schools: the time is now.

PubMed

Fallon, Karen A; Katz, Lauren A

2011-01-01

The current study was conducted to investigate the provision of written language services by school-based speech-language pathologists (SLPs). Specifically, the study examined SLPs' knowledge, attitudes, and collaborative practices in the area of written language services as well as the variables that impact provision of these services. Public school-based SLPs from across the country were solicited for participation in an online, Web-based survey. Data from 645 full-time SLPs from 49 states were evaluated using descriptive statistics and logistic regression. Many school-based SLPs reported not providing any services in the area of written language to students with written language weaknesses. Knowledge, attitudes, and collaborative practices were mixed. A logistic regression revealed three variables likely to predict high levels of service provision in the area of written language. Data from the current study revealed that many struggling readers and writers on school-based SLPs' caseloads are not receiving services from their SLPs. Implications for SLPs' preservice preparation, continuing education, and doctoral preparation are discussed.

Educational audiologists: their access, benefit, and collaborative assistance to speech-language pathologists in schools.

PubMed

Richburg, Cynthia McCormick; Knickelbein, Becky A

2011-10-01

The main goals of this study were to determine if school-based speech-language pathologists (SLPs) have access to the services of an audiologist and if those SLPs felt they obtained benefit from the audiologist's services. Additional goals included gathering information about SLPs' (a) understanding of basic audiological concepts typical for a school setting, (b) added job responsibilities brought about by lack of access to an audiologist, and (c) collaboration with audiologists. A 36-item survey was e-mailed to 1,000 SLPs listed with the American Speech-Language-Hearing Association as being employed in schools. Two-hundred and nine respondents from 42 states returned the survey. Seventy-six percent of the responding SLPs had access at some time to an audiologist, with 88% of them believing they received benefit from the services provided by that audiologist, primarily in the areas of hearing screenings and in-services. Thirty-eight SLPs (58%) who did not have access to an audiologist reported having additional job responsibilities. Many school-based SLPs believed they received benefit from an audiologist when they had access to one. Collaboration between these professionals was strong, yet findings indicate that audiologists could improve their collaborative efforts with SLPs and assist them in working within their scope of practice and maintaining their ethical standards.

Written Language Disorders: Speech-Language Pathologists' Training, Knowledge, and Confidence

ERIC Educational Resources Information Center

Blood, Gordon W.; Mamett, Callie; Gordon, Rebecca; Blood, Ingrid M.

2010-01-01

Purpose: This study examined speech-language pathologists' (SLPs') perceptions of their (a) educational and clinical training in evaluating and treating written language disorders, (b) knowledge bases in this area, (c) sources of knowledge about written language disorders, (d) confidence levels, and (e) predictors of confidence in working with…

A comparison of Malaysian and Australian speech-language pathologists' practices with children with developmental disabilities who are pre-symbolic.

PubMed

Joginder Singh, Susheel; Iacono, Teresa; Gray, Kylie M

2011-10-01

The aim of this study was to explore the assessment, intervention, and family-centred practices of Malaysian and Australian speech-language pathologists (SLPs) when working with children with developmental disabilities who are pre-symbolic. A questionnaire was developed for the study, which was completed by 65 SLPs from Malaysia and 157 SLPs from Australia. Data reduction techniques were used prior to comparison of responses across questionnaire items. Results indicated that SLPs relied mostly on informal assessments. Malaysian and Australian SLPs differed significantly in terms of obtaining information from outside the clinic to inform assessment. When providing intervention, SLPs focused mostly on improving children's pre-verbal skills. A third of Australian SLPs listed the introduction of some form of symbolic communication as an early intervention goal, compared to only a small percentage of Malaysian SLPs. Regarding family involvement, SLPs most often involved mothers, with fathers and siblings being involved to a lesser extent. Overall, it appeared that practices of Malaysian SLPs had been influenced by developments in research, although there were some areas of service delivery that continued to rely on traditional models. Factors leading to similarities and differences in practice of SLPs from both countries as well as clinical and research implications of the study are discussed.

Bullying in children who stutter: speech-language pathologists' perceptions and intervention strategies.

PubMed

Blood, Gordon W; Boyle, Michael P; Blood, Ingrid M; Nalesnik, Gina R

2010-06-01

Bullying in school-age children is a global epidemic. School personnel play a critical role in eliminating this problem. The goals of this study were to examine speech-language pathologists' (SLPs) perceptions of bullying, endorsement of potential strategies for dealing with bullying, and associations among SLPs' responses and specific demographic and practice-oriented variables. A survey was developed and mailed to 1000 school-based SLPs. Six vignettes describing episodes of physical, verbal, and relational bullying of hypothetical 10-year students who stutter were developed. Three vignettes described bullying specifically mentioning stuttering behaviors, while three described bullying without mentioning stuttering behavior. The data from 475 SLPs were analyzed. SLPs rated physical bullying as most serious and in need of intervention, followed by verbal bullying. Relational bullying was rated as not serious or in need of intervention. SLPs also responded to the likelihood of using strategies for dealing with bullying. Physical and verbal bullying elicited the use of "talking with the teacher", "working with school personnel", and "reassuring the child of his safety" strategies. Relational bullying elicited "ignore the problem" and "be more assertive" strategies. Correlations among variables are reported. The seriousness of physical and verbal bullying, likelihood of intervention, and the lack of knowledge about relational bullying is discussed. Readers should be able to: (1) summarize the research describing the negative effects of three major types of bullying, (2) summarize the research describing bullying and children with communication disorders, especially stuttering, (3) report results of a survey of speech-language pathologists' (SLPs) perceptions of bullying in school-age children, (4) explain the perceived seriousness of the problem by SLPs and likelihood of intervention, and (5) describe the need for continued prevention and intervention activities for children who stutter. Copyright 2010 Elsevier Inc. All rights reserved.

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions.

PubMed

Blood, Gordon W; Blood, Ingrid M

2016-01-01

Antibullying initiatives indicate that all school-based personnel should accept responsibility for changing the school climate and eliminating bullying. This study examined if victims seeking assistance for bullying contacted speech-language pathologists (SLPs), SLPs' preparation to address bullying and their current perceptions of responsibilities and interventions. A mailed survey consisting of a questionnaire and scale on bullying intervention strategies was completed by 418 school-based SLPs. Sixty-one (14.6%) SLPs reported that victims on their caseloads told them directly about being bullied during the last month. The majority of SLPs (84.9%) reported that bullying was a problem in schools, and 65.1% reported that they had observed students being bullied in the past month. Less than half of the SLPs (46.7%) reported feeling prepared to deal with bullying episodes. Thirty-six SLPs (7.9%) reported that they did not address bullying issues because it was outside the scope of practice or job responsibilities. This is the first large study to report that victims seek help from SLPs directly for assistance with bullying incidents. SLPs stated that they received some training in addressing bullying issues but did not feel prepared. SLPs thought bullying was a problem but were undecided about the best strategies for assisting the students. © 2016 S. Karger AG, Basel.

Speech-Language Pathologists' Knowledge and Attitudes Regarding Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Populations.

PubMed

Hancock, Adrienne; Haskin, Gregory

2015-05-01

The cultures and service needs of lesbian, gay, bisexual, transgender, and queer (LGBTQ) minority groups are relevant to speech-language pathologists (SLPs). In particular, transgender individuals seeking communication services from SLPs in order to improve quality of life require culturally and clinically competent clinicians. Knowledge and attitudes regarding a population are foundational stages toward cultural competency (Turner, Wilson, & Shirah, 2006). The purpose of this research is to assess LGBTQ knowledge and attitudes among aspiring and practicing SLPs. An online survey was completed by 279 SLPs from 4 countries. Mean accuracy scores on LGBTQ culture questions were near 50%. Self-ratings indicated more comfort than knowledge, with generally positive feelings toward LGBTQ subgroups. Transgender communication is within SLPs' scope of practice, yet 47% indicated such services were not addressed in their master's curriculum, and 51% did not know how to describe transgender communication therapy. When respondents were asked to indicate priority of 10 LGBTQ topics for a continuing education seminar, communication masculinization/feminization best practice and case examples had the highest mean priority scores. There is a need to promote LGBTQ cultural competence within speech-language pathology. This study provides direction for improving LGBTQ cultural competence among SLPs.

A Nationwide Survey of Nonspeech Oral Motor Exercise Use: Implications for Evidence-Based Practice

ERIC Educational Resources Information Center

Lof, Gregory L.; Watson, Maggie M.

2008-01-01

Purpose: A nationwide survey was conducted to determine if speech-language pathologists (SLPs) use nonspeech oral motor exercises (NSOMEs) to address children's speech sound problems. For those SLPs who used NSOMEs, the survey also identified (a) the types of NSOMEs used by the SLPs, (b) the SLPs' underlying beliefs about why they use NSOMEs, (c)…

The management of vocal fold nodules in children: a national survey of speech-language pathologists.

PubMed

Signorelli, Monique E; Madill, Catherine J; McCabe, Patricia

2011-06-01

The purpose of this study was to determine the management options and voice therapy techniques currently being used by practicing speech-language pathologists (SLPs) to treat vocal fold nodules (VFNs) in children. The sources used by SLPs to inform and guide their clinical decisions when managing VFNs in children were also explored. Sixty-two SLPs completed a 23-item web-based survey. Data was analysed using frequency counts, content analyses, and supplementary analyses. SLPs reported using a range of management options and voice therapy techniques to treat VFNs in children. Voice therapy was reportedly the most frequently used management option across all respondents, with the majority of SLPs using a combination of indirect and direct voice therapy techniques. When selecting voice therapy techniques, the majority of SLPs reported that they did not use the limited external evidence available to guide their clinical decisions. Additionally, the majority of SLPs reported that they frequently relied on lower levels of evidence or non-evidence-based sources to guide clinical practice both in the presence and absence of higher quality evidence. Further research needs to investigate strategies to remove the barriers that impede SLPs use of external evidence when managing VFNs in children.

Program Intensity and Service Delivery Models in the Schools: SLP Survey Results

ERIC Educational Resources Information Center

Brandel, Jayne; Loeb, Diane Frome

2011-01-01

Purpose: School-based speech-language pathologists (SLPs) routinely work with team members to make recommendations regarding an intervention program's intensity and method of service delivery for children with speech and language impairments. In this study, student, SLP, and workplace characteristics that may influence SLPs' recommendations were…

Korean speech-language pathologists' attitudes toward stuttering according to clinical experiences.

PubMed

Lee, Kyungjae

2014-11-01

Negative attitudes toward stuttering and people who stutter (PWS) are found in various groups of people in many regions. However the results of previous studies examining the influence of fluency coursework and clinical certification on the attitudes of speech-language pathologists (SLPs) toward PWS are equivocal. Furthermore, there have been few empirical studies on the attitudes of Korean SLPs toward stuttering. To determine whether the attitudes of Korean SLPs and speech-language pathology students toward stuttering would be different according to the status of clinical certification, stuttering coursework completion and clinical practicum in stuttering. Survey data from 37 certified Korean SLPs and 70 undergraduate students majoring in speech-language pathology were analysed. All the participants completed the modified Clinician Attitudes Toward Stuttering (CATS) Inventory. Results showed that the diagnosogenic view was still accepted by many participants. Significant differences were found in seven out of 46 CATS Inventory items according to the certification status. In addition significant differences were also found in three items and one item according to stuttering coursework completion and clinical practicum experience in stuttering, respectively. Clinical and educational experience appears to have mixed influences on SLPs' and students' attitudes toward stuttering. While SLPs and students may demonstrate more appropriate understanding and knowledge in certain areas of stuttering, they may feel difficulty in their clinical experience, possibly resulting in low self-efficacy. © 2014 Royal College of Speech and Language Therapists.

Providing Early Intervention Services to Diverse Populations: Are Speech-Language Pathologists Prepared?

ERIC Educational Resources Information Center

Caesar, Lena G.

2013-01-01

This study used a survey approach to investigate the current state of speech-language preservice academic and clinical preparation for providing early intervention (EI) services to culturally and linguistically diverse (CLD) populations. Information was obtained from speech-language pathologists (SLPs) employed in EI settings regarding their…

Promoting Literacy in Students with ASD: The Basics for the SLP

ERIC Educational Resources Information Center

Lanter, Elizabeth; Watson, Linda R.

2008-01-01

Purpose: This article provides a tutorial for speech-language pathologists (SLPs) concerning approaches for improving the reading skills of students with autism spectrum disorder (ASD). SLPs are encouraged to modify their role to include a literacy focus, not only because of inclusion and standardized reading tests, but also because SLPs offer…

Management of swallowing and communication difficulties in Down syndrome: A survey of speech-language pathologists.

PubMed

Meyer, Carly; Theodoros, Deborah; Hickson, Louise

2017-02-01

To explore speech pathology services for people with Down syndrome across the lifespan. Speech-language pathologists (SLPs) working in Australia were invited to complete an online survey, which enquired about the speech pathology services they had provided to client/s with Down syndrome in the past 12 months. The data were analysed using descriptive statistics. A total of 390 SLPs completed the survey; 62% reported seeing a client with Down syndrome in the past 12 months. Most commonly, SLPs provided assessment and individual intervention for communication with varying levels of family involvement. The areas of dysphagia and/or communication addressed by SLPs, or in need of more services differed according to the age of the person with Down syndrome. SLPs reported a number of reasons why services were restricted. There is a need to re-assess the way that SLPs currently provide services to people with Down syndrome. More research is needed to develop and evaluate treatment approaches that can be used to better address the needs of this population.

Retention of School-Based SLPs: Relationships among Caseload Size, Workload Satisfaction, Job Satisfaction, and Best Practice

ERIC Educational Resources Information Center

Hutchins, Tiffany L.; Howard, Malinda; Prelock, Patricia A.; Belin, Gayle

2010-01-01

Nationally, the shortage of speech-language pathologists (SLPs) in the schools is growing. As such, it is important to understand factors related to the retention of SLPs in this setting. This study expanded on previous research by examining a wider range of factors that may be related to the retention of SLPs including caseload size, workload…

Addressing phonological memory in language therapy with clients who have Down syndrome: Perspectives of speech-language pathologists.

PubMed

Faught, Gayle G; Conners, Frances A; Barber, Angela B; Price, Hannah R

2016-11-01

Phonological memory (PM) plays a significant role in language development but is impaired in individuals with Down syndrome (DS). Without formal recommendations on how to address PM limitations in clients with DS, it is possible speech-language pathologists (SLPs) find ways to do so in their practices. This study asked if and how SLPs address PM in language therapy with clients who have DS. It also asked about SLPs' opinions of the importance, practicality and difficulty of addressing PM in clients with DS. SLPs participated in an online survey that asked if they address PM in clients with DS and, if so, how often and with which techniques. The survey also asked SLPs to rate their opinions of addressing PM in clients with DS with Likert scales. To contrast clients with DS, SLPs were asked about their practices and opinions with clients who have specific language impairment (SLI) and autism spectrum disorders (ASD). SLPs were recruited through e-mails sent from state organizations and researchers. To compare SLPs' practices and opinions across client types, frequency analyses and analyses of variance (ANOVAs) were run. In all, 290 SLPs from 28 states completed the survey. Nearly all SLPs were currently practising at the time data were collected, and all worked with at least one of the three client types. Findings indicated SLPs less often addressed PM and used less variety when addressing PM with clients who have DS compared with clients who have SLI or ASD. Further, SLPs considered it less important, less practical and more difficult to address PM in clients who have DS when compared with clients who have SLI, whereas a similar pattern was found with clients who have ASD. SLPs' opinions could be one reason they under-address PM with clients who have DS. Other reasons include there are no evidence-based practice (EBP) guidelines on this topic, and there is not enough familiarity with the DS phenotype among SLPs. Future research on ways to address PM in clients with DS successfully are essential so that EBP guidelines can be established and language therapy can be made more effective. © 2016 Royal College of Speech and Language Therapists.

International aspirations for speech-language pathologists' practice with multilingual children with speech sound disorders: development of a position paper.

PubMed

McLeod, Sharynne; Verdon, Sarah; Bowen, Caroline

2013-01-01

A major challenge for the speech-language pathology profession in many cultures is to address the mismatch between the "linguistic homogeneity of the speech-language pathology profession and the linguistic diversity of its clientele" (Caesar & Kohler, 2007, p. 198). This paper outlines the development of the Multilingual Children with Speech Sound Disorders: Position Paper created to guide speech-language pathologists' (SLPs') facilitation of multilingual children's speech. An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians, and speech scientists) with knowledge about multilingual children's speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in professional practice. Fourteen panel members met for a one-day workshop to identify key points for inclusion in the position paper. Subsequently, 42 additional panel members participated online to contribute to drafts of the position paper. A thematic analysis was undertaken of the major areas of discussion using two data sources: (a) face-to-face workshop transcript (133 pages) and (b) online discussion artifacts (104 pages). Finally, a moderator with international expertise in working with children with speech sound disorders facilitated the incorporation of the panel's recommendations. The following themes were identified: definitions, scope, framework, evidence, challenges, practices, and consideration of a multilingual audience. The resulting position paper contains guidelines for providing services to multilingual children with speech sound disorders (http://www.csu.edu.au/research/multilingual-speech/position-paper). The paper is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version (World Health Organization, 2007) and incorporates recommendations for (a) children and families, (b) SLPs' assessment and intervention, (c) SLPs' professional practice, and (d) SLPs' collaboration with other professionals. Readers will 1. recognize that multilingual children with speech sound disorders have both similar and different needs to monolingual children when working with speech-language pathologists. 2. Describe the challenges for speech-language pathologists who work with multilingual children. 3. Recall the importance of cultural competence for speech-language pathologists. 4. Identify methods for international collaboration and consultation. 5. Recognize the importance of engaging with families and people within their local communities for supporting multilingual children in context. Copyright © 2013 Elsevier Inc. All rights reserved.

An assessment of the information-seeking abilities and needs of practicing speech-language pathologists

PubMed Central

Nail-Chiwetalu, Barbara; Bernstein Ratner, Nan

2007-01-01

Objectives: This study assessed the information-seeking practices and needs of speech-language pathologists (SLPs). Improved understanding of these needs can inform librarians and educators to better prepare students in principles and methods of evidence-based practice (EBP) and, through continuing education (CE), promote the integration of EBP into clinical practice of SLPs. Methods: A 16-question survey was mailed to 1,000 certified speech-language pathologists in the United States. Results: Two hundred and eight usable surveys were returned for a response rate of 21%. For clinical questions, SLPs most often consulted with a colleague, participated in CE activities, and searched the open Internet. Few respondents relied on scholarly journal articles for assistance with clinical cases. The most prominent barriers to finding appropriate information were time and knowledge of where and how to find relevant information. Few reported having information literacy instruction by a librarian. Discussion: If EBP is to become a viable practice in clinical decision making, there appears to be a tremendous need for information literacy instruction in the university curriculum, as well as through CE activities for currently practicing SLPs. Given respondents' reported lack of time and limited access to full-text journals containing evidence relevant to clinical practice, the field of speech-language pathology will need to generate readily accessible clinical summaries of research evidence through meta-analyses, systematic reviews, and clinical practice guidelines. PMID:17443251

20 Ways for Classroom Teachers to Collaborate with Speech-Language Pathologists

ERIC Educational Resources Information Center

Bauer, Kellie L.; Iyer, Suneeti Nathani; Boon, Richard T.; Fore, Cecil, III

2010-01-01

Students with disabilities are increasingly receiving services in the general education classroom, and as a result, speech-language pathologists (SLPs) are using a variety of flexible models to meet the needs of these students. Although some schools continue to provide pullout service delivery models for speech-language therapy, many are…

Pharmacotherapy and Children with Autism Spectrum Disorder: A Tutorial for Speech-Language Pathologists

ERIC Educational Resources Information Center

Self, Trisha L.; Hale, LaDonna S.; Crumrine, Daiquirie

2010-01-01

Purpose: The purpose of this tutorial is to provide speech-language pathologists (SLPs) with general information regarding the most commonly prescribed medications for children with autism spectrum disorder (ASD; e.g., central nervous system stimulants, noradrenergic reuptake inhibitors, alpha-2 adrenergic agonists, antipsychotics,…

Bullying: what speech-language pathologists should know.

PubMed

Hughes, Stephanie

2014-01-01

The purpose of this tutorial is to introduce speech-language pathologists (SLPs) to the broad issues surrounding the problem of school bullying in childhood and adolescence. Specifically, types of bullying and their causes are considered, as are the roles students take when bullying occurs and the effects of bullying on students with communication disorders. Strategies and suggestions to help SLPs more effectively prevent and manage bullying of students with communication disorders are discussed. A review of the scholarly literature in education, psychology, child and adolescent development, and speech-language pathology was conducted. Recommendations for how SLPs can prevent and intervene in bullying incidences were extrapolated from the reviewed literature. Students with communication disorders are at particularly high risk for being bullied by peers. Some students with communication disorders are "provocative victims" in that they demonstrate impairments in social skills that draw the attention of bullies. Both provocative victims and typical students may react aggressively when bullied and bully others in retaliation. SLPs can and should help to create an inclusive environment for all students while addressing bullying of students with communication disorders via therapeutic activities.

Speech-language pathologists and the Common Core Standards initiative: an opportunity for leadership and organizational change.

PubMed

Dunkle, Jennifer; Flynn, Perry

2012-05-01

The Common Core State Standards initiative within public school education is designed to provide uniform guidelines for academic standards, including more explicit language targets. Speech-language pathologists (SLPs) are highly qualified language experts who may find new leadership roles within their clinical practice using the Common Core Standards. However, determining its usage by SLPs in clinical practice needs to be examined. This article seeks to discover the social context of organizations and organizational change in relation to clinical practice. Specifically, this article presents the diffusion of innovations theory to explain how initiatives move from ideas to institutionalization and the importance of social context in which these initiatives are introduced. Next, the values of both SLPs and organizations will be discussed. Finally, this article provides information on how to affect organizational change through the value of an affirmative, socially based theoretical perspective and methodology, appreciative inquiry. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Designing augmentative and alternative communication applications: the results of focus groups with speech-language pathologists and parents of children with autism spectrum disorder.

PubMed

Boster, Jamie B; McCarthy, John W

2018-05-01

The purpose of this study was to gain insight from speech-language pathologists (SLPs) and parents of children with autism spectrum disorder (ASD) regarding appealing features of augmentative and alternative communication (AAC) applications. Two separate 1-hour focus groups were conducted with 8 SLPs and 5 parents of children with ASD to identify appealing design features of AAC Apps, their benefits and potential concerns. Participants were shown novel interface designs for communication mode, play mode and incentive systems. Participants responded to poll questions and provided benefits and drawbacks of the features as part of structured discussion. SLPs and parents identified a range of appealing features in communication mode (customization, animation and colour-coding) as well as in play mode (games and videos). SLPs preferred interfaces that supported motor planning and instruction while parents preferred those features such as character assistants that would appeal to their child. Overall SLPs and parents agreed on features for future AAC Apps. SLPs and parents have valuable input in regards to future AAC app design informed by their experiences with children with ASD. Both groups are key stakeholders in the design process and should be included in future design and research endeavors. Implications for Rehabilitation AAC applications for the iPad are often designed based on previous devices without consideration of new features. Ensuring the design of new interfaces are appealing and beneficial for children with ASD can potentially further support their communication. This study demonstrates how key stakeholders in AAC including speech language pathologists and parents can provide information to support the development of future AAC interface designs. Key stakeholders may be an untapped resource in the development of future AAC interfaces for children with ASD.

Getting comfortable with "comfort feeding": An exploration of legal and ethical aspects of the Australian speech-language pathologist's role in palliative dysphagia care.

PubMed

Kelly, Katherine; Cumming, Steven; Kenny, Belinda; Smith-Merry, Jennifer; Bogaardt, Hans

2018-06-01

With an ageing population, speech-language pathologists (SLPs) can expect to encounter legal and ethical challenges associated with palliative and end-of-life care more frequently. An awareness of the medico-legal and ethical framework for palliative dysphagia management will better equip SLPs to work effectively in this area. This narrative review examines a range of legislation, legal, ethical and SLP literature that is currently available to orient SLPs to legal and ethical palliative dysphagia management in the Australian context. Relevant legal and ethical considerations in palliative and end-of-life care are described. SLPs have a role in palliative dysphagia management, however, this can involve unique legal and ethical challenges. The legal position on provision and cessation of nutrition and hydration differs between Australian States and Territories. Decisions by the courts have established a body of relevant case law. This article introduces SLPs to some of the important considerations for legal and ethical palliative care, but is not intended to be directive. SLPs are encouraged to explore their local options for ethical and medico-legal guidance. It is hoped that increasing SLPs awareness of many of the concepts discussed in this article enhances the provision of high-quality patient-centred care.

Beyond lip service: Towards human rights-driven guidelines for South African speech-language pathologists.

PubMed

Pascoe, Michelle; Klop, Daleen; Mdlalo, Thandeka; Ndhambi, Mikateko

2018-02-01

Developed with a strong awareness of past injustices, South Africa's progressive constitution emphasises a full spectrum of human rights. While the constitution celebrates many languages and cultures, speech-language pathologists (SLPs) face challenges in translating these values into practice with a diverse clientele. Similarly, Article 19 of the Universal Declaration of Human Rights focuses on freedom of expression in one's language of choice, but is often perceived as a "Cinderella" right (i.e. one that is frequently neglected). This paper presents a literature review undertaken in association with the Health Professions Council of South Africa to produce guidelines to support SLPs in their practice with diverse linguistic and cultural groups. The aim was to identify key points for inclusion in a set of human rights-driven guidelines. Specific objectives were to critique: (1) current guidelines for SLPs working with diverse cultural and linguistic groups; and (2) equivalent guidelines for related professions. Content analysis of the datasets revealed key themes which formed the basis of an initial skeleton, to be further developed through a consultative process and discussion, ultimately aiming to provide supportive, practical guidelines to better equip South African SLPs to serve all the people of the country.

Addressing Phonological Memory in Language Therapy with Clients Who Have Down Syndrome: Perspectives of Speech-Language Pathologists

ERIC Educational Resources Information Center

Faught, Gayle G.; Conners, Frances A.; Barber, Angela B.; Price, Hannah R.

2016-01-01

Background: Phonological memory (PM) plays a significant role in language development but is impaired in individuals with Down syndrome (DS). Without formal recommendations on how to address PM limitations in clients with DS, it is possible speech-language pathologists (SLPs) find ways to do so in their practices. Aims: This study asked if and how…

Using Hierarchical Linear Modeling to Examine How Individual SLPs Differentially Contribute to Children's Language and Literacy Gains in Public Schools.

PubMed

Farquharson, Kelly; Tambyraja, Sherine R; Logan, Jessica; Justice, Laura M; Schmitt, Mary Beth

2015-08-01

The purpose of this study was twofold: (a) to determine the unique contributions in children's language and literacy gains, over 1 academic year, that are attributable to the individual speech-language pathologist (SLP) and (b) to explore possible child- and SLP-level factors that may further explain SLPs' contributions to children's language and literacy gains. Participants were 288 kindergarten and 1st-grade children with language impairment who were currently receiving school-based language intervention from SLPs. Using hierarchical linear modeling, we partitioned the variance in children's gains in language (i.e., grammar, vocabulary) and literacy (i.e., word decoding) that could be attributed to their individual SLP. Results revealed a significant contribution of individual SLPs to children's gains in grammar, vocabulary, and word decoding. Children's fall language scores and grade were significant predictors of SLPs' contributions, although no SLP-level predictors were significant. The present study makes a first step toward incorporating implementation science and suggests that, for children receiving school-based language intervention, variance in child language and literacy gains in an academic year is at least partially attributable to SLPs. Continued work in this area should examine the possible SLP-level characteristics that may further explicate the relative contributions of SLPs.

The role of language familiarity in bilingual stuttering assessment.

PubMed

Lee, Amanda Savio; Robb, Michael P; Ormond, Tika; Blomgren, Michael

2014-10-01

The aim of this study was to evaluate the ability of English-speaking speech-language pathologists (SLPs) to evaluate stuttering behaviour in two Spanish-English bilingual adults who stutter (AWS1 and AWS2). The English-speaking SLPs were asked to judge the frequency, severity, type, duration, and physical concomitants of stuttering in both languages of the two AWS. The combined results from the English-speaking SLPs were then compared to the judgements of three Spanish-English bilingual SLPs. Results indicated that English-speaking SLPs (1) judged stuttering frequency to be greater in Spanish than English for AWS1, and equal in Spanish and English for AWS2, (2) were more accurate at evaluating individual moments of stuttering for the English samples compared to the Spanish samples, (3) identified fewer and less severe stuttering behaviours than the bilingual SLPs in both languages, and (4) were accurate judges of overall stuttering severity in both languages. The results correspond to past research examining the accuracy of stuttering evaluations in unfamiliar languages. Possible explanations for the findings, clinical implications, and future research directions are discussed.

Korean Speech-Language Pathologists' Attitudes toward Stuttering According to Clinical Experiences

ERIC Educational Resources Information Center

Lee, Kyungjae

2014-01-01

Background: Negative attitudes toward stuttering and people who stutter (PWS) are found in various groups of people in many regions. However the results of previous studies examining the influence of fluency coursework and clinical certification on the attitudes of speech-language pathologists (SLPs) toward PWS are equivocal. Furthermore, there…

Massachusetts School-Based Speech-Language Pathologists' Experiences with and Perceptions of Educator Evaluation

ERIC Educational Resources Information Center

Corcoran, Molly A.

2017-01-01

Educator evaluation is of significant interest and concern for all members of the national school community. School-based speech-language pathologists (SLPs), share these sentiments with their classroom counterparts. Frequently included in such evaluation systems, it is of concern to the SLP community that research documenting how school-based…

Autism Spectrum Disorders: Experience, Training, and Confidence Levels of School-Based Speech-Language Pathologists

ERIC Educational Resources Information Center

Plumb, Allison M.; Plexico, Laura W.

2013-01-01

Purpose: To investigate the graduate training experiences of school-based speech-language pathologists (SLPs) working with children with autism spectrum disorders (ASDs). Comparisons were made between recent graduates (post 2006) and pre-2006 graduates to determine if differences existed in their academic and clinical experiences or their…

A Study of Job Satisfaction Correlates among Urban School Speech Language Pathologists

ERIC Educational Resources Information Center

Maxie-Brown, Gwendolyn J.

2011-01-01

The purpose of this study was to examine relationships between the job satisfaction of speech language pathologists (SLPs) and self-efficacy, work relationships and two components of job performance: teacher judgments of student improvement and supervisor ratings of teacher efficiency. It was hypothesized that each of the variables would be…

Bullying: What Speech-Language Pathologists Should Know

ERIC Educational Resources Information Center

Hughes, Stephanie

2014-01-01

Purpose: The purpose of this tutorial is to introduce speech-language pathologists (SLPs) to the broad issues surrounding the problem of school bullying in childhood and adolescence. Specifically, types of bullying and their causes are considered, as are the roles students take when bullying occurs and the effects of bullying on students with…

Characteristics of Children Who Struggle with Reading: Teachers and Speech-Language Pathologists Collaborate to Support Young Learners

ERIC Educational Resources Information Center

Squires, Katie E.; Gillam, Sandra L.; Reutzel, D. Ray

2013-01-01

Speech language pathologists (SLPs) have developed specialized knowledge about oral language and its relationship to early literacy development that can be particularly useful to early childhood educators. The purpose of this article is to highlight ways in which an SLP can support early childhood teachers in a Response to Intervention role by…

Addressing phonological memory in language therapy with clients who have Down syndrome: Perspectives of speech–language pathologists

PubMed Central

Faught, Gayle G.; Conners, Frances A.; Barber, Angela B.; Price, Hannah R.

2018-01-01

Background Phonological memory (PM) plays a significant role in language development but is impaired in individuals with Down syndrome (DS). Without formal recommendations on how to address PM limitations in clients with DS, it is possible speech–language pathologists (SLPs) find ways to do so in their practices. Aims This study asked if and how SLPs address PM in language therapy with clients who have DS. It also asked about SLPs’ opinions of the importance, practicality and difficulty of addressing PM in clients with DS. Methods & Procedures SLPs participated in an online survey that asked if they address PM in clients with DS and, if so, how often and with which techniques. The survey also asked SLPs to rate their opinions of addressing PM in clients with DS with Likert scales. To contrast clients with DS, SLPs were asked about their practices and opinions with clients who have specific language impairment (SLI) and autism spectrum disorders (ASD). SLPs were recruited through e-mails sent from state organizations and researchers. To compare SLPs’ practices and opinions across client types, frequency analyses and analyses of variance (ANOVAs) were run. Outcomes & Results In all, 290 SLPs from 28 states completed the survey. Nearly all SLPs were currently practising at the time data were collected, and all worked with at least one of the three client types. Findings indicated SLPs less often addressed PM and used less variety when addressing PM with clients who have DS compared with clients who have SLI or ASD. Further, SLPs considered it less important, less practical and more difficult to address PM in clients who have DS when compared with clients who have SLI, whereas a similar pattern was found with clients who have ASD. Conclusions & Implications SLPs’ opinions could be one reason they under-address PM with clients who have DS. Other reasons include there are no evidence-based practice (EBP) guidelines on this topic, and there is not enough familiarity with the DS phenotype among SLPs. Future research on ways to address PM in clients with DS successfully are essential so that EBP guidelines can be established and language therapy can be made more effective. PMID:27150499

Parental Involvement in Speech Intervention: A National Survey

ERIC Educational Resources Information Center

Pappas, Nicole Watts; McLeod, Sharynne; McAllister, Lindy; McKinnon, David H.

2008-01-01

A survey of 277 speech language pathologists (SLPs) investigated beliefs and practice regarding parents' involvement in service planning and delivery for children with speech impairment. Although the SLPs frequently involved parents in service delivery for speech intervention, parental involvement in service planning was less frequent. SLPs…

End of Life: An Overview

ERIC Educational Resources Information Center

Toner, Mary Ann; Shadden, Barbara B.

2012-01-01

Speech-language pathologists (SLPs) provide services to patients confronting the end of life (EOL) in a variety of settings. Instead of targeting improvement of health or sustaining life, EOL services focus primarily on quality of life. Although SLPs may not consider themselves core members of the health care team providing EOL services, the…

Speech-language pathologist job satisfaction in school versus medical settings.

PubMed

Kalkhoff, Nicole L; Collins, Dana R

2012-04-01

The goal of this study was to determine if job satisfaction differs between speech-language pathologists (SLPs) working in school settings and SLPs working in medical settings. The Job Satisfaction Survey (JSS) by Spector (1997) was sent via electronic mail to 250 SLPs in each of the 2 settings. Job satisfaction scores were computed from subscale category ratings and were compared between the 2 settings. Subscale category ratings for pay, promotion, supervision, benefits, contingent rewards, operating conditions, coworkers, nature of work, and communication were analyzed for differences between and within settings. Age, caseload size, and years-at-position were analyzed by linear regression to determine whether these factors might predict SLPs' job satisfaction. The survey had a response rate of 19.6% (N = 98 participants). Although SLPs in both settings were generally satisfied with their jobs, SLPs in medical settings had significantly higher total job satisfaction scores. Respondents from both settings had similar satisfaction ratings for subscale categories, with nature of work receiving the highest rating and operating conditions and promotion the lowest. Results of the linear regression analysis for age, caseload size, and years-at-position were not significant. Further research should evaluate important aspects of job satisfaction in both settings, especially nature of work operating conditions, and promotion.

Factors Influencing School-Based Speech and Language Pathologists in the Selection of Communication Assessments for Students with Autism Spectrum Disorders: Why We Do What We Do

ERIC Educational Resources Information Center

Schwartz, Lorna T.

2010-01-01

Speech and language pathologists (SLPs) are collaborators in a diagnostic process that reflects an increasing number of referrals of children with autism spectrums disorders (ASD). Also, current practices leading to the remediation of speech and language disorders have come under scrutiny for limitations in effective carryover of targeted goals…

School-Based Speech-Language Pathologists' Knowledge and Perceptions of Autism Spectrum Disorder and Bullying

ERIC Educational Resources Information Center

Ofe, Erin E.; Plumb, Allison M.; Plexico, Laura W.; Haak, Nancy J.

2016-01-01

Purpose: The purpose of the current investigation was to examine speech-language pathologists' (SLPs') knowledge and perceptions of bullying, with an emphasis on autism spectrum disorder (ASD). Method: A 46-item, web-based survey was used to address the purposes of this investigation. Participants were recruited through e-mail and electronic…

Familiarity Breeds Support: Speech-Language Pathologists' Perceptions of Bullying of Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Blood, Gordon W.; Blood, Ingrid M.; Coniglio, Amy D.; Finke, Erinn H.; Boyle, Michael P.

2013-01-01

Children with autism spectrum disorders (ASD) are primary targets for bullies and victimization. Research shows school personnel may be uneducated about bullying and ways to intervene. Speech-language pathologists (SLPs) in schools often work with children with ASD and may have victims of bullying on their caseloads. These victims may feel most…

Speech-Language Pathologists' Assessment Practices for Children with Suspected Speech Sound Disorders: Results of a National Survey

ERIC Educational Resources Information Center

Skahan, Sarah M.; Watson, Maggie; Lof, Gregory L.

2007-01-01

Purpose: This study examined assessment procedures used by speech-language pathologists (SLPs) when assessing children suspected of having speech sound disorders (SSD). This national survey also determined the information participants obtained from clients' speech samples, evaluation of non-native English speakers, and time spent on assessment.…

Practice Patterns of Speech-Language Pathologists in Pediatric Vocal Health.

PubMed

Hartley, Naomi A; Braden, Maia; Thibeault, Susan L

2017-05-17

The purpose of this study was to investigate current practices of speech-language pathologists (SLPs) in the management of pediatric vocal health, with specific analysis of the influence of clinical specialty and workplace setting on management approaches. American Speech-Language-Hearing Association-certified clinicians providing services within the United States (1%-100% voice caseload) completed an anonymous online survey detailing clinician demographics; employment location and service delivery models; approaches to continuing professional development; and specifics of case management, including assessment, treatment, and discharge procedures. Current practice patterns were analyzed for 100 SLPs (0-42 years of experience; 77 self-identifying as voice specialists) providing services in 34 U.S. states across a range of metropolitan and nonmetropolitan workplace settings. In general, SLPs favored a multidisciplinary approach to management; included perceptual, instrumental, and quality of life measures during evaluation; and tailored intervention to the individual using a combination of therapy approaches. In contrast with current practice guidelines, only half reported requiring an otolaryngology evaluation prior to initiating treatment. Both clinical specialty and workplace setting were found to affect practice patterns. SLPs in school settings were significantly less likely to consider themselves voice specialists compared with all other work environments. Those SLPs who considered themselves voice specialists were significantly more likely to utilize voice-specific assessment and treatment approaches. SLP practice largely mirrors current professional practice guidelines; however, potential exists to further enhance client care. To ensure that SLPs are best able to support children in successful communication, further research, education, and advocacy are required.

Functional Seating for School-Age Children with Cerebral Palsy: An Evidence-Based Tutorial

ERIC Educational Resources Information Center

Costigan, F. Aileen; Light, Janice

2011-01-01

Purpose: This tutorial is designed to teach speech-language pathologists (SLPs) best practices to support functional seating of children with cerebral palsy (CP) in the classroom and in school-based therapy sessions. This tutorial teaches SLPs to (a) recognize the positive effects of seating intervention, (b) identify the characteristics of…

Long-Term Outcome of the Lidcombe Program for Early Stuttering Intervention

ERIC Educational Resources Information Center

Miller, Barbara; Guitar, Barry

2009-01-01

Purpose: To report long-term outcomes of the first 15 preschool children treated with the Lidcombe Program by speech-language pathologists (SLPs) who were inexperienced with the program and independent of the program developers. Research questions were: Would the treatment have a similar outcome with inexperienced SLPs compared to outcomes when…

The reliability of a severity rating scale to measure stuttering in an unfamiliar language.

PubMed

Hoffman, Laura; Wilson, Linda; Copley, Anna; Hewat, Sally; Lim, Valerie

2014-06-01

With increasing multiculturalism, speech-language pathologists (SLPs) are likely to work with stuttering clients from linguistic backgrounds that differ from their own. No research to date has estimated SLPs' reliability when measuring severity of stuttering in an unfamiliar language. Therefore, this study was undertaken to estimate the reliability of SLPs' use of a 9-point severity rating (SR) scale, to measure severity of stuttering in a language that was different from their own. Twenty-six Australian SLPs rated 20 speech samples (10 Australian English [AE] and 10 Mandarin) of adults who stutter using a 9-point SR scale on two separate occasions. Judges showed poor agreement when using the scale to measure stuttering in Mandarin samples. Results also indicated that 50% of individual judges were unable to reliably measure the severity of stuttering in AE. The results highlight the need for (a) SLPs to develop intra- and inter-judge agreement when using the 9-point SR scale to measure severity of stuttering in their native language (in this case AE) and in unfamiliar languages; and (b) research into the development and evaluation of practice and/or training packages to assist SLPs to do so.

Principals' Opinions on the Role of Speech-Language Pathologists Serving Students with Communication Disorders Involved in Violence

ERIC Educational Resources Information Center

Ritzman, Mitzi J.; Sanger, Dixie

2007-01-01

Purpose: The purpose of this study was to survey the opinions of principals concerning the role of speech-language pathologists (SLPs) serving students with communication disorders who have been involved in violence. Method: A mixed methods design involving 678 questionnaires was mailed to elementary, middle, and high school principals in a…

Auditory-Perceptual Assessment of Fluency in Typical and Neurologically Disordered Speech

ERIC Educational Resources Information Center

Penttilä, Nelly; Korpijaakko-Huuhka, Anna-Maija; Kent, Ray D.

2018-01-01

Purpose: The aim of this study is to investigate how speech fluency in typical and atypical speech is perceptually assessed by speech-language pathologists (SLPs). Our research questions were as follows: (a) How do SLPs rate fluency in speakers with and without neurological communication disorders? (b) Do they differentiate the speaker groups? and…

An issue hiding in plain sight: when are speech-language pathologists special educators rather than related services providers?

PubMed

Giangreco, Michael F; Prelock, Patricia A; Turnbull, H Rutherford

2010-10-01

Under the Individuals With Disabilities Education Act (IDEA; as amended, 2004), speech-language pathology services may be either special education or a related service. Given the absence of guidance documents or research on this issue, the purposes of this clinical exchange are to (a) present and analyze the IDEA definitions related to speech-language pathologists (SLPs) and their roles, (b) offer a rationale for the importance of and distinction between their roles, (c) propose an initial conceptualization (i.e., flow chart) to distinguish between when an SLP should function as a related services provider versus a special educator, and (d) suggest actions to develop and disseminate a clearer shared understanding of this issue. Federal definitions of special education and related services as related to SLPs are discussed in terms of determining special education eligibility, meeting student needs, ensuring SLPs are following their code of ethics and scope of practice, and facilitating appropriate personnel utilization and service delivery planning. Clarifying the distinction between special education and related services should lead to increased likelihood of appropriate services for students with disabilities, improved working conditions for SLPs, and enhanced collaboration among team members. This clinical exchange is meant to promote dialogue and research about this underexamined issue.

Results of an assessment of information needs among speech-language pathologists and audiologists in Idaho.

PubMed

Guo, Ruiling; Bain, Barbara A; Willer, Janene

2008-04-01

The research assesses the information needs of speech-language pathologists (SLPs) and audiologists in Idaho and identifies specific needs for training in evidence-based practice (EBP) principles and searching EBP resources. A survey was developed to assess knowledge and skills in accessing information. Questionnaires were distributed to 217 members of the Idaho Speech-Language-Hearing Association, who were given multiple options to return the assessment survey (web, email, mail). Data were analyzed descriptively and statistically. The total response rate was 38.7% (84/217). Of the respondents, 87.0% (73/84) indicated insufficient knowledge and skills to search PubMed. Further, 47.6% (40/84) indicated limited knowledge of EBP. Of professionals responding, 52.4% (44/84) reported interest in learning more about EBP and 47.6% (40/84) reported interest in learning to search PubMed. SLPs and audiologists who graduated within the last 10 years were more likely to respond online, while those graduating prior to that time preferred to respond via hard copy. DISCUSSIONS/CONCLUSION: More effort should be made to ensure that SLPs and audiologists develop skills in locating information to support their practice. Results from this information needs assessment were used to design a training and outreach program on EBP and EBP database searching for SLPs and audiologists in Idaho.

Speech & Language Therapy for Children and Adolescents with Down Syndrome

MedlinePlus

... SLPs can work with families and teachers to design and implement an effective school, home and community ... speech-language pathologist can provide information and can design a home activities program to help the child ...

Current Training and Continuing Education Needs of Preschool and School-Based Speech-Language Pathologists regarding Children with Cleft Lip/Palate

ERIC Educational Resources Information Center

Bedwinek, Anne P.; Kummer, Ann W.; Rice, Gale B.; Grames, Lynn Marty

2010-01-01

Purpose: The purpose of this study was to obtain information regarding the education and experience of preschool and school-based speech-language pathologists (SLPs) regarding the assessment and treatment of children born with cleft lip and/or palate and to determine their continuing education needs in this area. Method: A 16-item mixed-methods…

Use of the Response to Intervention Model for Remediation of Mild Articulation Errors by Speech-Language Pathologists in Indiana Public Schools

ERIC Educational Resources Information Center

Fritz-Ocock, Amy

2016-01-01

The role of the school speech-language pathologist (SLP) has recently evolved to reflect national trends of educational reform. In an era of accountability for all student learning, Response to Intervention (RTI) has become the predominant vehicle for providing preventative, intensified instruction to students at risk. School SLPs in Indiana have…

Communication-based services for persons with severe disabilities in schools: a survey of speech-language pathologists.

PubMed

Siegel, Ellin B; Maddox, Laura L; Ogletree, Billy T; Westling, David L

2010-01-01

Speech-language pathologists in school settings were surveyed with an instrument created from the National Joint Committee for the Communication Needs of Persons with Severe Disabilities' quality indicators self-assessment tool. Participants valued practice indicators of quality communication assessment and intervention to a higher degree than their actual practice. These findings appear to suggest that SLPs may not provide best practice services to individuals with severe disabilities. Suggestions for enhancing inservice training and intervention practices of SLPs and team members who work with individuals with severe disabilities are provided. The reader will be able to; (1) understand the value of using the NJC quality indicators to guide SLP practices with individuals with severe disabilities in schools; (2) recognize that research indicates that SLPs working with individuals with severe disabilities in schools may not provide best practice services to the extent that they value these practices; (3) discuss possible strategies to increase the quality of services provided to individuals with severe disabilities in schools.

Unique Contributors to the Curriculum: From Research to Practice for Speech-Language Pathologists in Schools.

PubMed

Powell, Rachel K

2018-04-05

This lead article of the Clinical Forum focuses on the research that supports why speech-language pathologists (SLPs) are an integral part of the overarching curriculum for all students in schools. Focus on education has shifted to student performance in our global world, specifically in college and career readiness standards. This article reviews recommendations on best practice from the American Speech-Language-Hearing Association on SLPs' roles in schools, as well as data on school-based services. Implementation of these practices as it is applicable to school initiatives will be explored. Methods of interventions available in schools, from general education to special education, will be discussed based on national guidelines for a Response to Intervention and Multi-Tiered System of Support. Research regarding teacher knowledge of the linguistic principles of reading instruction will be explored, as well as correlation between teacher knowledge and student performance. The implications for how SLPs as the linguistic experts offer unique roles in curriculum and the evidence available to support this role will be explored. Implications for future research needs will be discussed. The demands of a highly rigorous curriculum allow SLPs a unique opportunity to apply their knowledge in linguistic principles to increase student performance and achievement. With the increased focus on student achievement, growth outcome measures, and value-added incentives, it is critical that SLPs become contributors to the curriculum for all students and that data to support this role are gathered through focused research initiatives.

Experienced speech-language pathologists' responses to ethical dilemmas: an integrated approach to ethical reasoning.

PubMed

Kenny, Belinda; Lincoln, Michelle; Balandin, Susan

2010-05-01

To investigate the approaches of experienced speech-language pathologists (SLPs) to ethical reasoning and the processes they use to resolve ethical dilemmas. Ten experienced SLPs participated in in-depth interviews. A narrative approach was used to guide participants' descriptions of how they resolved ethical dilemmas. Individual narrative transcriptions were analyzed by using the participant's words to develop an ethical story that described and interpreted their responses to dilemmas. Key concepts from individual stories were then coded into group themes to reflect participants' reasoning processes. Five major themes reflected participants' approaches to ethical reasoning: (a) focusing on the well-being of the client, (b) fulfilling professional roles and responsibilities, (c) attending to professional relationships, (d) managing resources, and (e) integrating personal and professional values. SLPs demonstrated a range of ethical reasoning processes: applying bioethical principles, casuistry, and narrative reasoning when managing ethical dilemmas in the workplace. The results indicate that experienced SLPs adopted an integrated approach to ethical reasoning. They supported clients' rights to make health care choices. Bioethical principles, casuistry, and narrative reasoning provided useful frameworks for facilitating health professionals' application of codes of ethics to complex professional practice issues.

Sharing Expository Texts with Preschool Children in Special Education

ERIC Educational Resources Information Center

Breit-Smith, Allison; Busch, Jamie; Guo, Ying

2015-01-01

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository tests offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between…

Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools.

PubMed

Arias, Graciela; Friberg, Jennifer

2017-01-01

The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA, 2004). The study was modeled to replicate portions of Caesar and Kohler's (2007) study and expanded to include a nationally representative sample. A total of 166 respondents completed an electronic survey. Results indicated that the majority of respondents have performed bilingual language assessments. Furthermore, the most frequently used informal and standardized assessments were identified. SLPs identified supports, and barriers to assessment, as well as their perceptions of graduate preparation. The findings of this study demonstrated that although SLPs have become more compliant to ASHA and IDEA guidelines, there is room for improvement in terms of adequate training in bilingual language assessment.

Familiarity breeds support: speech-language pathologists' perceptions of bullying of students with autism spectrum disorders.

PubMed

Blood, Gordon W; Blood, Ingrid M; Coniglio, Amy D; Finke, Erinn H; Boyle, Michael P

2013-01-01

Children with autism spectrum disorders (ASD) are primary targets for bullies and victimization. Research shows school personnel may be uneducated about bullying and ways to intervene. Speech-language pathologists (SLPs) in schools often work with children with ASD and may have victims of bullying on their caseloads. These victims may feel most comfortable turning to SLPs for help during one-to-one treatment sessions to discuss these types of experiences. A nationwide survey mailed to 1000 school-based SLPs, using a vignette design technique, determined perceptions about intervention for bullying and use of specific strategies. Results revealed a majority of the SLPs (89%) responses were in "likely" or "very likely" to intervene categories for all types of bullying (physical, verbal, relational and cyber), regardless of whether the episode was observed or not. A factor analysis was conducted on a 14 item strategy scale for dealing with bullying for children with ASD. Three factors emerged, labeled "Report/Consult", "Educate the Victim", and Reassure the Victim". SLPs providing no services to children with ASD on their caseloads demonstrated significantly lower mean scores for the likelihood of intervention and using select strategies. SLPs may play an important role in reducing and/or eliminating bullying episodes in children with ASD. Readers will be able to (a) explain four different types of bullying, (b) describe the important role of school personnel in reducing and eliminating bullying, (c) describe the perceptions and strategies selected by SLPs to deal with bullying episodes for students with ASD, and (d) outline the potential role of SLPs in assisting students with ASD who are victimized. Copyright © 2013 Elsevier Inc. All rights reserved.

Measuring Stuttering in Preschool-Aged Children across Different Languages: An International Study.

PubMed

Bosshardt, Hans-Georg; Packman, Ann; Blomgren, Michael; Kretschmann, Jens

2015-01-01

Many speech-language pathologists (SLPs) are working in linguistically diverse communities and have to identify and measure stuttering in a language other than their own. The aim of the present study was to extend our understanding of how well SLPs can measure stuttering in other languages and to encourage collaboration between SLPs across cultures. Speech samples consisted of seven preschool-aged children each speaking one of the following languages: Danish, English, French, German, Greek, Italian, and Persian (Farsi). The judges were classified in seven groups of SLPs (n = 170) each speaking one of the seven languages of the children and two more English-speaking groups. Each judge rated the severity of stuttering in each child using a 10-point scale. The study was conducted over the Internet. Overall, the judges' proficiency in a child's language was not systematically related to the variability and agreement of the severity ratings, accounting for maximally 4.6% of the variance. SLPs should not be overly concerned about the appropriateness of their severity ratings if they feel less proficient in the native language of the stuttering children. It may also be encouraging for beginning clinicians that the severity ratings were not systematically related to professional experience. © 2016 S. Karger AG, Basel.

Adoption of Telepractice for Speech-Language Services: A Statewide Perspective

ERIC Educational Resources Information Center

Lowman, J. Joneen; Kleinert, Harold L.

2017-01-01

Little information exists regarding the statewide adoption of telepractice, the delivery of speech-language services at a distance through telecommunications, for addressing the documented shortage of speech-language pathologists (SLPs) in rural communities. A statewide survey of directors of special education revealed that only two school…

Bilingual Language Assessment: Contemporary versus Recommended Practice in American Schools

ERIC Educational Resources Information Center

Arias, Graciela; Friberg, Jennifer

2017-01-01

Purpose: The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA,…

Language Disorders and Reading: Interdependence Necessitates Combined Intervention Approaches.

ERIC Educational Resources Information Center

Scavuzzo, Annebelle

The presentation examines information on the issue of language-reading dependency and the roles that speech language pathologists (SLPs) can play to address both skills. The relationship of oral language and reading development is examined in terms of models (such as the Top-Down/Bottom-Up model) and hypotheses and research etiology. Studies on…

Factors Influencing the Selection of Standardized Tests for the Diagnosis of Specific Language Impairment

ERIC Educational Resources Information Center

Betz, Stacy K.; Eickhoff, Jessica R.; Sullivan, Shanleigh F.

2013-01-01

Purpose: Standardized tests are one of the primary assessment tools used by speech-language pathologists (SLPs) to diagnose child language impairment. Numerous child language tests are commercially available; however, it is unknown what factors lead clinicians to select particular tests to use in clinical practice. This study investigated whether…

Results of an assessment of information needs among speech-language pathologists and audiologists in Idaho*

PubMed Central

Guo, Ruiling; Bain, Barbara A.; Willer, Janene

2008-01-01

Objectives: The research assesses the information needs of speech-language pathologists (SLPs) and audiologists in Idaho and identifies specific needs for training in evidence-based practice (EBP) principles and searching EBP resources. Methods: A survey was developed to assess knowledge and skills in accessing information. Questionnaires were distributed to 217 members of the Idaho Speech-Language-Hearing Association, who were given multiple options to return the assessment survey (web, email, mail). Data were analyzed descriptively and statistically. Results: The total response rate was 38.7% (84/217). Of the respondents, 87.0% (73/84) indicated insufficient knowledge and skills to search PubMed. Further, 47.6% (40/84) indicated limited knowledge of EBP. Of professionals responding, 52.4% (44/84) reported interest in learning more about EBP and 47.6% (40/84) reported interest in learning to search PubMed. SLPs and audiologists who graduated within the last 10 years were more likely to respond online, while those graduating prior to that time preferred to respond via hard copy. Discussions/Conclusion: More effort should be made to ensure that SLPs and audiologists develop skills in locating information to support their practice. Results from this information needs assessment were used to design a training and outreach program on EBP and EBP database searching for SLPs and audiologists in Idaho. PMID:18379669

Delivering Bad News: Attitudes, Feelings, and Practice Characteristics Among Speech-Language Pathologists.

PubMed

Gold, Rinat; Gold, Azgad

2018-02-06

The purpose of this study was to examine the attitudes, feelings, and practice characteristics of speech-language pathologists (SLPs) in Israel regarding the subject of delivering bad news. One hundred and seventy-three Israeli SLPs answered an online survey. Respondents represented SLPs in Israel in all stages of vocational experience, with varying academic degrees, from a variety of employment settings. The survey addressed emotions involved in the process of delivering bad news, training on this subject, and background information of the respondents. Frequency distributions of the responses of the participants were determined, and Pearson correlations were computed to determine the relation between years of occupational experience and the following variables: frequency of delivering bad news, opinions regarding training, and emotions experienced during the process of bad news delivery. Our survey showed that bad news delivery is a task that most participants are confronted with from the very beginning of their careers. Participants regarded training in the subject of delivering bad news as important but, at the same time, reported receiving relatively little training on this subject. In addition, our survey showed that negative emotions are involved in the process of delivering bad news. Training SLPs on specific techniques is required for successfully delivering bad news. The emotional burden associated with breaking bad news in the field of speech-language pathology should be noticed and addressed.

Auditory processing disorders: an update for speech-language pathologists.

PubMed

DeBonis, David A; Moncrieff, Deborah

2008-02-01

Unanswered questions regarding the nature of auditory processing disorders (APDs), how best to identify at-risk students, how best to diagnose and differentiate APDs from other disorders, and concerns about the lack of valid treatments have resulted in ongoing confusion and skepticism about the diagnostic validity of this label. This poses challenges for speech-language pathologists (SLPs) who are working with school-age children and whose scope of practice includes APD screening and intervention. The purpose of this article is to address some of the questions commonly asked by SLPs regarding APDs in school-age children. This article is also intended to serve as a resource for SLPs to be used in deciding what role they will or will not play with respect to APDs in school-age children. The methodology used in this article included a computerized database review of the latest published information on APD, with an emphasis on the work of established researchers and expert panels, including articles from the American Speech-Language-Hearing Association and the American Academy of Audiology. The article concludes with the authors' recommendations for continued research and their views on the appropriate role of the SLP in performing careful screening, making referrals, and supporting intervention.

Clinicians' perspectives of therapeutic alliance in face-to-face and telepractice speech-language pathology sessions.

PubMed

Freckmann, Anneka; Hines, Monique; Lincoln, Michelle

2017-06-01

To investigate the face validity of a measure of therapeutic alliance for paediatric speech-language pathology and to determine whether a difference exists in therapeutic alliance reported by speech-language pathologists (SLPs) conducting face-to-face sessions, compared with telepractice SLPs or in their ratings of confidence with technology. SLPs conducting telepractice (n = 14) or face-to-face therapy (n = 18) completed an online survey which included the Therapeutic Alliance Scales for Children - Revised (TASC-r) (Therapist Form) to rate clinicians' perceptions of rapport with up to three clients. Participants also reported their overall perception of rapport with each client and their comfort with technology. There was a strong correlation between TASC-r total scores and overall ratings of rapport, providing preliminary evidence of TASC-r face validity. There was no significant difference between TASC-r scores for telepractice and face-to-face therapy (p = 0.961), nor face-to-face and telepractice SLPs' confidence with familiar (p = 0.414) or unfamiliar technology (p = 0.780). The TASC-r may be a promising tool for measuring therapeutic alliance in speech-language pathology. Telepractice does not appear to have a negative effect on rapport between SLPs and paediatric clients. Future research is required to identify how SLPs develop rapport in telepractice.

Beliefs regarding the Impact of Accent within Speech-Language Pathology Practice Areas

ERIC Educational Resources Information Center

Levy, Erika S.; Crowley, Catherine J.

2012-01-01

With the demographic shifts in the United States, it is increasingly the case that speech-language pathologists (SLPs) come from different language backgrounds from those of their clients and have nonnative accents in their languages of service. An anonymous web-based survey was completed by students and clinic directors in SLP training programs…

Development and evaluation of the environment and communication assessment toolkit with speech-language pathologists.

PubMed

Bruce, Carrie; Brush, Jennifer A; Sanford, Jon A; Calkins, Margaret P

2013-04-01

Communication dysfunction that results from dementia can be exacerbated by environmental barriers such as inadequate lighting, noisy conditions, poor or absent environmental cues, and visual clutter. Speech-language pathologists (SLPs) should address these environmental barriers as part of a comprehensive treatment plan for clients with dementia. The Environment and Communication Assessment Toolkit for Dementia Care (ECAT) was evaluated by SLPs to determine: (1) changes in awareness of environmental factors prior to and after training; (2) impact of the ECAT on practice as measured by changes in the number of environmental modifications recommended and made prior to and after training; (3) utility of the information as measured by the helpfulness, amount of new information, and usefulness of the ECAT; and (4) usability of the ECAT materials based on ease of use. The SLPs used the ECAT with clients with dementia who had functional limitations and required substantial assistance with daily activities. Results indicate that the ECAT is an effective tool for SLPs, providing information about the impact of the environment on communication and supplying sufficient resources to make recommendations and implement effective interventions. The ECAT successfully increased awareness of environmental modifications, influenced the practice of recommending environmental modifications, and had utility in diverse aspects of clinical practice. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

The National Outcomes Measurement System for Pediatric Speech-Language Pathology

ERIC Educational Resources Information Center

Mullen, Robert; Schooling, Tracy

2010-01-01

Purpose: The American Speech-Language-Hearing Association's (ASHA's) National Outcomes Measurement System (NOMS) was developed in the late 1990s. The primary purpose was to serve as a source of data for speech-language pathologists (SLPs) who found themselves called on to provide empirical evidence of the functional outcomes associated with their…

Distinguishing between casual talk and academic talk beginning in the preschool years: an important consideration for speech-language pathologists.

PubMed

van Kleeck, Anne

2014-11-01

The need for speech-language pathologists (SLPs) to consider an academic talk (AT) register in addition to an everyday casual talk (CT) register of oral language with children beginning in the preschool years is presented, the AT and CT registers are distinguished in a comprehensive manner, ideas regarding AT language assessment are proposed, and suggestions for fostering children's skills with the AT register are offered. Extant research and scholarship from a wide variety of disciplines are integrated and organized. The author discusses the role of the SLP in supporting AT skills beginning in the preschool years and the added risk of difficulties with the AT register for children with language impairment who are from diverse backgrounds. Two broad categories-social-interactive and cognitive-that give rise to linguistic features that differentiate between the CT and AT registers are deduced from extant scholarship. SLPs should consider children's competence with the AT register as they work to prepare preschoolers and older children for the language demands of school.

Role of the Speech-Language Pathologist (SLP) in the Head and Neck Cancer Team.

PubMed

Hansen, Kelly; Chenoweth, Marybeth; Thompson, Heather; Strouss, Alexandra

2018-01-01

While treatments for head and neck cancer are aimed at curing patients from disease, they can have significant short- and long-term negative impacts on speech and swallowing functions. Research demonstrates that early and frequent involvement of Speech-Language Pathologists (SLPs) is beneficial to these functions and overall quality of life for head and neck cancer patients. Strategies and tools to optimize communication and safe swallowing are presented in this chapter.

Win-win: advancing written language knowledge and practice through university clinics.

PubMed

Katz, Lauren A; Fallon, Karen A

2015-02-01

Speech-language pathologists (SLPs) are uniquely suited for assessing and treating individuals with both spoken and written language disorders. Yet as students move from the elementary grades into the middle and high school grades, SLPs tend to provide fewer direct language services to them. Although spoken language disorders become written language disorders, SLP are not receiving sufficient training in the area of written language, and this is reflected in the extent to which they believe they have the knowledge and skills to provide services to struggling readers and writers on their caseloads. In this article, we discuss these problems and present effective methods for addressing them. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning. Second Edition

ERIC Educational Resources Information Center

Paradis, Johanne; Genesee, Fred; Crago, Martha B.

2011-01-01

As more and more dual language learners enter the school system, now is the ideal time for this second edition of the bestselling textbook--essential for preparing speech language pathologists (SLPs) and educators to work with young children who are bilingual or learning a second language. This comprehensive, student-friendly text takes the…

The use of non-speech oral-motor exercises among Indian speech-language pathologists to treat speech disorders: An online survey

PubMed Central

Thomas, Roha M.; Kaipa, Ramesh

2015-01-01

Objective Previous surveys in the United States of America (USA), the United Kingdom (UK), and Canada have indicated that most of the speech-language pathologists (SLPs) tend to use non-speech oral-motor exercises (NSOMEs) on a regular basis to treat speech disorders. At present, there is considerable debate regarding the clinical effectiveness of NSOMEs. The current study aimed to investigate the pattern and extent of usage of NSOMEs among Indian SLPs. Method An online survey intended to elicit information regarding the use of NSOMEs was sent to 505 members of the Indian Speech and Hearing Association. The questionnaire consisted of three sections. The first section solicited demographic information, the second and third sections solicited information from participants who did and did not prefer to use NSOMEs, respectively. Descriptive statistics were employed to analyse the responses that were clinically relevant. Results A total of 127 participants responded to the survey. Ninety-one percent of the participants who responded to the survey indicated that they used NSOMEs. Conclusion The results suggested that the percentage of SLPs preferring to use NSOMEs is similar to the findings of surveys conducted in the USA, the UK, and Canada. The Indian SLPs continue to use NSOMEs based on a multitude of beliefs. It is important for SLPs to incorporate the principles of evidence-based practice while using NSOMEs to provide high quality clinical care. PMID:26304211

The Levels of Speech Usage Rating Scale: Comparison of Client Self-Ratings with Speech Pathologist Ratings

ERIC Educational Resources Information Center

Gray, Christina; Baylor, Carolyn; Eadie, Tanya; Kendall, Diane; Yorkston, Kathryn

2012-01-01

Background: The term "speech usage" refers to what people want or need to do with their speech to fulfil the communication demands in their life roles. Speech-language pathologists (SLPs) need to know about clients' speech usage to plan appropriate interventions to meet their life participation goals. The Levels of Speech Usage is a…

An initial reliability and validity study of the Interaction, Communication, and Literacy Skills Audit.

PubMed

El-Choueifati, Nisrine; Purcell, Alison; McCabe, Patricia; Heard, Robert; Munro, Natalie

2014-06-01

Early childhood educators (ECEs) have an important role in promoting positive outcomes for children's language and literacy development. This paper reports the development of a new tool, The Interaction Communication and Literacy (ICL) Skills Audit, and pilots its reliability and validity. Intra- and inter-rater reliability was examined by three speech-language pathologists (SLPs). Five skill areas relating to ECE language and literacy practice were rated. The face and content validity of the ICL Skills Audit was examined by expert SLPs (n = 8) and expert ECEs (n = 4) via questionnaire. The overall intra-rater reliability for the ICL Skills Audit was excellent with percentage close agreement (PCA) of 91-94. Inter-rater agreement was PCA 68-80. Expert SLPs and ECEs agreed that the content was comprehensive and practical. Based on this preliminary study, the ICL Skills Audit appears to be a promising tool that can be used by SLPs and ECEs in collaboration to measure the skills of ECEs in the areas of language and literacy support. Future psychometric and outcome research on the revised ICL Skills Audit is warranted.

Preparing Speech Language Pathology Students to Work in Early Childhood

ERIC Educational Resources Information Center

Barton, Erin E.; Moore, Heather W.; Squires, Jane K.

2012-01-01

The shortage of highly qualified speech language pathologists (SLPs) with specialized training in early intervention and early childhood special education (EI/ECSE) is a pressing issue facing the field and dramatically impacts young children's social and academic success. SLP personnel preparation programs focused on training specialists in…

A Program Evaluation of the Language Lab™: Response to Intervention Program for Teaching Grammar, Vocabulary, and Storytelling

ERIC Educational Resources Information Center

Wiechmann, JoAnn; Richardson, Martha; Jones, Don

2014-01-01

This program evaluation study addressed the struggle of local elementary school speech-language pathologists (SLPs) in a school district to provide evidence-based intervention in language for students below grade level as required by the U.S. Department of Education. Recently, Language Lab™ was published to address the needs of oral language…

Impacts of an In-Service Education Program on Promoting Language Development in Young Children: A Pilot Study with Early Childhood Educators

ERIC Educational Resources Information Center

Scarinci, Nerina; Rose, Tanya; Pee, Jerrine; Webb, Kylie

2015-01-01

Early childhood educators (ECEs) play an important role in fostering language development in young children. In-service education, led by speech-language pathologists (SLPs), has a potential role in educating ECEs about language development. In this pilot study, 42 ECEs attended an in-service education program and completed pre- and…

Characteristics, Assessment, and Treatment of Writing Difficulties in College Students with Language Disorders and/or Learning Disabilities

ERIC Educational Resources Information Center

Richards, Stephanie A.

2015-01-01

Many students currently are enrolled in colleges and universities across the country with language disorders and/or learning disabilities (LLD). The majority of these students struggle with writing, creating a need to identify and provide them with writing intervention services. Speech-language pathologists (SLPs) may provide this intervention;…

Commentary on "Reading Comprehension Is Not a Single Ability": Implications for Child Language Intervention.

PubMed

Ukrainetz, Teresa A

2017-04-20

This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and activity. Reading comprehension, as Catts and Kamhi explain, is very complicated. In this commentary, I consider how comprehension has been taught and the directions in which it is moving. I consider how speech-language pathologists (SLPs), with their distinctive expertise and resources, can contribute to effective reading comprehension instruction. I build from Catts and Kamhi's emphasis on the importance of context and knowledge, using the approaches of staying on topic, close reading, and incorporating quality features of intervention. I consider whether and how SLPs should treat language skills and comprehension strategies to achieve noticeable changes in their students' reading comprehension. Within this multidimensional view of reading comprehension, SLPs can make strategic, meaningful contributions to improving the reading comprehension of students with language impairments.

Evidence-based speech-language pathology practices in schools: findings from a national survey.

PubMed

Hoffman, Lavae M; Ireland, Marie; Hall-Mills, Shannon; Flynn, Perry

2013-07-01

This study documented evidence-based practice (EBP) patterns as reported by speech-language pathologists (SLPs) employed in public schools during 2010-2011. Using an online survey, practioners reported their EBP training experiences, resources available in their workplaces, and the frequency with which they engage in specific EBP activities, as well as their resource needs and future training format preferences. A total of 2,762 SLPs in 28 states participated in the online survey, 85% of whom reported holding the Certificate of Clinical Competence in Speech-Language Pathology credential. Results revealed that one quarter of survey respondents had no formal training in EBP, 11% of SLPs worked in school districts with official EBP procedural guidelines, and 91% had no scheduled time to support EBP activities. The majority of SLPs posed and researched 0 to 2 EBP questions per year and read 0 to 4 American Speech-Language-Hearing Association (ASHA) journal articles per year on either assessment or intervention topics. Use of ASHA online resources and engagement in EBP activities were documented to be low. However, results also revealed that school-based SLPs have high interest in additional training and resources to support scientifically based practices. Suggestions for enhancing EBP support in public schools and augmenting knowledge transfer are provided.

Procedures for Obtaining and Analyzing Writing Samples of School-Age Children and Adolescents.

PubMed

Price, Johanna R; Jackson, Sandra C

2015-10-01

Many students' writing skills are below grade-level expectations, and students with oral language difficulties are at particular risk for writing difficulties. Speech-language pathologists' (SLPs') expertise in language applies to both the oral and written modalities, yet evidence suggests that SLPs' confidence regarding writing assessment is low. Writing samples are a clinically useful, criterion-referenced assessment technique that is relevant to helping students satisfy writing-related requirements of the Common Core State Standards (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010a). This article provides recommendations for obtaining and analyzing students' writing samples. In this tutorial, the authors provide a comprehensive literature review of methods regarding (a) collection of writing samples from narrative, expository (informational/explanatory), and persuasive (argument) genres; (b) variables of writing performance that are useful to assess; and (c) manual and computer-aided techniques for analyzing writing samples. The authors relate their findings to expectations for writing skills expressed in the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010a). SLPs can readily implement many techniques for obtaining and analyzing writing samples. The information in this article provides SLPs with recommendations for the use of writing samples and may help increase SLPs' confidence regarding written language assessment.

Evidence-Based Speech-Language Pathology Practices in Schools: Findings from a National Survey

ERIC Educational Resources Information Center

Hoffman, LaVae M.; Ireland, Marie; Hall-Mills, Shannon; Flynn, Perry

2013-01-01

Purpose: This study documented evidence-based practice (EBP) patterns as reported by speech-language pathologists (SLPs) employed in public schools during 2010-2011. Method: Using an online survey, practioners reported their EBP training experiences, resources available in their workplaces, and the frequency with which they engage in specific EBP…

Teaching active listening skills to pre-service speech-language pathologists: a first step in supporting collaboration with parents of young children who require AAC.

PubMed

Thistle, Jennifer J; McNaughton, David

2015-01-01

This study examined the effect of instruction in an active listening strategy on the communication skills of pre-service speech-language pathologists (SLPs). Twenty-three pre-service SLPs in their 2nd year of graduate study received a brief strategy instruction in active listening skills. Participants were videotaped during a simulated parent meeting before and after the strategy instruction. Simulated parent meetings addressed issues that parents of children who use augmentative and alternative communication (AAC) may face. Social validity measures were gathered from the participants and from parents of children who use AAC. Pre- and postinstruction use of the active listening strategy was scored and compared using a Wilcoxon signed-ranks test, with statistically significant results. Postinstruction scores were significantly higher than preinstruction scores, providing evidence of the effectiveness of the instruction. Furthermore, participants and parents of children who use AAC described the postinstruction interactions more positively than the preinstruction interactions, suggesting that the pre-service SLPs benefited from the instruction. The current study provides evidence of the effectiveness of strategy instruction in active listening skills that may be incorporated into SLP preparation programs.

Reasons for choosing a career and workplace among occupational therapists and speech language pathologists.

PubMed

Katz, Noomi; Gilad Izhaky, Smadar; Dror, Yossi Freier

2013-01-01

The purpose of this study was first to determine internal consistency reliability of the Ono Decision Making Career and Workplace (ODMCW) questionnaire. Next, a comparison of the reasons for a professional career and workplace choices of occupational therapists (OTs) and speech and language pathologists (SLPs) was evaluated. Participants consisted of 174 women (89 [51%] OTs and 85 [49%] SLPs). The ODMCW questionnaire contains 17 items each scored on a 5 point scale in 2 parts (Career Choice and Workplace). The ODMCW was distributed to participants of both professions. Analysis of the questionnaire revealed 4 factors that together explained 56.87% of the variance of Career Choice with moderate to good Cronbach's alpha coefficients ranging from 0.524-0.789. The findings for both career and workplace choice show differences between the two professional groups, where SLPs give more weight to the factor of employment terms and benefits (p< 0.01) as well as work conveniences (p< 0.001), while OTs give more weight to professional and academic stature (p< 0.05). These initial findings should lead to more studies within these professions and others, as well as in different cultural groups to further understand the reasons and motives for Career Choices.

Using the International Classification of Functioning, Disability and Health in Assessment and Intervention of School-Aged Children with Language Impairments

ERIC Educational Resources Information Center

Westby, Carol; Washington, Karla N.

2017-01-01

Purpose: The aim of this tutorial is to support speech-language pathologists' (SLPs') application of the International Classification of Functioning, Disability and Health (ICF) in assessment and treatment practices with children with language impairment. Method: This tutorial reviews the framework of the ICF, describes the implications of the ICF…

Integrating Speech-Language Pathology Services in Palliative End-of-Life Care

ERIC Educational Resources Information Center

Pollens, Robin D.

2012-01-01

Clinical speech-language pathologists (SLPs) may receive referrals to consult with teams serving patients who have a severe and/or terminal disease. Palliative care focuses on the prevention or relief of suffering to maximize quality of life for these patients and their families. This article describes how the role of the SLP in palliative care…

The role of the speech-language pathologist in identifying and treating children with auditory processing disorder.

PubMed

Richard, Gail J

2011-07-01

A summary of issues regarding auditory processing disorder (APD) is presented, including some of the remaining questions and challenges raised by the articles included in the clinical forum. Evolution of APD as a diagnostic entity within audiology and speech-language pathology is reviewed. A summary of treatment efficacy results and issues is provided, as well as the continuing dilemma for speech-language pathologists (SLPs) charged with providing treatment for referred APD clients. The role of the SLP in diagnosing and treating APD remains under discussion, despite lack of efficacy data supporting auditory intervention and questions regarding the clinical relevance and validity of APD.

Non-Standard Assessment Practices in the Evaluation of Communication in Australian Aboriginal Children

ERIC Educational Resources Information Center

Gould, Judith

2008-01-01

Australian Aboriginal children typically receive communication assessment services from Standard Australian English (SAE) speaking non-Aboriginal speech-language pathologists (SLPs). Educational assessments, including intelligence testing, are also primarily conducted by non-Aboriginal educational professionals. While the current paper will show…

Discovering Communicative Competencies in a Nonspeaking Child with Autism

ERIC Educational Resources Information Center

Stiegler, Lillian N.

2007-01-01

Purpose: This article is intended to demonstrate that adapted conversation analysis (CA) and speech act analysis (SAA) may be applied by speech-language pathologists (SLPs) to (a) identify communicative competencies in nonspeaking children with autism spectrum disorder (ASD), especially during particularly successful interactions, and (b) identify…

Tutorial: Assessment and Analysis of Polysyllables in Young Children

ERIC Educational Resources Information Center

Masso, Sarah; McLeod, Sharynne; Baker, Elise

2018-01-01

Purpose: Polysyllables, words of 3 or more syllables, represent almost 30% of words used in American English. The purpose of this tutorial is to support speech-language pathologists' (SLPs') assessment and analysis of polysyllables, extending the focus of published assessment tools that focus on sampling and analyzing children's segmental accuracy…

Factors Influencing Choices of Contextualized versus Traditional Practices with Children and Adolescents Who Have Traumatic Brain Injury

ERIC Educational Resources Information Center

Koole, Heather; Nelson, Nickola W.; Curtis, Amy B.

2015-01-01

Purpose: This preliminary investigation examined speech-language pathologists' (SLPs') use of contextualized practices (i.e., functional, personally relevant, nonhierarchical, and collaborative) compared with traditional practices (i.e., clinical, generic, hierarchical, and expert driven) with school-age children and adolescents with traumatic…

Family and Cultural Issues in a School Swallowing and Feeding Program

ERIC Educational Resources Information Center

Davis-McFarland, Elise

2008-01-01

Purpose: This article presents a rationale for speech-language pathologists (SLPs) to provide culturally competent evaluation, diagnostic, and intervention services for children with oral motor, swallowing, and feeding disorders in school settings. There is also a discussion of how changing American public school demographics necessitate the…

Advancing the human rights of children with communication needs in school.

PubMed

Gallagher, Aoife L; Tancredi, Haley; Graham, Linda J

2018-02-01

Article 19 of the Universal Declaration of Human Rights states that everyone has the right to freedom of opinion and expression. However, due to difficulties in communicating, children with speech, language and communication needs (SLCN) are at particular risk of not being heard. Although it is recommended that children with SLCN can and should be actively involved as equal partners in decision-making about their communication needs, speech-language pathologists (SLPs) can lose sight of the importance of supporting communication as a tool for the child to shape and influence choices available to them in their lives. Building these skills is particularly important for SLPs working in mainstream educational contexts. In this commentary, the authors argue the need for a shift in emphasis in current practice to a rights-based approach and for SLPs to take more of an active role in supporting children with SLCN to develop agency and be heard. We also present some concepts and frameworks that might guide SLPs to work in a right-based way in schools with this population.

A collaborative approach to supporting communication in the assessment of decision-making capacity.

PubMed

Zuscak, Simon John; Peisah, Carmelle; Ferguson, Alison

2016-01-01

This paper explores the clinical implications of acquired communication disorders in decisional capacity. Discipline-specific contributions are discussed in a multidisciplinary context, with a specific focus on the role of speech and language pathologists (SLPs). Key rehabilitation issues in determining decisional capacity are identified. The impact of communication impairment on capacity is discussed in light of the research literature relating to supportive communication and collaborative practice that respects human rights. Guidelines are presented for professionals involved in the assessment of the decisional capacity of individuals with communication disorders of neurological origin. They guide an assessor through: assessing cognition, language and speech; determining preferred communication domains; and practical strategies and considerations for maximising communication. There is a dearth of guidelines available that deal with augmenting and supporting communication of individuals with acquired communication disorders of neurological origin when it comes to assessing legal decision-making capacity. Capacity assessment is a multidisciplinary realm, and the involvement of SLPs is key to maximising the decision-making capacity of these individuals. All clinicians have an obligation to maximise client autonomy and participation in decision-making. Assessments of capacity should involve a general cognitive ability assessment, followed by a decision-specific assessment tool or question set for the decision facing the patient. The involvement of speech and language pathologists (SLPs) is key to assess and facilitate capacity determinations in instances of cognitive-communication disorder. Impairments in different aspects of auditory comprehension require different accommodations.

The Levels of Speech Usage rating scale: comparison of client self-ratings with speech pathologist ratings.

PubMed

Gray, Christina; Baylor, Carolyn; Eadie, Tanya; Kendall, Diane; Yorkston, Kathryn

2012-01-01

The term 'speech usage' refers to what people want or need to do with their speech to fulfil the communication demands in their life roles. Speech-language pathologists (SLPs) need to know about clients' speech usage to plan appropriate interventions to meet their life participation goals. The Levels of Speech Usage is a categorical scale intended for client self-report of speech usage, but SLPs may want the option to use it as a proxy-report tool. The relationship between self-report and clinician ratings should be examined before the instrument is used in a proxy format. The primary purpose of this study was to compare client self-ratings with SLP ratings on the Levels of Speech Usage scale. The secondary purpose was to determine if the SLP ratings differed depending on whether or not the SLPs knew about the clients' medical condition. Self-ratings of adults with communication disorders on the Levels of Speech Usage scale were available from prior research. Vignettes about these individuals were created from existing data. Two sets of vignettes were created. One set contained information about demographic information, living situation, occupational status and hobbies or social activities. The second set was identical to the first with the addition of information about the clients' medical conditions and communication disorders. Various communication disorders were represented including dysarthria, voice disorders, laryngectomy, and mild cognitive and language disorders. Sixty SLPs were randomly divided into two groups with each group rating one set of vignettes. The task was completed online. While this does not replicate typical in-person clinical interactions, it was a feasible method for this study. For data analysis, the client self-ratings were considered fixed points and the percentage of SLP ratings in agreement with the self-ratings was calculated. The percentage of SLP ratings in exact agreement with client self-ratings was 44.9%. Agreement was lowest for the less-demanding speech usage categories and highest for the most demanding usage category. There was no significant difference between the two groups of SLPs based on knowledge of medical condition. SLPs often need to document the speech usage levels of clients. This study suggests the potential for SLPs to misjudge how clients see their own speech demands. Further research is needed to determine if similar results would be found in actual clinical interactions. Until then, SLPs should seek the input of their clients when using this instrument. © 2012 Royal College of Speech and Language Therapists.

Effectiveness of the Lidcombe Program for early stuttering in Australian community clinics.

PubMed

O'Brian, Sue; Iverach, Lisa; Jones, Mark; Onslow, Mark; Packman, Ann; Menzies, Ross

2013-12-01

This study explored the effectiveness of the Lidcombe Program for early stuttering in community clinics. Participants were 31 speech-language pathologists (SLPs) using the Lidcombe Program in clinics across Australia, and 57 of their young stuttering clients. Percentage of syllables stuttered (%SS) was collected 9 months after beginning treatment along with information about variables likely to influence outcomes. The mean %SS for the 57 children 9 months after starting treatment was 1.7. The most significant predictor of outcome was Lidcombe Program Trainers Consortium (LPTC) training. The children of trained SLPs (n = 19), compared to the children of untrained SLPs, took 76% more sessions to complete stage 1, but achieved 54% lower %SS scores, 9 months after starting treatment. Results suggest that outcomes for the Lidcombe Program in the general community may be comparable to those obtained in clinical trials when SLPs receive formal training and support.

An Australian survey of parent involvement in intervention for childhood speech sound disorders.

PubMed

Sugden, Eleanor; Baker, Elise; Munro, Natalie; Williams, A Lynn; Trivette, Carol M

2017-08-17

To investigate how speech-language pathologists (SLPs) report involving parents in intervention for phonology-based speech sound disorders (SSDs), and to describe the home practice that they recommend. Further aims were to describe the training SLPs report providing to parents, to explore SLPs' beliefs and motivations for involving parents in intervention, and to determine whether SLPs' characteristics are associated with their self-reported practice. An online survey of 288 SLPs working with SSD in Australia was conducted. The majority of SLPs (96.4%) reported involving parents in intervention, most commonly in providing home practice. On average, these tasks were recommended to be completed five times per week for 10 min. SLPs reported training parents using a range of training methods, most commonly providing opportunities for parents to observe the SLP conduct the intervention. SLPs' place of work and years of experience were associated with how they involved and trained parents in intervention. Most (95.8%) SLPs agreed or strongly agreed that family involvement is essential for intervention to be effective. Parent involvement and home practice appear to be intricately linked within intervention for phonology-based SSDs in Australia. More high-quality research is needed to understand how to best involve parents within clinical practice.

Issues in Identification and Assessment of Children with Autism and a Proposed Resource Toolkit for Speech-Language Pathologists.

PubMed

Hus, Yvette

2017-01-01

The prevalence of autism spectrum disorder (ASD) has increased significantly in the last decade as have treatment choices. Nonetheless, the vastly diverse autism topic includes issues related to naming, description, iden-tification, assessment, and differentiation from other neu-rodevelopmental conditions. ASD issues directly impact speech-language pathologists (SLPs) who often see these children as the second contact, after pediatric medical practitioners. Because of shared symptomology, differentiation among neurodevelopmental disorders is crucial as it impacts treatment, educational choices, and the performance trajectory of affected children. To highlight issues in: identification and differentiation of ASD from other communication and language challenges, the prevalence differences between ASD gender phenotypes, and the insufficient consideration of cultural factors in evaluating ASD in children. A second objective was to propose a tool to assist SLPs in the management of autism in children. A universal resource toolkit development project for SLP communities at large is proposed. The resource is comprised of research-based observation and screening tools for caregivers and educators, as well as parent questionnaires for portraying the children's function in the family, cultural com-munity, and educational setting. © 2017 S. Karger AG, Basel.

Elizabeth Usher Memorial Lecture: Language is literacy is language - Positioning speech-language pathology in education policy, practice, paradigms and polemics.

PubMed

Snow, Pamela C

2016-06-01

This paper is concerned with the fundamental and intrinsic links between early receptive and expressive oral language competence on the one hand and the transition to literacy in the early school years and achievement of academic (and life) success on the other. Consequently, it also concerns the professional knowledge base of two key disciplines whose work is central to children's early language and literacy success: teachers and speech-language pathologists (SLPs). Oral language competence underpins the transition to literacy, which in turn underpins academic achievement. Academic achievement is significant in its own right, conferring opportunities for further education and training post-secondary school, contributing to psychological health and mitigating some of the mental health risks and adversities that can be associated with adolescence and early adulthood. The central thesis is that the linguistic basis of the transition to literacy makes early reading success core business for SLPs. Further, SLPs need a firm grasp of the political and ideological factors that have exerted historical and continuing influence on reading instruction in western nations such as Australia, the US and the UK. This will facilitate the establishment of meaningful working relationships with teaching colleagues, to achieve optimal education outcomes for all children.

Elizabeth Usher Memorial Lecture: Language is literacy is language - Positioning speech-language pathology in education policy, practice, paradigms and polemics

PubMed Central

Snow, Pamela C.

2016-01-01

Abstract This paper is concerned with the fundamental and intrinsic links between early receptive and expressive oral language competence on the one hand and the transition to literacy in the early school years and achievement of academic (and life) success on the other. Consequently, it also concerns the professional knowledge base of two key disciplines whose work is central to children’s early language and literacy success: teachers and speech-language pathologists (SLPs). Oral language competence underpins the transition to literacy, which in turn underpins academic achievement. Academic achievement is significant in its own right, conferring opportunities for further education and training post-secondary school, contributing to psychological health and mitigating some of the mental health risks and adversities that can be associated with adolescence and early adulthood. The central thesis is that the linguistic basis of the transition to literacy makes early reading success core business for SLPs. Further, SLPs need a firm grasp of the political and ideological factors that have exerted historical and continuing influence on reading instruction in western nations such as Australia, the US and the UK. This will facilitate the establishment of meaningful working relationships with teaching colleagues, to achieve optimal education outcomes for all children. PMID:27063684

Training a new generation of speech-language pathologists with competences in the management of literacy disorders and learning disabilities in Hong Kong.

PubMed

Yuen, Kevin C P

2014-01-01

One of the recent developments in the education of speech-language pathology is to include literacy disorders and learning disabilities as key training components in the training curriculum. Disorders in reading and writing are interwoven with disorders in speaking and listening, which should be managed holistically, particularly in children and adolescents. With extensive training in clinical linguistics, language disorders, and other theoretical knowledge and clinical skills, speech-language pathologists (SLPs) are the best equipped and most competent professionals to screen, identify, diagnose, and manage individuals with literacy disorders. To tackle the challenges of and the huge demand for services in literacy as well as language and learning disorders, the Hong Kong Institute of Education has recently developed the Master of Science Programme in Educational Speech-Language Pathology and Learning Disabilities, which is one of the very first speech-language pathology training programmes in Asia to blend training components of learning disabilities, literacy disorders, and social-emotional-behavioural-developmental disabilities into a developmentally and medically oriented speech-language pathology training programme. This new training programme aims to prepare a new generation of SLPs to be able to offer comprehensive support to individuals with speech, language, literacy, learning, communication, and swallowing disorders of different developmental or neurogenic origins, particularly to infants and adolescents as well as to their family and educational team. © 2015 S. Karger AG, Basel.

The Potential of Virtual Reality to Assess Functional Communication in Aphasia

ERIC Educational Resources Information Center

Garcia, Linda J.; Rebolledo, Mercedes; Metthe, Lynn; Lefebvre, Renee

2007-01-01

Speech-language pathologists (SLPs) who work with adults with cognitive-linguistic impairments, including aphasia, have long needed an assessment tool that predicts ability to function in the real world. In this article, it is argued that virtual reality (VR)-supported approaches can address this need. Using models of disability such as the…

Developing a University-Based Interprofessional Education Diagnostic Team to Identify Children with Possible Autism Spectrum Disorder

ERIC Educational Resources Information Center

Self, Trisha L.; Mitchell, Linda M.; Hess, Sean; Marble, Karissa J.; Swails, Jeffrey

2017-01-01

Upon entering the workplace, speech-language pathologists (SLPs) are required to work on interprofessional teams, yet many of these professionals have not received adequate preservice instruction on how to collaborate. Furthermore, collaborating to provide services for children with autism spectrum disorder (ASD) has been found to improve…

Oral Reading Fluency Testing: Pitfalls for Children with Speech Disorders

ERIC Educational Resources Information Center

Howland, Karole; Scaler Scott, Kathleen

2016-01-01

As school districts nationwide have moved toward data driven intervention, oral reading fluency measures have become a prevalent means to monitor progress by assessing the degree to which a child is becoming a fast (and therefore fluent) reader. This article reviews results of a survey of speech-language pathologists (SLPs) working with children…

Team Collaboration: The Use of Behavior Principles for Serving Students with ASD

ERIC Educational Resources Information Center

Donaldson, Amy L.; Stahmer, Aubyn C.

2014-01-01

Purpose: Speech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across…

Evidence-Based Practice, Response to Intervention, and the Prevention of Reading Difficulties

ERIC Educational Resources Information Center

Justice, Laura M.

2006-01-01

Purpose: This article provides an evidence-based perspective on what school communities can do to lower the prevalence of reading difficulties among their pupils through preventive interventions. It also delineates the roles that speech-language pathologists (SLPs) might play in these interventions. Method: This article is organized to first…

Evidence-Based Practice for Children with Speech Sound Disorders: Part 1 Narrative Review

ERIC Educational Resources Information Center

Baker, Elise; McLeod, Sharynne

2011-01-01

Purpose: This article provides a comprehensive narrative review of intervention studies for children with speech sound disorders (SSD). Its companion paper (Baker & McLeod, 2011) provides a tutorial and clinical example of how speech-language pathologists (SLPs) can engage in evidence-based practice (EBP) for this clinical population. Method:…

Characterizing and Predicting Outcomes of Communication Delays in Infants and Toddlers: Implications for Clinical Practice

ERIC Educational Resources Information Center

Paul, Rhea; Roth, Froma P.

2011-01-01

Purpose: This article focuses on using currently available data to assist speech-language pathologists (SLPs) in making decisions regarding a child's eligibility and considerations for recommended "dosage" of early intervention (EI) services. Method: Literature describing the characteristics of infants and toddlers who are likely recipients of EI…

An Investigation of the Efficacy of Direct and Indirect AAC Service Provision via Telepractice

ERIC Educational Resources Information Center

Hall, Nerissa C.

2013-01-01

There is a growing population of individuals using Augmentative and Alternative Communication (AAC) in need of evidence-based intervention from highly qualified personnel. However, not all speech pathology programs offer AAC coursework and/or practicum opportunities, and practicing speech-language pathologists (SLPs) report low levels of…

Parent Perceptions of the Impact of Stuttering on Their Preschoolers and Themselves

ERIC Educational Resources Information Center

Langevin, Marilyn; Packman, Ann; Onslow, Mark

2010-01-01

Speech-language pathologists (SLPs) are advised to consider the distress of preschoolers and parents along with the social consequences of the child's stuttering when deciding whether to begin or delay treatment. Seventy-seven parents completed a survey that yielded quantitative and qualitative data that reflected their perceptions of the impact…

Speech-language pathologists' practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders.

PubMed

Mcleod, Sharynne; Baker, Elise

2014-01-01

A survey of 231 Australian speech-language pathologists (SLPs) was undertaken to describe practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders (SSD). The participants typically worked in private practice, education, or community health settings and 67.6% had a waiting list for services. For each child, most of the SLPs spent 10-40 min in pre-assessment activities, 30-60 min undertaking face-to-face assessments, and 30-60 min completing paperwork after assessments. During an assessment SLPs typically conducted a parent interview, single-word speech sampling, collected a connected speech sample, and used informal tests. They also determined children's stimulability and estimated intelligibility. With multilingual children, informal assessment procedures and English-only tests were commonly used and SLPs relied on family members or interpreters to assist. Common analysis techniques included determination of phonological processes, substitutions-omissions-distortions-additions (SODA), and phonetic inventory. Participants placed high priority on selecting target sounds that were stimulable, early developing, and in error across all word positions and 60.3% felt very confident or confident selecting an appropriate intervention approach. Eight intervention approaches were frequently used: auditory discrimination, minimal pairs, cued articulation, phonological awareness, traditional articulation therapy, auditory bombardment, Nuffield Centre Dyspraxia Programme, and core vocabulary. Children typically received individual therapy with an SLP in a clinic setting. Parents often observed and participated in sessions and SLPs typically included siblings and grandparents in intervention sessions. Parent training and home programs were more frequently used than the group therapy. Two-thirds kept up-to-date by reading journal articles monthly or every 6 months. There were many similarities with previously reported practices for children with SSD in the US, UK, and the Netherlands, with some (but not all) practices aligning with current research evidence.

Factors influencing research engagement: research interest, confidence and experience in an Australian speech-language pathology workforce.

PubMed

Finch, Emma; Cornwell, Petrea; Ward, Elizabeth C; McPhail, Steven M

2013-04-19

Recent initiatives within an Australia public healthcare service have seen a focus on increasing the research capacity of their workforce. One of the key initiatives involves encouraging clinicians to be research generators rather than solely research consumers. As a result, baseline data of current research capacity are essential to determine whether initiatives encouraging clinicians to undertake research have been effective. Speech pathologists have previously been shown to be interested in conducting research within their clinical role; therefore they are well positioned to benefit from such initiatives. The present study examined the current research interest, confidence and experience of speech language pathologists (SLPs) in a public healthcare workforce, as well as factors that predicted clinician research engagement. Data were collected via an online survey emailed to an estimated 330 SLPs working within Queensland, Australia. The survey consisted of 30 questions relating to current levels of interest, confidence and experience performing specific research tasks, as well as how frequently SLPs had performed these tasks in the last 5 years. Although 158 SLPs responded to the survey, complete data were available for only 137. Respondents were more confident and experienced with basic research tasks (e.g., finding literature) and less confident and experienced with complex research tasks (e.g., analysing and interpreting results, publishing results). For most tasks, SLPs displayed higher levels of interest in the task than confidence and experience. Research engagement was predicted by highest qualification obtained, current job classification level and overall interest in research. Respondents generally reported levels of interest in research higher than their confidence and experience, with many respondents reporting limited experience in most research tasks. Therefore SLPs have potential to benefit from research capacity building activities to increase their research skills in order to meet organisational research engagement objectives. However, these findings must be interpreted with the caveats that a relatively low response rate occurred and participants were recruited from a single state-wide health service, and therefore may not be representative of the wider SLP workforce.

"Well, You Are the One Who Decides": Attempting Shared Decision Making at the End of Aphasia Therapy

ERIC Educational Resources Information Center

Isaksen, Jytte

2018-01-01

Clinical borderlands manifest themselves through encounters between people deemed to be in need of health care and health care providers (Mattingly, 2010). This article addresses the problem of inherent asymmetry in the clinical discourse between clinical providers, such as speech-language pathologists (SLPs), and persons with aphasia.…

Establishing a Public School Dysphagia Program: A Model for Administration and Service Provision

ERIC Educational Resources Information Center

Homer, Emily M.

2008-01-01

Purpose: Many school-based speech-language pathologists (SLPs) are hampered in participating in managing children with dysphagia by their school systems' lack of supportive policies and procedures. A need exists to better define the dysphagia-trained SLP's role and clarify the district's responsibility. The purpose of this article is to address…

The Application of Evidence-Based Practice to Nonspeech Oral Motor Treatments

ERIC Educational Resources Information Center

Lass, Norman J.; Pannbacker, Mary

2008-01-01

Purpose: The purpose of this article is to help speech-language pathologists (SLPs) apply the principles of evidence-based practice (EBP) to nonspeech oral motor treatments (NSOMTs) in order to make valid, evidence-based decisions about NSOMTs and thus determine if they are viable treatment approaches for the management of communication disorders.…

ASHA SLPs in China Teach Teachers about Their Students with Disabilities

ERIC Educational Resources Information Center

Cheng, Li-Rong Lilly; Wallach, Geraldine P.; Reed, Vicki A.

2015-01-01

The purpose of this article is to share a multicultural experience that took place in Guangzhou, China. The authors of this article joined a group of speech-language pathologists and audiologists to provide a training program for teachers and special education teachers in Guangzhou. It is our hope that this life changing experience will spark…

The Allied Health Care Professional's Role in Assisting Medical Decision Making at the End of Life

ERIC Educational Resources Information Center

Lambert, Heather

2012-01-01

As a patient approaches the end of life, he or she faces a number of very difficult medical decisions. Allied health care professionals, including speech-language pathologists (SLPs) and occupational therapists (OTs), can be instrumental in assisting their patients to make advance care plans, although their traditional job descriptions do not…

Ultrasound as Visual Feedback in Speech Habilitation: Exploring Consultative Use in Rural British Columbia, Canada

ERIC Educational Resources Information Center

Bernhardt, B. May; Bacsfalvi, Penelope; Adler-Bock, Marcy; Shimizu, Reiko; Cheney, Audrey; Giesbrecht, Nathan; O'Connell, Maureen; Sirianni, Jason; Radanov, Bosko

2008-01-01

Ultrasound has shown promise as a visual feedback tool in speech therapy. Rural clients, however, often have minimal access to new technologies. The purpose of the current study was to evaluate consultative treatment using ultrasound in rural communities. Two speech-language pathologists (SLPs) trained in ultrasound use provided consultation with…

A nationwide survey of nonspeech oral motor exercise use: implications for evidence-based practice.

PubMed

Lof, Gregory L; Watson, Maggie M

2008-07-01

A nationwide survey was conducted to determine if speech-language pathologists (SLPs) use nonspeech oral motor exercises (NSOMEs) to address children's speech sound problems. For those SLPs who used NSOMEs, the survey also identified (a) the types of NSOMEs used by the SLPs, (b) the SLPs' underlying beliefs about why they use NSOMEs, (c) clinicians' training for these exercises, (d) the application of NSOMEs across various clinical populations, and (e) specific tasks/procedures/tools that are used for intervention. A total of 2,000 surveys were mailed to a randomly selected subgroup of SLPs, obtained from the American Speech-Language-Hearing Association (ASHA) membership roster, who self-identified that they worked in various settings with children who have speech sound problems. The questions required answers that used both a forced choice and Likert-type scales. The response rate was 27.5% (537 out of 2,000). Of these respondents, 85% reported using NSOMEs to deal with children's speech sound production problems. Those SLPs reported that the research literature supports the use of NSOMEs, and that they learned to use these techniques from continuing education events. They also stated that NSOMEs can help improve the speech of children from disparate etiologies, and "warming up" and strengthening the articulators are important components of speech sound therapy. There are theoretical and research data that challenge both the use of NSOMEs and the efficacy of such exercises in resolving speech sound problems. SLPs need to follow the concepts of evidence-based practice in order to determine if these exercises are actually effective in bringing about changes in speech productions.

Evaluation of an Expert System for the Generation of Speech and Language Therapy Plans.

PubMed

Robles-Bykbaev, Vladimir; López-Nores, Martín; García-Duque, Jorge; Pazos-Arias, José J; Arévalo-Lucero, Daysi

2016-07-01

Speech and language pathologists (SLPs) deal with a wide spectrum of disorders, arising from many different conditions, that affect voice, speech, language, and swallowing capabilities in different ways. Therefore, the outcomes of Speech and Language Therapy (SLT) are highly dependent on the accurate, consistent, and complete design of personalized therapy plans. However, SLPs often have very limited time to work with their patients and to browse the large (and growing) catalogue of activities and specific exercises that can be put into therapy plans. As a consequence, many plans are suboptimal and fail to address the specific needs of each patient. We aimed to evaluate an expert system that automatically generates plans for speech and language therapy, containing semiannual activities in the five areas of hearing, oral structure and function, linguistic formulation, expressive language and articulation, and receptive language. The goal was to assess whether the expert system speeds up the SLPs' work and leads to more accurate, consistent, and complete therapy plans for their patients. We examined the evaluation results of the SPELTA expert system in supporting the decision making of 4 SLPs treating children in three special education institutions in Ecuador. The expert system was first trained with data from 117 cases, including medical data; diagnosis for voice, speech, language and swallowing capabilities; and therapy plans created manually by the SLPs. It was then used to automatically generate new therapy plans for 13 new patients. The SLPs were finally asked to evaluate the accuracy, consistency, and completeness of those plans. A four-fold cross-validation experiment was also run on the original corpus of 117 cases in order to assess the significance of the results. The evaluation showed that 87% of the outputs provided by the SPELTA expert system were considered valid therapy plans for the different areas. The SLPs rated the overall accuracy, consistency, and completeness of the proposed activities with 4.65, 4.6, and 4.6 points (to a maximum of 5), respectively. The ratings for the subplans generated for the areas of hearing, oral structure and function, and linguistic formulation were nearly perfect, whereas the subplans for expressive language and articulation and for receptive language failed to deal properly with some of the subject cases. Overall, the SLPs indicated that over 90% of the subplans generated automatically were "better than" or "as good as" what the SLPs would have created manually if given the average time they can devote to the task. The cross-validation experiment yielded very similar results. The results show that the SPELTA expert system provides valuable input for SLPs to design proper therapy plans for their patients, in a shorter time and considering a larger set of activities than proceeding manually. The algorithms worked well even in the presence of a sparse corpus, and the evidence suggests that the system will become more reliable as it is trained with more subjects.

Curriculum-Based Language Assessment With Culturally and Linguistically Diverse Students in the Context of Mathematics.

PubMed

Newkirk-Turner, Brandi L; Johnson, Valerie E

2018-04-05

The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. The article begins with a discussion of the discourse of mathematics and the role of the speech-language pathologist (SLP), followed by a review of studies that includes those that examined the performance of English language learner and nonmainstream dialect-speaking students on word-based math items. The literature review highlights the linguistic and content biases associated with word-based math problems. Useful strategies that SLPs and educators can incorporate in culturally and linguistically appropriate assessments are discussed. The tutorial ends with a discussion of CBLA as a viable assessment approach to use with culturally and linguistically diverse students. Tests used at national, state, and school levels to assess students' math abilities have associated linguistic bias and content bias often leading to an inaccurate depiction of culturally and linguistically diverse students' math skills. CBLA as an assessment method can be used by school-based SLPs to gather valid and useful information about culturally and linguistically diverse students' language for learning math. By using CBLA, SLPs can help modify curricular tasks in broader contexts in an effort to make math, including high-level math, "accessible and achievable for all" students (American Speech-Language-Hearing Association, 2017).

Speech Correction for Children with Cleft Lip and Palate by Networking of Community-Based Care.

PubMed

Hanchanlert, Yotsak; Pramakhatay, Worawat; Pradubwong, Suteera; Prathanee, Benjamas

2015-08-01

Prevalence of cleft lip and palate (CLP) is high in Northeast Thailand. Most children with CLP face many problems, particularly compensatory articulation disorders (CAD) beyond surgery while speech services and the number of speech and language pathologists (SLPs) are limited. To determine the effectiveness of networking of Khon Kaen University (KKU) Community-Based Speech Therapy Model: Kosumphisai Hospital, Kosumphisai District and Maha Sarakham Hospital, Mueang District, Maha Sarakham Province for reduction of the number of articulations errors for children with CLP. Eleven children with CLP were recruited in 3 1-year projects of KKU Community-Based Speech Therapy Model. Articulation tests were formally assessed by qualified language pathologists (SLPs) for baseline and post treatment outcomes. Teachings on services for speech assistants (SAs) were conducted by SLPs. Assigned speech correction (SC) was performed by SAs at home and at local hospitals. Caregivers also gave SC at home 3-4 days a week. Networking of Community-Based Speech Therapy Model signficantly reduced the number of articulation errors for children with CLP in both word and sentence levels (mean difference = 6.91, 95% confidence interval = 4.15-9.67; mean difference = 5.36, 95% confidence interval = 2.99-7.73, respectively). Networking by Kosumphisai and Maha Sarakham of KKU Community-Based Speech Therapy Model was a valid and efficient method for providing speech services for children with cleft palate and could be extended to any area in Thailand and other developing countries, where have similar contexts.

Using the International Classification of Functioning, Disability and Health in Assessment and Intervention of School-Aged Children With Language Impairments.

PubMed

Westby, Carol; Washington, Karla N

2017-07-26

The aim of this tutorial is to support speech-language pathologists' (SLPs') application of the International Classification of Functioning, Disability and Health (ICF) in assessment and treatment practices with children with language impairment. This tutorial reviews the framework of the ICF, describes the implications of the ICF for SLPs, distinguishes between students' capacity to perform a skill in a structured context and the actual performance of that skill in naturalistic contexts, and provides a case study of an elementary school child to demonstrate how the principles of the ICF can guide assessment and intervention. The Scope of Practice and Preferred Practice documents for the American Speech-Language-Hearing Association identify the ICF as the framework for practice in speech-language pathology. This tutorial will facilitate clinicians' ability to identify personal and environmental factors that influence students' skill capacity and skill performance, assess students' capacity and performance, and develop impairment-based and socially based language goals linked to Common Core State Standards that build students' language capacity and their communicative performance in naturalistic contexts.

Evidence-Based Practice for Children with Speech Sound Disorders: Part 2 Application to Clinical Practice

ERIC Educational Resources Information Center

Baker, Elise; McLeod, Sharynne

2011-01-01

Purpose: This article provides both a tutorial and a clinical example of how speech-language pathologists (SLPs) can conduct evidence-based practice (EBP) when working with children with speech sound disorders (SSDs). It is a companion paper to the narrative review of 134 intervention studies for children who have an SSD (Baker & McLeod, 2011).…

Assessment with Children Who Need Augmentative and Alternative Communication (AAC): Clinical Decisions of AAC Specialists

ERIC Educational Resources Information Center

Lund, Shelley K.; Quach, Wendy; Weissling, Kristy; McKelvey, Miechelle; Dietz, Aimee

2017-01-01

Purpose: The purpose of this study was to explore how speech-language pathologists (SLPs) who are augmentative and alternative communication (AAC) specialists approach the assessment process for 2 case studies, 1 child with cerebral palsy and 1 with autism spectrum disorder. The aim of the study was to answer the following questions: (a) How do…

Brief Report: A Mobile Application to Treat Prosodic Deficits in Autism Spectrum Disorder and Other Communication Impairments: A Pilot Study

ERIC Educational Resources Information Center

Simmons, Elizabeth Schoen; Paul, Rhea; Shic, Frederick

2016-01-01

This study examined the acceptability of a mobile application, "SpeechPrompts," designed to treat prosodic disorders in children with ASD and other communication impairments. Ten speech-language pathologists (SLPs) in public schools and 40 of their students, 5-19 years with prosody deficits participated. Students received treatment with…

Audiology and speech-language pathology practice in Saudi Arabia.

PubMed

Alanazi, Ahmad A

2017-01-01

Audiology and speech-language pathology (SLP) are relatively new professions in Saudi Arabia. The idea of establishing new audiology and SLP programs in some education facilities has become popular across Saudi Arabia; yet, only four undergraduate and graduate programs are currently available. This study aimed to explore the fields of audiology and SLP in Saudi Arabia, obtain demography of audiologists and Speech-language pathologists (SLPs), understand their current practices, and identify their perspective on what both professions need to improve. A cross-sectional mixed methods study design was used to address the aim of this study. Two online surveys were prepared and distributed to reach a large number of audiologists and SLPs. Both surveys consisted of close- and open-ended questions and primarily focused on three categories demography, audiology or SLP practices, and audiologists' or SLPs' perspective on their professions in Saudi Arabia. A total of 23 audiologists and 37 SLPs completed the surveys (age range = 21-50 years). The majority of respondents were from Riyadh with different academic qualifications and working experiences. Various practices were noticed among audiologists and SLPs who mainly worked in hospitals. Several suggestions regarding the development of audiology and SLP education and practice in Saudi Arabia are discussed. This study provides useful information about audiology and SLP education and practices in Saudi Arabia. Collaborative work between stakeholders to achieve high-quality educational and practical standards is critical. National database, clinical guidelines and policies should be developed, employed, and supervised. Further research is needed to improve education and practice of both professions in Saudi Arabia.

Evaluation of an Expert System for the Generation of Speech and Language Therapy Plans

PubMed Central

López-Nores, Martín; García-Duque, Jorge; Pazos-Arias, José J; Arévalo-Lucero, Daysi

2016-01-01

Background Speech and language pathologists (SLPs) deal with a wide spectrum of disorders, arising from many different conditions, that affect voice, speech, language, and swallowing capabilities in different ways. Therefore, the outcomes of Speech and Language Therapy (SLT) are highly dependent on the accurate, consistent, and complete design of personalized therapy plans. However, SLPs often have very limited time to work with their patients and to browse the large (and growing) catalogue of activities and specific exercises that can be put into therapy plans. As a consequence, many plans are suboptimal and fail to address the specific needs of each patient. Objective We aimed to evaluate an expert system that automatically generates plans for speech and language therapy, containing semiannual activities in the five areas of hearing, oral structure and function, linguistic formulation, expressive language and articulation, and receptive language. The goal was to assess whether the expert system speeds up the SLPs’ work and leads to more accurate, consistent, and complete therapy plans for their patients. Methods We examined the evaluation results of the SPELTA expert system in supporting the decision making of 4 SLPs treating children in three special education institutions in Ecuador. The expert system was first trained with data from 117 cases, including medical data; diagnosis for voice, speech, language and swallowing capabilities; and therapy plans created manually by the SLPs. It was then used to automatically generate new therapy plans for 13 new patients. The SLPs were finally asked to evaluate the accuracy, consistency, and completeness of those plans. A four-fold cross-validation experiment was also run on the original corpus of 117 cases in order to assess the significance of the results. Results The evaluation showed that 87% of the outputs provided by the SPELTA expert system were considered valid therapy plans for the different areas. The SLPs rated the overall accuracy, consistency, and completeness of the proposed activities with 4.65, 4.6, and 4.6 points (to a maximum of 5), respectively. The ratings for the subplans generated for the areas of hearing, oral structure and function, and linguistic formulation were nearly perfect, whereas the subplans for expressive language and articulation and for receptive language failed to deal properly with some of the subject cases. Overall, the SLPs indicated that over 90% of the subplans generated automatically were “better than” or “as good as” what the SLPs would have created manually if given the average time they can devote to the task. The cross-validation experiment yielded very similar results. Conclusions The results show that the SPELTA expert system provides valuable input for SLPs to design proper therapy plans for their patients, in a shorter time and considering a larger set of activities than proceeding manually. The algorithms worked well even in the presence of a sparse corpus, and the evidence suggests that the system will become more reliable as it is trained with more subjects. PMID:27370070

Appropriate Implementation of Severity Ratings, Regulations, and State Guidance: A Response to "Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect between U.S. Policy Makers and Test Developers" by Spaulding, Szulga, & Figueria (2012)

ERIC Educational Resources Information Center

Ireland, Marie; Hall-Mills, Shannon; Millikin, Cindy

2013-01-01

In this response to Spaulding et al.'s examination of state education agency (SEA) guidance on severity ratings, these authors contend that Spaulding et al. provided an incomplete view of current practices in public schools. These authors state that, ultimately, school speech-language pathologists (SLPs) must follow all state regulations and local…

Current practices for evaluation of resonance disorders in North America.

PubMed

Stelck, Elizabeth Huebert; Boliek, Carol A; Hagler, Paul H; Rieger, Jana M

2011-02-01

Improving treatment outcomes for people with resonance problems (due to velopharyngeal disorders) is a priority for many speech-language pathologists (SLPs), but there exists a limited understanding of the practices SLPs are using to assess and monitor therapeutic effects in this population. The current study was designed to answer the following questions: (1) What are current clinical practices versus best practices for assessing resonance disorders, tracking therapeutic effects, and determining discharge criteria? (2) What assessment practices would SLPs prefer to use with clients who have resonance disorders? (3) What are barriers to SLPs' use of best practices? and (4) What effects do SLP demographics have on clinical practices? Thirty-eight SLPs, specializing in the treatment of resonance disorders, participated in the study. Responses were compared with best practice recommendations derived from the literature. Most clinicians were using low-tech assessment tools, often because they lacked access to high-tech tools. Demographics and training did not affect clinical assessment practices. There is a need to increase the availability of high-tech assessment tools to SLPs practicing in the area of resonance disorders, as consistent use of sophisticated assessment devices would exemplify contemporary thinking about the transfer of knowledge to practice in this area. © Thieme Medical Publishers.

iPads, mobile technologies, and communication applications: a survey of family wants, needs, and preferences.

PubMed

Meder, Allison M; Wegner, Jane R

2015-03-01

Families of children with communication disabilities were surveyed to explore wants and preferences relative to mobile media technology, including iPads, as a form of augmentative and alternative communication (AAC). The families surveyed reported wanting information and support from professionals, including speech language pathologists (SLPs), who are knowledgeable about AAC. These families wanted devices to meet their children's individual needs and reported that ease of use and affordability were the most influential characteristics in the purchase of mobile media devices and communication applications. SLPs who understand family decision making can utilize collaborative clinical decision making that respects families' wants and needs, while also focusing on device feature matching and family education.

Reflective processes of practitioners in head and neck cancer rehabilitation: a grounded theory study.

PubMed

Caty, Marie-Ève; Kinsella, Elizabeth Anne; Doyle, Philip C

2016-12-01

This study systematically examined how experienced Speech-Language Pathologists (SLPs) use the processes of reflection to develop knowledge relevant for practice in the context of head and neck cancer (HNC) rehabilitation. In-depth, semi-structured interviews were conducted with 12 SLPs working in HNC rehabilitation in North America. Grounded theory methodology was adopted for data collection and analysis. The findings inform a preliminary reflective practice model that depicts the processes of reflection used by practitioners interviewed. Nine categories of reflective processes were identified by participant SLPs in terms of the processes of reflection: ongoing questioning, experimenting through trial and error, integrating knowledge from past cases, embracing surprise, thinking out of the box, being in the moment, consulting with colleagues, putting oneself in the patients' shoes, and discerning ethical issues. These findings provide empirical evidence that supports Schön's theory of reflective practice and contribute to knowledge about the ways in which SLPs use processes of reflection in the context of HNC rehabilitation. The findings of this study have implications for how SLPs perceive and consider their role as knowledge-users and knowledge producers in their day-to-day clinical work, as well as for building capacity for reflective practice.

A Comparison of Phonemic and Phonological Awareness in Educators Working with Children Who Are d/Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Messier, Jane; Jackson, Carla Wood

2013-01-01

The Researchers explored the phonological awareness (PA) competency and confidence of educators working with children who are d/Deaf or hard of hearing. Performance comparisons were made between the two surveyed professional groups, teachers of the deaf (TODs; n = 58) and speech-language pathologists (SLPs; n = 51). It was found that both…

Organizational context associated with time spent evaluating language and cognitive-communicative impairments in skilled nursing facilities: Survey results within an implementation science framework.

PubMed

Douglas, Natalie F

2016-01-01

The Consolidated Framework for Implementation Research (CFIR) was developed to merge research and practice in healthcare by accounting for the many elements that influence evidence-based treatment implementation. These include characteristics of the individuals involved, features of the treatment itself, and aspects of the organizational culture where the treatment is being provided. The purpose of this study was to apply the CFIR to a measurement of current practice patterns of speech-language pathologists (SLPs) working in the skilled nursing facility (SNF) environment. In an effort to inform future evidence-based practice implementation interventions, research questions addressed current practice patterns, clinician treatment use and preferences, and perceptions of the organizational context including leadership, resources, and other staff. Surveys were mailed to each SLP working in a SNF in the state of Michigan. Participants (N=77, 19% response rate) completed a survey mapping on to CFIR components impacting evidence-based practice implementation. Quantitative descriptive and nonparametric correlational analyses were completed. Use of evidence-based treatments by SLPs in SNFs was highly variable. Negative correlations between treating speech and voice disorders and treating swallowing disorders (rs=-.35, p<.01), evaluating language and cognitive-communicative disorders and treating swallowing disorders (rs=-.30, p<.01), treating language and cognitive-communicative disorders and treating swallowing disorders (rs=-.67, p<.01), and evaluating swallowing disorders and treating language and cognitive-communicative disorders (rs=-.37, p<.01) were noted. A positive correlation between the SLPs' perception of organizational context and time spent evaluating language and other cognitive-communicative disorders (rs=.27, p<.05) was also present. Associative data suggest that the more an SLP in the SNF evaluates and treats swallowing disorders, the less he or she will evaluate speech, voice, language or other cognitive-communicative disorders. Further, SLPs in this sample spent more time evaluating language and cognitive-communicative impairments if they perceived their organizational context in a more positive way. The CFIR may guide treatment and implementation research to increase the uptake of evidence-based practices for SLPs working in the SNF setting. Copyright © 2015 Elsevier Inc. All rights reserved.

Will You Still Need Me When I'm 64, or 84, or 104? The Importance of Speech-Language Pathologists in Promoting the Quality of Life of Aging Adults in the United States into the Future.

PubMed

Bourgeois, Michelle; Brush, Jennifer; Douglas, Natalie; Khayum, Rebecca; Rogalski, Emily

2016-08-01

In the next two decades, there will be advances in the diagnosis and treatment of the disorders of aging that have the potential to change the way speech-language pathologists (SLPs) are trained and provide services to individuals with a continuum of cognitive communication challenges. SLPs will address the needs of the aging adult who continues to reside in the community and desires to maintain an independent and meaningful life, as well as those who require a supportive residential setting to achieve a satisfying quality of life. Evidence-based strategies and intervention approaches for the range of goals that will address the desired functions of a meaningful life for individuals faced with cognitive communicative challenges are outlined. Institutional barriers to the implementation of documented evidence-based approaches will need to be reduced through a variety of organizational and systems changes. The projected outcome of these changes will be the creation of a person-centered culture of care that promotes dignity, choice, and engagement in meaningful activities through the end of life. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Instrumental Assessment of Pediatric Dysphagia.

PubMed

Arvedson, Joan C; Lefton-Greif, Maureen A

2017-04-01

Speech-language pathologists (SLPs) have fulfilled primary roles in the evaluation and management of children with feeding/swallowing disorders for more than five decades. The increased incidence and prevalence of newborns, infants, and children with feeding and swallowing disorders has resulted in increased use of instrumental swallowing evaluations. The videofluoroscopic swallow study and fiberoptic endoscopic evaluation of swallowing are the two most commonly used swallowing assessments by SLPs, with ultrasound used less frequently. This article focuses on updates over the past decade in the procedures and utility of instrumental assessments of swallowing function, and identifies future directions that may enable us to meet the needs of the children who are in our care to attain functional outcomes. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Development and validation of a screening procedure to identify speech-language delay in toddlers with cleft palate.

PubMed

Jørgensen, Line Dahl; Willadsen, Elisabeth

2017-01-01

The purpose of this study was to develop and validate a clinically useful speech-language screening procedure for young children with cleft palate ± cleft lip (CP) to identify those in need of speech-language intervention. Twenty-two children with CP were assigned to a +/- need for intervention conditions based on assessment of consonant inventory using a real-time listening procedure in combination with parent-reported expressive vocabulary. These measures allowed evaluation of early speech-language skills found to correlate significantly with later speech-language performance in longitudinal studies of children with CP. The external validity of this screening procedure was evaluated by comparing the +/- need for intervention assignment determined by the screening procedure to experienced speech-language pathologist (SLP)s' clinical judgement of whether or not a child needed early intervention. The results of real-time listening assessment showed good-excellent inter-rater agreement on different consonant inventory measures. Furthermore, there was almost perfect agreement between the children selected for intervention with the screening procedure and the clinical judgement of experienced SLPs indicate that the screening procedure is a valid way of identifying children with CP who need early intervention.

Supporting culturally and linguistically diverse children with speech, language and communication needs: Overarching principles, individual approaches.

PubMed

Verdon, Sarah; McLeod, Sharynne; Wong, Sandie

2015-01-01

Speech-language pathologists (SLPs) are working with an increasing number of families from culturally and linguistically diverse backgrounds as the world's population continues to become more internationally mobile. The heterogeneity of these diverse populations makes it impossible to identify and document a one size fits all strategy for working with culturally and linguistically diverse families. This paper explores approaches to practice by SLPs identified as specialising in multilingual and multicultural practice in culturally and linguistically diverse contexts from around the world. Data were obtained from ethnographic observation of 14 sites in 5 countries on 4 continents. The sites included hospital settings, university clinics, school-based settings, private practices and Indigenous community-based services. There were 652 individual artefacts collected from the sites which included interview transcripts, photographs, videos, narrative reflections, informal and formal field notes. The data were analysed using Cultural-Historical Activity Theory (Engeström, 1987). From the analysis six overarching Principles of Culturally Competent Practice (PCCP) were identified. These were: (1) identification of culturally appropriate and mutually motivating therapy goals, (2) knowledge of languages and culture, (3) use of culturally appropriate resources, (4) consideration of the cultural, social and political context, (5) consultation with families and communities, and (6) collaboration between professionals. These overarching principles align with the six position statements developed by the International Expert Panel on Multilingual Children's Speech (2012) which aim to enhance the cultural competence of speech pathologists and their practice. The international examples provided in the current study demonstrate the individualised ways that these overarching principles are enacted in a range of different organisational, social, cultural and political contexts. Tensions experienced in enacting the principles are also discussed. This paper emphasises the potential for individual SLPs to enhance their practice by adopting these overarching principles to support the individual children and families in diverse contexts around the world. Copyright © 2015 Elsevier Inc. All rights reserved.

Cultural analysis of communication behaviors among juveniles in a correctional facility.

PubMed

Sanger, D D; Creswell, J W; Dworak, J; Schultz, L

2000-01-01

This study addressed communication behaviors of female juvenile delinquents in a correctional facility. Qualitative methodology was used to study 78 participants ranging in age from 13.1 to 18.9 (years; months), over a five-month period. Data collection consisted of observations, participant observation, interviews, and a review of documents. Additionally, participants were tested on the Clinical Evaluation of Language Fundamentals-3. Listening and following rules, utterance types, topics of conversion, politeness, and conversational management emerged as themes. Findings indicated that as many as 22% of participants were potential candidates for language services. Implications for speech-language pathologists (SLPs) providing communication services will be provided.

Assessment of Aphasia Across the International Classification of Functioning, Disability and Health Using an iPad-Based Application.

PubMed

Guo, Yiting Emily; Togher, Leanne; Power, Emma; Hutomo, Edwin; Yang, Yi-Fei; Tay, Arthur; Yen, Shih-Cheng; Koh, Gerald Choon-Huat

2017-04-01

Access2Aphasia™ is an iPad™-based aphasia assessment application that enables real-time audiovisual communication between people with aphasia (PWA) and speech-language pathologists (SLPs), and the use of supported conversation techniques. This study aimed to establish the reliability of aphasia assessment across the International Classification of Functioning, Disability and Health (ICF) using Access2Aphasia, and compare it with face-to-face (FTF) assessment. Consumer perspectives of Access2Aphasia were also examined. Thirty PWA were randomized into two conditions: online-led and FTF assessment. Participants in the online-led group were assessed remotely using Access2Aphasia™ in their own homes, while an FTF SLP scored silently simultaneously. Participants in the FTF group were assessed FTF using standard administration materials. Assessment included two subtests of the Psycholinguistic Assessment of Language Processing Activities (PALPA) and the Assessment of Living with Aphasia (ALA) to allow for outcomes to be captured across the ICF domains. Consumer perspectives on Access2Aphasia were obtained from both PWA and research SLPs in the online-led group. Kappa statistics indicated moderate to almost perfect agreement between online and FTF SLPs (k = 0.71-1.00). Intrarater and interrater reliability was excellent (ICC = 0.99-1.00) and equivalent for the online-led and FTF conditions. Both PWA and research SLPs in the online-led group reported being satisfied with the experience overall, with suggestions provided by research SLPs to improve Access2Aphasia. This study supports the provision of iPad-based aphasia assessments across the ICF in the online environment, with comparable reliability to FTF assessments. Future research is warranted to support the development of iPad-based aphasia assessment and treatment as an alternative mode of service delivery to PWA.

Inter-rater Agreement of Clinicians' Treatment Recommendations Based on Modified Barium Swallow Study Reports.

PubMed

Slovarp, Laurie; Danielson, Jennifer; Liss, Julie

2018-06-07

The modified barium swallow study (MBSS) is a commonly used radiographic procedure for diagnosis and treatment of swallowing disorders. Despite attempts by dysphagia specialists to standardize the MBSS, most institutions have not adopted such standardized procedures. High variability of assessment patterns arguably contribute to variability of treatment recommendations made from diagnostic information derived from the MBSS report. An online survey was distributed to speech-language pathologists (SLPs) participating in American Speech Language Hearing Association (ASHA) listservs. Sixty-three SLPs who treat swallowing disorders participated. Participating SLPs reviewed two MBSS reports and chose physiologic treatment targets (e.g., tongue base retraction) based on each report. One report primarily contained symptomatology (e.g., aspiration, pharyngeal residue) with minimal information on impaired physiology (e.g., laryngeal incompetence, reduced hyolaryngeal elevation/excursion). In contrast, the second report contained a clear description of impaired physiology to explain the dysphagia symptoms. Fleiss kappa coefficients were used to analyze inter-rater agreement across the high and low physiology report types. Results revealed significantly higher inter-rater agreement across clinicians when reviewing reports with clear explanation(s) of physiologic impairment relative to reports that primarily focused on symptomatology. Clinicians also reported significantly greater satisfaction and treatment confidence following review of reports with clear description(s) of impaired physiology.

A Read-Aloud Storybook Selection System for Prereaders at the Preschool Language Level: A Pilot Study

PubMed Central

van Kleeck, Anne; Beaton, Derek; Horne, Erin; MacKenzie, Heather; Abdi, Hervé

2015-01-01

Purpose Many well-accepted systems for determining difficulty level exist for books children read independently, but few are available for determining the wide range of difficulty levels of storybooks read aloud to preschoolers. Also, the available tools list book characteristics only on the basis of parents' or authors' opinions. We created an empirically derived difficulty-level system on the basis of 22 speech-language pathologists' (SLPs) judgments of specific storybooks used in preschooler read-alouds. Method SLPs sorted 11 storybooks into ranked stacks on the basis of how difficult they thought the storybooks would be for preschoolers to understand when read aloud. SLPs described each stack globally as well as why they assigned each storybook to a particular stack. From transcriptions of the explanations, we derived a glossary of book characteristics using content analysis. We created a difficulty-level scale using a multivariate analysis technique that simultaneously analyzed book sorts and glossary terms. Results The book selection system includes a glossary of book characteristics, a 4-level difficulty scale, and exemplar books for each level. Conclusion This empirically derived difficulty-level system created for storybooks read aloud to preschoolers represents a step toward filling a gap in the read-aloud literature. PMID:26089030

Brief Report: A Mobile Application to Treat Prosodic Deficits in Autism Spectrum Disorder and Other Communication Impairments: A Pilot Study.

PubMed

Simmons, Elizabeth Schoen; Paul, Rhea; Shic, Frederick

2016-01-01

This study examined the acceptability of a mobile application, SpeechPrompts, designed to treat prosodic disorders in children with ASD and other communication impairments. Ten speech-language pathologists (SLPs) in public schools and 40 of their students, 5-19 years with prosody deficits participated. Students received treatment with the software over eight weeks. Pre- and post-treatment speech samples and student engagement data were collected. Feedback on the utility of the software was also obtained. SLPs implemented the software with their students in an authentic education setting. Student engagement ratings indicated students' attention to the software was maintained during treatment. Although more testing is warranted, post-treatment prosody ratings suggest that SpeechPrompts has potential to be a useful tool in the treatment of prosodic disorders.

Development and reliability of the Functional Communication Classification System for children with cerebral palsy.

PubMed

Barty, Elizabeth; Caynes, Katy; Johnston, Leanne M

2016-10-01

This paper describes the development, validation, and reliability of the Functional Communication Classification System (FCCS), designed to classify expressive communication skills of children with cerebral palsy (CP) aged 4 years and 5 years (between their fourth and sixth birthdays). The Functional Communication Classification System (FCCS) was developed in 2006 using a literature review, client file audit, and expert consultative committee process in order to devise scale content, structure, and check clinical validity and utility. Interrater reliability was examined between speech-language pathologists (SLPs), other allied health professionals (AHPs), and parents of 48 children with CP. The scale was revised and a clinical reasoning prompt sheet added, then trialled again for 42 children. The result was a five-level system with descriptors and decision-making guides for classification of functional expressive communication for children with CP. Overall interrater reliability was excellent for the final FCCS, intraclass correlation coefficient=0.97 (95% confidence interval 0.95 to 0.98). Kappa values were 0.94 between SLPs and AHPs, 0.59 between SLPs and parents, and 0.60 between AHPs and parents. The FCCS is a reliable tool for describing functional communication in young children with CP, appropriate for use by SLPs, other AHPs, and parents of children with CP. © 2016 Mac Keith Press.

Exploring the emerging profession of speech-language pathology in Vietnam through pioneering eyes.

PubMed

Atherton, Marie; Davidson, Bronwyn; McAllister, Lindy

2017-04-01

In September 2012, 18 Vietnamese health professionals graduated as Vietnam's first university qualified speech-language pathologists (SLPs). This study details the reflections of these pioneering health professionals at 12 months following their graduation, drawing attention to their scope of practice as SLPs and to the opportunities and challenges to progressing the practice of speech-language pathology (SLP) in Vietnam. Thirteen graduates participated in small group interviews where they described their work and their perceptions of their emerging practice. Thematic analysis of the interview transcripts was employed to identify key concepts and themes within the data. Four overarching themes were identified-scope of practice, establishing identity, confidence to practise and progressing the profession. Overall analysis revealed evolving professional practice characterised by new learning, fluctuations in confidence and an active forging of professional identity. Mentoring and support by international colleagues and advancing professional recognition were identified as critical to the profession's progression and to the development of context-specific and culturally appropriate services. Participants' reflections draw focus to an important role for the international SLP community as it works in partnership with colleagues to enhance awareness of and services for people with communication disabilities in under-served communities such as Vietnam.

Guiding principles and clinical applications for speech-language pathology practice in early intervention.

PubMed

Paul, Diane; Roth, Froma P

2011-07-01

This article describes guiding principles in early intervention (EI) and demonstrates how speech-language pathologists (SLPs) can apply these principles to best serve infants and toddlers with communication and related problems and their families. Four principles guide the implementation of speech-language pathology services. EI services are services that are (a) family centered and culturally and linguistically responsive; (b) developmentally supportive, promoting children's participation in their natural environments; (c) comprehensive, coordinated, and team based; and (d) based on the highest quality evidence available. Actual clinical scenarios are presented to illustrate each principle. The four principles provide a framework for the wide range of roles and responsibilities assumed by SLPs in EI: (a) screening/evaluation/assessment, (b) goal setting and intervention, (c) consultation with and education for team members, (d) service coordination, (e) transition planning, and (f) advocacy. It is critical that families of infants and toddlers who are at risk for, or who have been diagnosed with, communication disorders receive all necessary services and supports. EI services should be tailored to the individual and the changing needs, preferences, and priorities of each family. The earlier services are provided, the more likely is the child's chance to develop effective communication.

Survey of Usual Practice: Dysphagia Therapy in Head & Neck Cancer Patients

PubMed Central

Krisciunas, Gintas P.; Sokoloff, William; Stepas, Katherine; Langmore, Susan E.

2012-01-01

There is no standardized dysphagia therapy for head and neck cancer patients and scant evidence to support any particular protocol, leaving institutions and individual speech language pathologists (SLPs) to determine their own protocols based on “typical” practices or anecdotal evidence. To gain an understanding of current usual practices, a national internet-based survey was developed and disseminated to SLPs who treat HNC patients. From a random sample of 4,000 ASHA SID 13 members, 1,931 fit the inclusion criteria, and 759 complete responses were recorded for a 39.3% response rate. Results were analyzed by institution type as well as by individual clinical experience. While some interesting trends emerged from the data, a lack of uniformity and consensus regarding best practices was apparent. This is undoubtedly due to a paucity of research adequately addressing the efficacy of any one therapy for dysphagia in the HNC population. PMID:22456699

Ultrasound as visual feedback in speech habilitation: exploring consultative use in rural British Columbia, Canada.

PubMed

Bernhardt, May B; Bacsfalvi, Penelope; Adler-Bock, Marcy; Shimizu, Reiko; Cheney, Audrey; Giesbrecht, Nathan; O'connell, Maureen; Sirianni, Jason; Radanov, Bosko

2008-02-01

Ultrasound has shown promise as a visual feedback tool in speech therapy. Rural clients, however, often have minimal access to new technologies. The purpose of the current study was to evaluate consultative treatment using ultrasound in rural communities. Two speech-language pathologists (SLPs) trained in ultrasound use provided consultation with ultrasound in rural British Columbia to 13 school-aged children with residual speech impairments. Local SLPs provided treatment without ultrasound before and after the consultation. Speech samples were transcribed phonetically by independent trained listeners. Eleven children showed greater gains in production of the principal target /[image omitted]/ after the ultrasound consultation. Four of the seven participants who received more consultation time with ultrasound showed greatest improvement. Individual client factors also affected outcomes. The current study was a quasi-experimental clinic-based study. Larger, controlled experimental studies are needed to provide ultimate evaluation of the consultative use of ultrasound in speech therapy.

A computerized procedure for teaching the relationship between graphic symbols and their referents.

PubMed

Isaacson, Mick; Lloyd, Lyle L

2013-01-01

Many individuals with little or no functional speech communicate through graphic symbols. Communication is enhanced when the relationship between symbols and their referents are learned to such a degree that retrieval is effortless, resulting in fluent communication. Developing fluency is a time consuming endeavor for special educators and speech-language pathologists (SLPs). It would be beneficial for these professionals to have an automated procedure based on the most efficacious method for teaching the relationship between symbols and referent. Hence, this study investigated whether a procedure based on the generation effect would promote learning the association between symbols and their referents. Results show that referent generation produces the best long-term retention of this relationship. These findings provide evidence that software based on referent generation would provide special educators and SLPs with an efficacious automated procedure, requiring minimal direct supervision, to facilitate symbol/referent learning and the development of communicative fluency.

Speech–Language Pathology Evaluation and Management of Hyperkinetic Disorders Affecting Speech and Swallowing Function

PubMed Central

Barkmeier-Kraemer, Julie M.; Clark, Heather M.

2017-01-01

Background Hyperkinetic dysarthria is characterized by abnormal involuntary movements affecting respiratory, phonatory, and articulatory structures impacting speech and deglutition. Speech–language pathologists (SLPs) play an important role in the evaluation and management of dysarthria and dysphagia. This review describes the standard clinical evaluation and treatment approaches by SLPs for addressing impaired speech and deglutition in specific hyperkinetic dysarthria populations. Methods A literature review was conducted using the data sources of PubMed, Cochrane Library, and Google Scholar. Search terms included 1) hyperkinetic dysarthria, essential voice tremor, voice tremor, vocal tremor, spasmodic dysphonia, spastic dysphonia, oromandibular dystonia, Meige syndrome, orofacial, cervical dystonia, dystonia, dyskinesia, chorea, Huntington’s Disease, myoclonus; and evaluation/treatment terms: 2) Speech–Language Pathology, Speech Pathology, Evaluation, Assessment, Dysphagia, Swallowing, Treatment, Management, and diagnosis. Results The standard SLP clinical speech and swallowing evaluation of chorea/Huntington’s disease, myoclonus, focal and segmental dystonia, and essential vocal tremor typically includes 1) case history; 2) examination of the tone, symmetry, and sensorimotor function of the speech structures during non-speech, speech and swallowing relevant activities (i.e., cranial nerve assessment); 3) evaluation of speech characteristics; and 4) patient self-report of the impact of their disorder on activities of daily living. SLP management of individuals with hyperkinetic dysarthria includes behavioral and compensatory strategies for addressing compromised speech and intelligibility. Swallowing disorders are managed based on individual symptoms and the underlying pathophysiology determined during evaluation. Discussion SLPs play an important role in contributing to the differential diagnosis and management of impaired speech and deglutition associated with hyperkinetic disorders. PMID:28983422

Design and Implementation of an Interactive Website for Pediatric Voice Therapy-The Concept of In-Between Care: A Telehealth Model.

PubMed

Doarn, Charles R; Zacharias, Stephanie; Keck, Casey Stewart; Tabangin, Meredith; DeAlarcon, Alessandro; Kelchner, Lisa

2018-06-05

This article describes the design and implementation of a web-based portal developed to provide supported home practice between weekly voice therapy sessions delivered through telehealth to children with voice disorders. This in-between care consisted of supported home practice that was remotely monitored by speech-language pathologists (SLPs). A web-based voice therapy portal (VTP) was developed as a platform so participants could complete voice therapy home practice by an interdisciplinary team of SLPs (specialized in pediatric voice therapy), telehealth specialists, biomedical informaticians, and interface designers. The VTP was subsequently field tested in a group of children with voice disorders, participating in a larger telehealth study. Building the VTP for supported home practice for pediatric voice therapy was challenging, but successful. Key interactive features of the final site included 11 vocal hygiene questions, traditional voice therapy exercises grouped into levels, audio/visual voice therapy demonstrations, a store-and-retrieval system for voice samples, message/chat function, written guidelines for weekly therapy exercises, and questionnaires for parents to complete after each therapy session. Ten participants (9-14 years of age) diagnosed with a voice disorder were enrolled for eight weekly telehealth voice therapy sessions with follow-up in-between care provided using the VTP. The development and implementation of the VTP as a novel platform for the delivery of voice therapy home practice sessions were effective. We found that a versatile individual, who can work with all project staff (speak the language of both SLPs and information technologists), is essential to the development process. Once the website was established, participants and SLPs effectively utilized the web-based VTP. They found it feasible and useful for needed in-between care and reinforcement of therapeutic exercises.

Multimodal Speech Capture System for Speech Rehabilitation and Learning.

PubMed

Sebkhi, Nordine; Desai, Dhyey; Islam, Mohammad; Lu, Jun; Wilson, Kimberly; Ghovanloo, Maysam

2017-11-01

Speech-language pathologists (SLPs) are trained to correct articulation of people diagnosed with motor speech disorders by analyzing articulators' motion and assessing speech outcome while patients speak. To assist SLPs in this task, we are presenting the multimodal speech capture system (MSCS) that records and displays kinematics of key speech articulators, the tongue and lips, along with voice, using unobtrusive methods. Collected speech modalities, tongue motion, lips gestures, and voice are visualized not only in real-time to provide patients with instant feedback but also offline to allow SLPs to perform post-analysis of articulators' motion, particularly the tongue, with its prominent but hardly visible role in articulation. We describe the MSCS hardware and software components, and demonstrate its basic visualization capabilities by a healthy individual repeating the words "Hello World." A proof-of-concept prototype has been successfully developed for this purpose, and will be used in future clinical studies to evaluate its potential impact on accelerating speech rehabilitation by enabling patients to speak naturally. Pattern matching algorithms to be applied to the collected data can provide patients with quantitative and objective feedback on their speech performance, unlike current methods that are mostly subjective, and may vary from one SLP to another.

Incorporating video modeling into a school-based intervention for students with autism spectrum disorders.

PubMed

Wilson, Kaitlyn P

2013-01-01

Video modeling is an intervention strategy that has been shown to be effective in improving the social and communication skills of students with autism spectrum disorders, or ASDs. The purpose of this tutorial is to outline empirically supported, step-by-step instructions for the use of video modeling by school-based speech-language pathologists (SLPs) serving students with ASDs. This tutorial draws from the many reviews and meta-analyses of the video modeling literature that have been conducted over the past decade, presenting empirically supported considerations for school-based SLPs who are planning to incorporate video modeling into their service delivery for students with ASD. The 5 overarching procedural phases presented in this tutorial are (a) preparation, (b) recording of the video model, (c) implementation of the video modeling intervention, (d) monitoring of the student's response to the intervention, and (e) planning of the next steps. Video modeling is not only a promising intervention strategy for students with ASD, but it is also a practical and efficient tool that is well-suited to the school setting. This tutorial will facilitate school-based SLPs' incorporation of this empirically supported intervention into their existing strategies for intervention for students with ASD.

Understanding perceptions of stuttering among school-based speech-language pathologists: an application of attribution theory.

PubMed

Boyle, Michael P

2014-01-01

The purpose of this study was to investigate whether attribution theory could explain speech-language pathologists (SLPs) perceptions of children with communication disorders such as stuttering. Specifically, it was determined whether perceptions of onset and offset controllability, as well as biological and non-biological attributions for communication disorders were related to willingness to help, sympathy, and anger toward children with these disorders. It was also of interest to determine if blame for stuttering was related to perceived controllability of stuttering and negative attitudes toward people who stutter (PWS). A survey was developed to measure perceived onset and offset controllability, biological and non-biological attributions, willingness to help, sympathy, and anger toward middle school children with developmental stuttering, functional articulation disorders, and cerebral palsy. In addition, a scale was developed to measure blame and negative attitudes toward PWS in general. Surveys were mailed to 1000 school-based SLPs. Data from 330 participants were analyzed. Supporting the hypotheses of attribution theory, higher perceived onset and offset controllability of the disorder was linked to less willingness to help, lower sympathy, and more anger across conditions. Increased biological attributions were associated with more reported sympathy. Increased blame for stuttering was linked to higher perceived controllability of stuttering, more dislike of PWS, and more agreement with negative stereotypes about PWS. Educating SLPs about the variable loss of control inherent in stuttering could improve attitudes and increase understanding of PWS. Reductions in blame may facilitate feelings of sympathy and empathy for PWS and reduce environmental barriers for clients. Learning outcomes Readers should be able to: (1) identify the main principles of Weiner's attribution theory (2) identify common negative perceptions of people who stutter (3) describe how disorders of stuttering, articulation disorders, and cerebral palsy are differentiated in terms of perceived onset and offset controllability, and biological and non-biological attributions (4) describe relationships between perceived onset and offset controllability of disorders and sympathy, anger, and willingness to help. Copyright © 2014 Elsevier Inc. All rights reserved.

Improving text comprehension: scaffolding adolescents into strategic reading.

PubMed

Ukrainetz, Teresa A

2015-02-01

Understanding and learning from academic texts involves purposeful, strategic reading. Adolescent readers, particularly poor readers, benefit from explicit instruction in text comprehension strategies, such as text preview, summarization, and comprehension monitoring, as part of a comprehensive reading program. However, strategies are difficult to teach within subject area lessons where content instruction must take primacy. Speech-language pathologists (SLPs) have the expertise and service delivery options to support middle and high school students in learning to use comprehension strategies in their academic reading and learning. This article presents the research evidence on what strategies to teach and how best to teach them, including the use of explicit instruction, spoken interactions around text, cognitive modeling, peer learning, classroom connections, and disciplinary literacy. The article focuses on how to move comprehension strategies from being teaching tools of the SLP to becoming learning tools of the student. SLPs can provide the instruction and support needed for students to learn and apply of this important component of academic reading. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Why do clinicians choose the therapies and techniques they do? Exploring clinical decision-making via treatment selections in dysphagia practice.

PubMed

McCurtin, Arlene; Healy, Chiara

2017-02-01

Speech-language pathologists (SLPs) are assumed to use evidence-based practice to inform treatment decisions. However, the reasoning underpinning treatment selections is not well known. Understanding why SLPs choose the treatments they do may be clarified by exploring the reasoning tied to specific treatments such as dysphagia interventions. An electronic survey methodology was utilised. Participants were accessed via the gatekeepers of two national dysphagia special interest groups representing adult and paediatric populations. Information was elicited on the dysphagia therapies and techniques used and on the reasoning for using/not using therapies. Data was analysed using descriptive and non-parametric statistics. The survey had a 74.8% response rate (n = 116). Consensus in both treatment selections and reasoning supporting treatment decisions was evident. Three favoured interventions (texture modification, thickening liquids, positioning changes) were identified. The reasoning supporting treatment choices centred primarily on client suitability and clinician knowledge. Knowledge reflected both absent knowledge (e.g. training) and accumulated knowledge (clinical experience). Dysphagia practice appears highly-defined, being characterised by group consensus regarding both preferred treatments and the reasoning underpinning treatment selections. Treatment selections are based on two core criteria: client suitability and the SLPs experience/knowledge. Explicit scientific reasoning is less influential than practice-centric influences.

Functional seating for school-age children with cerebral palsy: an evidence-based tutorial.

PubMed

Costigan, F Aileen; Light, Janice

2011-04-01

This tutorial is designed to teach speech-language pathologists (SLPs) best practices to support functional seating of children with cerebral palsy (CP) in the classroom and in school-based therapy sessions. This tutorial teaches SLPs to (a) recognize the positive effects of seating intervention, (b) identify the characteristics of functional seating that may produce these positive effects, and (c) realize their role in supporting functional seating for school-age children with CP. The research reporting positive effects of seating intervention for school-age children with CP is presented according to the International Classification of Functioning, Disability and Health (World Health Organization, 2001). Recommended guidelines for functional seating for school-age children with CP are gleaned from the research evidence. The specific role of the SLP in providing functional seating for children with CP is then discussed. Seating intervention may produce positive body structure and function, activities, and participation effects for school-age children with CP when appropriate equipment is provided for weight bearing, the pelvis is positioned for stability and mobility, and the body is properly aligned. SLPs can support functional seating for school-age children with CP by communicating with professionals with seating expertise and by invoking and monitoring recommended guidelines for children with basic and complex seating needs, respectively.

Assessment With Children Who Need Augmentative and Alternative Communication (AAC): Clinical Decisions of AAC Specialists.

PubMed

Lund, Shelley K; Quach, Wendy; Weissling, Kristy; McKelvey, Miechelle; Dietz, Aimee

2017-01-01

The purpose of this study was to explore how speech-language pathologists (SLPs) who are augmentative and alternative communication (AAC) specialists approach the assessment process for 2 case studies, 1 child with cerebral palsy and 1 with autism spectrum disorder. The aim of the study was to answer the following questions: (a) How do clinicians with expertise approach the AAC assessment process for children with developmental disabilities? (b) Can any initial hypothesis be drawn about how SLPs approach the assessment of children with motor versus social interactive deficits? This study used a phenomenological qualitative design. The researchers conducted 2 in-depth, semistructured interviews with 8 SLPs who specialized in AAC and self-identified as primarily working with children. Four major themes emerged from the data: area of assessment, method of assessment, evaluation preparation, and parent education. Each major theme contained multiple subthemes and categories within those subthemes. Participants discussed similar areas of assessment for both cases, indicating that some aspects of AAC assessment are universal. However, the specific aspects of what they were assessing and how they went about assessing them differed between the 2 cases. The results of the current study provide an outline of an assessment protocol for children with complex communication needs.

Promoting change through political consciousness: a South African speech-language pathology response to the World Report on Disability.

PubMed

Kathard, Harsha; Pillay, Mershen

2013-02-01

In the context of the World Report on Disability, Wylie, McAllister, Davidson, and Marshall (2013) question how speech-language pathologists (SLPs) change practices to benefit under-served people with communication disability. This commentary provides a South African response premised on Political Consciousness. In South Africa, a grossly unequal society, the under-served population is not only those with communication disability but also include those who are at a communication disadvantage due to disabling conditions. As a consequence of the combined effects of a severe shortage of SLPs as well as maldistribution in service provision, the under-served are mainly poor Black South Africans who are the majority population. Political Consciousness allows one to examine how selected forces at the macro-level, meso-level, and micro-level may enable or limit services to the under-served majority. At a macro-level, this study appraises policies and actions advancing and impeding service delivery. At the meso-level it is argued that hegemonic professional knowledge is limiting and an equity-driven population-based approach is advocated. At a micro-level, the Relationship of Labouring Affinities is offered as a conceptual tool for critical engagement. In conclusion, it is suggested that the speech-language pathology profession must collectively become political actors at all levels to effect change.

Speech-language pathologists as determiners of the human right to diversity in communication for school children in the US.

PubMed

Farrugia-Bernard, Audrey M

2018-02-01

Article 19 of the Universal Declaration of Human Rights states that everyone has the right to freedom of opinion and expression - the right to communication. Communication is at the core of the speech-language pathology (SLP) profession. Yet, while we celebrate the 70th anniversary of the Universal Declaration of Human Rights some of our most vulnerable youth are being placed in special education at disproportional rates. School-based SLPs in the United States may be unwittingly contributing to this phenomenon, obstructing the human right to communication because of biased assessment procedures. However, increasing cultural competence, diversifying the profession, and utilising additional assessment measures are actions that can be taken to promote equity in assessment for all children.

Implementing recommendations of the World Report on Disability for indigenous populations.

PubMed

Westby, Carol

2013-02-01

Typically, the types of services provided for people with communication disorders (PWCD) and the ways the services are provided have been designed for dominant populations in the Minority World. If services are to be truly accessible and equitable, they must be designed to account for cultural variations in beliefs, needs, and desires of PWCD and their families. This article describes the health conditions that put indigenous populations at particular risk for communicative disorders and gives examples of ways in which speech-language pathologists (SLPs) have addressed the recommendations of the World Report on Disability when working with PWCD in indigenous communities in Minority World countries.

Validation of the Focus on the Outcomes of Communication under Six outcome measure

PubMed Central

Thomas-Stonell, Nancy; Oddson, Bruce; Robertson, Bernadette; Rosenbaum, Peter

2013-01-01

Aim The aim of this study was to establish the construct validity of the Focus on the Outcomes of Communication Under Six (FOCUS©),a tool designed to measure changes in communication skills in preschool children. Method Participating families' children (n=97; 68 males, 29 females; mean age 2y 8mo; SD 1.04y, range 10mo–4y 11mo) were recruited through eight Canadian organizations. The children were on a waiting list for speech and language intervention. Parents completed the Ages and Stages Questionnaire – Social/Emotional (ASQ-SE) and the FOCUS three times: at assessment and at the start and end of treatment. A second sample (n=28; 16 males 12 females) was recruited from another organization to correlate the FOCUS scores with speech, intelligibility and language measures. Second sample participants ranged in age from 3 years 1 month to 4 years 9 months (mean 3y 11mo; SD 0.41y). At the start and end of treatment, children were videotaped to obtain speech and language samples. Parents and speech–language pathologists (SLPs) independently completed the FOCUS tool. SLPs who were blind to the pre/post order of the videotapes analysed the samples. Results The FOCUS measured significantly more change (p<0.01) during treatment than during the waiting list period. It demonstrated both convergent and discriminant validity against the ASQ-SE. The FOCUS change corresponded to change measured by a combination of clinical speech and language measures (κ=0.31, p<0.05). Conclusion The FOCUS shows strong construct validity as a change-detecting instrument. PMID:23461266

Treating reading comprehension deficits in sub-acute brain injury rehabilitation: Identifying clinical practice and management.

PubMed

Watter, Kerrin; Copley, Anna; Finch, Emma

There is limited evidence for cognitive-communication reading comprehension (CCRC) interventions for adults following acquired brain injury (ABI), particularly during sub-acute rehabilitation. The purpose of this study was to investigate the clinical practice of speech-language pathologists (SLPs) with CCRC deficits during sub-acute ABI rehabilitation and compare it to the best available evidence. An electronic survey was used to gather information from clinicians across Australia regarding clinical practice in the areas of assessment, intervention, treatment hierarchies and service delivery; survey questions were developed from an extensive review of the literature and expert clinician opinion. Survey findings were then compared with the literature in the form of a systematic review. Surveyed clinicians provided multiple interventions for CCRC rehabilitation, including impairment based (94.7%), activity based (94.7%) and reading strategy interventions (100.0%). Five strategies were used by >94% of SLPs (highlighting, identifying main points/wh- questioning, re-reading, summarising, reducing visual load). When compared with the literature, strong similarities were found for strategy-based interventions and individual service delivery, with broad similarities for functional and impairment-based interventions, and impairment based treatment hierarchies. Strong differences in assessment were identified. Strategy use reported in clinical practice (100.0% SLPs) was higher than in the literature. Further investigation into the effectiveness of specific reading strategies for people with ABI is warranted. Copyright © 2016 Elsevier Inc. All rights reserved.

The perspectives of adults with aphasia and their team members regarding the importance of nine life areas for rehabilitation: a pilot investigation.

PubMed

Pettit, Lauren K; Tönsing, Kerstin M; Dada, Shakila

2017-03-01

Client-centred rehabilitation implies that persons with aphasia and their significant others are actively involved in all decisions regarding rehabilitation, including the setting of rehabilitation priorities and goals. This study aimed to describe and compare the perspectives of adults with aphasia, their significant others and their speech-language pathologists (SLPs) regarding the importance of nine life areas for the rehabilitation of adults with aphasia. A total of 15 adults with expressive aphasia rated the importance of nine life areas using the Talking Mats™ framework. A questionnaire was used to obtain the ratings of 15 of their significant others and the 15 SLPs treating them. Most life areas were rated as important to work on in rehabilitation by most participants. The adults with aphasia rated the areas as important more frequently than their significant others and SLPs. All participants rated Communication as important. Statistically significant differences were noted for three of the nine life areas. The life areas which the participants were questioned about seem to provide a good starting point for rehabilitation teams to find common ground for collaborative goal setting. The Talking Mats™ approach allowed adults with aphasia to participate in the process. It can be a useful tool to promote client-centred rehabilitation for adults with expressive communication difficulties.

Dysphagia and Speech-Language Pathology Involvement Following Chemical Ingestion Injury: A Review of 44 Cases Admitted to a Quaternary Australian Hospital (2008-2012).

PubMed

Rumbach, Anna F; Cremer, Rebecca

2017-11-08

This study aimed to explore the clinical characteristics of an adult chemical ingestion population and examine the course of return to oral intake post injury and speech-language pathologist (SLP) involvement during the initial acute-care admission. A retrospective chart review of adults admitted to a quaternary hospital for the treatment of an acute chemical ingestion injury between 2008 and 2012 was conducted. Forty-four adults (23 men, 21 women) were identified as receiving treatment for ingestion injury, of whom 18 (40.91%) required altered oral intake. Of those requiring altered oral intake, 50% were referred to SLPs. Individuals requiring altered oral intake were significantly (p < .05) older, more likely to be men, and present with more severe injuries requiring longer ICU and hospital admissions following intentional chemical ingestions than those who were able to commence a normal oral diet without any alteration or nonoral supplementation. By discharge, 15.91% (n = 7) of the total cohort had not resumed normal oral intake. Return to oral intake post chemical ingestion injury can be protracted and complex. Referrals to SLPs were limited. These data may aid prognostic insight as well as provide (a) collateral information to assist discharge planning and follow-up and (b) background for evaluating the potential for SLP involvement.

Language Justice for Sign Language Peoples: The UN Convention on the Rights of Persons with Disabilities

ERIC Educational Resources Information Center

Batterbury, Sarah C. E.

2012-01-01

Sign Language Peoples (SLPs) across the world have developed their own languages and visuo-gestural-tactile cultures embodying their collective sense of Deafhood (Ladd 2003). Despite this, most nation-states treat their respective SLPs as disabled individuals, favoring disability benefits, cochlear implants, and mainstream education over language…

Attitudes of a group of primary school teachers towards the educational inclusion of hearing-impaired learners in regular classrooms.

PubMed

Keith, K; Ross, E

1998-01-01

Research has clearly demonstrated a link between the attitudes of regular education teachers and the success of inclusion of learners with special educational needs. Therefore, the present study aimed to investigate the attitudes of a group of junior primary school teachers from the Gauteng area towards the inclusion of hearing-impaired children into regular classes. A survey research design was employed which utilized a questionnaire as the research tool. Analysis of results indicated that the teachers surveyed were relatively positive in their attitudes towards inclusion. Greater exposure to disability in terms of training and experience was related to more positive attitudes. Similarly, more positive attitudes were related to greater perceived competence in teaching hearing-impaired pupils. All of the teachers surveyed felt that speech-language pathologists and audiologists (SLPs & As) should be involved in facilitating inclusion of hearing-impaired children. Many of the respondents expressed concern regarding their lack of training, knowledge and skills. The findings from the research project highlight the need for an adequate training and support system for teachers prior to the implementation of an inclusive educational policy, and the potential role of SLPs & As in this regard.

Exploring Attitudes of Indian Classical Singers Toward Seeking Vocal Health Care.

PubMed

Gunjawate, Dhanshree R; Aithal, Venkataraja U; Guddattu, Vasudeva; Kishore, Amrutha; Bellur, Rajashekhar

2016-11-01

The attitude of Indian classical singers toward seeking vocal health care is a dimension yet to be explored. The current study was aimed to determine the attitudes of these singers toward seeking vocal health care and further understand the influence of age and gender. Cross-sectional. A 10-item self-report questionnaire adapted from a study on contemporary commercial music singers was used. An additional question was added to ask if the singer was aware about the profession and role of speech-language pathologists (SLPs). The questionnaire was administered on 55 randomly selected self-identified trained Indian classical singers who rated the items using a five-point Likert scale. Demographic variables were summarized using descriptive statistics and t test was used to compare the mean scores between genders and age groups. Of the singers, 78.2% were likely to see a doctor for heath-related problems, whereas 81.8% were unlikely to seek medical care for voice-related problems; the difference was statistically significant (P < 0.001). Responses for the questions assessing the attitudes toward findings from medical examination by a specialist revealed a statistically significant difference (P = 0.02) between the genders. Age did not have a significant influence on the responses. Only 23.6% of the respondents were aware about the profession and the role of SLPs. The findings are in tune with western literature reporting hesitation of singers toward seeking vocal health care and draws attention of SLPs to promote their role in vocal health awareness and management. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

The impact of speech and language problems in kindergarten on academic learning and special education status in grade three.

PubMed

Janus, Magdalena; Labonté, Chantal; Kirkpatrick, Ryan; Davies, Scott; Duku, Eric

2017-11-24

This study addressed the implications of experiencing early speech-language pathologies (SLPs) in kindergarten on special education needs (SEN) and academic outcomes in grade three. Early Development Instrument (EDI) kindergarten data on development and the presence or absence of SLPs were matched with grade three school-system standardised tests of reading, writing and maths, and SEN classification in Ontario, Canada for 59 015 students. Children were classified as having a Persistent speech language pathology (SLP), Remittent SLP, Latent SEN or as a typically developing Control. Even though 72.3% of children's SLPs remitted by grade three, kindergarten SLPs conveyed higher likelihood of having an SEN, and of lower achievement levels in grade three. The degree of impact varied between Persistent and Remittent groups. Children in the Latent group had lower scores in kindergarten on all five EDI domains than Control children. These population level results provide strong evidence to indicate that all children who present with an SLP in kindergarten face further academic challenges, even if their SLP resolves over time. Findings have implications for early intervention and treatment for children with early SLPs.

Ratings within and across ethnic boundaries of methods of one on one reading instruction.

PubMed

Badon, Linda C; Oller, John W; Oller, Stephen D

2005-01-01

Selected video segments of eight instructional sessions were evaluated by 39 speech language pathologists (SLPs). Each involved one of four first grade female students at-risk for academic difficulties being instructed by an African American SLP. In half the videos instruction was focused on story content (whole language) and in the other half on form (sound-symbol correspondence). Raters judged the child's comprehension, and the clinician's clarity and enthusiasm. Videos appeared in a random order. Raters received no advance information about the orientation of instruction or demography. Two of the children were African Americans, one was Caucasian, and one Hispanic. All used American English as their home language. With respect to efficacy of methods, ratings significantly favored the content (whole language) orientation in agreement with an independent count of miscues and scores for story retelling. However, ratings across ethnic boundaries differed with quantitative measures suggesting possible stereotyping. As a result of reading this article, participants will be able to (1) discuss factors that may color interactions with at-risk clients, (2) distinguish surface oriented (sound-symbol) approaches to reading instruction from content (meaning) oriented approaches, (3) describe influences of ethnicity on qualitative judgments crucial to clinical interactions.

Comparison of Trained Clinician Ratings with Expert Ratings of Aspiration on Videofluoroscopic Images from a Randomized Clinical Trial

PubMed Central

Hind, Jacqueline A.; Gensler, Gary; Brandt, Diane K.; Miller Gardner, Patricia J.; Blumenthal, Loreen; Gramigna, Gary D.; Kosek, Steven; Lundy, Donna; McGarvey-Toler, Susan; Rockafellow, Susan; Sullivan, Paula A.; Villa, Marybell; Gill, Gary D.; Lindblad, Anne S.; Logemann, Jeri A.; Robbins, JoAnne

2009-01-01

Accurate detection and classification of aspiration is a critical component of videofluoroscopic swallowing evaluation, the most commonly utilized instrumental method for dysphagia diagnosis and treatment. Currently published literature indicates that inter-judge reliability for the identification of aspiration ranges from poor to fairly good depending on the amount of training provided to clinicians. The majority of extant studies compared judgments among clinicians. No studies included judgments made during the use of a postural compensatory strategy. The purpose of this study was to examine the accuracy of judgments made by speech-language pathologists (SLPs) practicing in hospitals compared with unblinded expert judges when identifying aspiration and using the 8-point Penetration/Aspiration Scale. Clinicians received extensive training for the detection of aspiration and minimal training on use of the Penetration/Aspiration Scale. Videofluoroscopic data were collected from 669 patients as part of a large, randomized clinical trial and include judgments of 10,200 swallows made by 76 clinicians from 44 hospitals in 11 states. Judgments were made on swallows during use of dysphagia compensatory strategies: chin down posture with thin-liquids and thickened liquids (nectar-thick and honey-thick consistencies) in a head neutral posture. The subject population included patients with Parkinson’s disease and/or dementia. Kappa statistics indicate high accuracy for all interventions by SLPs for identification of aspiration (all К > .86) and variable accuracy (range 69%–76%) using the Penetration/Aspiration Scale when compared to expert judges. It is concluded that while the accuracy of identifying the presence of aspiration by SLPs is excellent, more extensive training and/or image enhancement is recommended for precise use of the Penetration/Aspiration Scale. PMID:18953607

Speech in 10-Year-Olds Born With Cleft Lip and Palate: What Do Peers Say?

PubMed

Nyberg, Jill; Havstam, Christina

2016-09-01

The aim of this study was to explore how 10-year-olds describe speech and communicative participation in children born with unilateral cleft lip and palate in their own words, whether they perceive signs of velopharyngeal insufficiency (VPI) and articulation errors of different degrees, and if so, which terminology they use. Methods/Participants: Nineteen 10-year-olds participated in three focus group interviews where they listened to 10 to 12 speech samples with different types of cleft speech characteristics assessed by speech and language pathologists (SLPs) and described what they heard. The interviews were transcribed and analyzed with qualitative content analysis. The analysis resulted in three interlinked categories encompassing different aspects of speech, personality, and social implications: descriptions of speech, thoughts on causes and consequences, and emotional reactions and associations. Each category contains four subcategories exemplified with quotes from the children's statements. More pronounced signs of VPI were perceived but referred to in terms relevant to 10-year-olds. Articulatory difficulties, even minor ones, were noted. Peers reflected on the risk to teasing and bullying and on how children with impaired speech might experience their situation. The SLPs and peers did not agree on minor signs of VPI, but they were unanimous in their analysis of clinically normal and more severely impaired speech. Articulatory impairments may be more important to treat than minor signs of VPI based on what peers say.

A Taiwanese Mandarin Main Concept Analysis (TM-MCA) for quantification of aphasic oral discourse.

PubMed

Kong, Anthony Pak-Hin; Yeh, Chun-Chih

2015-01-01

Various quantitative systems have been proposed to examine aphasic oral narratives in English. A clinical tool for assessing discourse produced by Cantonese-speaking persons with aphasia (PWA), namely Main Concept Analysis (MCA), was developed recently for quantifying the presence, accuracy and completeness of a narrative. Similar tools for Mandarin speakers are currently absent. The first aim is to develop and establish the validity of the Taiwanese Mandarin Main Concept Analysis (TM-MCA) for the Mandarin-speaking population in Taiwan, given the paucity of related investigations. Another aim is to establish the influence of age and education level on Taiwanese Mandarin speakers' oral narrative abilities. The third purpose is to examine how well the TM-MCA could distinguish between native speakers with and without aphasia in Taiwan. The final aim is to examine the reliability and validity of the TM-MCA. Eight speech-language pathologists (SLPs) and eight neurologically intact participants were involved to establish the TM-MCA main concepts. Another 36 neurologically intact participants and 10 PWA participated to validate the TM-MCA by contrasting their performance. Both age and educational level affected the oral discourse performance among the neurologically intact adults. Significant differences on the TM-MCA measures were noted between the control group and the group with aphasia. Moreover, the degree of aphasia significantly affected the oral discourse of PWA. The TM-MCA is a culturally appropriate quantitative system for the Taiwanese Mandarin population. It can be used to supplement standardized aphasia tests to help SLPs make more informative decisions not only on clinical diagnosis but also on treatment planning. © 2015 Royal College of Speech and Language Therapists.

"From your own thinking you can't help us": intercultural collaboration to address inequities in services for Indigenous Australians in response to the World Report on Disability.

PubMed

Lowell, Anne

2013-02-01

Inequity in service provision for Indigenous Australians with communication disability is an issue requiring urgent attention. In the lead article, Wylie, McAllister, Davidson, and Marshall (2013) note that, even in the relatively affluent Minority World, including Australia, equity in service provision for people with communication disability has not been achieved. In remote communities in the Northern Territory (NT) almost all residents speak a language other than English as their primary language. However, there are no speech-language pathologists (SLPs) in the NT who speak an Indigenous language or who share their cultural background. Specific data on the prevalence of communication disability in this population are unavailable due to a range of factors. The disability data that are available, for example, demonstrating the high level of conductive hearing loss, indicates that the risk of communication disability in this population is particularly high. Change is urgently needed to address current inequities in both availability of, and access to, culturally responsive services for Indigenous people with communication disability. Such change must engage Indigenous people in a collaborative process that recognizes their expertise in identifying both their needs and the most effective form of response to these needs.

Speech pathology as the MasterChef: Getting the right ingredients and stirring the pot.

PubMed

Enderby, Pam

2017-06-01

The purpose of this paper is to consider the many influences that have an impact on appropriate speech-language pathology service delivery. The competitive cooking and entertainment television program, MasterChef, is used as an analogy to consider the ingredients, blend and approach required to improve speech-language pathology services. Speech-language pathologists (SLPs) enter the profession with the aim of assisting those with communication and swallowing disorders to have a better quality of life. Thus, we should be restless to continue to improve our services in order to achieve the best influence and outcomes by changing our recipes and ingredients. However, having good technical skills as a SLP is not sufficient in ensuring that the services are the best they can be. We have to consider available resources, customers and service users, who it is that judges our services, whether we are as good as we could or should be, what can help us improve our services, what the appetite is for our services, and how we incorporate evidence-based practice. This paper considers the value of understanding and using information on incidence and prevalence, evidence-based practice and outcome measurement. Blending technical, clinical and academic abilities with personal skills will result in an award-winning menu.

Vocal effectiveness of speech-language pathology students: Before and after voice use during service delivery.

PubMed

Couch, Stephanie; Zieba, Dominique; Van der Linde, Jeannie; Van der Merwe, Anita

2015-03-26

As a professional voice user, it is imperative that a speech-language pathologist's(SLP) vocal effectiveness remain consistent throughout the day. Many factors may contribute to reduced vocal effectiveness, including prolonged voice use, vocally abusive behaviours,poor vocal hygiene and environmental factors. To determine the effect of service delivery on the perceptual and acoustic features of voice. A quasi-experimental., pre-test-post-test research design was used. Participants included third- and final-year speech-language pathology students at the University of Pretoria(South Africa). Voice parameters were evaluated in a pre-test measurement, after which the participants provided two consecutive hours of therapy. A post-test measurement was then completed. Data analysis consisted of an instrumental analysis in which the multidimensional voice programme (MDVP) and the voice range profile (VRP) were used to measure vocal parameters and then calculate the dysphonia severity index (DSI). The GRBASI scale was used to conduct a perceptual analysis of voice quality. Data were processed using descriptive statistics to determine change in each measured parameter after service delivery. A change of clinical significance was observed in the acoustic and perceptual parameters of voice. Guidelines for SLPs in order to maintain optimal vocal effectiveness were suggested.

Vocal effectiveness of speech-language pathology students: Before and after voice use during service delivery

PubMed Central

Couch, Stephanie; Zieba, Dominique; van der Merwe, Anita

2015-01-01

Background As a professional voice user, it is imperative that a speech-language pathologist's (SLP) vocal effectiveness remain consistent throughout the day. Many factors may contribute to reduced vocal effectiveness, including prolonged voice use, vocally abusive behaviours, poor vocal hygiene and environmental factors. Objectives To determine the effect of service delivery on the perceptual and acoustic features of voice. Method A quasi-experimental., pre-test–post-test research design was used. Participants included third- and final-year speech-language pathology students at the University of Pretoria (South Africa). Voice parameters were evaluated in a pre-test measurement, after which the participants provided two consecutive hours of therapy. A post-test measurement was then completed. Data analysis consisted of an instrumental analysis in which the multidimensional voice programme (MDVP) and the voice range profile (VRP) were used to measure vocal parameters and then calculate the dysphonia severity index (DSI). The GRBASI scale was used to conduct a perceptual analysis of voice quality. Data were processed using descriptive statistics to determine change in each measured parameter after service delivery. Results A change of clinical significance was observed in the acoustic and perceptual parameters of voice. Conclusion Guidelines for SLPs in order to maintain optimal vocal effectiveness were suggested. PMID:26304213

Telehealth and autism: A systematic search and review of the literature.

PubMed

Sutherland, Rebecca; Trembath, David; Roberts, Jacqueline

2018-06-01

Research interest in telehealth and autism spectrum disorder (ASD) has grown. There is a need to review the literature to allow speech-language pathologists (SLPs) and other service providers to consider applicability to their settings. The aim of this review was to examine the nature and outcomes of studies examining telehealth assessment and/or intervention in ASD. A systematic search of the literature was undertaken, with 14 studies meeting inclusion criteria. The authors extracted information from each included article, including participant characteristics, technology used, measures and reported outcomes. Quality review of articles was undertaken. The 284 participants with ASD across the 14 included studies ranged in age from 19 months to adulthood. The quality of the studies varied. A range of services were provided via telehealth, including diagnostic assessments, early intervention and language therapy. Results suggested that services delivered via telehealth were equivalent to services delivered face to face, and superior to comparison groups without telehealth sessions. The findings suggest there may be a range of benefits in using telehealth with individuals with ASD, their families, and teachers. Further research, however, is required particularly regarding the use of telehealth directly with children with ASD for assessment and intervention.

Literacy as a leisure activity: free-time preferences of older children and young adolescents.

PubMed

Nippold, Marilyn A; Duthie, Jill K; Larsen, Jennifer

2005-04-01

Literacy plays an important role in the development of language in school-age children and adolescents. For example, by reading a variety of books, magazines, and newspapers, students gain exposure to complex vocabulary, and reading becomes a prime opportunity for learning new words. Despite the importance of reading for lexical development, little is known about the pleasure reading habits of today's youth. The first goal of this investigation was to examine the preferences of older children and young adolescents with respect to reading as a leisure-time activity and its relationship to other free-time options that are likely to compete for their attention. The second goal was to examine the amount of time that young people spend reading for pleasure each day and the types of materials they most enjoy reading. The third goal was to determine if preferences for free-time activities and reading materials would evince age- and gender-related differences during the period of development from late childhood through early adolescence (ages 11-15 years). The findings could serve as a reference point for understanding what is reasonable to expect of students during this age range. The participants were 100 sixth graders (mean age = 11;7 [years; months]) and 100 ninth graders (mean age = 14;8) attending public schools in western Oregon. Each group contained an equal number of boys and girls, all of whom spoke English as their primary language and were considered to be typical achievers. All participants completed a survey concerning their preferred free-time activities and reading materials. They also reported the average amount of time they spent reading for pleasure each day. The most popular free-time activities were listening to music/going to concerts, watching television or videos, playing sports, and playing computer or video games. Least preferred activities were cooking, running or walking, writing, and arts and crafts. Reading was moderately popular. The most popular reading materials were magazines, novels, and comics; least popular were plays, technical books, and newspapers. Interest in pleasure reading declined during this age range (11-15 years), and boys were more likely than girls to report that they spent no time reading for pleasure. Given the importance of reading to lexical development in school-age children and adolescents, reading should be promoted as a leisure activity during these years. School-based speech-language pathologists (SLPs), in their role as language consultants, can benefit from understanding the pleasure-reading patterns of today's youth. It is especially important for SLPs to monitor these patterns in students who have language disorders, as it is common for these young people to experience deficits in reading and in lexical development. Fortunately, much can be done in school settings to encourage strong literacy habits in all students if SLPs work collaboratively with teachers, principals, psychologists, librarians, parents, and students. Suggestions are offered for ways to encourage young people to spend more time reading for pleasure.

Discharge experiences of speech-language pathologists working in Cyprus and Greece.

PubMed

Kambanaros, Maria

2010-08-01

Post-termination relationships are complex because the client may need additional services and it may be difficult to determine when the speech-language pathologist-client relationship is truly terminated. In my contribution to this scientific forum, discharge experiences from speech-language pathologists working in Cyprus and Greece will be explored in search of commonalities and differences in the way in which pathologists end therapy from different cultural perspectives. Within this context the personal impact on speech-language pathologists of the discharge process will be highlighted. Inherent in this process is how speech-language pathologists learn to hold their feelings, anxieties and reactions when communicating discharge to clients. Overall speech-language pathologists working in Cyprus and Greece experience similar emotional responses to positive and negative therapy endings as speech-language pathologists working in Australia. The major difference is that Cypriot and Greek therapists face serious limitations in moving their clients on after therapy has ended.

The role of the speech-language pathologist in home care.

PubMed

Giles, Melanie; Barker, Mary; Hayes, Amanda

2014-06-01

Speech language pathologists play an important role in the care of patients with speech, language, or swallowing difficulties that can result from a variety of medical conditions. This article describes how speech language pathologists assess and treat these conditions and the red flags that suggest a referral to a speech language pathologist is indicated.

The objective vocal quality, vocal risk factors, vocal complaints, and corporal pain in Dutch female students training to be speech-language pathologists during the 4 years of study.

PubMed

Van Lierde, Kristiane M; D'haeseleer, Evelien; Wuyts, Floris L; De Ley, Sophia; Geldof, Ruben; De Vuyst, Julie; Sofie, Claeys

2010-09-01

The purpose of the present cross-sectional study was to determine the objective vocal quality and the vocal characteristics (vocal risk factors, vocal and corporal complaints) in 197 female students in speech-language pathology during the 4 years of study. The objective vocal quality was measured by means of the Dysphonia Severity Index (DSI). Perceptual voice assessment, the Voice Handicap Index (VHI), questionnaires addressing vocal risks, and vocal and corporal complaints during and/or after voice usage were performed. Speech-language pathology (SLP) students have a borderline vocal quality corresponding to a DSI% of 68. The analysis of variance revealed no significant change of the objective vocal quality between the first bachelor year and the master year. No psychosocial handicapping effect of the voice was observed by means of the VHI total, though there was an effect at the functional VHI level in addition to some vocal complaints. Ninety-three percent of the student SLPs reported the presence of corporal pain during and/or after speaking. In particular, sore throat and headache were mentioned as the prevalent corporal pain symptoms. A longitudinal study of the objective vocal quality of the same subjects during their career as an SLP might provide new insights. 2010 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

Teacher Autonomy in Times of Standardised Lesson Plans: The Case of a Primary School Language and Mathematics Intervention in South Africa

ERIC Educational Resources Information Center

Shalem, Yael; De Clercq, Francine; Steinberg, Carola; Koornhof, Hannchen

2018-01-01

Standardised curriculum or standardized lesson plans (SLPs) have become an accepted strategy to support and improve instructional practices in schools worldwide. These standardised lesson plans (SLPs) were criticized in the 1970s and 1980s for deskilling the teaching profession and reducing the work of teachers to that of mere technicians. This…

Ethical dilemmas experienced by speech-language pathologists working in private practice.

PubMed

Flatley, Danielle R; Kenny, Belinda J; Lincoln, Michelle A

2014-06-01

Speech-language pathologists experience ethical dilemmas as they fulfil their professional roles and responsibilities. Previous research findings indicated that speech-language pathologists working in publicly funded settings identified ethical dilemmas when they managed complex clients, negotiated professional relationships, and addressed service delivery issues. However, little is known about ethical dilemmas experienced by speech-language pathologists working in private practice settings. The aim of this qualitative study was to describe the nature of ethical dilemmas experienced by speech-language pathologists working in private practice. Data were collected through semi-structured interviews with 10 speech-language pathologists employed in diverse private practice settings. Participants explained the nature of ethical dilemmas they experienced at work and identified their most challenging and frequently occurring ethical conflicts. Qualitative content analysis was used to analyse transcribed data and generate themes. Four themes reflected the nature of speech-language pathologists' ethical dilemmas; balancing benefit and harm, fidelity of business practices, distributing funds, and personal and professional integrity. Findings support the need for professional development activities that are specifically targeted towards facilitating ethical practice for speech-language pathologists in the private sector.

Childhood apraxia of speech: A survey of praxis and typical speech characteristics.

PubMed

Malmenholt, Ann; Lohmander, Anette; McAllister, Anita

2017-07-01

The purpose of this study was to investigate current knowledge of the diagnosis childhood apraxia of speech (CAS) in Sweden and compare speech characteristics and symptoms to those of earlier survey findings in mainly English-speakers. In a web-based questionnaire 178 Swedish speech-language pathologists (SLPs) anonymously answered questions about their perception of typical speech characteristics for CAS. They graded own assessment skills and estimated clinical occurrence. The seven top speech characteristics reported as typical for children with CAS were: inconsistent speech production (85%), sequencing difficulties (71%), oro-motor deficits (63%), vowel errors (62%), voicing errors (61%), consonant cluster deletions (54%), and prosodic disturbance (53%). Motor-programming deficits described as lack of automatization of speech movements were perceived by 82%. All listed characteristics were consistent with the American Speech-Language-Hearing Association (ASHA) consensus-based features, Strand's 10-point checklist, and the diagnostic model proposed by Ozanne. The mode for clinical occurrence was 5%. Number of suspected cases of CAS in the clinical caseload was approximately one new patient/year and SLP. The results support and add to findings from studies of CAS in English-speaking children with similar speech characteristics regarded as typical. Possibly, these findings could contribute to cross-linguistic consensus on CAS characteristics.

Discovering communicative competencies in a nonspeaking child with autism.

PubMed

Stiegler, Lillian N

2007-10-01

This article is intended to demonstrate that adapted conversation analysis (CA) and speech act analysis (SAA) may be applied by speech-language pathologists (SLPs) to (a) identify communicative competencies in nonspeaking children with autism spectrum disorder (ASD), especially during particularly successful interactions, and (b) identify communicative patterns that are exhibited by interventionists and communication partners that may positively or negatively impact interactions with such children. A case example involving an 8-year-old boy with autism and the author, an SLP, is explicated. A videotaped segment from an intervention session was transcribed and subjected to adapted forms of CA and SAA. CA and SAA helped reveal several underlying competencies in the boy's communicative output, including an awareness of conversational structure and sequence, diversity of communicative acts, functional use of gaze and smile behavior, and the ability to spontaneously initiate interactions. Observations regarding the SLP's interactive style included the use of multiple instances of "asking" as well as multiple "derailments" of the boy's obvious communicative bids. CA and SAA may be adapted to gain a clearer picture of what takes place during especially positive communicative interactions with nonspeaking children with ASD.

Parent perceptions of the impact of stuttering on their preschoolers and themselves.

PubMed

Langevin, Marilyn; Packman, Ann; Onslow, Mark

2010-01-01

Speech-language pathologists (SLPs) are advised to consider the distress of preschoolers and parents along with the social consequences of the child's stuttering when deciding whether to begin or delay treatment. Seventy-seven parents completed a survey that yielded quantitative and qualitative data that reflected their perceptions of the impact of stuttering on their children and themselves. Sixty-nine (89.6%) parents reported between 1 and 13 types of negative impact (modal=2). The most frequently reported reactions of children were frustration associated with their stuttering, withdrawal, reduced or changed verbal output, making comments about their inability to talk, and avoidances. The most frequently reported peer reaction was teasing (27.3%). Seventy parents (90.9%) reported that they were affected by their child's stuttering. Their most frequently reported reactions were worry/anxiety/concern, uncertainty about what to do, frustration, upset (parent term), self-blame (fear that they had caused the stuttering), taking time to listen, waiting for the child to finish talking, modifying their own speech, and asking the child to modify speech. Findings support calls for SLPs to consider the distress of preschool children and their parents and the social consequences of the children's stuttering when making the decision to begin or delay treatment. Readers will be able to describe parents' perceptions of the impact of stuttering on their children and themselves. In particular, readers will learn about (1) parents' perceptions of young children's awareness and reactions to their stuttering, (2) parents' perceptions of the social consequences of stuttering for young children; and (2) the emotional effect of stuttering on parents. Copyright 2010. Published by Elsevier Inc.

75 FR 63232 - Self-Regulatory Organizations; Notice of Filing and Immediate Effectiveness of Proposed Rule...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-14

... (``SLPs''), the Exchange is modifying language referencing the SLP quoting requirement to reflect a recent... modifying language referencing the SLP quoting requirement to reflect a recent rule filing that changed the...

75 FR 64368 - Self-Regulatory Organizations; Notice of Filing and Immediate Effectiveness of Proposed Rule...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-19

... Exchange is modifying language referencing the SLP quoting requirement to reflect a recent rule filing that... its table of credits applicable to SLPs, the Exchange is modifying language referencing the SLP...

The impact of workplace factors on evidence-based speech-language pathology practice for children with autism spectrum disorders.

PubMed

Cheung, Gladys; Trembath, David; Arciuli, Joanne; Togher, Leanne

2013-08-01

Although researchers have examined barriers to implementing evidence-based practice (EBP) at the level of the individual, little is known about the effects workplaces have on speech-language pathologists' implementation of EBP. The aim of this study was to examine the impact of workplace factors on the use of EBP amongst speech-language pathologists who work with children with Autism Spectrum Disorder (ASD). This study sought to (a) explore views about EBP amongst speech-language pathologists who work with children with ASD, (b) identify workplace factors which, in the participants' opinions, acted as barriers or enablers to their provision of evidence-based speech-language pathology services, and (c) examine whether or not speech-language pathologists' responses to workplace factors differed based on the type of workplace or their years of experience. A total of 105 speech-language pathologists from across Australia completed an anonymous online questionnaire. The results indicate that, although the majority of speech-language pathologists agreed that EBP is necessary, they experienced barriers to their implementation of EBP including workplace culture and support, lack of time, cost of EBP, and the availability and accessibility of EBP resources. The barriers reported by speech-language pathologists were similar, regardless of their workplace (private practice vs organization) and years of experience.

The Use of Interpreters by Speech-Language Pathologists Conducting Bilingual Speech-Language Assessments

ERIC Educational Resources Information Center

Palfrey, Carol Lynn

2013-01-01

The purpose of this non-experimental quantitative study was to explore the practices of speech-language pathologists in conducting bilingual assessments with interpreters. Data were obtained regarding the assessment tools and practices used by speech-language pathologists, the frequency with which they work with interpreters, and the procedures…

Culturally/Linguistically Different Children: Report Writing Guidelines for Speech-Language Pathologists [and] Summary of Project Communicate.

ERIC Educational Resources Information Center

Schloff, Rose-Laurie; Martinez, Silvia

Guidelines for writing assessments of the English language skills of minority, bilingual, preschool and elementary school children are presented for monolingual speech-language pathologists. In addition, a project (Project Communicate) providing direct client services and training of speech-language pathologists is briefly described. With regard…

Resourcing speech-language pathologists to work with multilingual children.

PubMed

McLeod, Sharynne

2014-06-01

Speech-language pathologists play important roles in supporting people to be competent communicators in the languages of their communities. However, with over 7000 languages spoken throughout the world and the majority of the global population being multilingual, there is often a mismatch between the languages spoken by children and families and their speech-language pathologists. This paper provides insights into service provision for multilingual children within an English-dominant country by viewing Australia's multilingual population as a microcosm of ethnolinguistic minorities. Recent population studies of Australian pre-school children show that their most common languages other than English are: Arabic, Cantonese, Vietnamese, Italian, Mandarin, Spanish, and Greek. Although 20.2% of services by Speech Pathology Australia members are offered in languages other than English, there is a mismatch between the language of the services and the languages of children within similar geographical communities. Australian speech-language pathologists typically use informal or English-based assessments and intervention tools with multilingual children. Thus, there is a need for accessible culturally and linguistically appropriate resources for working with multilingual children. Recent international collaborations have resulted in practical strategies to support speech-language pathologists during assessment, intervention, and collaboration with families, communities, and other professionals. The International Expert Panel on Multilingual Children's Speech was assembled to prepare a position paper to address issues faced by speech-language pathologists when working with multilingual populations. The Multilingual Children's Speech website ( http://www.csu.edu.au/research/multilingual-speech ) addresses one of the aims of the position paper by providing free resources and information for speech-language pathologists about more than 45 languages. These international collaborations have been framed around the World Health Organization's International Classification of Functioning, Disability and Health (ICF-CY) and have been established with the goal of supporting multilingual children to participate in society.

A Case Study of a Collaborative Speech-Language Pathologist

ERIC Educational Resources Information Center

Ritzman, Mitzi J.; Sanger, Dixie; Coufal, Kathy L.

2006-01-01

This study explored how a school-based speech-language pathologist implemented a classroom-based service delivery model that focused on collaborative practices in classroom settings. The study used ethnographic observations and interviews with 1 speech-language pathologist to provide insights into how she implemented collaborative consultation and…

Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning

ERIC Educational Resources Information Center

Genesee, Fred; Paradis, Johanne; Crago, Martha B.

2004-01-01

This book dispels many myths about dual language development and answers key questions that might arise as you work with children and their parents. Student profiles, definitions of key terms, and "clinical implications" sections for selected chapters make this a valuable reference for in-practice SLPs and educators, an accessible resource for…

The perceived importance of anatomy and neuroanatomy in the practice of speech-language pathology.

PubMed

Martin, Kate; Bessell, Nicola J; Scholten, Ingrid

2014-01-01

The purpose of this study was to examine the application of anatomy and neuroanatomy knowledge to current practice of speech-language pathology (SLP), based on the perceptions of practicing SLPs, and to elicit information on participants' experiences of learning these subjects in their primary SLP degree with a view to inform potential curriculum development. A qualitative approach was taken to the collection of data. Eight practicing SLPs from four settings were interviewed. The critical incident technique, together with further probing, was used to elicit information. Interviews were transcribed and later thematically analyzed. This study found that knowledge of anatomy and neuroanatomy was perceived to be important by SLPs across all settings, to varying degrees, with a greater application in acute hospital settings. Negative experiences in studying this material were reported across all settings regardless of country of study. Participants discussed ways to increase students' motivation to learn this challenging material. Relevance of material demanded by students may be enhanced if active learning methods were used to teach anatomy/neuroanatomy, including case-based learning and with vertical and horizontal integration of material to provide a cohesive, spiral curriculum. © 2013 American Association of Anatomists.

8 CFR 1212.15 - Certificates for foreign health care workers.

Code of Federal Regulations, 2010 CFR

2010-01-01

.... (3) Physical therapists. (4) Speech-Language Pathologists and Audiologists. (5) Medical Technologists... pathologist and audiologist, medical technologist (clinical laboratory scientist), physician assistant, and... Score 77; Oral Interview: 3+. (iv) Speech-language pathologists and Audiologists, medical technologists...

8 CFR 1212.15 - Certificates for foreign health care workers.

Code of Federal Regulations, 2012 CFR

2012-01-01

.... (3) Physical therapists. (4) Speech-Language Pathologists and Audiologists. (5) Medical Technologists... pathologist and audiologist, medical technologist (clinical laboratory scientist), physician assistant, and... Score 77; Oral Interview: 3+. (iv) Speech-language pathologists and Audiologists, medical technologists...

8 CFR 1212.15 - Certificates for foreign health care workers.

Code of Federal Regulations, 2011 CFR

2011-01-01

.... (3) Physical therapists. (4) Speech-Language Pathologists and Audiologists. (5) Medical Technologists... pathologist and audiologist, medical technologist (clinical laboratory scientist), physician assistant, and... Score 77; Oral Interview: 3+. (iv) Speech-language pathologists and Audiologists, medical technologists...

8 CFR 1212.15 - Certificates for foreign health care workers.

Code of Federal Regulations, 2013 CFR

2013-01-01

.... (3) Physical therapists. (4) Speech-Language Pathologists and Audiologists. (5) Medical Technologists... pathologist and audiologist, medical technologist (clinical laboratory scientist), physician assistant, and... Score 77; Oral Interview: 3+. (iv) Speech-language pathologists and Audiologists, medical technologists...

8 CFR 1212.15 - Certificates for foreign health care workers.

Code of Federal Regulations, 2014 CFR

2014-01-01

.... (3) Physical therapists. (4) Speech-Language Pathologists and Audiologists. (5) Medical Technologists... pathologist and audiologist, medical technologist (clinical laboratory scientist), physician assistant, and... Score 77; Oral Interview: 3+. (iv) Speech-language pathologists and Audiologists, medical technologists...

Bilingual Language Development and Disorders in Spanish-English Speakers. Second Edition

ERIC Educational Resources Information Center

Goldstein, Brian A., Ed.

2012-01-01

Because dual language learners are the fastest--growing segment of the U.S. student population--and the majority speak Spanish as a first language--the new generation of SLPs must have comprehensive knowledge of how to work effectively with bilingual speakers. That's what they'll get in the second edition of this book, an ideal graduate-level text…

Exploring Australian speech-language pathologists' use and perceptions ofnon-speech oral motor exercises.

PubMed

Rumbach, Anna F; Rose, Tanya A; Cheah, Mynn

2018-01-29

To explore Australian speech-language pathologists' use of non-speech oral motor exercises, and rationales for using/not using non-speech oral motor exercises in clinical practice. A total of 124 speech-language pathologists practising in Australia, working with paediatric and/or adult clients with speech sound difficulties, completed an online survey. The majority of speech-language pathologists reported that they did not use non-speech oral motor exercises when working with paediatric or adult clients with speech sound difficulties. However, more than half of the speech-language pathologists working with adult clients who have dysarthria reported using non-speech oral motor exercises with this population. The most frequently reported rationale for using non-speech oral motor exercises in speech sound difficulty management was to improve awareness/placement of articulators. The majority of speech-language pathologists agreed there is no clear clinical or research evidence base to support non-speech oral motor exercise use with clients who have speech sound difficulties. This study provides an overview of Australian speech-language pathologists' reported use and perceptions of non-speech oral motor exercises' applicability and efficacy in treating paediatric and adult clients who have speech sound difficulties. The research findings provide speech-language pathologists with insight into how and why non-speech oral motor exercises are currently used, and adds to the knowledge base regarding Australian speech-language pathology practice of non-speech oral motor exercises in the treatment of speech sound difficulties. Implications for Rehabilitation Non-speech oral motor exercises refer to oral motor activities which do not involve speech, but involve the manipulation or stimulation of oral structures including the lips, tongue, jaw, and soft palate. Non-speech oral motor exercises are intended to improve the function (e.g., movement, strength) of oral structures. The majority of speech-language pathologists agreed there is no clear clinical or research evidence base to support non-speech oral motor exercise use with clients who have speech sound disorders. Non-speech oral motor exercise use was most frequently reported in the treatment of dysarthria. Non-speech oral motor exercise use when targeting speech sound disorders is not widely endorsed in the literature.

SALT 2010 Bilingual S/E Version: A Tool for Assessing the Language Production of Bilingual (Spanish/English) Children

ERIC Educational Resources Information Center

Miller, Jon F.; Iglesias, Aquiles; Rojas, Raul

2010-01-01

Assessing the language development of bilingual children can be a challenge--too often, children in the complex process of learning both Spanish and English are under- or over-diagnosed with language disorders. SLPs can change that with "SALT 2010 Bilingual S/E Version" for grades K-3, the first tool to comprehensively assess children's language…

Telehealth Stroke Dysphagia Evaluation Is Safe and Effective.

PubMed

Morrell, Kate; Hyers, Megan; Stuchiner, Tamela; Lucas, Lindsay; Schwartz, Karissa; Mako, Jenniffer; Spinelli, Kateri J; Yanase, Lisa

2017-01-01

Rapid evaluation of dysphagia poststroke significantly lowers rates of aspiration pneumonia. Logistical barriers often significantly delay in-person dysphagia evaluation by speech language pathologists (SLPs) in remote and rural hospitals. Clinical swallow evaluations delivered via telehealth have been validated in a number of clinical contexts, yet no one has specifically validated a teleswallow evaluation for in-hospital post-stroke dysphagia assessment. A team of 6 SLPs experienced in stroke care and a telestroke neurologist designed, implemented, and tested a teleswallow evaluation for acute stroke patients, in which 100 patients across 2 affiliated, urban certified stroke centers were sequentially evaluated by a bedside and telehealth SLP. Inter-rater reliability was analyzed using percent agreement, Cohen's kappa, Kendall's tau-b, and Wilcoxon matched-pairs signed rank tests. Logistic regression models accounting for age and gender were used to test the impact of stroke severity and stroke location on agreement. We found excellent agreement for both liquid (91% agreement; kappa = 0.808; Kendall's tau-b = 0.813, p < 0.001; Wilcoxon signed rank = -0.818, p = 0.417) and solid (87% agreement; kappa = 0.792; Kendall's tau-b = 0.844, p < 0.001; Wilcoxon signed rank = 0.243, p = 0.808) dietary textures. From regression modeling, there is suggestive but inconclusive evidence that higher National Institute of Health Stroke Scale (NIHSS) scores correlate with lower levels of agreement for liquid diet recommendations (OR [95% CI] 0.895 [0.793-1.01]; p = 0.07). There was no impact of NIHSS score for solid diet recommendations and no impact of stroke location on solid or liquid diet recommendations. Qualitatively, we identified professional, logistical, technical, and patient barriers to implementation, many of which resolved with experience over time. Dysphagia evaluation by a remote SLP via telehealth is safe and effective following stroke. We plan to implement teleswallow across our multistate telestroke network as standard practice for poststroke dysphagia evaluation. © 2017 S. Karger AG, Basel.

The effect of human engagement depicted in contextual photographs on the visual attention patterns of adults with traumatic brain injury.

PubMed

Thiessen, Amber; Brown, Jessica; Beukelman, David; Hux, Karen

2017-09-01

Photographs are a frequently employed tool for the rehabilitation of adults with traumatic brain injury (TBI). Speech-language pathologists (SLPs) working with these individuals must select photos that are easily identifiable and meaningful to their clients. In this investigation, we examined the visual attention response to camera- (i.e., depicted human figure looking toward camera) and task-engaged (i.e., depicted human figure looking at and touching an object) contextual photographs for a group of adults with TBI and a group of adults without neurological conditions. Eye-tracking technology served to accurately and objectively measure visual fixations. Although differences were hypothesized given the cognitive deficits associated with TBI, study results revealed little difference in the visual fixation patterns of adults with and without TBI. Specifically, both groups of participants tended to fixate rapidly on the depicted human figure and fixate more on objects in which a human figure was task-engaged than when a human figure was camera-engaged. These results indicate that strategic placement of human figures in a contextual photograph may modify the way in which individuals with TBI visually attend to and interpret photographs. In addition, task-engagement appears to have a guiding effect on visual attention that may be of benefit to SLPs hoping to select more effective contextual photographs for their clients with TBI. Finally, the limited differences in visual attention patterns between individuals with TBI and their age and gender matched peers without neurological impairments indicates that these two groups find similar photograph regions to be worthy of visual fixation. Readers will gain knowledge regarding the photograph selection process for individuals with TBI. In addition, readers will be able to identify camera- and task-engaged photographs and to explain why task-engagement may be a beneficial component of contextual photographs. Copyright © 2017 Elsevier Inc. All rights reserved.

Filipino therapists' experiences and attitudes of interprofessional education and collaboration: A cross-sectional survey.

PubMed

Sy, Michael Palapal

2017-11-01

For the past more than 50 years, the World Health Organisation has acknowledged through empirical findings that health workers that learn together work together effectively to provide the best care for their patients. This study aimed to: (1) describe the perceived extent of interprofessional education (IPE) experience among Filipino occupational therapists (OTs), physical therapists (PTs), and speech-language-pathologists (SLPs); (2) identify their attitudes towards interprofessional collaboration (IPC); and (3) compare their attitudes towards IPC according to: prior IPE experience, classification of IPE experience, profession, years of practice, and practice setting. Using a cross-sectional survey design, a two-part questionnaire was sent to Filipino OTs, PTs, and SLPs working in the Philippines via an online survey application. The first part of the survey contained eight items of demographic information and the second part contained the 14-item Attitudes Towards Health Care Teams Scale (ATHCTS). Findings revealed that among the Filipino OT, PT and SLP respondents (n = 189), 70.9% had prior experience on IPE. Moreover, the three most commonly used IPE teaching-learning strategies were case discussion (clinical setting), small group discussion, didactics, and case discussion (community setting), while the use of didactics and case discussion (community setting) yielded more agreeable attitudes towards IPC. Among the 14 items in the ATHCTS, 11 were rated with agreeability and three items with neutrality. For professional variables, only the practice setting variable yielded a statistically significant finding confirming those working in the academia to be more agreeable towards IPC compared to other settings. However, years of practice and professional background variables both yielded no statistically significant difference implying no association between years of practice and attitude towards IPC and a homogenous composition among respondents, respectively. The results of this research are to springboard IPE initiatives within Philippine higher education institutions to enable evidence-based IPC approaches in clinical practice.

The Perceived Importance of Anatomy and Neuroanatomy in the Practice of Speech-Language Pathology

ERIC Educational Resources Information Center

Martin, Kate; Bessell, Nicola J.; Scholten, Ingrid

2013-01-01

The purpose of this study was to examine the application of anatomy and neuroanatomy knowledge to current practice of speech-language pathology (SLP), based on the perceptions of practicing SLPs, and to elicit information on participants' experiences of learning these subjects in their primary SLP degree with a view to inform potential…

Speech-Language Pathologists' Attitudes and Involvement Regarding Language and Reading.

ERIC Educational Resources Information Center

Casby, Michael W.

1988-01-01

The study analyzed responses of 105 public school speech-language pathologists to a survey of perceptions of their knowledge, competencies, educational needs, and involvement with children regarding the relationship between oral language and reading disorders. Most reported they were not very involved with children with reading disorders though…

Comprehension of idioms in adolescents with language-based learning disabilities compared to their typically developing peers.

PubMed

Qualls, Constance Dean; Lantz, Jennifer M; Pietrzyk, Rose M; Blood, Gordon W; Hammer, Carol Scheffner

2004-01-01

Adolescents with language-based learning disabilities (LBLD) often interpret idioms literally. When idioms are provided in an enriched context, comprehension is compromised further because of the LBLD student's inability to assign multiple meanings to words, assemble and integrate information, and go beyond a local referent to derive a global, coherent meaning. This study tested the effects of context and familiarity on comprehension of 24 idioms in 22 adolescents with LBLD. The students completed the Idiom Comprehension Test (ICT) [Language, Speech, and Hearing Services in Schools 30 (1999) 141; LSHSS 34 (2003) 69] in one of two conditions: in a story or during a verification task. Within each condition were three familiarity levels: high, moderate, and low. The LBLD adolescents' data were then compared to previously collected data from 21 age-, gender-, and reading ability-matched typically developing (TD) peers. The relations between reading and language literacy and idiom comprehension were also examined in the LBLD adolescents. Results showed that: (a) the LBLD adolescents generally performed poorly relative to their TD counterparts; however, the groups performed comparably on the high and moderate familiarity idioms in the verification condition; (b) the LBLD adolescents performed significantly better in the verification condition than in the story condition; and (c) reading ability was associated with comprehension of the low familiarity idioms in the story condition only. Findings are discussed relative to implications for speech-language pathologists (SLPs) and educators working with adolescents with LBLD. As a result of this activity, the participant will be able to (1) describe the importance of metalinguistic maturity for comprehension of idioms and other figures of speech; (2) understand the roles of context and familiarity when assessing idiom comprehension in adolescents with LBLD; and (3) critically evaluate assessments of idiom comprehension and determine their appropriateness for use with adolescents with LBLD.

A Persian-version of the stuttering severity instrument-version four (SSI-4): How the new additions to SSI-4 complement its stuttering severity score?

PubMed

Tahmasebi, Neda; Shafie, Bijan; Karimi, Hamid; Mazaheri, Masood

The fourth version of the Stuttering Severity Instrument (SSI-4) has been available since 2009. It has some modifications and new features which make it more appropriate at least for clinical practice, although further documentation is needed. The objective of the current research was to translate SSI-4 into Persian language and to discuss its relative and absolute reliability as well as its criterion validity for Persian adults who stutter (PWS). We also aimed to study how the new subjective self-reports of the SSI-4 complement the stuttering severity score obtained from the SSI-3 or the SSI-4. The cross-cultural guideline recommended by the International Quality of Life Assessment project was used to translate the SSI-4 into Persian language. Thirty five PWS from ages 17 to 42 were recruited and 10 speech and language pathologists assessed their stuttering severity using either the SSI-4 or stuttering severity ratings (SR) to test validity and reliability of the Persian translated version. A very high inter-judge relative reliability along with a poor absolute inter-judge reliability was found for the SSI-4 scores. The results were more promising for the intra-judge absolute reliability. Test-retest reliability of the complementary questions to the SSI-4 was also found acceptable. However, no strong relationship was found between the SSI-4 scores and its complementary questions. The Persian version of the SSI-4 can be used reliably by trained SLPs for research and clinical purposes, but not to document small changes in stuttering severity. We argue that the response of participants to the complementary self-report questions should also be considered in calculating their stuttering severity score. Copyright © 2018 Elsevier Inc. All rights reserved.

Impact of formal training on agreement of videofluoroscopic swallowing study interpretation across and within disciplines.

PubMed

Silbergleit, Alice K; Cook, Diana; Kienzle, Scott; Boettcher, Erica; Myers, Daniel; Collins, Denise; Peterson, Edward; Silbergleit, Matthew A; Silbergleit, Richard

2018-04-04

Formal agreement studies on interpretation of the videofluoroscopic swallowing study (VFSS) procedure among speech-language pathologists, radiology house officers, and staff radiologists have not been pursued. Each of these professions participates in the procedure, interprets the examination, and writes separate reports on the findings. The aim of this study was to determine reliability of interpretation between and within the disciplines and to determine if structured training improved reliability. Thirteen speech-language pathologists (SLPs), ten diagnostic radiologists (RADs) and twenty-one diagnostic radiology house officers (HOs) participated in this study. Each group viewed 24 VFSS samples and rated the presence or absence of seven aberrant swallowing features as well as the presence of dysphagia and identification of oral dysphagia, pharyngeal dysphagia, or both. During part two, the groups were provided with a training session on normal and abnormal swallowing, using different VFSS samples from those in part one, followed by re-rating of the original 24 VFSS samples. A generalized estimating equations (GEE) approach with a binomial link function was used to examine each question separately. For each cluster of tests, as example, all pairwise comparisons between the three groups in the pretraining period, a Hochberg's correction for multiple testing was used to determine significance. A GEE approach with a binomial link function was used to compare the premeasure to postmeasure for each of the three groups of raters stratified by experience. The primary result revealed that the HO group scored significantly lower than the SLP and RAD group on identification of the presence of dysphagia (p = 0.008; p = 0.001, respectively), identification of oral phase dysphagia (p = 0.003; p = 0.001, respectively), and identification of both oral and pharyngeal phase dysphagia, (p = 0.014, p = 0.001, respectively) pretraining. Post training there was no statistically significant difference between the three groups on identification of dysphagia and identification of combined oral and pharyngeal dysphagia. Formal training to identify oropharyngeal dysphagia characteristics appears to improve accuracy of interpretation of the VFSS procedure for radiology house officers. Consideration to include formal training in this area for radiology residency training programs is recommended.

Thickened Liquids: Practice Patterns of Speech-Language Pathologists

ERIC Educational Resources Information Center

Garcia, Jane Mertz; Chambers, Edgar, IV; Molander, Michelle

2005-01-01

This study surveyed the practice patterns of speech-language pathologists in their use of thickened liquids for patients with swallowing difficulties. A 25-item Internet survey about thickened liquids was posted via an e-mail list to members of the American Speech-Language-Hearing Association Division 13, Swallowing and Swallowing Disorders…

Facilitating Emergent Literacy: Efficacy of a Model that Partners Speech-Language Pathologists and Educators

ERIC Educational Resources Information Center

Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice

2012-01-01

Purpose: This study examined the efficacy of a professional development program for early childhood educators that facilitated emergent literacy skills in preschoolers. The program, led by a speech-language pathologist, focused on teaching alphabet knowledge, print concepts, sound awareness, and decontextualized oral language within naturally…

Speech-Language Pathologists' Knowledge and Skills Regarding Hearing Aids.

ERIC Educational Resources Information Center

Woodford, Charles M.

1987-01-01

Speech-language pathologists (n=49) and speech-language pathology graduate students (n=53) were administered a written examination on hearing aids and a practical examination concerning the functioning of two types of hearing aids. The majority lacked basic knowledge and skills necessary to assist hearing-impaired students with their hearing aids.…

[Occurrence of child abuse: knowledge and possibility of action of speech-language pathologists].

PubMed

Noguchi, Milica Satake; de Assis, Simone Gonçalves; Malaquias, Juaci Vitória

2006-01-01

This work presents the results of an epidemiological survey about the professional experience of Speech-Language Pathologists and Audiologists of Rio de Janeiro (Brazil) with children and adolescents who are victims of domestic violence. To understand the occurrence of child abuse and neglect of children and adolescents treated by speech-language pathologists, characterizing the victims according to: most affected age group, gender, form of violence, aggressor, most frequent speech-language complaint, how the abuse was identified and follow-up. 500 self-administered mail surveys were sent to a random sample of professional living in Rio de Janeiro. The survey forms were identified only by numbers to assure anonymity. 224 completed surveys were mailed back. 54 respondents indicated exposure to at least one incident of abuse. The majority of victims were children, the main abuser was the mother, and physical violence was the most frequent form of abuse. The main speech disorder was late language development. In most cases, the victim himself told the therapist about the abuse--through verbal expression or other means of expression such as drawings, story telling, dramatizing or playing. As the majority of the victims abandoned speech-language therapy, it was not possible to follow-up the cases. Due to the importance if this issue and the limited Brazilian literature about Speech-Language and Hearing Sciences and child abuse, it is paramount to invest in the training of speech-language pathologists. It is the duty of speech-language pathologists to expose this complex problem and to give voice to children who are victims of violence, understanding that behind a speech-language complaint there might be a cry for help.

Speech-Language Pathologists and Primary Prevention: From Ideas to Action.

ERIC Educational Resources Information Center

Flynn, Pauline T.

1983-01-01

Speech-language pathologists can help prevent communication disorders by helping to promote disability awareness, focusing on good health, limiting noise pollution, and helping to prevent injuries due to vocal misuse. Suggested activities for each aspect are presented. (CL)

Speech-Language Services in Public Schools: How Policy Ambiguity Regarding Eligibility Criteria Impacts Speech-Language Pathologists in a Litigious and Resource Constrained Environment

ERIC Educational Resources Information Center

Sylvan, Lesley

2014-01-01

Public school districts must determine which students are eligible to receive special education and related services under the Individuals with Disabilities Education Act (IDEA). This study, which involves 39 interviews with speech-language pathologists and school administrators, examines how eligibility recommendations are made for one widely…

The Role of Clinical Experience in Speech-Language Pathologists' Perception of Subphonemic Detail in Children's Speech

PubMed Central

Munson, Benjamin; Johnson, Julie M.; Edwards, Jan

2013-01-01

Purpose This study examined whether experienced speech-language pathologists differ from inexperienced people in their perception of phonetic detail in children's speech. Method Convenience samples comprising 21 experienced speech-language pathologist and 21 inexperienced listeners participated in a series of tasks in which they made visual-analog scale (VAS) ratings of children's natural productions of target /s/-/θ/, /t/-/k/, and /d/-/ɡ/ in word-initial position. Listeners rated the perception distance between individual productions and ideal productions. Results The experienced listeners' ratings differed from inexperienced listeners' in four ways: they had higher intra-rater reliability, they showed less bias toward a more frequent sound, their ratings were more closely related to the acoustic characteristics of the children's speech, and their responses were related to a different set of predictor variables. Conclusions Results suggest that experience working as a speech-language pathologist leads to better perception of phonetic detail in children's speech. Limitations and future research are discussed. PMID:22230182

Facilitating emergent literacy: efficacy of a model that partners speech-language pathologists and educators.

PubMed

Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice

2012-02-01

This study examined the efficacy of a professional development program for early childhood educators that facilitated emergent literacy skills in preschoolers. The program, led by a speech-language pathologist, focused on teaching alphabet knowledge, print concepts, sound awareness, and decontextualized oral language within naturally occurring classroom interactions. Twenty educators were randomly assigned to experimental and control groups. Educators each recruited 3 to 4 children from their classrooms to participate. The experimental group participated in 18 hr of group training and 3 individual coaching sessions with a speech-language pathologist. The effects of intervention were examined in 30 min of videotaped interaction, including storybook reading and a post-story writing activity. At posttest, educators in the experimental group used a higher rate of utterances that included print/sound references and decontextualized language than the control group. Similarly, the children in the experimental group used a significantly higher rate of utterances that included print/sound references and decontextualized language compared to the control group. These findings suggest that professional development provided by a speech-language pathologist can yield short-term changes in the facilitation of emergent literacy skills in early childhood settings. Future research is needed to determine the impact of this program on the children's long-term development of conventional literacy skills.

Nazareth College: Specialty Preparation for Speech-Language Pathologists to Work with Children Who Are Deaf and Hard of Hearing

ERIC Educational Resources Information Center

Brown, Paula M.; Quenin, Cathy

2010-01-01

The specialty preparation program within the speech-language pathology master's degree program at Nazareth College in Rochester, New York, was designed to train speech-language pathologists to work with children who are deaf and hard of hearing, ages 0 to 21. The program is offered in collaboration with the Rochester Institute of Technology,…

Legal Issues and Computer Use by School-Based Audiologists and Speech-Language Pathologists.

ERIC Educational Resources Information Center

Wynne, Michael K.; Hurst, David S.

1995-01-01

This article reviews ethical and legal issues regarding school-based integration and application of technologies, particularly when used by speech-language pathologists and audiologists. Four issues are addressed: (1) software copyright and licensed use; (2) information access and the right to privacy; (3) computer-assisted or…

Found Opportunities for Social Participation: Facilitating Inclusion of Adults with Aphasia

ERIC Educational Resources Information Center

Howe, Tami

2017-01-01

Lack of communicatively supportive opportunities for social participation is a critical barrier for many people with aphasia. Speech-language pathologists need to address this barrier by playing a key role in ensuring that adults with aphasia have appropriate social participation choices in their communities. Speech-language pathologists may…

Health Literacy and the Role of the Speech-Language Pathologist

ERIC Educational Resources Information Center

Hester, Eva Jackson; Stevens-Ratchford, Regena

2009-01-01

Purpose: This article reviews concepts of health literacy and discusses the role of speech-language pathologists in improving the health literacy of individuals with and without communication disorders. Method: A literature review was completed of health literacy definitions, concepts, and health literacy assessment and intervention studies with…

Speech-Language Pathologists' and Teachers' Perceptions of Classroom-Based Interventions.

ERIC Educational Resources Information Center

Beck, Ann R.; Dennis, Marcia

1997-01-01

Speech-language pathologists (N=21) and teachers (N=54) were surveyed regarding their perceptions of classroom-based interventions. The two groups agreed about the primary advantages and disadvantages of most interventions, the primary areas of difference being classroom management and ease of data collection. Other findings indicated few…

Omission of Dysphagia Therapies in Hospital Discharge Communications

PubMed Central

Kind, Amy; Anderson, Paul; Hind, Jacqueline; Robbins, JoAnne; Smith, Maureen

2009-01-01

Background Despite the wide implementation of dysphagia therapies, it is unclear whether these therapies are successfully communicated beyond the inpatient setting. Objective To examine the rate of dysphagia recommendation omissions in hospital discharge summaries for high-risk sub-acute care (i.e., skilled nursing facility, rehabilitation, long-term care) populations. Design Retrospective cohort study Subjects All stroke and hip fracture patients billed for inpatient dysphagia evaluations by speech-language pathologists (SLPs) and discharged to sub-acute care in 2003-2005 from a single large academic medical center (N=187). Measurements Dysphagia recommendations from final SLP hospital notes and from hospital (physician) discharge summaries were abstracted, coded, and compared for each patient. Recommendation categories included: dietary (food and liquid), postural/compensatory techniques (e.g., chin-tuck), rehabilitation (e.g., exercise), meal pacing (e.g., small bites), medication delivery (e.g., crush pills), and provider/supervision (e.g., 1-to-1 assist). Results 45% of discharge summaries omitted all SLP dysphagia recommendations. 47%(88/186) of patients with SLP dietary recommendations, 82%(93/114) with postural, 100%(16/16) with rehabilitation, 90%(69/77) with meal pacing, 95%(21/22) with medication, and 79%(96/122) with provider/supervision recommendations had these recommendations completely omitted from their discharge summaries. Conclusions Discharge summaries omitted all categories of SLP recommendations at notably high rates. Improved post-hospital communication strategies are needed for discharges to sub-acute care. PMID:20098999

Speech-Language Pathologists' Preparation, Practices, and Perspectives on Serving Culturally and Linguistically Diverse Children

ERIC Educational Resources Information Center

Guiberson, Mark; Atkins, Jenny

2012-01-01

This study describes the backgrounds, diversity training, and professional perspectives reported by 154 Colorado speech-language pathologists in serving children from culturally and linguistically diverse (CLD) backgrounds. The authors compare the results of the current survey to those of a similar survey collected in 1996. Respondents reported…

The Role of the School-based Speech-Language Pathologist Serving Preschool Children with Dysphagia: A Personal Perspective.

ERIC Educational Resources Information Center

Kurjan, Randy Moskowitz

2000-01-01

This article discusses the role of speech-language pathologists in serving preschool children with dysphagia. Current approaches to feeding and swallowing intervention, etiologies and programs, transdisciplinary teaming, developmental and feeding evaluation, and types of service delivery models (home-based and center-based) for preschool children…

Involving Parents in Teaching Social Communication Skills to Young Children

ERIC Educational Resources Information Center

Weiss, Amy L.; Theadore, Geraldine

2011-01-01

This article focuses on why and how speech-language pathologists and other professionals can encourage the involvement of parents in teaching social communication skills to their young children. Four main topics are explored: (1) the evidence that many of the children with special needs served by speech-language pathologists and other…

Preparing Bilingual Speech-Language Pathologists: The Development of an Innovative Master's Degree Program.

ERIC Educational Resources Information Center

Wright-Harp, Wilhelmina; Munoz, Emma

2000-01-01

This paper describes the two-year master's degree program for speech-language pathologists with a specialization in bilingualism (Spanish/English) developed at the University of the District of Columbia. First, the article describes the program's curriculum, clinical practicum, recruitment, and retention activities. It then discusses the student…

Vocal Abuse Prevention Practices: A National Survey of School-Based Speech-Language Pathologists.

ERIC Educational Resources Information Center

McNamara, Anne P.; Perry, Cecyle K.

1994-01-01

A national survey of 145 school-based speech-language pathologists found that more than 80% did not have vocal abuse prevention programs, primarily because of time constraints and low priority assigned to voice problems. Existing programs were primarily for elementary asymptomatic and symptomatic children. Characteristics associated with…

The influence of listener experience and academic training on ratings of nasality.

PubMed

Lewis, Kerry E; Watterson, Thomas L; Houghton, Sarah M

2003-01-01

This study assessed listener agreement levels for nasality ratings, and the strength of relationship between nasality ratings and nasalance scores on one hand, and listener clinical experience and formal academic training in cleft palate speech on the other. The listeners were 12 adults who represented four levels of clinical experience and academic training in cleft palate speech. Three listeners were teachers with no clinical experience and no academic training (TR), three were graduate students in speech-language pathology (GS) with academic training but no clinical experience, three were craniofacial surgeons (MD) with extensive experience listening to cleft palate speech but with no academic training in speech disorders, and three were certified speech-language pathologists (SLP) with both extensive academic training and clinical experience. The speech samples were audio recordings from 20 persons representing a range of nasality from normal to severely hypernasal. Nasalance scores were obtained simultaneously with the audio recordings. Results revealed that agreement levels for nasality ratings were highest for the SLPs, followed by the MDs. Thus, the more experienced groups tended to be more reliable. Mean nasality ratings obtained for each of the rater groups revealed an inverse relationship with experience. That is, the two groups with clinical experience (SLP and MD) tended to rate nasality lower than the two groups without experience (GS and TR). Correlation coefficients between nasalance scores and nasality judgments were low to moderate for all groups and did not follow a pattern. EDUCATIONAL OUTCOMES: As a result of this activity, the reader will be able to (1) describe the influence of listener experience and academic training in cleft palate speech on perceptual ratings of nasality. (2) describe the influence of experience and training on the nasality/nasalance relationship and, (3) compare the present findings to previous findings reported in the literature.

Religion, Spirituality and Speech-Language Pathology: A Viewpoint for Ensuring Patient-Centred Holistic Care.

PubMed

Mathisen, Bernice; Carey, Lindsay B; Carey-Sargeant, Christa L; Webb, Gwendalyn; Millar, CaraJane; Krikheli, Lilli

2015-12-01

This paper presents a viewpoint concerning the largely neglected clinical relevance of spirituality and religious belief in speech-language pathology (SLP) assessments, interventions and outcomes across the lifespan. An overview of the refereed SLP literature is presented with regard to religion and spirituality. It was found that while there is increasing research with regard to spirituality, health and well-being, there is very little specific to SLP. What is available and clinically relevant, generally relates to holistic care and/or cultural and linguistic diversity. Amidst the health care literature, however, there is a growing number of recommended instruments (for religious/spiritual screening) sensitive to intercultural and interfaith issues that are currently available to medical, nursing, allied health and chaplaincy practitioners. These instruments can also be of value to SLPs to ensure holistic assessments and interventions. It would seem timely for SLPs (and other allied health practitioners) to consider including spiritual screenings/assessments as part of their clinical practice so as to ensure appropriate holistic care. This would also mean undertaking research and including relevant education within tertiary institutions and professional development programs.

Untrained listeners' ratings of speech disorders in a group with cleft palate: a comparison with speech and language pathologists' ratings.

PubMed

Brunnegård, Karin; Lohmander, Anette; van Doorn, Jan

2009-01-01

Hypernasal resonance, audible nasal air emission and/or nasal turbulence, and articulation errors are typical speech disorders associated with the speech of children with cleft lip and palate. Several studies indicate that hypernasal resonance tends to be perceived negatively by listeners. Most perceptual studies of speech disorders related to cleft palate are carried out with speech and language pathologists as listeners, whereas only a few studies have been conducted to explore how judgements by untrained listeners compare with expert assessments. These types of studies can be used to determine whether children for whom speech and language pathologists recommend intervention have a significant speech deviance that is also detected by untrained listeners. To compare ratings by untrained listeners with ratings by speech and language pathologists for cleft palate speech. An assessment form for untrained listeners was developed using statements and a five-point scale. The assessment form was tailored to facilitate comparison with expert judgements. Twenty-eight untrained listeners assessed the speech of 26 speakers with cleft palate and ten speakers without cleft in a comparison group. This assessment was compared with the joint assessment of two expert speech and language pathologists. Listener groups generally agreed on which speakers were nasal. The untrained listeners detected hyper- and hyponasality when it was present in speech and considered moderate to severe hypernasality to be serious enough to call for intervention. The expert listeners assessed audible nasal air emission and/or nasal turbulence to be present in twice as many speakers as the untrained listeners who were much less sensitive to audible nasal air emission and/or nasal turbulence. The results of untrained listeners' ratings in this study in the main confirm the ratings of speech and language pathologists and show that cleft palate speech disorders may have an impact in the everyday life of the speaker.

Questions You May Want to Ask Your Child's Speech-Language Pathologist = Preguntas que usted le podria hacer al patologo del habla y el lenguaje de su hijo

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2007

2007-01-01

This accordion style pamphlet, dual sided with English and Spanish text, suggests questions for parents to ask their Speech-Language Pathologist and speech and language therapy services for their children. Sample questions include: How will I participate in my child's therapy sessions? How do you decide how much time my child will spend on speech…

Pathology data integration with eXtensible Markup Language.

PubMed

Berman, Jules J

2005-02-01

It is impossible to overstate the importance of XML (eXtensible Markup Language) as a data organization tool. With XML, pathologists can annotate all of their data (clinical and anatomic) in a format that can transform every pathology report into a database, without compromising narrative structure. The purpose of this manuscript is to provide an overview of XML for pathologists. Examples will demonstrate how pathologists can use XML to annotate individual data elements and to structure reports in a common format that can be merged with other XML files or queried using standard XML tools. This manuscript gives pathologists a glimpse into how XML allows pathology data to be linked to other types of biomedical data and reduces our dependence on centralized proprietary databases.

Understanding Why Speech-Language Pathologists Rarely Pursue a PhD in Communication Sciences and Disorders

ERIC Educational Resources Information Center

Myotte, Theodore; Hutchins, Tiffany L.; Cannizzaro, Michael S.; Belin, Gayle

2011-01-01

Masters-level speech-language pathologists in communication sciences and disorders (n = 122) completed a survey soliciting their reasons for not pursuing doctoral study. Factor analysis revealed a four-factor solution including one reflecting a lack of interest in doctoral study (Factor 2) and one reflecting practical financial concerns (Factor…

K-5 Educators' Perceptions of the Role of Speech Language Pathologists

ERIC Educational Resources Information Center

Hatcher, Karmon D.

2017-01-01

Rarely is a school-based speech language pathologist (SLP) thought of as an active contributor to the achievement of students or to the learning community in general. Researchers have found benefits for students when members of the learning community collaborate, and the SLP should be a part of this community collaboration. This qualitative case…

An Investigation into the Skill Set of Speech-Language Pathologists Working with Profoundly Deaf Children: A Study in Context

ERIC Educational Resources Information Center

Veyvoda, Michelle

2013-01-01

This study explored the skill sets possessed by speech-language pathologists working with profoundly deaf children in three types of settings (state-funded "4201" schools for the deaf, Board of Cooperative Educational Services programs, and local school districts) throughout New York State. The phenomenological method of inquiry was…

Dysphagic Independent Feeders' Justifications for Noncompliance with Recommendations by a Speech-Language Pathologist

ERIC Educational Resources Information Center

Colodny, Nancy

2005-01-01

The purpose of this study was to examine the various ways in which independent-feeding patients with dysphagia justified their noncompliance with swallowing recommendations suggested by a speech-language pathologist (SLP). Sixty-three independent-feeding dysphagia patients between the ages of 65 and 100 years who had been identified by the SLP or…

Reliability of an Automated High-Resolution Manometry Analysis Program across Expert Users, Novice Users, and Speech-Language Pathologists

ERIC Educational Resources Information Center

Jones, Corinne A.; Hoffman, Matthew R.; Geng, Zhixian; Abdelhalim, Suzan M.; Jiang, Jack J.; McCulloch, Timothy M.

2014-01-01

Purpose: The purpose of this study was to investigate inter- and intrarater reliability among expert users, novice users, and speech-language pathologists with a semiautomated high-resolution manometry analysis program. We hypothesized that all users would have high intrarater reliability and high interrater reliability. Method: Three expert…

Management of Vocal Nodules: A Regional Survey of Otolaryngologists and Speech-Language Pathologists.

ERIC Educational Resources Information Center

Allen, Marybeth S.; And Others

1991-01-01

Survey data from 21 otolaryngologists (70 percent return rate) and 32 speech-language pathologists (46 percent return rate) in Maine found differences in opinions between the 2 professional groups concerning referral patterns and treatment of vocal nodules in children and adults. Attitudinal problems were found to hamper a teamwork approach for…

A minority perspective in the diagnosis of child language disorders.

PubMed

Seymour, H N; Bland, L

1991-01-01

The effective diagnosis and treatment of persons from diverse minority language backgrounds has become an important issue in the field of speech and language pathology. Yet, many SLPs have had little or no formal training in minority language, there is a paucity of normative data on language acquisition in minority groups, and there are few standardized speech and language tests appropriate for these groups. We described a diagnostic process that addresses these problems. The diagnostic protocol we have proposed for a child from a Black English-speaking background characterizes many of the major issues in treating minority children. In summary, we proposed four assessment strategies: gathering referral source data; making direct observations; using standardized tests of non-speech and language behavior (cognition, perception, motor, etc.); and eliciting language samples and probes.

Promoting consistent use of the communication function classification system (CFCS).

PubMed

Cunningham, Barbara Jane; Rosenbaum, Peter; Hidecker, Mary Jo Cooley

2016-01-01

We developed a Knowledge Translation (KT) intervention to standardize the way speech-language pathologists working in Ontario Canada's Preschool Speech and Language Program (PSLP) used the Communication Function Classification System (CFCS). This tool was being used as part of a provincial program evaluation and standardizing its use was critical for establishing reliability and validity within the provincial dataset. Two theoretical foundations - Diffusion of Innovations and the Communication Persuasion Matrix - were used to develop and disseminate the intervention to standardize use of the CFCS among a cohort speech-language pathologists. A descriptive pre-test/post-test study was used to evaluate the intervention. Fifty-two participants completed an electronic pre-test survey, reviewed intervention materials online, and then immediately completed an electronic post-test survey. The intervention improved clinicians' understanding of how the CFCS should be used, their intentions to use the tool in the standardized way, and their abilities to make correct classifications using the tool. Findings from this work will be shared with representatives of the Ontario PSLP. The intervention may be disseminated to all speech-language pathologists working in the program. This study can be used as a model for developing and disseminating KT interventions for clinicians in paediatric rehabilitation. The Communication Function Classification System (CFCS) is a new tool that allows speech-language pathologists to classify children's skills into five meaningful levels of function. There is uncertainty and inconsistent practice in the field about the methods for using this tool. This study used combined two theoretical frameworks to develop an intervention to standardize use of the CFCS among a cohort of speech-language pathologists. The intervention effectively increased clinicians' understanding of the methods for using the CFCS, ability to make correct classifications, and intention to use the tool in the standardized way in the future.

Family-centered early intervention: an opportunity for creative practice in speech-language pathology.

PubMed

Gillette, Y

1992-01-01

Services for developmentally delayed children from birth to age three consider the family first. Eligibility for services is determined through a multidisciplinary assessment. Once a child qualifies for service, a multidisciplinary team that includes the family develops an IFSP. The SLP may serve as the service coordinator for the plan or as a team member. The plans must contain specific information that includes documentation of current status and major outcomes for the coming year. An SLP may find that contributing effectively to an IFSP requires new competencies. First, the SLP will need to learn to function in the family-centered, multidisciplinary process of early intervention. Second, the SLP may need to develop creative models to deliver effective service. SLPs can contribute valuable information to the IFSP by finding ways to activate daily life routines to promote a child's communication skills. SLPs can explore the child's life-space, including routines and partners, as a source of contexts for treatment. SLPs also can explore partner communication strategies, note their effects on the child's communication experiences, and recommend additional strategies for treatment. The case study illustrated an individual, home-based intervention program (Gillette, 1989; Lombardino and Magnan, 1983). Other service delivery models can include classroom-based approaches (Wilcox, Kouri, and Caswell, 1991); group parent training approaches (Weistuch, Lewis, and Sullivan, 1991; Cheseldine and McConkey, 1979); and video-assisted approaches (McConkey, 1988; Johnson and Harrison, 1990; Gillette, in press). Many SLPs may find that the process of early intervention with the birth-to-three population offers unique opportunities for practice in their profession. To function effectively in this process, the SLP needs communication-based information to promote the child's communication skills within his or her daily life and sensitivity with which to design a plan that considers the family first, yet meets the needs of the child. Although alternative models of delivering speech-language service have been explored, the process of early intervention will continue to require professionals who can creatively match family priorities with the child's intervention needs.

Prevalence of Vocal Problems: Speech-Language Pathologists' Evaluation of Music and Non-Music Teacher Recordings

ERIC Educational Resources Information Center

Hackworth, Rhonda S.

2013-01-01

The current study, a preliminary examination of whether music teachers are more susceptible to vocal problems than teachers of other subjects, asked for expert evaluation of audio recordings from licensed speech-language pathologists. Participants (N = 41) taught music (n = 23) or another subject (n = 18) in either elementary (n = 21), middle (n =…

Input and language development in bilingually developing children.

PubMed

Hoff, Erika; Core, Cynthia

2013-11-01

Language skills in young bilingual children are highly varied as a result of the variability in their language experiences, making it difficult for speech-language pathologists to differentiate language disorder from language difference in bilingual children. Understanding the sources of variability in bilingual contexts and the resulting variability in children's skills will help improve language assessment practices by speech-language pathologists. In this article, we review literature on bilingual first language development for children under 5 years of age. We describe the rate of development in single and total language growth, we describe effects of quantity of input and quality of input on growth, and we describe effects of family composition on language input and language growth in bilingual children. We provide recommendations for language assessment of young bilingual children and consider implications for optimizing children's dual language development. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

How important is embeddedness in predicting Australian speech-language pathologists' intentions to leave their jobs and the profession?

PubMed

Heritage, Brody; Quail, Michelle; Cocks, Naomi

2018-03-05

This study explored the predictors of the outcomes of turnover and occupation attrition intentions for speech-language pathologists. The researchers examined the mediating effects of job satisfaction and strain on the relationship between stress and the latter outcomes. Additionally, the researchers examined the importance of embeddedness in predicting turnover intentions after accounting for stress, strain and job satisfaction. An online questionnaire was used to explore turnover and attrition intentions in 293 Australian speech-language pathologists. Job satisfaction contributed to a significant indirect effect on the stress and turnover intention relationship, however strain did not. There was a significant direct effect between stress and turnover intention after accounting for covariates. Embeddedness and the perceived availability of alternative jobs were also found to be significant predictors of turnover intentions. The mediating model used to predict turnover intentions also predicted occupation attrition intentions. The effect of stress on occupation attrition intentions was indirect in nature, the direct effect negated by mediating variables. Qualitative data provided complementary evidence to the quantitative model. The findings indicate that the proposed parsimonious model adequately captures predictors of speech-language pathologists' turnover and occupation attrition intentions. Workplaces and the profession may wish to consider these retention factors.

Auditory Neuropathy Spectrum Disorder (ANSD) (For Parents)

MedlinePlus

... speech-language-pathologist, who will monitor speech and language development to make sure the child is on track. ... Speech-Language Therapy Cochlear Implants Delayed Speech or Language Development Your Child's Checkup: Newborn Hearing Evaluation in Children ...

The Perceptions of Students in the Allied Health Professions towards Stroke Rehabilitation Teams and the SLP's Role

ERIC Educational Resources Information Center

Insalaco, Deborah; Ozkurt, Elcin; Santiago, Dign

2007-01-01

The purpose of this study was to determine the perceptions and knowledge of final-year speech-language pathology (SLP), physical and occupational therapy (PT, OT) students toward stroke rehabilitation teams and the SLPs' roles on them. The investigators adapted a survey developed by (Felsher & Ross, 1994) and administered it to 35 PT, 35 OT, and…

Factors involved in the identification of stuttering severity in a foreign language.

PubMed

Cosyns, Marjan; Einarsdóttir, Jóhanna T; Van Borsel, John

2015-01-01

Speech-language pathologists nowadays are more and more confronted with clients who speak a language different from their own mother tongue. The assessment of persons who speak a foreign language poses particular challenges. The present study investigated the possible role and interplay of factors involved in the identification of stuttering severity in a foreign language. Nineteen speech-language pathologists from five different countries (i.e. Iceland, Sweden, Norway, Finland, and Belgium) rated stuttering severity of speech samples featuring persons who stutter speaking Icelandic, Swedish, Norwegian, or Dutch. Additionally, they were asked to score how easy they found it to rate the samples. Accuracy of rating stuttering severity in another language appeared to be foremost determined by the client's stuttering severity, while experienced ease of rating stuttering severity was essentially related to closeness of the language of the clinician to that of the client and familiarity of the clinician with the client's language. Stuttering measurement training programmes in different languages are needed.

'I've got to get something out of it. And so do they': experiences of people with aphasia and university students participating in a communication partner training programme for healthcare professionals.

PubMed

Cameron, Ashley; Hudson, Kyla; Finch, Emma; Fleming, Jennifer; Lethlean, Jennifer; McPhail, Steven

2018-06-05

Communication partner training (CPT) has been used to support communication partners to interact successfully with people with aphasia (PWA). Through successful CPT interaction PWA's accessibility to healthcare is notably improved. The present study sought to build on prior studies by investigating the experiences of individuals with aphasia and healthcare providers to ascertain what they deemed to be beneficial from CPT and what could be refined or improved, dependent on the setting and skill set of those participating. To gain an understanding of the experiences of PWA involved in the provision of CPT to health professional (HP) students. Also to investigate the experiences of HP students who participated in the CPT programme. Eight PWA and 77 HP students who had completed a CPT programme participated in a focus group/semi-structured interview (PWA) and feedback session (HP students) moderated by two speech-language pathologists (SLPs). These sessions were recorded (audio and video), transcribed verbatim, including non-verbal communication, and analyzed using qualitative content analysis. Overall, the study sought to understand experiences of the training. Both the PWA and HP students reported positive experiences of CPT. PWA discussed their perception that CPT improved HPs and HP students' understanding and interactions conversing with them and emphasized the need for training and education for all health related professions. HP students enjoyed the opportunity to experience interacting with PWA, without being 'assessed' and felt it consolidated their learning based on lecture content. Inclusive and accessible healthcare is paramount to ensure the engagement of patients and providers. Based on the experiences and feedback of the participants in this current study, CPT offers a salient and practical training method with potential to improve practice. Participants perceived CPT to be beneficial and validated the need for the training to support PWA accessing healthcare. © 2018 Royal College of Speech and Language Therapists.

Language Disorders in Adolescents: Current Needs and Future Directions.

PubMed

Nippold, Marilyn A

2016-11-01

Adolescents with developmental language disorders often do not receive the type of intervention that would improve their ability to speak, listen, read, and write effectively. Part of the problem is that many of these young people show no obvious symptoms of a language disorder, yet they struggle on a daily basis to succeed at school-related tasks that require a sophisticated level of language development. This article discusses some of the challenges these students face and makes suggestions for what could be done to address the issues. These suggestions include continuing the effort to advocate strongly for the rights of adolescents, increasing collaboration between speech-language pathologists and other professionals in the schools, and making changes to training programs in communication sciences and disorders to better prepare future speech-language pathologists to work with adolescents. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Cross-cultural adaptation of the Brazilian version of the Vocal Fatigue Index - VFI.

PubMed

Zambon, Fabiana; Moreti, Felipe; Nanjundeswaran, Chayadevie; Behlau, Mara

2017-03-13

The purpose of this study was to perform the cultural adaptation of the Brazilian version of the Vocal Fatigue Index (VFI). Two Brazilian bilingual speech-language pathologists (SLP) translated the original version of the VFI in English into Portuguese. The translations were reviewed by a committee of five voice specialist SLPs resulting in the final version of the instrument. A third bilingual SLP back-translated this final version and the same committee reviewed the differences from its original version. The final Portuguese version of the VFI, as in the original English version, was answered on a categorical scale of 0-4 indicating the frequency they experience the symptoms: 0=never, 1=almost never, 2=sometimes, 3=almost always, and 4=always. For cultural equivalence of the Portuguese version, the option "not applicable" was added to the categorical scale and 20 individuals with vocal complaints and dysphonia completed the index. Questions considered "not applicable" would be disregarded from the Brazilian version of the protocol; no question had to be removed from the instrument. The Brazilian Portuguese version was entitled "Índice de Fadiga Vocal - IFV" and features 19 questions, equivalent to the original instrument. Of the 19 items, 11 were related with tiredness of voice and voice avoidance, five concerned physical discomfort associated with voicing, and three were related to improvement of symptoms with rest or lack thereof. The Brazilian version of the VFI presents cultural and linguistic equivalence to the original instrument. The IFV validation into Brazilian Portuguese is in progress.

A Role for TLR4 in Clostridium difficile Infection and the Recognition of Surface Layer Proteins

PubMed Central

Ryan, Anthony; Lynch, Mark; Smith, Sinead M.; Amu, Sylvie; Nel, Hendrik J.; McCoy, Claire E.; Dowling, Jennifer K.; Draper, Eve; O'Reilly, Vincent; McCarthy, Ciara; O'Brien, Julie; Ní Eidhin, Déirdre; O'Connell, Mary J.; Keogh, Brian; Morton, Charles O.; Rogers, Thomas R.; Fallon, Padraic G.; O'Neill, Luke A.

2011-01-01

Clostridium difficile is the etiological agent of antibiotic-associated diarrhoea (AAD) and pseudomembranous colitis in humans. The role of the surface layer proteins (SLPs) in this disease has not yet been fully explored. The aim of this study was to investigate a role for SLPs in the recognition of C. difficile and the subsequent activation of the immune system. Bone marrow derived dendritic cells (DCs) exposed to SLPs were assessed for production of inflammatory cytokines, expression of cell surface markers and their ability to generate T helper (Th) cell responses. DCs isolated from C3H/HeN and C3H/HeJ mice were used in order to examine whether SLPs are recognised by TLR4. The role of TLR4 in infection was examined in TLR4-deficient mice. SLPs induced maturation of DCs characterised by production of IL-12, TNFα and IL-10 and expression of MHC class II, CD40, CD80 and CD86. Furthermore, SLP-activated DCs generated Th cells producing IFNγ and IL-17. SLPs were unable to activate DCs isolated from TLR4-mutant C3H/HeJ mice and failed to induce a subsequent Th cell response. TLR4−/− and Myd88−/−, but not TRIF−/− mice were more susceptible than wild-type mice to C. difficile infection. Furthermore, SLPs activated NFκB, but not IRF3, downstream of TLR4. Our results indicate that SLPs isolated from C. difficile can activate innate and adaptive immunity and that these effects are mediated by TLR4, with TLR4 having a functional role in experimental C. difficile infection. This suggests an important role for SLPs in the recognition of C. difficile by the immune system. PMID:21738466

The Communication Function Classification System: cultural adaptation, validity, and reliability of the Farsi version for patients with cerebral palsy.

PubMed

Soleymani, Zahra; Joveini, Ghodsiye; Baghestani, Ahmad Reza

2015-03-01

This study developed a Farsi language Communication Function Classification System and then tested its reliability and validity. Communication Function Classification System is designed to classify the communication functions of individuals with cerebral palsy. Up until now, there has been no instrument for assessment of this communication function in Iran. The English Communication Function Classification System was translated into Farsi and cross-culturally modified by a panel of experts. Professionals and parents then assessed the content validity of the modified version. A backtranslation of the Farsi version was confirmed by the developer of the English Communication Function Classification System. Face validity was assessed by therapists and parents of 10 patients. The Farsi Communication Function Classification System was administered to 152 individuals with cerebral palsy (age, 2 to 18 years; median age, 10 years; mean age, 9.9 years; standard deviation, 4.3 years). Inter-rater reliability was analyzed between parents, occupational therapists, and speech and language pathologists. The test-retest reliability was assessed for 75 patients with a 14 day interval between tests. The inter-rater reliability of the Communication Function Classification System was 0.81 between speech and language pathologists and occupational therapists, 0.74 between parents and occupational therapists, and 0.88 between parents and speech and language pathologists. The test-retest reliability was 0.96 for occupational therapists, 0.98 for speech and language pathologists, and 0.94 for parents. The findings suggest that the Farsi version of Communication Function Classification System is a reliable and valid measure that can be used in clinical settings to assess communication function in patients with cerebral palsy. Copyright © 2015 Elsevier Inc. All rights reserved.

Predictors of Language Gains among School-Age Children with Language Impairment in the Public Schools

ERIC Educational Resources Information Center

Justice, Laura M.; Jiang, Hui; Logan, Jessica A.; Schmitt, Mary Beth

2017-01-01

Purpose: This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. Method: The…

Examining the Echolalia Literature: Where Do Speech-Language Pathologists Stand?

PubMed

Stiegler, Lillian N

2015-11-01

Echolalia is a common element in the communication of individuals with autism spectrum disorders. Recent contributions to the literature reflect significant disagreement regarding how echolalia should be defined, understood, and managed. The purpose of this review article is to give speech-language pathologists and others a comprehensive view of the available perspectives on echolalia. Published literature from the disciplines of behavioral intervention, linguistics, and speech-language intervention is discussed. Special areas of focus include operational definitions, rationales associated with various approaches, specific procedures used to treat or study echolalic behavior, and reported conclusions. Dissimilarities in the definition and understanding of echolalia have led to vastly different approaches to management. Evidence-based practice protocols are available to guide speech-language interventionists in their work with individuals with autism spectrum disorders.

Speech-language pathology in the long-term care setting: it isn't your grandmother's nursing home anymore.

PubMed

Casper, Mary L

2013-04-01

This article considers the career of speech-language pathologists practicing in long-term care/skilled nursing facility settings. The range of conditions that lead to communication, cognition, and/or swallowing disorders that are evaluated and treated by the speech-language pathologist in the long-term care setting are examined. Various methodologies for reimbursement are discussed, including the Medicare Physicians' Fee Schedule associated with Medicare Part B and the Prospective Payment System associated with Medicare Part A. Suggestions for effective clinical service delivery are reviewed, along with best practices for interdisciplinary team communication. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Science-based practice and the speech-language pathologist.

PubMed

Lof, Gregory L

2011-06-01

Evidence-based practice (EBP) is a well established concept in the field of speech-language pathology. However, evidence from research may not be the primary information that practitioners use to guide their treatment selection from the many potential options. There are various alternative therapy procedures that are strongly promoted, so clinicians must become skilled at identifying pseudoscience from science in order to determine if a treatment is legitimate or actually quackery. In order to advance the use of EBP, clinicians can gather practice-based evidence (PBE) by using the scientific method. By adhering to the principles of science, speech-language pathologists can incorporate science-based practice (SBP) into all aspects of their clinical work.

Peeling the Onion of Auditory Processing Disorder: A Language/Curricular-Based Perspective

ERIC Educational Resources Information Center

Wallach, Geraldine P.

2011-01-01

Purpose: This article addresses auditory processing disorder (APD) from a language-based perspective. The author asks speech-language pathologists to evaluate the functionality (or not) of APD as a diagnostic category for children and adolescents with language-learning and academic difficulties. Suggestions are offered from a…

The Sociolinguistic Model in Speech and Language Pathology.

ERIC Educational Resources Information Center

Wolfram, Walt

A discussion of the role of sociolinguistics in the treatment of communication disorders focuses on issues related to dialect and language variation. It begins with an examination of linguistic diversity and dynamic description of language, reporting on a study of speech and language pathologists' judgments of sentences in African American…

Dynamic Assessment of Language Disabilities

ERIC Educational Resources Information Center

Martin, Deirdre

2015-01-01

The paper reports a study of a narrative-based Dynamic Assessment (DA) procedure developed in the USA that is used in the UK with children with developmental language disabilities. Three monolingual English children with language disabilities are assessed by a speech/language pathologist/therapist who is learning to work with DA in collaboration…

Effective Oral Language Development Strategies for Elementary Teachers

ERIC Educational Resources Information Center

Kohler, Karen L.

2016-01-01

This action research study explored first and second grade classroom teachers' knowledge of oral language development and interventions for students at-risk of an oral language delay. This was accomplished through collaboration between a speech-language pathologist and classroom teachers. The data was aligned with assessments, the Response to…

The Use of Direct Spelling Instruction for Children with Language Impairment

ERIC Educational Resources Information Center

Good, Joy E.; Lance, Dee M.; Rainey, Jacquie

2018-01-01

Children with language impairment frequently struggle with written language skills such as spelling. With their expertise in language, speech-language pathologists are in the position to promote the development of such skills. One way to do this is through the use of direct spelling instruction which has been shown to facilitate growth in a number…

Imitative Production of Regular Past Tense -Ed by English-Speaking Children with Specific Language Impairment

ERIC Educational Resources Information Center

Dalal, Rinky Harish; Loeb, Diane Frome

2005-01-01

Background: Language intervention procedures often involve the speech-language pathologist highlighting or making more salient forms that are problematic for the child with a language impairment. According to limited processing accounts of specific language impairment (SLI), one way to increase the saliency of a form is to manipulate its sentence…

Speech Development

MedlinePlus

... able to assess your child’s speech production and language development and make appropriate therapy recommendations. It is also ... pathologist should consistently assess your child’s speech and language development, as well as screen for hearing problems (with ...

Factors that Enhance English-Speaking Speech-Language Pathologists' Transcription of Cantonese-Speaking Children's Consonants

ERIC Educational Resources Information Center

Lockart, Rebekah; McLeod, Sharynne

2013-01-01

Purpose: To investigate speech-language pathology students' ability to identify errors and transcribe typical and atypical speech in Cantonese, a nonnative language. Method: Thirty-three English-speaking speech-language pathology students completed 3 tasks in an experimental within-subjects design. Results: Task 1 (baseline) involved transcribing…

The Teaching of Reading, Writing and Language in a Clinical Speech and Language Setting: A Blended Therapy Intervention Approach

ERIC Educational Resources Information Center

Ammons, Kerrie Allen

2013-01-01

With a growing body of research that supports a link between language and literacy, governing bodies in the field of speech and language pathology have recognized the need to reconsider the role of speech-language pathologists in addressing the emergent literacy needs of preschoolers who struggle with literacy and language concepts. This study…

Speech-Language-Pathology and Audiology Handbook.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Office of the Professions.

The handbook contains State Education Department rules and regulations that govern speech-language pathology and audiology in New York State. The handbook also describes licensure and first registration as a licensed speech-language pathologist or audiologist. The introduction discusses professional regulation in New York State while the second…

Central Auditory Processing through the Looking Glass: A Critical Look at Diagnosis and Management.

ERIC Educational Resources Information Center

Young, Maxine L.

1985-01-01

The article examines the contributions of both audiologists and speech-language pathologists to the diagnosis and management of students with central auditory processing disorders and language impairments. (CL)

Speech & Language Impairments. NICHCY Disability Fact Sheet #11

ERIC Educational Resources Information Center

National Dissemination Center for Children with Disabilities, 2011

2011-01-01

There are many kinds of speech and language disorders that can affect children. This fact sheet will present four major areas in which these impairments occur. These are the areas of: (1) Articulation; (2) Fluency; (3) Voice; and (4) Language. Following a brief narrative on a day in the life of a Speech Language Pathologist, this fact sheet…

Toddler-Parent Playgroups: Empowering Parents in Language Intervention.

ERIC Educational Resources Information Center

Haas, Julie; Popowicz, Louanne

In an attempt to provide a model of language intervention tailored to toddler needs, this poster session gives an overview of a playgroup program implemented by a speech-language pathologist and an early intervention specialist. The program's aim is to improve communicative abilities while maintaining the integrity of the child-caregiver…

Acceptability Ratings of Language Interventions and Reasoning as Described by Early Childhood Special Education Teachers

ERIC Educational Resources Information Center

Turan, Yasemin

2012-01-01

This study utilised a structured analogue method to evaluate factors which impact preschool teachers' preference for language interventions. These factors included type of treatment approach (naturalistic versus therapeutic), person delivering the intervention (classroom teacher versus speech and language pathologist), and severity of language…

Speech-Language Pathologists: Vital Listening and Spoken Language Professionals

ERIC Educational Resources Information Center

Houston, K. Todd; Perigoe, Christina B.

2010-01-01

Determining the most effective methods and techniques to facilitate the spoken language development of individuals with hearing loss has been a focus of practitioners for centuries. Due to modern advances in hearing technology, earlier identification of hearing loss, and immediate enrollment in early intervention, children with hearing loss are…

The LD Teacher's Language Arts Companion[TM]: A Multisensory Approach.

ERIC Educational Resources Information Center

Wadlington, Elizabeth M.; Currie, Paula S.

This book presents a multisensory approach for teaching language arts skills to students in grades 3-10 with learning disabilities. It is intended for teachers, parents, speech-language pathologists, and other professionals who work with students with learning disabilities. An introduction discusses multisensory instruction and the benefits of…

Monolingual or Bilingual Intervention for Primary Language Impairment? A Randomized Control Trial

ERIC Educational Resources Information Center

Thordardottir, Elin; Cloutier, Geneviève; Ménard, Suzanne; Pelland-Blais, Elaine; Rvachew, Susan

2015-01-01

Purpose: This study investigated the clinical effectiveness of monolingual versus bilingual language intervention, the latter involving speech-language pathologist-parent collaboration. The study focuses on methods that are currently being recommended and that are feasible within current clinical contexts. Method: Bilingual children with primary…

The Source[R] for Bilingual Students with Language Disorders.

ERIC Educational Resources Information Center

Roseberry-McKibbin, Celeste

This book is designed to help speech-language pathologists develop vocabulary and phonological awareness skills in bilingual students with language-learning disabilities (LLD). The book targets beginning through intermediate bilingual students in grades K-8. Part 1 of the book begins with teaching style strategies for teaching bilingual students…

Education of speech-language pathologists and audiologists in Brazil.

PubMed

Behlau, Mara; Gasparini, Gisele

2006-01-01

The field of speech-language pathology (SLP) in Brazil, named 'fonoaudiologia', comprises both a therapeutic approach to communication disorders and audiology and was officially recognized on December 9, 1981 (law No. 6965). University programs exist since the 1960s. The undergraduate level is a 4-year honors Bachelor of Science program and requires at least a 3,700 h of coursework. Since 1996 four areas of specialization were established: language, audiology, voice and oral myology, requiring a minimum of 500 h of course. Graduate programs in the narrower sense,master's degree and doctorate, exist since the 1970s. Brazil is a 180-million inhabitant country with approximately 25,000 speech-language pathologists, of which 2,700 are specialists, 800 masters and 210 doctors. There are almost 100 undergraduate programs and 70 specialization courses; however, for master's degree and doctorate purposes there are only 8. Copyright (c) 2006 S. Karger AG, Basel.

Inter-rater Reliability of the Dysphagia Outcome and Severity Scale (DOSS): Effects of Clinical Experience, Audio-Recording and Training.

PubMed

Zarkada, Angeliki; Regan, Julie

2018-06-01

The Dysphagia Outcome and Severity Scale (DOSS) is widely used to measure dysphagia severity based on videofluoroscopy (VFSS). This study investigated inter-rater reliability (IRR) of the DOSS. It also determined the effect of clinical experience, VFSS audio-recording and training on DOSS IRR. A quantitative prospective research design was used. Seventeen speech and language pathologists (SLPs) were recruited from an acute teaching hospital, Dublin (> 3 years' VFSS experience, n = 10) and from a postgraduate dysphagia programme in a university setting (< 3 years' VFSS experience; n = 7). During testing, participants viewed eight VFSS clips (5 with audio-recording). Each VFSS clip was independently rated using the DOSS scale. Four weeks later, the less experienced group attended a 1-h training session on DOSS rating after which DOSS IRR was re-tested. Cohen's kappa co-efficient was used to establish IRR. IRR of the DOSS presented only fair agreement (κ = 0.36, p < 0.05). DOSS IRR was significantly higher (κ = 0.342) within the more experienced SLP group, compared to the less experienced SLP group (κ = 0.298) (p < 0.05). DOSS IRR was significantly higher in VFSS clips with audio-recording (κ = 0.287) compared to VFSS clips without audio-recording (κ = - 0.0395) (p < 0.05). IRR of the DOSS pre-training (κ = 0.328) was significantly better comparing to post-training (κ = 0.218) (p < 0.05). Findings raise concerns as the DOSS is frequently used in clinical practice to capture dysphagia severity and to monitor changes.

Protective effect of surface layer proteins isolated from four Lactobacillus strains on hydrogen-peroxide-induced HT-29 cells oxidative stress.

PubMed

Zhao, Bin-Bin; Meng, Jun; Zhang, Qiu-Xiang; Kang, Ting-Ting; Lu, Rong-Rong

2017-09-01

The objective of this study was to explore the antioxidant effect of the surface layer proteins (SLPs) and their mechanism. We investigated four SLPs which were extracted from L. casei zhang, L. rhamnosus, L. gasseri and L. acidophilus NCFM respectively using LiCl. The protective effect of SLPs on H 2 O 2 -induced HT-29 cells oxidative injury was investigated. As results, SLPs (100μg/mL) could significantly mitigate HT-29 cells cytotoxicity, improve the activities of total antioxidant capacity (T-AOC), catalase (CAT) and superoxide dismutase (SOD), decrease the contents of malondialdehyde (MDA) and lactate dehydrogenase (LDH), compared with H 2 O 2 -induced group (P<0.05). Furthermore, SLPs were also shown to attenuate the apoptosis rate (10.94-24.03%, P<0.01), suppress the elevation of intracellular reactive oxygen species (ROS) and calcium levels, restore mitochondrial membrane potential (MMP) and block the activation of apoptosis-related proteins of caspase-3 and caspase-9 (P<0.05). Considering all the parameters analyzed, we concluded that Lactobacillus SLPs play an essential role in the antioxidant capacity of HT-29 cells induced by H 2 O 2 , and the mechanism could be attributed to SLPs' ability to enhance the activity of the intracellular antioxidant enzyme system, reduce ROS accumulation and to inhibit apoptosis by regulating mitochondrial pathway. Copyright © 2017 Elsevier B.V. All rights reserved.

A Comparison of Inter-Professional Education Programs in Preparing Prospective Teachers and Speech and Language Pathologists for Collaborative Language-Literacy Instruction

ERIC Educational Resources Information Center

Wilson, Leanne; McNeill, Brigid; Gillon, Gail T.

2016-01-01

Ensuring teacher and speech and language pathology graduates are prepared to work collaboratively together to meet the diverse language literacy learning needs of children is an important goal. This study investigated the efficacy of a 3-h inter-professional education program focused on explicit instruction in the language skills that underpin…

A meme's eye view of speech-language pathology.

PubMed

Kamhi, Alan G

2004-04-01

In this article, the reason why certain terms, labels, and ideas prevail, whereas others fail to gain acceptance, will be considered. Borrowing the concept of "meme" from the study of evolution of ideas, it will be clear why language-based and phonological disorders have less widespread appeal than, for example, auditory processing and sensory integration disorders. Discussion will also center on why most speech-language pathologists refer to themselves as speech therapists or speech pathologists, and why it is more desirable to have dyslexia than to have a reading disability. In a meme's eye view, science and logic do not always win out because selection favors ideas (memes) that are easy to understand, remember, and copy. An unfortunate consequence of these selection forces is that successful memes typically provide superficially plausible answers for complex questions.

Overview of the Common Core State Standard initiative and educational reform movement from the vantage of speech-language pathologists.

PubMed

Staskowski, Maureen

2012-05-01

Educational reform is sweeping the country. The adoption and the implementation of the Common Core State Standards in almost every state are meant to transform education. It is intended to update the way schools educate, the way students learn, and to ultimately prepare the nation's next generation for the global workplace. This article will describe the Common Core State Standard initiative and the underlying concerns about the quality of education in the United States as well as the opportunities this reform initiative affords speech-language pathologists. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

The World Report on Disability as a blueprint for international, national, and local aphasia services.

PubMed

Worrall, Linda E; Howe, Tami; O'Callaghan, Anna; Hill, Anne J; Rose, Miranda; Wallace, Sarah J; Rose, Tanya; Brown, Kyla; Power, Emma; O'Halloran, Robyn; Rohde, Alexia

2013-02-01

This commentary aims to extend the debate of the lead article authors (Wylie, McAllister, Davidson, and Marshall, 2013) by translating the nine recommendations of the World Report on Disability into a plan of action for the aphasia community. Solutions for the advancement of aphasia science and services are presented at international (macro), national (meso), and local (micro) levels. Implications for speech-language pathologists and aphasia service delivery are discussed. An overarching call to action is the need for speech-language pathologists to support a strong and vibrant aphasia community at all levels, so that the voices of people with aphasia can be heard.

Training Secondary School Teachers in Instructional Language Modification Techniques to Support Adolescents with Language Impairment: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Starling, Julia; Munro, Natalie; Togher, Leanne; Arciuli, Joanne

2012-01-01

Purpose: This study evaluated the efficacy of a collaborative intervention where a speech-language pathologist (SLP) trained mainstream secondary school teachers to make modifications to their oral and written instructional language. The trained teachers' uptake of techniques in their whole-class teaching practices and the impact this had on the…

Augmentative and Alternative Communication and Language: Evidence-Based Practice and Language Activity Monitoring

ERIC Educational Resources Information Center

Hill, Katya

2004-01-01

The goal of augmentative and alternative communication (AAC) is the most effective communication possible. Speech-language pathologists are obligated to collect data, measure communication, and apply the principles of evidence-based practice (EBP). This article presents a model for EBP that represents how collecting and evaluating performance data…

Analysis of Spoken Narratives in a Marathi-Hindi-English Multilingual Aphasic Patient

ERIC Educational Resources Information Center

Karbhari-Adhyaru, Medha

2010-01-01

In a multilingual country such as India, the probability that clinicians may not have command over different languages used by aphasic patients is very high. Since formal tests in different languages are limited, assessment of people from diverse linguistic backgrounds presents speech- language pathologists with many challenges. With a view to…

A Survey of Speech and Language Pathology Services for Down's Syndrome: State of the Art.

ERIC Educational Resources Information Center

Kumin, Libby

1986-01-01

This article summarizes current trends in speech and language pathology services to individuals with Down's syndrome. Speech and language pathologists (N=112) responded to a survey identifying widely used assessment instruments, therapy materials, sources of information, and needs in relation to services at five age levels. (Author/DB)

Hey, I Got Sump'n To Tell You, An' It Cool! A Class for Children with Severe Language Disabilities.

ERIC Educational Resources Information Center

Monaco, Joan L.; Zaslow, Elinor L.

Discussed is an experimental demonstration class for children exhibiting severe language disabilities. Staff includes teacher-therapist, classroom aide, psychologist, audiologist, speech and language pathologists, and occupational therapist. A theoretical framework is provided through discussion of phonological, semantic and syntactic aspects of…

Intervention to Improve Expository Reading Comprehension Skills in Older Children and Adolescents with Language Disorders

ERIC Educational Resources Information Center

Ward-Lonergan, Jeannene M.; Duthie, Jill K.

2016-01-01

With the recent renewed emphasis on the importance of providing instruction to improve expository discourse comprehension and production skills, speech-language pathologists need to be prepared to implement effective intervention to meet this critical need in older children and adolescents with language disorders. The purpose of this review…

The Source for Syndromes.

ERIC Educational Resources Information Center

Richard, Gail J.; Hoge, Debra Reichert

Designed for practicing speech-language pathologists, this book discusses different syndrome disabilities, pertinent speech-language characteristics, and goals and strategies to begin intervention efforts at a preschool level. Chapters address: (1) Angelman syndrome; (2) Asperger syndrome; (3) Down syndrome; (4) fetal alcohol syndrome; (5) fetal…

"Well it has to be language-related": speech-language pathologists' goals for people with aphasia and their families.

PubMed

Sherratt, Sue; Worrall, Linda; Pearson, Charlene; Howe, Tami; Hersh, Deborah; Davidson, Bronwyn

2011-08-01

Goal-setting is considered an essential part of rehabilitation practice and integral to person-centredness. However, people with aphasia are not always satisfied with goal-setting, and speech-language pathologists are concerned about the appropriateness of therapy. Furthermore, family members are often excluded from goal-setting, despite the impact aphasia has on them. The actual goals set by clinicians for clients with aphasia and their family members have not yet been investigated. This study aimed to examine the goals that clinicians set for their clients with aphasia and their family members. Data from in-depth interviews with 34 speech-language pathologists describing 84 goal-setting experiences with people with aphasia were coded into superordinate goals for both groups. Clinicians expressed a wide range of goals for people with aphasia and their family members, relating to communication, coping and participation factors, and education. In addition, evaluation was considered a goal for the clients. There were clients for whom no goals were set, particularly for family members, due to a lack of/limited contact. The goals described broadly addressed all aspects of the International Classification of Functioning, Disability and Health (ICF) and reflected the use of both functional and impairment-based therapeutic approaches; they also emphasize the importance of providing goal-setting options for the family members of these clients.

Lactobacillus kefiri shows inter-strain variations in the amino acid sequence of the S-layer proteins.

PubMed

Malamud, Mariano; Carasi, Paula; Bronsoms, Sílvia; Trejo, Sebastián A; Serradell, María de Los Angeles

2017-04-01

The S-layer is a proteinaceous envelope constituted by subunits that self-assemble to form a two-dimensional lattice that covers the surface of different species of Bacteria and Archaea, and it could be involved in cell recognition of microbes among other several distinct functions. In this work, both proteomic and genomic approaches were used to gain knowledge about the sequences of the S-layer protein (SLPs) encoding genes expressed by six aggregative and sixteen non-aggregative strains of potentially probiotic Lactobacillus kefiri. Peptide mass fingerprint (PMF) analysis confirmed the identity of SLPs extracted from L. kefiri, and based on the homology with phylogenetically related species, primers located outside and inside the SLP-genes were employed to amplify genomic DNA. The O-glycosylation site SASSAS was found in all L. kefiri SLPs. Ten strains were selected for sequencing of the complete genes. The total length of the mature proteins varies from 492 to 576 amino acids, and all SLPs have a calculated pI between 9.37 and 9.60. The N-terminal region is relatively conserved and shows a high percentage of positively charged amino acids. Major differences among strains are found in the C-terminal region. Different groups could be distinguished regarding the mature SLPs and the similarities observed in the PMF spectra. Interestingly, SLPs of the aggregative strains are 100% homologous, although these strains were isolated from different kefir grains. This knowledge provides relevant data for better understanding of the mechanisms involved in SLPs functionality and could contribute to the development of products of biotechnological interest from potentially probiotic bacteria.

The confidence of speech-language pathology students regarding communicating with people with aphasia

PubMed Central

2013-01-01

Background Aphasia is an acquired language disorder that can present a significant barrier to patient involvement in healthcare decisions. Speech-language pathologists (SLPs) are viewed as experts in the field of communication. However, many SLP students do not receive practical training in techniques to communicate with people with aphasia (PWA) until they encounter PWA during clinical education placements. Methods This study investigated the confidence and knowledge of SLP students in communicating with PWA prior to clinical placements using a customised questionnaire. Confidence in communicating with people with aphasia was assessed using a 100-point visual analogue scale. Linear, and logistic, regressions were used to examine the association between confidence and age, as well as confidence and course type (graduate-entry masters or undergraduate), respectively. Knowledge of strategies to assist communication with PWA was examined by asking respondents to list specific strategies that could assist communication with PWA. Results SLP students were not confident with the prospect of communicating with PWA; reporting a median 29-points (inter-quartile range 17–47) on the visual analogue confidence scale. Only, four (8.2%) of respondents rated their confidence greater than 55 (out of 100). Regression analyses indicated no relationship existed between confidence and students‘ age (p = 0.31, r-squared = 0.02), or confidence and course type (p = 0.22, pseudo r-squared = 0.03). Students displayed limited knowledge about communication strategies. Thematic analysis of strategies revealed four overarching themes; Physical, Verbal Communication, Visual Information and Environmental Changes. While most students identified potential use of resources (such as images and written information), fewer students identified strategies to alter their verbal communication (such as reduced speech rate). Conclusions SLP students who had received aphasia related theoretical coursework, but not commenced clinical placements with PWA, were not confident in their ability to communicate with PWA. Students may benefit from an educational intervention or curriculum modification to incorporate practical training in effective strategies to communicate with PWA, before they encounter PWA in clinical settings. Ensuring students have confidence and knowledge of potential communication strategies to assist communication with PWA may allow them to focus their learning experiences in more specific clinical domains, such as clinical reasoning, rather than building foundation interpersonal communication skills. PMID:23806028

The confidence of speech-language pathology students regarding communicating with people with aphasia.

PubMed

Finch, Emma; Fleming, Jennifer; Brown, Kyla; Lethlean, Jennifer; Cameron, Ashley; McPhail, Steven M

2013-06-27

Aphasia is an acquired language disorder that can present a significant barrier to patient involvement in healthcare decisions. Speech-language pathologists (SLPs) are viewed as experts in the field of communication. However, many SLP students do not receive practical training in techniques to communicate with people with aphasia (PWA) until they encounter PWA during clinical education placements. This study investigated the confidence and knowledge of SLP students in communicating with PWA prior to clinical placements using a customised questionnaire. Confidence in communicating with people with aphasia was assessed using a 100-point visual analogue scale. Linear, and logistic, regressions were used to examine the association between confidence and age, as well as confidence and course type (graduate-entry masters or undergraduate), respectively. Knowledge of strategies to assist communication with PWA was examined by asking respondents to list specific strategies that could assist communication with PWA. SLP students were not confident with the prospect of communicating with PWA; reporting a median 29-points (inter-quartile range 17-47) on the visual analogue confidence scale. Only, four (8.2%) of respondents rated their confidence greater than 55 (out of 100). Regression analyses indicated no relationship existed between confidence and students' age (p = 0.31, r-squared = 0.02), or confidence and course type (p = 0.22, pseudo r-squared = 0.03). Students displayed limited knowledge about communication strategies. Thematic analysis of strategies revealed four overarching themes; Physical, Verbal Communication, Visual Information and Environmental Changes. While most students identified potential use of resources (such as images and written information), fewer students identified strategies to alter their verbal communication (such as reduced speech rate). SLP students who had received aphasia related theoretical coursework, but not commenced clinical placements with PWA, were not confident in their ability to communicate with PWA. Students may benefit from an educational intervention or curriculum modification to incorporate practical training in effective strategies to communicate with PWA, before they encounter PWA in clinical settings. Ensuring students have confidence and knowledge of potential communication strategies to assist communication with PWA may allow them to focus their learning experiences in more specific clinical domains, such as clinical reasoning, rather than building foundation interpersonal communication skills.

The Source for Syndromes 2.

ERIC Educational Resources Information Center

Richard, Gail J.; Hoge, Debra Reichert

Designed for practicing speech-language pathologists, this book discusses different lesser-known syndrome disabilities, pertinent speech-language characteristics, and goals and strategies to begin intervention efforts at a preschool level. Chapters address: (1) Apert syndrome; (2) Beckwith-Wiedemann syndrome; (3) CHARGE syndrome; (4) Cri-du-Chat…

Perception of intelligibility and qualities of non-native accented speakers.

PubMed

Fuse, Akiko; Navichkova, Yuliya; Alloggio, Krysteena

To provide effective treatment to clients, speech-language pathologists must be understood, and be perceived to demonstrate the personal qualities necessary for therapeutic practice (e.g., resourcefulness and empathy). One factor that could interfere with the listener's perception of non-native speech is the speaker's accent. The current study explored the relationship between how accurately listeners could understand non-native speech and their perceptions of personal attributes of the speaker. Additionally, this study investigated how listeners' familiarity and experience with other languages may influence their perceptions of non-native accented speech. Through an online survey, native monolingual and bilingual English listeners rated four non-native accents (i.e., Spanish, Chinese, Russian, and Indian) on perceived intelligibility and perceived personal qualities (i.e., professionalism, intelligence, resourcefulness, empathy, and patience) necessary for speech-language pathologists. The results indicated significant relationships between the perception of intelligibility and the perception of personal qualities (i.e., professionalism, intelligence, and resourcefulness) attributed to non-native speakers. However, these findings were not supported for the Chinese accent. Bilingual listeners judged the non-native speech as more intelligible in comparison to monolingual listeners. No significant differences were found in the ratings between bilingual listeners who share the same language background as the speaker and other bilingual listeners. Based on the current findings, greater perception of intelligibility was the key to promoting a positive perception of personal qualities such as professionalism, intelligence, and resourcefulness, important for speech-language pathologists. The current study found evidence to support the claim that bilinguals have a greater ability in understanding non-native accented speech compared to monolingual listeners. The results, however, did not confirm an advantage for bilingual listeners sharing the same language backgrounds with the non-native speaker over other bilingual listeners. Copyright © 2017 Elsevier Inc. All rights reserved.

Specific Syndromes and Associated Communication Disorders: A Review.

ERIC Educational Resources Information Center

Sanger, Dixie D.; And Others

1984-01-01

The review, intended to provide speech-language pathologists and special educators with an awareness of genetics and specific syndromes involving speech, language, and hearing components, discusses basic etiologies of abnormal development and selected syndromes (such as Down's and Klinefelter's) that include communication disorders. (CL)

Talk it out: a conflict resolution program for preschool children with speech and language impairments.

PubMed

Kiernan, Barbara; Gray, Shelley

2013-05-01

Talk It Out was developed by speech-language pathologists to teach young children, especially those with speech and language impairments, to recognize problems, use words to solve them, and verbally negotiate solutions. One of the very successful by-products is that these same strategies help children avoid harming their voice. Across a school year, Talk It Out provides teaching and practice in predictable contexts so that children become competent problem solvers. It is especially powerful when implemented as part of the tier 1 preschool curriculum. The purpose of this article is to help school-based speech-language pathologists (1) articulate the need and rationale for early implementation of conflict resolution programs, (2) develop practical skills to implement Talk It Out strategies in their programs, and (3) transfer this knowledge to classroom teachers who can use and reinforce these strategies on a daily basis with the children they serve. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Stationary Light Pulses in Cold Atomic Media and without Bragg Gratings

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lin, Y.-W.; Liao, W.-T.; Peters, Thorsten

We study the creation of stationary light pulses (SLPs), i.e., light pulses without motion, based on the effect of electromagnetically induced transparency with two counterpropagating coupling fields in cold atoms. We show that the Raman excitations created by counterpropagating probe and coupling fields prohibit the formation of SLPs in media of cold and stationary atoms such as laser-cooled atom clouds, Bose condensates or color-center crystals. A method is experimentally demonstrated to suppress these Raman excitations and SLPs are realized in laser-cooled atoms. Furthermore, we report the first experimental observation of a bichromatic SLP at wavelengths for which no Bragg gratingmore » can be established. Our work advances the understanding of SLPs and opens a new avenue to SLP studies for few-photon nonlinear interactions.« less

Disciplinary Literacy from a Speech-Language Pathologist's Perspective

ERIC Educational Resources Information Center

Ehren, Barbara J.; Murza, Kimberly A.; Malani, Melissa D.

2012-01-01

Disciplinary literacy is an increasingly popular focal area in adolescent literacy. In disciplinary literacy, the discourse features of specific knowledge domains (e.g., literature, history, science, and math) assume major importance in understanding and constructing meaning in each discipline. Because language plays a significant role in…

42 CFR 409.17 - Physical therapy, occupational therapy, and speech-language pathology services.

Code of Federal Regulations, 2010 CFR

2010-10-01

... physician. (2) A nurse practitioner, a clinical nurse specialist or a physician assistant. (3) The physical... qualified physical therapists, physical therapist assistants, occupational therapists, occupational therapy assistants, or speech-language pathologists who meet the requirements specified in part 484 of this chapter...

42 CFR 409.17 - Physical therapy, occupational therapy, and speech-language pathology services.

Code of Federal Regulations, 2014 CFR

2014-10-01

... physician. (2) A nurse practitioner, a clinical nurse specialist or a physician assistant. (3) The physical... qualified physical therapists, physical therapist assistants, occupational therapists, occupational therapy assistants, or speech-language pathologists who meet the requirements specified in part 484 of this chapter...

42 CFR 409.17 - Physical therapy, occupational therapy, and speech-language pathology services.

Code of Federal Regulations, 2011 CFR

2011-10-01

... physician. (2) A nurse practitioner, a clinical nurse specialist or a physician assistant. (3) The physical... qualified physical therapists, physical therapist assistants, occupational therapists, occupational therapy assistants, or speech-language pathologists who meet the requirements specified in part 484 of this chapter...

42 CFR 409.17 - Physical therapy, occupational therapy, and speech-language pathology services.

Code of Federal Regulations, 2013 CFR

2013-10-01

... physician. (2) A nurse practitioner, a clinical nurse specialist or a physician assistant. (3) The physical... qualified physical therapists, physical therapist assistants, occupational therapists, occupational therapy assistants, or speech-language pathologists who meet the requirements specified in part 484 of this chapter...

42 CFR 409.17 - Physical therapy, occupational therapy, and speech-language pathology services.

Code of Federal Regulations, 2012 CFR

2012-10-01

... physician. (2) A nurse practitioner, a clinical nurse specialist or a physician assistant. (3) The physical... qualified physical therapists, physical therapist assistants, occupational therapists, occupational therapy assistants, or speech-language pathologists who meet the requirements specified in part 484 of this chapter...

Clinical Linguistics--Retrospect and Prospect.

ERIC Educational Resources Information Center

Grunwell, Pamela

In the past 20 years, linguistics has gained a prominent position in speech and language pathology in Britain, evolving into a new field, clinical linguistics. It includes three related areas of activity: training of speech pathologists/therapists; professional practice; and research. Linguistics and speech/language pathology have developed as…

Therapy Talk: Analyzing Therapeutic Discourse

ERIC Educational Resources Information Center

Leahy, Margaret M.

2004-01-01

Therapeutic discourse is the talk-in-interaction that represents the social practice between clinician and client. This article invites speech-language pathologists to apply their knowledge of language to analyzing therapy talk and to learn how talking practices shape clinical roles and identities. A range of qualitative research approaches,…

Phonological Acquisition in Simultaneous Bilingual Mandarin-English Preschoolers

ERIC Educational Resources Information Center

Liu-Shea, May

2011-01-01

Purpose: Significant challenges face speech-language pathologists when children raised in bilingual environments are referred for speech-language evaluations. The situation is compounded for bilingual Mandarin-English children because no research-based data is available to date. This study is a preliminary examination of phonological acquisition…

The First Lincolnland Conference on Dialectology.

ERIC Educational Resources Information Center

Griffith, Jerry, Ed.; Miner, L. E., Ed.

The First Lincolnland Conference on Dialectology, held at Eastern Illinois University in March 1968, was attended by linguists and speech pathologists specializing in the areas of speech science, dialects, articulation disorders, language development and language disorders. The purposes of the conference were: (1) to review research dealing with…

Cross-Cultural Differences in Beliefs and Practices that Affect the Language Spoken to Children: Mothers with Indian and Western Heritage

ERIC Educational Resources Information Center

Simmons, Noreen; Johnston, Judith

2007-01-01

Background: Speech-language pathologists often advise families about interaction patterns that will facilitate language learning. This advice is typically based on research with North American families of European heritage and may not be culturally suited for non-Western families. Aims: The goal of the project was to identify differences in the…

Cross-cultural differences in beliefs and practices that affect the language spoken to children: mothers with Indian and Western heritage.

PubMed

Simmons, Noreen; Johnston, Judith

2007-01-01

Speech-language pathologists often advise families about interaction patterns that will facilitate language learning. This advice is typically based on research with North American families of European heritage and may not be culturally suited for non-Western families. The goal of the project was to identify differences in the beliefs and practices of Indian and Euro-Canadian mothers that would affect patterns of talk to children. A total of 47 Indian mothers and 51 Euro-Canadian mothers of preschool age children completed a written survey concerning child-rearing practices and beliefs, especially those about talk to children. Discriminant analyses indicated clear cross-cultural differences and produced functions that could predict group membership with a 96% accuracy rate. Items contributing most to these functions concerned the importance of family, perceptions of language learning, children's use of language in family and society, and interactions surrounding text. Speech-language pathologists who wish to adapt their services for families of Indian heritage should remember the centrality of the family, the likelihood that there will be less emphasis on early independence and achievement, and the preference for direct instruction.

A geographical analysis of speech-language pathology services to support multilingual children.

PubMed

Verdon, Sarah; McLeod, Sharynne; McDonald, Simon

2014-06-01

The speech-language pathology workforce strives to provide equitable, quality services to multilingual people. However, the extent to which this is being achieved is unknown. Participants in this study were 2849 members of Speech Pathology Australia and 4386 children in the Birth cohort of the Longitudinal Study of Australian Children (LSAC). Statistical and geospatial analyses were undertaken to identify the linguistic diversity and geographical distribution of Australian speech-language pathology services and Australian children. One fifth of services offered by Speech Pathology Australia members (20.2%) were available in a language other than English. Services were most commonly offered in Australian Sign Language (Auslan) (4.3%), French (3.1%), Italian (2.2%), Greek (1.6%), and Cantonese (1.5%). Among 4-5-year-old children in the nationally representative LSAC, 15.3% regularly spoke and/or understood a language other than English. The most common languages spoken by the children were Arabic (1.5%), Italian (1.2%), Greek (0.9%), Spanish (0.9%), and Vietnamese (0.9%). There was a mismatch between the location of and languages in which multilingual services were offered, and the location of and languages spoken by children. These findings highlight the need for SLPs to be culturally competent in providing equitable services to all clients, regardless of the languages they speak.

42 CFR 410.61 - Plan of treatment requirements for outpatient rehabilitation services.

Code of Federal Regulations, 2010 CFR

2010-10-01

... the occupational therapy services. (5) A nurse practitioner, a clinical nurse specialist, or a... the speech-language pathology services. (v) A registered professional nurse or a staff physician, in...-language pathologist who furnishes the services. (vi) A nurse practitioner, a clinical nurse specialist, or...

Bipolar Disorder in Children: Implications for Speech-Language Pathologists

ERIC Educational Resources Information Center

Quattlebaum, Patricia D.; Grier, Betsy C.; Klubnik, Cynthia

2012-01-01

In the United States, bipolar disorder is an increasingly common diagnosis in children, and these children can present with severe behavior problems and emotionality. Many studies have documented the frequent coexistence of behavior disorders and speech-language disorders. Like other children with behavior disorders, children with bipolar disorder…

Testing and Beyond: Strategies and Tools for Evaluating and Assessing Infants and Toddlers

ERIC Educational Resources Information Center

Crais, Elizabeth R.

2011-01-01

Purpose: This article is a condensation of the recent American Speech-Language-Hearing Association (ASHA) document entitled "Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Guidelines" (ASHA, 2008). The article presents information on recommended and evidence-based practices related to the screening, evaluation,…

PACs: A Framework for Determining Appropriate Service Delivery Options.

ERIC Educational Resources Information Center

Blosser, Jean L.; Kratcoski, Annette

1997-01-01

Offers speech-language clinicians a framework for team decision making and service delivery by encouraging speech-language pathologists and their colleagues to consider the unique combination of providers, activities, and contexts (PACs) necessary to meet the specific needs of each individual with a communication disorder. Sample cases involving…

Students Prenatally Exposed to Drugs and Alcohol: A Survey of School Personnel Preparation.

ERIC Educational Resources Information Center

Watson, Silvana M. R.; Gable, Robert A.; Tonelson, Stephen W.

2003-01-01

Surveyed university faculty regarding the preparation of general educators, special educators, and speech language pathologists to work with students prenatally exposed to drugs and alcohol. Results confirmed that in general, teacher education and speech language pathology programs provide limited information on these students. There were…

The Hundred Pictures Naming Test. Pictures, Manual, and HPNT Response Sheet.

ERIC Educational Resources Information Center

Fisher, John P.; Glenister, Jennifer M.

Designed for use by speech pathologists, psychologists, special educators, English-as-a-Second-Language teachers, classroom teachers, and other professionals investigating child, adolescent, and adult language, this test--the Hundred Pictures Naming Test (HPNT)--is a confrontation naming test designed to evaluate rapid naming ability across age…

Cost of speech-language interventions for children and youth with foetal alcohol spectrum disorder in Canada.

PubMed

Popova, Svetlana; Lange, Shannon; Burd, Larry; Shield, Kevin; Rehm, Jürgen

2014-12-01

This study, which is part of a large economic project on the overall burden and cost associated with Foetal Alcohol Spectrum Disorder (FASD) in Canada, estimated the cost of 1:1 speech-language interventions among children and youth with FASD for Canada in 2011. The number of children and youth with FASD and speech-language disorder(s) (SLD), the distribution of the level of severity, and the number of hours needed to treat were estimated using data from the available literature. 1:1 speech-language interventions were computed using the average cost per hour for speech-language pathologists. It was estimated that ˜ 37,928 children and youth with FASD had SLD in Canada in 2011. Using the most conservative approach, the annual cost of 1:1 speech-language interventions among children and youth with FASD is substantial, ranging from $72.5 million to $144.1 million Canadian dollars. Speech-language pathologists should be aware of the disproportionate number of children and youth with FASD who have SLD and the need for early identification to improve access to early intervention. Early identification and access to high quality services may have a role in decreasing the risk of developing the secondary disabilities and in reducing the economic burden of FASD on society.

What pediatricians should know about normal language development: ensuring cultural differences are not diagnosed as disorders.

PubMed

Weiss, Amy L; Van Haren, Melissa S

2003-07-01

The roles and responsibilities of speech-language pathologists and pediatricians have become greater with the changing population demographics in the United States. In some states, the majority of the population belongs to a national cultural minority, eg, New Mexico. Even a state such as Iowa, with only a 5% nonmajority population, has a school-aged population that is almost 10% nonmajority. This growth of diversity is likely to continue. Rather than viewing sensitivity to the influence of culture on language learning and other developmental areas as an "add-on" to a practice, it may be wiser to recognize that approaching all clients with as few assumptions about their behaviors as possible will guarantee nonbiased service delivery for all. Without nonbiased service delivery, incorrect diagnoses and provision of inappropriate therapy become more likely. Fortunately, many resources are available to assist pediatricians and speech-language pathologists in learning about various cultures. Institutional review boards have become more vigilant about the inclusion of a cross-section of subject populations as participants in research studies in addition to protecting the rights of all participants. Funding agencies also have expressed as a priority the inclusion of research subjects from minority populations to add to the information available about the incidence and prevalence of disorders across the range of our potential patients. In a society in which cultural differences are not just defined by race or ethnicity, but by gender, sexual orientation, age, geographic region, and religion, belief systems about disease, disability, and treatment are dynamic entities for health professionals to take into consideration. It is a challenge that speech-language pathologists and pediatricians must meet if they are to provide the best and most appropriate services for their patients.

Speech/Language Pathologists Reflect on Sally Smith and the Lab School of Washington

ERIC Educational Resources Information Center

Learning Disabilities: A Multidisciplinary Journal, 2010

2010-01-01

Sally L. Smith had a clear vision of how she thought speech and language services should be integrated into her school, The Lab School of Washington. It was Smith's idea that language therapists should work individually with students to help them make gains in their particular areas of need, as well as to work collaboratively with the teachers,…

An algorithm to extract more accurate stream longitudinal profiles from unfilled DEMs

NASA Astrophysics Data System (ADS)

Byun, Jongmin; Seong, Yeong Bae

2015-08-01

Morphometric features observed from a stream longitudinal profile (SLP) reflect channel responses to lithological variation and changes in uplift or climate; therefore, they constitute essential indicators in the studies for the dynamics between tectonics, climate, and surface processes. The widespread availability of digital elevation models (DEMs) and their processing enable semi-automatic extraction of SLPs as well as additional stream profile parameters, thus reducing the time spent for extracting them and simultaneously allowing regional-scale studies of SLPs. However, careful consideration is required to extract SLPs directly from a DEM, because the DEM must be altered by depression filling process to ensure the continuity of flows across it. Such alteration inevitably introduces distortions to the SLP, such as stair steps, bias of elevation values, and inaccurate stream paths. This paper proposes a new algorithm, called maximum depth tracing algorithm (MDTA), to extract more accurate SLPs using depression-unfilled DEMs. The MDTA supposes that depressions in DEMs are not necessarily artifacts to be removed, and that elevation values within them are useful to represent more accurately the real landscape. To ensure the continuity of flows even across the unfilled DEM, the MDTA first determines the outlet of each depression and then reverses flow directions of the cells on the line of maximum depth within each depression, beginning from the outlet and toward the sink. It also calculates flow accumulation without disruption across the unfilled DEM. Comparative analysis with the profiles extracted by the hydrologic functions implemented in the ArcGIS™ was performed to illustrate the benefits from the MDTA. It shows that the MDTA provides more accurate stream paths on depression areas, and consequently reduces distortions of the SLPs derived from the paths, such as exaggerated elevation values and negatively biased slopes that are commonly observed in the SLPs built using the ArcGIS™. The algorithm proposed here, therefore, could aid all the studies requiring more reliable stream paths and SLPs from DEMs.

Communication Breakdown at Home and at School in Young Children with Cerebral Palsy and Severe Disabilities

ERIC Educational Resources Information Center

Snell, Martha E.; Chen, Lih-Yuan; Allaire, Janet H.; Park, Eunhye

2008-01-01

Data about communication breakdown were gathered through interviews of care providers and mailed surveys of special education teachers and speech and language pathologists of 17 children with cerebral palsy and significant language delay. Most care providers indicated that children used personalized communication systems and that these frequently…

Mirror, Mirror on the Wall: Reflections on Speech-Language Pathologists' Image as Advocates, Activists, and Aides

ERIC Educational Resources Information Center

Donaldson, Amy L.; Chabon, Shelly; Lee-Wilkerson, Dorian; Kapantzoglou, Maria

2017-01-01

Traditionally speech-language pathology, along with other educational and rehabilitation-based professions, has approached disability from a deficits-based or medical-model perspective with an aim toward normalizing or ameliorating a child's atypical behaviors or performance. However, an alternative perspective rooted in a social model of…

Fontbonne University: Collaboration in Speech-Language Pathology and Early Intervention in Deaf Education

ERIC Educational Resources Information Center

Rice, Gale; Lenihan, Susan

2010-01-01

Children with hearing loss are best served through the collaborative efforts of their parents and a team of professionals. For communication development and educational achievement, speech-language pathologists and teachers of the deaf working together can have a profound impact. A collaborative approach to assessment, direct instruction, and…

Building an Evidence Base for Speech-Language Services in the Schools: Challenges and Recommendations

ERIC Educational Resources Information Center

Whitmire, Kathleen A.; Rivers, Kenyatta O.; Mele-McCarthy, Joan A.; Staskowski, Maureen

2014-01-01

Speech-language pathologists are faced with demands for evidence to support practice. Federal legislation requires high-quality evidence for decisions regarding school-based services as part of evidence-based practice. The purpose of this article is to discuss the limited scientific evidence for making appropriate decisions about speech-language…

Communication Performance of Children with down Syndrome: An ICF-CY Based Multiple Case Study

ERIC Educational Resources Information Center

Deckers, Stijn R. J. M.; Van Zaalen, Yvonne; Stoep, Judith; Van Balkom, Hans; Verhoeven, Ludo

2016-01-01

Enhancing communication performance skills may help children with Down Syndrome (DS) to expand their opportunities for participation in daily life. It is a clinical challenge for speech-language pathologists (SLP) to disentangle various mechanisms that contribute to the language and communication problems that children with DS encounter. Without…

Parent Perceptions of Audiology and Speech-Language Services and Support for Young Children with Cochlear Implants

ERIC Educational Resources Information Center

Kelly, Patrick Michael

2013-01-01

Parents of children diagnosed with severe-profound sensorineural hearing loss are selecting cochlear implants at an increasing rate and when their children are very young. Audiologists and speech-language pathologists are typically involved in habilitation activities following implantation in an effort to increase children's access to listening…

A Conceptual Framework for Responsive Global Engagement in Communication Sciences and Disorders

ERIC Educational Resources Information Center

Hyter, Yvette D.

2014-01-01

The field of speech-language pathology needs a conceptual framework to guide the provision of services in a globalized world. Proposed in this article is a conceptual framework designed to facilitate responsive global engagement for professionals such as speech-language pathologists, who are increasingly serving diverse populations around the…

Communication as a human right: Citizenship, politics and the role of the speech-language pathologist.

PubMed

Murphy, Declan; Lyons, Rena; Carroll, Clare; Caulfield, Mari; De Paor, Gráinne

2018-02-01

According to Article 19 of the Universal Declaration on Human Rights "Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers." The purpose of this paper is to elucidate communication as a human right in the life of a young man called Declan who has Down syndrome. This commentary paper is co-written by Declan, his sister who is a speech-language pathologist (SLP) with an advocacy role, his SLP, and academics. Declan discusses, in his own words, what makes communication hard, what helps communication, his experiences of speech-language pathology, and what he knows about human rights. He also discusses his passion for politics, his right to be an active citizen and participate in the political process. This paper also focuses on the role of speech-language pathology in supporting and partnering with people with communication disabilities to have their voices heard and exercise their human rights.

The speech naturalness of people who stutter speaking under delayed auditory feedback as perceived by different groups of listeners.

PubMed

Van Borsel, John; Eeckhout, Hannelore

2008-09-01

This study investigated listeners' perception of the speech naturalness of people who stutter (PWS) speaking under delayed auditory feedback (DAF) with particular attention for possible listener differences. Three panels of judges consisting of 14 stuttering individuals, 14 speech language pathologists, and 14 naive listeners rated the naturalness of speech samples of stuttering and non-stuttering individuals using a 9-point interval scale. Results clearly indicate that these three groups evaluate naturalness differently. Naive listeners appear to be more severe in their judgements than speech language pathologists and stuttering listeners, and speech language pathologists are apparently more severe than PWS. The three listener groups showed similar trends with respect to the relationship between speech naturalness and speech rate. Results of all three indicated that for PWS, the slower a speaker's rate was, the less natural speech was judged to sound. The three listener groups also showed similar trends with regard to naturalness of the stuttering versus the non-stuttering individuals. All three panels considered the speech of the non-stuttering participants more natural. The reader will be able to: (1) discuss the speech naturalness of people who stutter speaking under delayed auditory feedback, (2) discuss listener differences about the naturalness of people who stutter speaking under delayed auditory feedback, and (3) discuss the importance of speech rate for the naturalness of speech.

Elizabeth Usher Memorial Lecture: How do we change our profession? Using the lens of behavioural economics to improve evidence-based practice in speech-language pathology.

PubMed

McCabe, Patricia J

2018-06-01

Evidence-based practice (EBP) is a well-accepted theoretical framework around which speech-language pathologists strive to build their clinical decisions. The profession's conceptualisation of EBP has been evolving over the last 20 years with the practice of EBP now needing to balance research evidence, clinical data and informed patient choices. However, although EBP is not a new concept, as a profession, we seem to be no closer to closing the gap between research evidence and practice than we were at the start of the movement toward EBP in the late 1990s. This paper examines why speech-language pathologists find it difficult to change our own practice when we are experts in changing the behaviour of others. Using the lens of behavioural economics to examine the heuristics and cognitive processes which facilitate and inhibit change, the paper explores research showing how inconsistency of belief and action, or cognitive dissonance, is inevitable unless we act reflectively instead of automatically. The paper argues that heuristics that prevent us changing our practice toward EBP include the sunk cost fallacy, loss aversion, social desirability bias, choice overload and inertia. These automatic cognitive processes work to inhibit change and may partially account for the slow translation of research into practice. Fortunately, understanding and using other heuristics such as the framing effect, reciprocity, social proof, consistency and commitment may help us to understand our own behaviour as speech-language pathologists and help the profession, and those we work with, move towards EBP.

The confidence and knowledge of health practitioners when interacting with people with aphasia in a hospital setting.

PubMed

Cameron, Ashley; McPhail, Steven; Hudson, Kyla; Fleming, Jennifer; Lethlean, Jennifer; Tan, Ngang Ju; Finch, Emma

2018-06-01

The aim of the study was to describe and compare the confidence and knowledge of health professionals (HPs) with and without specialized speech-language training for communicating with people with aphasia (PWA) in a metropolitan hospital setting. Ninety HPs from multidisciplinary teams completed a customized survey to identify their demographic information, knowledge of aphasia, current use of supported conversation strategies and overall communication confidence when interacting with PWA using a 100 mm visual analogue scale (VAS) to rate open-ended questions. Conventional descriptive statistics were used to examine the demographic information. Descriptive statistics and the Mann-Whitney U test were used to analyse VAS confidence rating data. The responses to the open-ended survey questions were grouped into four previously identified key categories. The HPs consisted of 22 (24.4%) participants who were speech-language pathologists and 68 (75.6%) participants from other disciplines (non-speech-language pathology HPs, non-SLP HPs). The non-SLP HPs reported significantly lower confidence levels (U = 159.0, p < 0.001, two-tailed) and identified fewer strategies for communicating effectively with PWA than the trained speech-language pathologists. The non-SLP HPs identified a median of two strategies identified [interquartile range (IQR) 1-3] in contrast to the speech-language pathologists who identified a median of eight strategies (IQR 7-12). These findings suggest that HPs, particularly those without specialized communication education, are likely to benefit from formal training to enhance their confidence, skills and ability to successfully communicate with PWA in their work environment. This may in turn increase the involvement of PWA in their health care decisions. Implications for Rehabilitation Interventions to remediate health professional's (particularly non-speech-language pathology health professionals) lower levels of confidence and ability to communicate with PWA may ultimately help ensure equal access for PWA. Promote informed collaborative decision-making, and foster patient-centred care within the health care setting.

Children with Specific Language Impairment and Their Families: A Future View of Nature Plus Nurture and New Technologies for Comprehensive Language Intervention Strategies.

PubMed

Rice, Mabel L

2016-11-01

Future perspectives on children with language impairments are framed from what is known about children with specific language impairment (SLI). A summary of the current state of services is followed by discussion of how these children can be overlooked and misunderstood and consideration of why it is so hard for some children to acquire language when it is effortless for most children. Genetic influences are highlighted, with the suggestion that nature plus nurture should be considered in present as well as future intervention approaches. A nurture perspective highlights the family context of the likelihood of SLI for some of the children. Future models of the causal pathways may provide more specific information to guide gene-treatment decisions, in ways parallel to current personalized medicine approaches. Future treatment options can build on the potential of electronic technologies and social media to provide personalized treatment methods available at a time and place convenient for the person to use as often as desired. The speech-language pathologist could oversee a wide range of treatment options and monitor evidence provided electronically to evaluate progress and plan future treatment steps. Most importantly, future methods can provide lifelong language acquisition activities that maintain the privacy and dignity of persons with language impairment, and in so doing will in turn enhance the effectiveness of speech-language pathologists. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Walking to Medjugorje: Serving Children Who Are Deaf and Hard-of- Hearing in Bosnia-Herzegovina.

ERIC Educational Resources Information Center

Miller, Kevin J.

2002-01-01

This article discusses the experiences of an American team who worked with the Bosnia Speech and Hearing Project. The team collaborated with Bosnian teachers of children with deafness and speech-language pathologists in to share therapy ideas and model strategies that parents could utilize to promote speech and language development. (Author/CR)

The Collaborative Career Adjustment Project (CCAP): A Model to Recruit and Retain Speech-Language Pathologists in Rural Communities.

ERIC Educational Resources Information Center

Farmer, Stephen S.

1994-01-01

Describes the Collaborative Career Adjustment Project, a program that allows licensed teachers in rural New Mexico to continue teaching while taking weekend, summer, or distance education courses to obtain a master's degree in speech-language pathology. Includes recommendations for the recruitment and retention of rural students in communication…

Building a Model of Support for Preschool Children with Speech and Language Disorders

ERIC Educational Resources Information Center

Robertson, Natalie; Ohi, Sarah

2016-01-01

Speech and language disorders impede young children's abilities to communicate and are often associated with a number of behavioural problems arising in the preschool classroom. This paper reports a small-scale study that investigated 23 Australian educators' and 7 Speech Pathologists' experiences in working with three to five year old children…

Teacher Intervention to Support Oral Language and Literacy in Dramatic Play Contexts

ERIC Educational Resources Information Center

Peterson, Shelley Stagg; Greenberg, Janice

2017-01-01

A speech-language pathologist and former primary teacher who is now a researcher conducting action research with kindergarten teachers in northern rural Canadian classrooms collaborate in an analysis of one teacher's interactions with her students in a dramatic play center. We use three principles to show how the teacher supports children's…

Broadening the "Ports of Entry" for Speech-Language Pathologists: A Relational and Reflective Model for Clinical Supervision

ERIC Educational Resources Information Center

Geller, Elaine; Foley, Gilbert M.

2009-01-01

Purpose: To offer a framework for clinical supervision in speech-language pathology that embeds a mental health perspective within the study of communication sciences and disorders. Method: Key mental health constructs are examined as to how they are applied in traditional versus relational and reflective supervision models. Comparisons between…

THE BIRTH OF LANGUAGE, THE CASE HISTORY OF A NON-VERBAL CHILD.

ERIC Educational Resources Information Center

KASTEIN, SHULAMITH; TRACE, BARBARA

THE HISTORY OF A CHILD WITH BEHAVIOR AND LANGUAGE DISORDERS IS WRITTEN BY THE MOTHER IN CONJUNCTION WITH A SPEECH PATHOLOGIST. WRITTEN FROM A PROFESSIONAL VIEWPOINT, THE CASE HISTORY PRESENTS MEDICAL, EDUCATIONAL, PHYSICAL, AND SOCIAL DEVELOPMENTS AS THEY OCCURRED FROM BIRTH TO 11 YEARS OF AGE. TESTING PROCEDURES AND RESULTS, DIAGNOSIS, AND…

Methodological Adaptations for Investigating the Perceptions of Language-Impaired Adolescents Regarding the Relative Importance of Selected Communication Skills

ERIC Educational Resources Information Center

Reed, Vicki A.; Brammall, Helen

2006-01-01

This article describes the systematic and detailed processes undertaken to modify a research methodology for use with language-impaired adolescents. The original methodology had been used previously with normally achieving adolescents and speech pathologists to obtain their opinions about the relative importance of selected communication skills…

Rehabilitation in Managing MS

MedlinePlus

... rehabilitation specialist or other healthcare provider. The rehabilitation team Physical therapy Physical therapists (PT) evaluate and address ... language pathologists. MS in Focus Meet Your Therapy Team - Momentum article Share Smaller Text Larger Text Print ...

Applications of orofacial myofunctional techniques to speech therapy.

PubMed

Landis, C F

1994-11-01

A speech-language pathologist describes how she uses oral myofunctional therapy techniques in the treatment of speech articulation disorders, voice disorders, stuttering and apraxia of speech. Specific exercises are detailed.

The effectiveness of mentoring speech and language pathology students when they face patients with cleft palate.

PubMed

Pamplona, María del Carmen; Ysunza, Pablo Antonio; Sarre, Pilar; Morales, Santiago; Sterling, Mariana

2015-10-01

Mentoring programs can boost Speech & Language (SL) pathologists' satisfaction about their clinical skills, increasing their professional competence. A quality induction program provides a bridge for an efficient and comfortable transition between theoretical knowledge and clinical practice in front of clients. This transition can be especially difficult when the SL pathologist confronts patients with cleft palate. To study whether a mentoring program can improve SL Pathology students' performance for treating patients with cleft palate. 18 SL Pathology students coursing the third year of a SL Pathology graduate program volunteered for participating in the study. The students were divided in two groups. All SL students from both groups were equally supervised. The students were followed for two semesters during their participation in the SL Pathology intervention for patients with cleft palate. The only difference between the students from each group was that one group (active group) was mentored by an experienced SLP who had previously received specific training to become a mentor. All SL students were assessed at the onset and at the end of the study. The assessment was performed through an analysis according to a previously validated scale (Learning Continuum of Speech & Language pathologists). A Wilcoxon test demonstrated a significant improvement (P<0.05) in the levels of The Learning Continuum of Speech & Language Pathologists at the end of the follow-up period in both groups of students. When the levels of performance at the end were compared between groups, a Mann Whitney test demonstrated a significant difference (P<0.05). The students included in the active group who were receiving additional mentoring besides the usual clinical supervision, showed a greater improvement as compared with the students from the control group. Learning how to conduct an adequate and effective intervention in cleft palate patients from an integral stand point is not easy for SL students. The support and guidance of an experienced mentor seems to enhance self-confidence and improve students' performance confronting patients with cleft palate. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Research and Evaluation in the Public Schools.

ERIC Educational Resources Information Center

Laney, Mary D.

1982-01-01

The article examines reasons for the lack of research being conducted by speech-language pathologists and audiologists in the public schools and points out advantages of that setting as a research site. (Author)

Classroom listening assessment: strategies for speech-language pathologists.

PubMed

Johnson, Cheryl DeConde

2012-11-01

Emphasis on classroom listening has gained importance for all children and especially for those with hearing loss and special listening needs. The rationale can be supported from trends in educational placements, the Response to Intervention initiative, student performance and accountability, the role of audition in reading, and improvement in hearing technologies. Speech-language pathologists have an instrumental role advocating for the accommodations that are necessary for effective listening for these children in school. To identify individual listening needs and make relevant recommendations for accommodations, a classroom listening assessment is suggested. Components of the classroom listening assessment include observation, behavioral assessment, self-assessment, and classroom acoustics measurements. Together, with a strong rationale, the results can be used to implement a plan that results in effective classroom listening for these children. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Workplace in fluency management: factoring the workplace into fluency management.

PubMed

Cassar, M C; Neilson, M D

1997-01-01

This article addresses competency-based standards and guidelines for the involvement of speech-language pathologists in the workplace of clients who stutter. It advocates broadening customary practices in stuttering treatment and suggests that speech-language pathologists should extend their scope of service delivery to the workplace. It presents a sequence for the collaborative involvement of the employer and other workplace members and proposes strategies for evaluating workplace based fluency programs. Issues of fluency management, transfer, maintenance, and efficacy are discussed in the workplace context. Also addressed is workplace communication as well as such factors as stereotypes, discrimination, and resistance to change which may impinge on workplace intervention. It is argued that structured intervention, transfer, and generalization within a collaborative workplace framework facilitates best practice for the fluency clinician and more appropriate outcomes for the diversity of clients who stutter.

Speech-language pathologist-led fiberoptic endoscopic evaluation of swallowing: functional outcomes for patients after stroke.

PubMed

Bax, Louise; McFarlane, Mary; Green, Emma; Miles, Anna

2014-03-01

Dysphagia is a common complication after stroke and is associated with the development of pneumonia. Early detection of dysphagia and specifically aspiration is, therefore, critical in the prevention of pneumonia. Fiberoptic endoscopic evaluation of swallowing (FEES) is a safe bedside instrumental tool for detecting dysphagia and aspiration and, therefore, has the potential to inform dysphagia management. This study investigated the clinical utility of a speech-language pathologist-led FEES service on functional outcomes for patients after acute stroke. A retrospective file audit was carried out on 220 patients before FEES was introduced and on 220 patients after the implementation of a speech-language pathologist-led FEES service. The primary outcome measure was incidence of pneumonia, and secondary outcome measures included mortality, diet on discharge, discharge destination, duration nil-by-mouth, incidence of nonoral feeding, and length of stay. There was a significant increase in instrumental assessment use in the group that had access to FEES (P < .001). There was a significant reduction of pneumonia rates in the group that had access to FEES (P = .037). Patients were also significantly more likely to leave hospital on standard diets (P = .004) but had longer periods of nonoral feeding (P = .013) and increased length of hospitalization (P < .001). When used selectively, FEES services have potential for improving functional outcomes for patients after stroke. Copyright © 2014 National Stroke Association. Published by Elsevier Inc. All rights reserved.

An Investigation of the Efficacy of Speech and Language Interventions with Students with ASD Using Telepractice

ERIC Educational Resources Information Center

Boisvert, Michelle K.

2012-01-01

There is a national shortage of school-based Speech Language Pathologists (SLP). Schools located in rural and geographically remote areas are often impacted by the shortage, and as a result students with an autism spectrum disorder may not receive services that are mandated by their Individual Education Plan. This study examined the use of…

An Issue Hiding in Plain Sight: When Are Speech-Language Pathologists Special Educators Rather than Related Services Providers?

ERIC Educational Resources Information Center

Giangreco, Michael F.; Prelock, Patricia A.; Turnbull, H. Rutherford, III

2010-01-01

Purpose: Under the Individuals With Disabilities Education Act (IDEA; as amended, 2004), speech-language pathology services may be either special education or a related service. Given the absence of guidance documents or research on this issue, the purposes of this clinical exchange are to (a) present and analyze the IDEA definitions related to…

Asking New Questions and Seeking New Answers: The Reality of Aphasia Practice in South Africa

ERIC Educational Resources Information Center

Penn, Claire

2014-01-01

Emerging policy in South Africa has had a marked impact on delivery of service by speech-language pathologists, particularly in the field of aphasia. This article describes major policy influences in the areas of language use, health, education, disability, and the elderly, which have had an impact on service delivery. Aphasia assessment and…

Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom

ERIC Educational Resources Information Center

Lennox, Maria; Garvis, Susanne; Westerveld, Marleen

2017-01-01

This paper explores teachers' and teacher assistants' self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their…

Expanding the "Ports of Entry" for Speech-Language Pathologists: A Relational and Reflective Model for Clinical Practice

ERIC Educational Resources Information Center

Geller, Elaine; Foley, Gilbert M.

2009-01-01

Purpose: To outline an expanded framework for clinical practice in speech-language pathology. This framework broadens the focus on discipline-specific knowledge and infuses mental health constructs within the study of communication sciences and disorders, with the objective of expanding the potential "ports or points of entry" (D. Stern, 1995) for…

Volunteer involvement in the support of self-managed computerised aphasia treatment: The volunteer perspective.

PubMed

Palmer, Rebecca; Enderby, Pam

2016-10-01

The speech-language pathology profession has explored a number of approaches to support efficient delivery of interventions for people with stroke-induced aphasia. This study aimed to explore the role of volunteers in supporting self-managed practice of computerised language exercises. A qualitative interview study of the volunteer support role was carried out alongside a pilot randomised controlled trial of computer aphasia therapy. Patients with aphasia practised computer exercises tailored for them by a speech-language pathologist at home regularly for 5 months. Eight of the volunteers who supported the intervention took part in semi-structured interviews. Interviews were audio recorded, transcribed verbatim and analysed thematically. Emergent themes included: training and support requirements; perception of the volunteer role; challenges facing the volunteer, in general and specifically related to supporting computer therapy exercises. The authors concluded that volunteers helped to motivate patients to practise their computer therapy exercises and also provided support to the carers. Training and ongoing structured support of therapy activity and conduct is required from a trained speech-language pathologist to ensure the successful involvement of volunteers supporting impairment-based computer exercises in patients' own homes.

Speech and language pathology & pediatric HIV.

PubMed

Retzlaff, C

1999-12-01

Children with HIV have critical speech and language issues because the virus manifests itself primarily in the developing central nervous system, sometimes causing speech, motor control, and language disabilities. Language impediments that develop during the second year of life seem to be especially severe. HIV-infected children are also susceptible to recurrent ear infections, which can damage hearing. Developmental issues must be addressed for these children to reach their full potential. A decline in language skills may coincide with or precede other losses in cognitive ability. A speech pathologist can play an important role on a pediatric HIV team. References are included.

Effects of speech and language treatment on recovery from aphasia.

PubMed

Shewan, C M; Kertesz, A

1984-11-01

Language recovery in aphasic patients who received one of three types of speech and language treatment was compared with that in aphasic patients who received no treatment. One hundred aphasic patients were followed from 2 to 4 weeks postonset for 1 year or until recovery, using a standardized test battery administered at systematic intervals. Both treatment methods provided by trained speech-language pathologists were efficacious, while the method provided by trained nonprofessionals approached statistical significance. Small group size prevented resolution of the question of whether one type of treatment was superior to another.

Why talk with children matters: clinical implications of infant- and child-directed speech research.

PubMed

Ratner, Nan Bernstein

2013-11-01

This article reviews basic features of infant- or child-directed speech, with particular attention to those aspects of the register that have been shown to impact profiles of child language development. It then discusses concerns that arise when describing adult input to children with language delay or disorder, or children at risk for depressed language skills. The article concludes with some recommendations for parent counseling in such cases, as well as methods that speech-language pathologists can use to improve the quality and quantity of language input to language-learning children. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Sequence Text Structure Intervention during Interactive Book Reading of Expository Picture Books with Preschool Children with Language Impairment

ERIC Educational Resources Information Center

Breit-Smith, Allison; Olszewski, Arnold; Swoboda, Christopher; Guo, Ying; Prendeville, Jo-Anne

2017-01-01

This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4…

Introduction to the Clinical Forum: Reading Comprehension Is Not a Single Ability.

PubMed

Gray, Shelley

2017-04-20

In this introduction to the clinical forum on reading comprehension, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools provides data on our national reading comprehension problem, resources for increasing our understanding of reading comprehension, and a call to action for speech-language pathologists to work with educational teams to address poor reading comprehension in school-age children.

Dietary Fat Feeding Alters Lipid Peroxidation in Surfactant-like Particles Secreted by Rat Small Intestine.

PubMed

Turan, Aasma; Mahmood, Akhtar; Alpers, David H

2009-04-01

Long-term feeding of fish oil (n-3) and corn oil (n-6) markedly enhances levels of lipid peroxidation within isolated rat enterocytes. The effect is 10-fold greater at the villus tip than in the crypt region, correlating with the distribution of deleterious oxidative systems (glutathione reductase) in the tip and beneficial systems (superoxide dismutase) at the base of the villus. Because of this vertical gradient of peroxidation, the process was thought to play a role in apoptosis of enterocytes at the villus tip. Surfactant-like particles (SLPs) are membranes secreted by the enterocyte and a component of these membranes is directed to the intestinal surface overlying villus tips. One suggested role for SLPs has been to protect the mucosal surface from the harsh luminal conditions that might enhance apoptotic loss of enterocytes. The hypothesis to be tested was whether SLP lipids, like those in enterocytes, were also peroxidized, although they were external to the cellular processes that seem to oxidize enterocyte lipids, or whether SLP were immune to these biological processes. Feeding with groundnut oil (n-9) was compared with fish oil (n-3) and corn oil (predominantly n-6) to determine whether oils with various lipid composition would affect peroxidation in both SLP and enterocytes. After an overnight fast, Wistar rats were fed 2 mL of dietary oil by gavage. Five hours later SLPs and underlying microvillus membranes (MVM) were isolated and analyzed for generation of thiobarbituric acid reactive substances (TBARS) and for hydrolase activities, at baseline and after addition of an Fe +2 /ascorbate system to induce peroxidation. In vitro lipid peroxidation using the Fe 2+ /ascorbate system produced greater peroxidation than in MVM. Intestinal alkaline phosphatase (IAP), sucrase and lactase activities were decreased in SLPs, but were unaltered in MVM except for IAP. The activities of maltase, trehalase, Leucine aminopeptidase and γ-glutamyltranspeptidase, were unaffected both in SLPs and MVM under these conditions. SLPs are more susceptible to oxidative damage than are the underlying MVMs. This may reflect results of a hostile luminal environment. It is not clear whether SLPs are acting as a lipid 'sink' to protect the MVM from greater oxidation, or are providing an initial stimulus for apoptosis of villus tip enterocytes, or both.

Oropharyngeal dysphagia: surveying practice patterns of the speech-language pathologist.

PubMed

Martino, Rosemary; Pron, Gaylene; Diamant, Nicholas E

2004-01-01

The present study was designed to obtain a comprehensive view of the dysphagia assessment practice patterns of speech-language pathologists and their opinion on the importance of these practices using survey methods and taking into consideration clinician, patient, and practice-setting variables. A self-administered mail questionnaire was developed following established methodology to maximize response rates. Eight dysphagia experts independently rated the new survey for content validity. Test-retest reliability was assessed with a random sample of 23 participants. The survey was sent to 50 speech-language pathologists randomly selected from the Canadian professional association database of members who practice in dysphagia. Surveys were mailed according to the Dillman Total Design Method and included an incentive offer. High survey (64%) and item response (95%) rates were achieved and clinicians were reliable reporters of their practice behaviors (ICC>0.60). Of all the clinical assessment items, 36% were reported with high (>80%) utilization and 24% with low (<20%) utilization, the former pertaining to tongue motion and vocal quality after food/fluid intake and the latter to testing of oral sensation without food. One-third (33%) of instrumental assessment items were highly utilized and included assessment of bolus movement and laryngeal response to bolus misdirection. Overall, clinician experience and teaching institutions influenced greater utilization. Opinions of importance were similar to utilization behaviors (r = 0.947, p = 0.01). Of all patients referred for dysphagia assessment, full clinical assessments were administered to 71% of patients but instrumental assessments to only 36%. A hierarchical model of practice behavior is proposed to explain this pattern of progressively decreasing item utilization.

A Survey of Telepractice in Speech-Language Pathology and Audiology in India.

PubMed

Mohan, Haritha S; Anjum, Ayesha; Rao, Prema K S

2017-01-01

Telepractice has emerged as a form of service delivery to assess and treat individuals with communication disorders. The present study surveyed speech-language pathologists and audiologists in India about the use of telepractice. Two hundred and five (N=205) speech-language pathologists and audiologists responded to a questionnaire, with 12.19% reporting their use of telepractice to deliver clinical services. Respondents also indicated an urgent shortage of professionals in India to deliver clinical services in speech-language pathology and audiology, and opined that these needs can be met via the use of telepractice. India is well known throughout the world for the advanced application of Information and Communication Technology (ICT), with 931.95 million telephone subscribers, over 900 million mobile phone users, and the second-largest mobile phone usage in the world. India has also experienced a tremendous rise in the number of internet users. Therefore, India is well poised to fully develop telepractice to overcome the barriers of distance and amplify the availability of speech-language pathology, audiology and other healthcare services. But first, the widespread use of telepractice throughout the nation will require an improved infrastructure (e.g., to uphold privacy and security); training for professionals; and telepractice policies. While very promising, the deployment of telepractice throughout India will require the attention of policy makers and government organizations.

PubMed Central

Getty, Louise; de Courval, Louise Poulin

1981-01-01

The Speech and Hearing Department of the University of Montréal, in conjunction with ‘l'Unité de médecine familiale de Verdun’ set up a pilot project grouping family doctors, audiologists and speech pathologists. Information was exchanged on speech and language problems in children, stuttering, voice disorders, aphasia and hearing problems in children and adults. We emphasized the importance of early detection of these problems, of adequate information to the patient and his family and referral to the speech pathologist or to the audiologist. The results of this experience showed the importance of close collaboration between family doctors and communication specialists. PMID:21289800

Restorative Justice conferencing and the youth offender: exploring the role of oral language competence.

PubMed

Snow, Pamela C; Sanger, Dixie D

2011-01-01

Restorative Justice is an approach to responding to youth offending that aims to be collaborative and conciliatory rather than adversarial. In this respect, it is a welcome innovation in justice, welfare, and educational settings, and is gaining favour around the world. To date, however, the Restorative Justice literature has not considered the possible implications of unidentified language impairment in the young offenders who are asked to participate in face-to-face conferences with their victim(s). The aims of this paper are (1) to bring two paradigms together: Restorative Justice on the one hand, and the literature on language and social cognition impairments in vulnerable and socially marginalized young people on the other; (2) to stimulate awareness and interest in this aspect of public policy and practice by speech-language pathologists; and (3) to suggest some research questions that need to be tackled from an oral language competence perspective. A narrative review of the relevant literature pertaining to both Restorative Justice and oral language competence in vulnerable young people was conducted, with particular emphasis on the implications of the undetected language impairments as a source of possible unintended harm to both victims and offenders in Restorative Justice conferences. This is the first paper that specifically addresses the oral language skills of vulnerable and socially marginalized young people with respect to their capacity to participate in Restorative Justice conferences. It is important that speech-language pathologists contribute their specialized knowledge and clinical skills to public policy-making and debate, and practice that pertains to marginalized young people who may have undetected oral language impairments. Speech-language pathology as a profession is well positioned to plan and execute important programmes of research on this growing approach to dealing with youth offending and reducing recidivism. © 2010 Royal College of Speech & Language Therapists.

Parental Reactions to Cleft Palate Children.

ERIC Educational Resources Information Center

Vanpoelvoorde, Leah; Shaughnessy, Michael F.

1991-01-01

This paper reviews parents' emotional reactions following the birth of a cleft lip/palate child. It examines when parents were told of the deformity and discusses the duties of the speech-language pathologist and the psychologist in counseling the parents and the child. (Author/JDD)

Future Watch: Our Schools in the 21st Century.

ERIC Educational Resources Information Center

Montgomery, Judith K.; Herer, Gilbert R.

1994-01-01

This article reviews major social, technological, economic, and political trends in the United States and relates this larger perspective to the practices of speech language pathologists and audiologists in the schools. Implications of these trends for alternative futures are drawn. (Author/DB)

42 CFR 485.58 - Condition of participation: Comprehensive rehabilitation program.

Code of Federal Regulations, 2011 CFR

2011-10-01

... the services on its premises. (2) Exceptions. Physical therapy, occupational therapy, and speech... rehabilitation program that includes, at a minimum, physicians' services, physical therapy services, and social... patient and the physical therapist, occupational therapist, or speech-language pathologist, as appropriate...

Feeding At-Risk Infants and Toddlers.

ERIC Educational Resources Information Center

Jaffe, Mata B.

1989-01-01

Speech-language pathologists working with infants or toddlers with feeding problems should obtain a feeding history, conduct an assessment of feeding practices, set appropriate preliminary and long-range goals, and investigate treatment options and appropriate feeding techniques. Feeding techniques for premature, neurologically impaired, Down…

[Study of efficiancy of teleconsultation: the Telepathology Consultation Service of the Professional Assoziation of German Pathologists for the screening program of breast carcinoma].

PubMed

Schrader, T; Hufnagl, P; Schlake, W; Dietel, M

2005-01-01

In the autumn a German screening program was started for detecting breast cancer in the population of women fifty and above. For the first time in this program, quality assurance rules were established: All statements of the radiologists and pathologists have to be confirmed by a second opinion. This improvement in quality is combined with a delay in time and additional expence. A new Telepathology Consultation Service was developed based on the experiences of the Telepathology Consultation Center of the UICC to speed up the second opinion process. The complete web-based service is operated under MS Windows 2003 Server, as web server the Internet Information Server, and the SQL-Server (both Microsoft) as the database. The websites, forms and control mechanism have been coded in by ASP scripts and JavaScript. A study to evaluate the effectiveness of telepathological consultation in comparison to conventional consultation has been carried out. Pathologists of the Professional Association of German Pathologists took part as well as requesting pathologists and as consultants for other participants. The quality of telepathological diagnosis was comparable to the conventional diagnosis. Telepathology allows a faster respond of 1 to 2 day (conventional postal delay). The time to prepare a telepathology request is about twice as conventional. This ratio may be inverted by an interface between the Pathology Information System and the Telepathology Server and the use of virtual microscopy. The Telepathology Consultation Service of the Professional Association of German Pathologists is a fast and effective German-language, internet-based service for obtaining a second opinion.

Sequencing Stories in Spanish and English.

ERIC Educational Resources Information Center

Steckbeck, Pamela Meza

The guide was designed for speech pathologists, bilingual teachers, and specialists in English as a second language who work with Spanish-speaking children. The guide contains twenty illustrated stories that facilitate the learning of auditory sequencing, auditory and visual memory, receptive and expressive vocabulary, and expressive language…

Therapists Value of Interprofessional Collaboration

ERIC Educational Resources Information Center

De Vries, Dawn R.

2012-01-01

The work of occupational (OT), physical (PT), and recreational therapists (RT), as well as speech- language pathologists (SLP), is interrelated and requires effective teamwork and collaboration to optimize patient outcomes and satisfaction. Literature shows that health care professionals are ill prepared to work in an interprofessional manner due…

Genetics and Hearing Loss: A Review of Stickler Syndrome.

ERIC Educational Resources Information Center

Nowak, Catherine Bearce

1998-01-01

Stickler syndrome is an autosomal dominant multisystem disease. The four most affected systems are craniofacial, skeletal, ocular, and auditory. The manifestations of Stickler syndrome vary considerably among affected individuals. Audiologists and speech-language pathologists should be familiar with the characteristics associated with Stickler…

Voice Disorders in School Children: Clinical Management.

ERIC Educational Resources Information Center

Garbee, Frederick E., Ed.

Five papers presented at two inservice institutes for school speech and language pathologists delineated identification, remediation, and management of voice disorders in school children. Keynote remarks emphasized the intimate relationship between children's voices and their affective behavior and psychological needs, and thus, the importance of…

Phonological awareness: one key to the reading proficiency of deaf children.

PubMed

Nielsen, Diane Corcoran; Luetke-Stahlman, Barbara

2002-07-01

A case is made for the importance of children's development of phonological awareness--whether they are hearing or deaf--if they are to reach their potential as readers. Relevant terms are defined (i.e., phonological awareness, phonological processes, and phonics) to assist the reader with the research review, which covers (a) the typical stages in the acquisition of phonological awareness and (b) phonological awareness and deafness. Suggestions for phonological awareness assessment are offered, along with the recommendation that the use of recently developed formal and informal measures of phonological awareness might facilitate the setting of goals and objectives when deaf educators or speech-language pathologists are evaluating the skills of deaf students and planning instruction for these students. Such tools yield information about skills that have been shown to correlate with literacy attainment and that are not commonly addressed by deaf educators or speech-language pathologists serving deaf students. Finally, research concerning the facilitation of phonological awareness and its application is explained.

Related Services Research for Students With Low-Incidence Disabilities: Implications for Speech-Language Pathologists in Inclusive Classrooms.

PubMed

Giangreco, Michael F

2000-07-01

When speech-language pathologists provide educationally related services for students with lowincidence disabilities who are placed in inclusive classrooms, they are asked to work with a variety of other adults. The ways in which these adults make decisions about individualizing a student's educational program, determine related services, and coordinate their activities have an impact on educational outcomes for students as well as on interprofessional interactions. This article summarizes a team process for making related services decisions called VISTA (Vermont Interdependent Services Team Approach) and a series of nine research studies pertaining to the use and impact of VISTA. It also addresses related topics, such as team size, consumer perspectives, and paraprofessional supports. Five major implications from these studies are offered concerning (a) developing a disposition of being an ongoing learner, (b) developing a shared framework among team members, (c) having a research-based process to build consensus, (d) clarifying roles, and (e) increasing involvement of families and general education teachers.

Paradoxical vocal fold motion in children and adolescents.

PubMed

Sandage, Mary J; Zelazny, Sherri K

2004-10-01

Paradoxical vocal fold motion (PVFM) is a complex adductory disorder of the vocal folds that frequently is mistaken for asthma. PVFM typically requires behavioral intervention by a trained speech-language pathologist for complete resolution of the symptoms. Once thought to be limited to adults, PVFM has been increasingly documented and successfully treated in the child and adolescent population. Understanding PVFM requires thorough knowledge of the differential diagnoses, the clinical features of PVFM, the differentiation of PVFM from asthma, the medical professionals involved in the diagnosis and treatment, and the behavioral interventions that are commonly prescribed. Teachers, school nurses, and coaches may be the first professionals to see the symptoms in children and assume that they have asthma. Successful referral, diagnosis, and behavioral treatment requires a team of individuals in the child's community, including the school speech-language pathologist, who can work together to ensure identification and resolution of the symptoms. This article discusses etiologies, differential diagnosis, referral, medical management, evaluation, and behavioral treatment of the child or adolescent with PVFM.

Dementia and Hearing Loss: Interrelationships and Treatment Considerations.

PubMed

Hubbard, H Isabel; Mamo, Sara K; Hopper, Tammy

2018-07-01

Hearing loss is common among typically aging older adults and those with dementia. In recent years, there has been a renewed interest in the relationship between hearing and cognition among older adults, and in hearing loss as a modifiable risk factor for dementia. However, relatively less attention has been focused on the management of hearing loss among individuals with dementia and the key roles of speech-language pathologists and audiologists in providing such care. In this article, the authors review the literature on hearing loss and dementia, and analyze the research evidence for treatment of hearing loss in the context of major neurocognitive disorders, such as Alzheimer's disease. This article provides an up-to-date review of research evidence for hearing interventions, as well as recommendations for speech-language pathologists and audiologists to work together to ensure access to hearing health care and increased opportunities for meaningful life engagement for people with dementia and hearing loss. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Implementation of High-resolution Manometry in the Clinical Practice of Speech Language Pathology

PubMed Central

Thibeault, Susan; McCulloch, Timothy M.

2014-01-01

Visual imaging modalities, videofluoroscopic swallow study (VFSS) and fiberoptic endoscopic evaluation of swallow, for assessment of oropharyngeal dysphagia have been part of the speech language pathologist’s (SLPs) armamentarium for the diagnosis and treatment of dysphagia for decades. Recently, the addition of high-resolution manometry (HRM) has enabled the SLP to evaluate pharyngeal pressures and upper esophageal sphincter relaxation. Taken together, the use of visual imaging modalities with HRM can improve interpretation of swallowing physiology and facilitate more effective treatment planning. The goal of this article is to describe a clinical paradigm using HRM as an adjunct to VFSS, by the SLP, in the assessment of complex dysphagia. Moreover, in three cases described, the value of manometric measurements in elucidating swallowing imaging studies and documenting physiologic change in response to treatment is highlighted. As technology in this area is evolving, so will the clinical use of HRM by the SLP. Limitations of current HRM systems and applications are discussed. PMID:24233810

Speech-Language and Nutritional Sciences in hospital environment: analysis of terminology of food consistencies classification.

PubMed

Amaral, Ana Cláudia Fernandes; Rodrigues, Lívia Azevedo; Furlan, Renata Maria Moreira Moraes; Vicente, Laélia Cristina Caseiro; Motta, Andréa Rodrigues

2015-01-01

To verify if there is an agreement between speech-language pathologists and nutritionists about the classification of food textures used in hospitals and their opinions about the possible consequences of differences in this classification. This is a descriptive, cross-sectional study with 30 speech-language pathologists and 30 nutritionists who worked in 14 hospitals of public and/or private network in Belo Horizonte, Brazil. The professionals answered a questionnaire, prepared by the researchers, and classified five different foods, with and without theoretical direction. The data were analyzed using Fisher's exact and Z -tests to compare ratios with a 5% significance level. Both speech-language therapists (100%) and nutritionists (90%) perceive divergence in the classification and, 86.2% and 100% of them, respectively, believe that this difference may affect the patients' recovery. Aspiration risk was the most mentioned problem. For the general classification of food textures, most of the professionals (88.5%) suggested four to six terms. As to the terminology used in the classification of food presented without theoretical direction, the professionals cited 49 terms and agreed only in the solid and liquid classifications. With theoretical direction, the professionals also agreed in the classification of thick and thin paste. Both the professionals recognized divergences in the classification of food textures and the consequent risk of damage to patient's recovery. The use of theoretical direction increased the agreement between these professionals.

DEVELOPMENT AND DISORDERS OF SPEECH IN CHILDHOOD.

ERIC Educational Resources Information Center

KARLIN, ISAAC W.; AND OTHERS

THE GROWTH, DEVELOPMENT, AND ABNORMALITIES OF SPEECH IN CHILDHOOD ARE DESCRIBED IN THIS TEXT DESIGNED FOR PEDIATRICIANS, PSYCHOLOGISTS, EDUCATORS, MEDICAL STUDENTS, THERAPISTS, PATHOLOGISTS, AND PARENTS. THE NORMAL DEVELOPMENT OF SPEECH AND LANGUAGE IS DISCUSSED, INCLUDING THEORIES ON THE ORIGIN OF SPEECH IN MAN AND FACTORS INFLUENCING THE NORMAL…

Got EQ?: Increasing Cultural and Clinical Competence through Emotional Intelligence

ERIC Educational Resources Information Center

Robertson, Shari A.

2007-01-01

Cultural intelligence has been described across three parameters of human behavior: cognitive intelligence, emotional intelligence (EQ), and physical intelligence. Each contributes a unique and important perspective to the ability of speech-language pathologists and audiologists to provide benefits to their clients regardless of cultural…

Authoring and Hypermedia.

ERIC Educational Resources Information Center

Lieberth, Ann K.; Martin, Doug R.

1995-01-01

Because of the diversity of clients served by speech-language pathologists and audiologists, available commercial software may not meet all needs. Authoring programs allow the clinician to design software that can be customized for individual clients. This article describes an authoring program called HyperCard and its use in preparing hypermedia…

Selective Mutism in Elementary School: Multidisciplinary Interventions.

ERIC Educational Resources Information Center

Giddan, Jane J.; And Others

1997-01-01

Presents the symptoms of selective mutism and historical background for treatment. It provides a case study which illustrates successful multidisciplinary treatment outcomes for a child who was selectively mute. Issues relevant to speech-language pathologists working with elementary school children are discussed and treatment guidelines provided.…

Professionalism in Long-Term Care Settings

ERIC Educational Resources Information Center

Lubinski, Rosemary

2006-01-01

Speech-language pathologists who serve elders in a variety of long-term care settings have a variety of professional skills and responsibilities. Fundamental to quality service is knowledge of aging and communication changes and disorders associated with this process, institutional alternatives, and the changing nature of today's elders in…

The Oral Speech Mechanism Screening Examination (OSMSE).

ERIC Educational Resources Information Center

St. Louis, Kenneth O.; Ruscello, Dennis M.

Although speech-language pathologists are expected to be able to administer and interpret oral examinations, there are currently no screening tests available that provide careful administration instructions and data for intra-examiner and inter-examiner reliability. The Oral Speech Mechanism Screening Examination (OSMSE) is designed primarily for…

A Five-Phase Model for Clinical-Outcome Research

ERIC Educational Resources Information Center

Robey, Randall R.

2004-01-01

Through a variety of approaches, speech-language pathologists and audiologists have produced strong evidence that treatments are generally potent. However, we have largely ignored the accepted standards for clinical-outcome testing used throughout the broader research community (e.g., by other clinical disciplines, federal regulators, and…

Tools for the Task? Perspectives on Assistive Technology in Educational Settings.

ERIC Educational Resources Information Center

Todis, Bonnie

1996-01-01

A two-year qualitative study evaluated use of assistive technology by 13 students. Excerpts from case studies illustrate the perspectives of parents, specialists (physical therapists and speech language pathologists), special and regular education teachers, instructional assistants, student users, and peers. Results demonstrate the complex…

Related Service Personnel's Resource Guide for Supporting Programs for Emotionally Handicapped Students.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis. Div. of Special Education.

The guide provides an information resource for related and supportive services personnel (e.g., school nurse, physical therapist, speech language pathologist) in their interactions with emotionally handicapped (EH) students. Following a definition of EH students, the first of six brief chapters discusses student characteristics, presents three…

A Qualified Teacher for Every Student: Keeping the Good Ones.

ERIC Educational Resources Information Center

Menlove, Ronda; Garnes, Lori; Salzberg, Charles

Utah is experiencing chronic, critical, special-educator shortages in all positions and disability areas, including speech and language pathologists and school psychologists. The Utah Attrition Study found that the most common reason for special education professionals leaving positions was "moving out of state," followed by personal…

42 CFR 485.711 - Condition of participation: Plan of care and physician involvement.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Agencies as Providers of Outpatient Physical Therapy and Speech-Language Pathology Services § 485.711... physical therapy or speech pathology services, there is a written plan of care established and periodically reviewed by a physician, or by a physical therapist or speech pathologist respectively. (a) Standard...

Interventions for Speech Sound Disorders in Children

ERIC Educational Resources Information Center

Williams, A. Lynn, Ed.; McLeod, Sharynne, Ed.; McCauley, Rebecca J., Ed.

2010-01-01

With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early…

Making Best Practice Our Practice: Reflections on Our Journey into Natural Environments

ERIC Educational Resources Information Center

Moore, Lydia; Koger, Dawn; Blomberg, Susan; Legg, Lynn; McConahy, Renee; Wit, Susan; Gatmaitan, Michelle

2012-01-01

This article focuses on one early intervention team's transition from a multidisciplinary center-based model to a transdisciplinary, natural environment service delivery model. The team consisted of an occupational therapist, physical therapist, speech and language pathologist, and early intervention teacher. Each team member began with different…

Schoolchildren with Dysphagia Associated with Medically Complex Conditions

ERIC Educational Resources Information Center

Lefton-Greif, Maureen A.; Arvedson, Joan C.

2008-01-01

Purpose: This article reviews population trends and general characteristics of children with dysphagia in schools, provides an overview of dysphagia teams and the roles of the speech-language pathologist (SLP) in school and hospital settings, and describes assessment and treatment of swallowing and feeding problems in children with complex medical…

Collaborative Efforts to Promote Emergent Literacy and Efficient Word Recognition Skills

ERIC Educational Resources Information Center

Roth, Froma P.; Troia, Gary A.

2006-01-01

In this article, 3 models of collaboration between speech-language pathologists and classroom teachers are discussed to promote emergent literacy and accurate and fluent word recognition. These models are demonstration lessons, team teaching, and consultation. A number of instructional principles are presented for emergent literacy and decoding…

Challenges in Optimizing Oral Communication in Children with Cochlear Implants.

ERIC Educational Resources Information Center

Ertmer, David J.

2002-01-01

This article introduces a forum that provides information for assisting speech-language pathologists and audiologists in fulfilling their professional responsibilities in a variety of settings to children with hearing impairments who have cochlear implants. A preview of the following articles on services for children with cochlear implants is…

Objective Measure of Nasal Air Emission Using Nasal Accelerometry

ERIC Educational Resources Information Center

Cler, Meredith J.; Lien, Yu-An, S.; Braden, Maia N.; Mittleman, Talia; Downing, Kerri; Stepp, Cara, E.

2016-01-01

Purpose: This article describes the development and initial validation of an objective measure of nasal air emission (NAE) using nasal accelerometry. Method: Nasal acceleration and nasal airflow signals were simultaneously recorded while an expert speech language pathologist modeled NAEs at a variety of severity levels. In addition, microphone and…

Digital Data Collection and Analysis: Application for Clinical Practice

ERIC Educational Resources Information Center

Ingram, Kelly; Bunta, Ferenc; Ingram, David

2004-01-01

Technology for digital speech recording and speech analysis is now readily available for all clinicians who use a computer. This article discusses some advantages of moving from analog to digital recordings and outlines basic recording procedures. The purpose of this article is to familiarize speech-language pathologists with computerized audio…

Practical Approaches for Identifying and Managing Abused and Neglected Children.

ERIC Educational Resources Information Center

Radford, Nola T.

1998-01-01

Discusses the exceptional challenges that abused and neglected children may pose for early-intervention providers, particularly speech-language pathologists. It focuses on practical strategies regarding reporting child abuse, effectively assessing the children who have been abused, and managing the bizarre behavior they may exhibit. (Author/CR)

Automated Speech Rate Measurement in Dysarthria

ERIC Educational Resources Information Center

Martens, Heidi; Dekens, Tomas; Van Nuffelen, Gwen; Latacz, Lukas; Verhelst, Werner; De Bodt, Marc

2015-01-01

Purpose: In this study, a new algorithm for automated determination of speech rate (SR) in dysarthric speech is evaluated. We investigated how reliably the algorithm calculates the SR of dysarthric speech samples when compared with calculation performed by speech-language pathologists. Method: The new algorithm was trained and tested using Dutch…

An Internet-Based Telerehabilitation System for the Assessment of Motor Speech Disorders: A Pilot Study

ERIC Educational Resources Information Center

Hill, Anne J.; Theodoros, Deborah G.; Russell, Trevor G.; Cahill, Louise M.; Ward, Elizabeth C.; Clark, Kathy M.

2006-01-01

Purpose: This pilot study explored the feasibility and effectiveness of an Internet-based telerehabilitation application for the assessment of motor speech disorders in adults with acquired neurological impairment. Method: Using a counterbalanced, repeated measures research design, 2 speech-language pathologists assessed 19 speakers with…

The Effects of Teacher Professional Development on Rural Students' Lexical Inferencing Skills

ERIC Educational Resources Information Center

Collins, Ginger G.; Goforth, Anisa N.; Ambrose, Laura M.

2016-01-01

Rural students are at risk for vocabulary underdevelopment and often have less access to educational resources. The purpose of this investigation was to examine the effectiveness of an Internet-based Speech/Language Pathologist (SLP)-teacher consultation to support rural teachers' vocabulary instruction to improve their students' lexical…

Laying a Firm Foundation: Embedding Evidence-Based Emergent Literacy Practices Into Early Intervention and Preschool Environments.

PubMed

Terrell, Pamela; Watson, Maggie

2018-04-05

As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices. A review of published literature in speech-language pathology, early intervention, early childhood education, and literacy was completed. Subsequently, an overview of the impact of early home and preschool literacy experiences are described. Research-based implementation of best practice is supported with examples of shared book reading and child-led literacy embedded in play within the coaching model of early intervention. Finally, various aspects of emergent literacy skill development in the preschool years are discussed. These include phonemic awareness, print/alphabet awareness, oral language skills, and embedded/explicit literacy. Research indicates that rich home literacy environments and exposure to rich oral language provide an important foundation for the more structured literacy environments of school. Furthermore, there is a wealth of evidence to support a variety of direct and indirect intervention practices in the home, child care, and preschool contexts to support and enhance all aspects of oral and written literacy. Application of this "toolbox" of strategies should enable speech-language pathologists to address the prevention and intervention of literacy deficits within multiple environments during book and play activities. Additionally, clinicians will have techniques to share with parents, child care providers, and preschool teachers for evidence-based literacy instruction within all settings during typical daily activities.

'That doesn't translate': the role of evidence-based practice in disempowering speech pathologists in acute aphasia management.

PubMed

Foster, Abby; Worrall, Linda; Rose, Miranda; O'Halloran, Robyn

2015-07-01

An evidence-practice gap has been identified in current acute aphasia management practice, with the provision of services to people with aphasia in the acute hospital widely considered in the literature to be inconsistent with best-practice recommendations. The reasons for this evidence-practice gap are unclear; however, speech pathologists practising in this setting have articulated a sense of dissonance regarding their limited service provision to this population. A clearer understanding of why this evidence-practice gap exists is essential in order to support and promote evidence-based approaches to the care of people with aphasia in acute care settings. To provide an understanding of speech pathologists' conceptualization of evidence-based practice for acute post-stroke aphasia, and its implementation. This study adopted a phenomenological approach, underpinned by a social constructivist paradigm. In-depth interviews were conducted with 14 Australian speech pathologists, recruited using a purposive sampling technique. An inductive thematic analysis of the data was undertaken. A single, overarching theme emerged from the data. Speech pathologists demonstrated a sense of disempowerment as a result of their relationship with evidence-based practice for acute aphasia management. Three subthemes contributed to this theme. The first described a restricted conceptualization of evidence-based practice. The second revealed speech pathologists' strained relationships with the research literature. The third elucidated a sense of professional unease over their perceived inability to enact evidence-based clinical recommendations, despite their desire to do so. Speech pathologists identified a current knowledge-practice gap in their management of aphasia in acute hospital settings. Speech pathologists place significant emphasis on the research evidence; however, their engagement with the research is limited, in part because it is perceived to lack clinical utility. A sense of professional dissonance arises from the conflict between a desire to provide best practice and the perceived barriers to implementing evidence-based recommendations clinically, resulting in evidence-based practice becoming a disempowering concept for some. © 2015 Royal College of Speech and Language Therapists.

Evaluation of the uptake of the Australian standardized terminology and definitions for texture modified foods and fluids.

PubMed

Jukes, Sarah; Cichero, Julie A Y; Haines, Terrence; Wilson, Christina; Paul, Kate; O'Rourke, Michelle

2012-06-01

This paper discusses the uptake of standardized terminology and definitions for texture modified foods and fluids. The Australian dietetic and speech-language pathology associations endorsed national standards in 2007. This project sought to determine the barriers and enablers for use of the national standards in clinical practice. Cross-sectional online surveys were developed, including open- and closed-response questions. The surveys targeted different professional groups in Australia including speech-language pathologists, dietitians, nurses, and food service personnel. Australian accredited universities were contacted to determine penetration of the standards. A total of 574 surveys were received. Sixty-five per cent of respondents indicated full implementation, 23% partial implementation, and 10% no implementation of the standards in their workplace. Speech-language pathologists and dietitians were most likely to have championed implementation of the standards. Barriers to implementation included: lack of knowledge about the standards, time, and resistance to change. Enablers included: encouragement to use the standards and 'buy-in' from stakeholders. Benefits of implementation included: consistent terminology and perceived improvements in patient safety. It was concluded that the standards have been successfully implemented in a majority of facilities and Australian universities. This study provides insight into the complexity of introducing and managing change in healthcare environments.

Communicating diagnostic uncertainty in surgical pathology reports: disparities between sender and receiver.

PubMed

Lindley, Sarah W; Gillies, Elizabeth M; Hassell, Lewis A

2014-10-01

Surgical pathologists use a variety of phrases to communicate varying degrees of diagnostic certainty which have the potential to be interpreted differently than intended. This study sought to: (1) assess the setting, varieties and frequency of use of phrases of diagnostic uncertainty in the diagnostic line of surgical pathology reports, (2) evaluate use of uncertainty expressions by experience and gender, (3) determine how these phrases are interpreted by clinicians and pathologists, and (4) assess solutions to this communication problem. We evaluated 1500 surgical pathology reports to determine frequency of use of uncertainty terms, identified those most commonly used, and looked for variations in usage rates on the basis of case type, experience and gender. We surveyed 76 physicians at tumor boards who were asked to assign a percentage of certainty to diagnoses containing expressions of uncertainty. We found expressions of uncertainty in 35% of diagnostic reports, with no statistically significant difference in usage based on age or gender. We found wide variation in the percentage of certainty clinicians assigned to the phrases studied. We conclude that non-standardized language used in the communication of diagnostic uncertainty is a significant source of miscommunication, both amongst pathologists and between pathologists and clinicians. Copyright © 2014 The Authors. Published by Elsevier GmbH.. All rights reserved.

Schoolwide Collaboration to Prevent and Address Reading Difficulties: Opportunities for School Psychologists and Speech-Language Pathologists

ERIC Educational Resources Information Center

Nellis, Leah M.; Sickman, Linda Sue; Newman, Daniel S.; Harman, Deborah R.

2014-01-01

With the increase in schoolwide practices to improve reading instruction for all students and provide supplemental interventions for struggling readers, the need for collaboration among education professionals has become increasingly important. This article focuses on the expanding opportunities for collaboration between school psychologists and…

The Diagnosis and Management of Auditory Processing Disorder

ERIC Educational Resources Information Center

Moore, David R.

2011-01-01

Purpose: To provide a personal perspective on auditory processing disorder (APD), with reference to the recent clinical forum on APD and the needs of clinical speech-language pathologists and audiologists. Method: The Medical Research Council-Institute of Hearing Research (MRC-IHR) has been engaged in research into APD and auditory learning for 8…

Speech Sound Disorders in a Community Study of Preschool Children

ERIC Educational Resources Information Center

McLeod, Sharynne; Harrison, Linda J.; McAllister, Lindy; McCormack, Jane

2013-01-01

Purpose: To undertake a community (nonclinical) study to describe the speech of preschool children who had been identified by parents/teachers as having difficulties "talking and making speech sounds" and compare the speech characteristics of those who had and had not accessed the services of a speech-language pathologist (SLP). Method:…

Family Voices at Mealtime: Experiences with Young Children with Visual Impairment

ERIC Educational Resources Information Center

Smyth, Catherine A.; Spicer, Carol L.; Morgese, Zoe L.

2014-01-01

Infants with visual impairment often require additional interaction from adults to reinforce behaviors that lead to competency at mealtimes, but parental and professional confidence in teaching these skills is often limited. In the following collective case study, the authors, a speech/language pathologist (S/LP), occupational therapist (OT), and…

Assessment, Target Selection, and Intervention: Dynamic Interactions within a Systemic Perspective

ERIC Educational Resources Information Center

Williams, A. Lynn

2005-01-01

There are a number of clinical options available for speech-language pathologists to choose from to analyze a child's phonological system, select treatment targets, and design intervention. Frequently, each of these areas of clinical options is viewed independently of one another or approached within an eclectic framework. In this article, an…

An Inquiry into the Development of Future Speech-Language Pathologists: A Mixed Methods Study

ERIC Educational Resources Information Center

Plotts, Kimberly P.

2017-01-01

Upon graduating college, many students seek employment within the degree area in which they obtained. Employers are seeking skills in individuals that encompass interpersonal, technical, analytical, personal, and professional abilities. As with many careers, the allied health field requires content specific knowledge and specialized skills, which…

Serving Students with Dysphagia in the Schools? Educational Preparation Is Essential!

ERIC Educational Resources Information Center

Power-deFur, Lissa

2000-01-01

This article discusses the rise of students with dysphagia in schools and addresses issues associated with serving students with dysphagia in the public education setting. The role and preparation of the speech-language pathologist is serving children with dysphagia, and the accompanying continuing education and ethical requirements, are outlined.…

AAC Camp as an Alternative School-Based Service Delivery Model: A Retrospective Survey

ERIC Educational Resources Information Center

Dodd, Janet L.; Hagge, Darla K.

2014-01-01

School-based speech-language pathologists are obligated to apply evidence-based practice and document progress of their students' response to intervention in compliance with federal law. The purpose of this preliminary study was to explore the effects of an augmentative and alternative communication (AAC)-based intervention provided in a camp…

Your Competitive Edge: The Art of Interpersonal Communication

ERIC Educational Resources Information Center

Montgomery, Judy K.

2006-01-01

In our professional lives in schools, hospitals, private practices, and universities, speech-language pathologists often pride ourselves on being communication experts--but are we? We may know how to diagnose and treat a wide range of communication disabilities, but can we effectively get our message across to our colleagues and families? Raymond…

Treating Voice Disorders in the School-Based Setting: Working within the Framework of IDEA

ERIC Educational Resources Information Center

Ruddy, Bari Hoffman; Sapienza, Christine M.

2004-01-01

The role of the speech-language pathologist (SLP) has developed considerably over the last 10 years given the medical and technological advances in life-sustaining procedures. Over time, children born with congenital, surgical, or "medically fragile" conditions have become mainstreamed into regular school-based settings, thus extending…

Personnel Needs--Allied Health Personnel Meeting the Demands of Part H, P.L. 99-457.

ERIC Educational Resources Information Center

Yoder, David E.; And Others

This report describes personnel development issues relating to the involvement of occupational therapists, physical therapists, and speech-language pathologists in implementing Part H of Public Law 99-457, which calls for early intervention services for infants and toddlers with disabilities and their families. To determine personnel needs for…

A Procedure for the Computerized Analysis of Cleft Palate Speech Transcription

ERIC Educational Resources Information Center

Fitzsimons, David A.; Jones, David L.; Barton, Belinda; North, Kathryn N.

2012-01-01

The phonetic symbols used by speech-language pathologists to transcribe speech contain underlying hexadecimal values used by computers to correctly display and process transcription data. This study aimed to develop a procedure to utilise these values as the basis for subsequent computerized analysis of cleft palate speech. A computer keyboard…

Mission Impossible: Learning How a Classroom Works before It's Too Late!

ERIC Educational Resources Information Center

Tattershall, Sandra

1987-01-01

The article looks at the implicit rules of classroom functioning and the importance of students learning these rules, either through osmosis or direct rule instruction, during the first few weeks of school. Speech language pathologists can help at risk students identify critical components of teacher behavior and classroom rules. (DB)

Health and Human Services for Persons who Stutter and Education of Logopedists in East-European Countries

ERIC Educational Resources Information Center

Fibiger, Steen; Peters, Herman F. M.; Euler, Harald A.; Neumann, Katrin

2008-01-01

The International Association of Logopedics and Phoniatrics (IALP) assessed the therapy status of fluency disorders, service opportunities, and education of logopedists (speech-language pathologists) with a mail survey in Eastern Europe. Information was collected on the following aspects: incidence, prevalence, availability of information,…

TeleCITE: Telehealth--A Cochlear Implant Therapy Exchange

ERIC Educational Resources Information Center

Stith, Joanna; Stredler-Brown, Arlene; Greenway, Pat; Kahn, Gary

2012-01-01

What might bring the efforts of a physician, a speech-language pathologist, a teacher of the deaf and hard of hearing, and a nurse together? The answer is the innovative use of telepractice to deliver high quality, family-centered early intervention to infants and toddlers with hearing loss. TeleCITE: Telehealth--A Cochlear Implant Therapy…

Characteristics of Young Children Close to the Onset of Stuttering

ERIC Educational Resources Information Center

Cavenagh, Penny; Costelloe, Sarah; Davis, Steve; Howell, Peter

2015-01-01

Five factors (gender, handedness, some aspects of general health, family history, and intelligence) that could assist speech-language pathologists in identification of children who stutter (CWS) in 42 CWS and 34 fluent control children (children who do not stutter [CWNS]) were investigated. The data reported here were obtained from assessments…

Mindfulness Training in Stuttering Therapy: A Tutorial for Speech-Language Pathologists

ERIC Educational Resources Information Center

Boyle, Michael P.

2011-01-01

The use of mindfulness training for increasing psychological well-being in a variety of clinical and nonclinical populations has exploded over the last decade. In the area of stuttering, it has been widely recognized that effective long-term management often necessitates treatment of cognitive and affective dimensions of the disorder in addition…

Comparisons of Audio and Audiovisual Measures of Stuttering Frequency and Severity in Preschool-Age Children

ERIC Educational Resources Information Center

Rousseau, Isabelle; Onslow, Mark; Packman, Ann; Jones, Mark

2008-01-01

Purpose: To determine whether measures of stuttering frequency and measures of overall stuttering severity in preschoolers differ when made from audio-only recordings compared with audiovisual recordings. Method: Four blinded speech-language pathologists who had extensive experience with preschoolers who stutter measured stuttering frequency and…

Humor, Rapport, and Uncomfortable Moments in Interactions with Adults with Traumatic Brain Injury

ERIC Educational Resources Information Center

Kovarsky, Dana; Schiemer, Christine; Murray, Allison

2011-01-01

We examined uncomfortable moments that damaged rapport during group interactions between college students in training to become speech-language pathologists and adults with traumatic brain injury. The students worked as staff in a community-based program affiliated with a university training program that functioned as a recreational gathering…

Factors Related to the Recruitment and Retention of Professionals from Specialized Disciplines.

ERIC Educational Resources Information Center

Harrington, Deborah; And Others

A survey was developed to identify critical factors in job selection and retention for speech/language pathologists, physical therapists, and occupational therapists. The survey was completed by 455 New Mexico professionals in these disciplines. A principal-components analysis identified six factors that were important in career decisions: (1)…

The Use of the Mayo Clinic System for Differential Diagnosis of Dysarthria.

ERIC Educational Resources Information Center

Simmons, Katharine C.; Mayo, Robert

1997-01-01

A survey of 100 speech-language pathologists involved in the assessment and treatment of patients with dysarthria investigated their attitudes toward the Darley, Aronson, and Brown (DAB) method of classification. Results indicated that most clinicians, believing it helps in the design of a treatment protocol, used the DAB classification system.…

Oral-diadochokinesis rates across languages: English and Hebrew norms.

PubMed

Icht, Michal; Ben-David, Boaz M

2014-01-01

Oro-facial and speech motor control disorders represent a variety of speech and language pathologies. Early identification of such problems is important and carries clinical implications. A common and simple tool for gauging the presence and severity of speech motor control impairments is oral-diadochokinesis (oral-DDK). Surprisingly, norms for adult performance are missing from the literature. The goals of this study were: (1) to establish a norm for oral-DDK rate for (young to middle-age) adult English speakers, by collecting data from the literature (five studies, N=141); (2) to investigate the possible effect of language (and culture) on oral-DDK performance, by analyzing studies conducted in other languages (five studies, N=140), alongside the English norm; and (3) to find a new norm for adult Hebrew speakers, by testing 115 speakers. We first offer an English norm with a mean of 6.2syllables/s (SD=.8), and a lower boundary of 5.4syllables/s that can be used to indicate possible abnormality. Next, we found significant differences between four tested languages (English, Portuguese, Farsi and Greek) in oral-DDK rates. Results suggest the need to set language and culture sensitive norms for the application of the oral-DDK task world-wide. Finally, we found the oral-DDK performance for adult Hebrew speakers to be 6.4syllables/s (SD=.8), not significantly different than the English norms. This implies possible phonological similarities between English and Hebrew. We further note that no gender effects were found in our study. We recommend using oral-DDK as an important tool in the speech language pathologist's arsenal. Yet, application of this task should be done carefully, comparing individual performance to a set norm within the specific language. Readers will be able to: (1) identify the Speech-Language Pathologist assessment process using the oral-DDK task, by comparing an individual performance to the present English norm, (2) describe the impact of language on oral-DDK performance, and (3) accurately detect Hebrew speakers' patients using this tool. Copyright © 2014 Elsevier Inc. All rights reserved.

Receptive and expressive English language assessments used for young children: a scoping review protocol.

PubMed

McIntyre, Laureen J; Hellsten, Laurie-Ann M; Bidonde, Julia; Boden, Catherine; Doi, Carolyn

2017-04-04

The majority of a child's language development occurs in the first 5 years of life when brain development is most rapid. There are significant long-term benefits to supporting all children's language and literacy development such as maximizing their developmental potential (i.e., cognitive, linguistic, social-emotional), when children are experiencing a critical period of development (i.e., early childhood to 9 years of age). A variety of people play a significant role in supporting children's language development, including parents, guardians, family members, educators, and/or speech-language pathologists. Speech-language pathologists and educators are the professionals who predominantly support children's language development in order for them to become effective communicators and lay the foundation for later developing literacy skills (i.e., reading and writing skills). Therefore, these professionals need formal and informal assessments that provide them information on a child's understanding and/or use of the increasingly complex aspects of language in order to identify and support the receptive and expressive language learning needs of diverse children during their early learning experiences (i.e., aged 1.5 to 9 years). However, evidence on what methods and tools are being used is lacking. The authors will carry out a scoping review of the literature to identify studies and map the receptive and expressive English language assessment methods and tools that have been published and used since 1980. Arksey and O'Malley's (2005) six-stage approach to conducting a scoping review was drawn upon to design the protocol for this investigation: (1) identifying the research question; (2) identifying relevant studies; (3) study selection; (4) charting the data; (5) collating, summarizing, and reporting the results; and (6) consultation. This information will help these professionals identify and select appropriate assessment methods or tools that can be used to support development and/or identify areas of delay or difficulty and plan, implement, and monitor the progress of interventions supporting the development of receptive and expressive language skills in individuals with diverse language needs (e.g., typically developing children, children with language delays and disorders, children learning English as a second or additional language, Indigenous children who may be speaking dialects of English). Researchers plan to evaluate the effectiveness of the assessment methods or tools identified in the scoping review as an extension of this study.

Continued professional development of teachers to facilitate language used in numeracy and mathematics.

PubMed

Wium, Anna-Marie; Louw, Brenda

2012-12-01

Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups,I reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching (LoLT). Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.

Community-based early intervention for language delay: a preliminary investigation.

PubMed

Ciccone, Natalie; Hennessey, Neville; Stokes, Stephanie F

2012-01-01

A trial parent-focused early intervention (PFEI) programme for children with delayed language development is reported in which current research evidence was translated and applied within the constraints of available of clinical resources. The programme, based at a primary school, was run by a speech-language pathologist with speech-language pathology students. To investigate the changes in child language development and parent and child interactions following attendance at the PFEI. Eighteen parents and their children attended six, weekly group sessions in which parents were provided with strategies to maximize language learning in everyday contexts. Pre- and post-programme assessments of vocabulary size and measures of parent-child interaction were collected. Parents and children significantly increased their communicative interactions from pre- to post-treatment. Children's expressive vocabulary size and language skills increased significantly. Large-effect sizes were observed. The positive outcomes of the intervention programme contribute to the evidence base of intervention strategies and forms of service delivery for children at risk of language delay. © 2012 Royal College of Speech and Language Therapists.

An Ecosystem of Intelligent ICT Tools for Speech-Language Therapy Based on a Formal Knowledge Model.

PubMed

Robles-Bykbaev, Vladimir; López-Nores, Martín; Pazos-Arias, José; Quisi-Peralta, Diego; García-Duque, Jorge

2015-01-01

The language and communication constitute the development mainstays of several intellectual and cognitive skills in humans. However, there are millions of people around the world who suffer from several disabilities and disorders related with language and communication, while most of the countries present a lack of corresponding services related with health care and rehabilitation. On these grounds, we are working to develop an ecosystem of intelligent ICT tools to support speech and language pathologists, doctors, students, patients and their relatives. This ecosystem has several layers and components, integrating Electronic Health Records management, standardized vocabularies, a knowledge database, an ontology of concepts from the speech-language domain, and an expert system. We discuss the advantages of such an approach through experiments carried out in several institutions assisting children with a wide spectrum of disabilities.

The Use of an Eight-Step Instructional Model to Train School Staff in Partner-Augmented Input

ERIC Educational Resources Information Center

Senner, Jill E.; Baud, Matthew R.

2017-01-01

An eight-step instruction model was used to train a self-contained classroom teacher, speech-language pathologist, and two instructional assistants in partner-augmented input, a modeling strategy for teaching augmentative and alternative communication use. With the exception of a 2-hr training session, instruction primarily was conducted during…

Family-Centered Services for Children with ASD and Limited Speech: The Experiences of Parents and Speech-Language Pathologists

ERIC Educational Resources Information Center

Mandak, Kelsey; Light, Janice

2018-01-01

Although family-centered services have long been discussed as essential in providing successful services to families of children with autism spectrum disorder (ASD), ideal implementation is often lacking. This study aimed to increase understanding of how families with children with ASD and limited speech receive services from speech-language…

Peer-Mediated Intervention for Preschoolers with ASD Implemented in Early Childhood Education Settings

ERIC Educational Resources Information Center

Katz, Esther; Girolametto, Luigi

2013-01-01

The purpose of this study was to investigate the effects of peer intervention on the social interactions of children with autism spectrum disorder (ASD). In this model, a speech-language pathologist and three early childhood educators trained typically developing peers to engage children with ASD in play. Three preschool children with ASD and six…

Five Heads Are Better than One: Preliminary Results of Team-Based Learning in a Communication Disorders Graduate Course

ERIC Educational Resources Information Center

Epstein, Baila

2016-01-01

Background: Clinical problem-solving is fundamental to the role of the speech-language pathologist in both the diagnostic and treatment processes. The problem-solving often involves collaboration with clients and their families, supervisors, and other professionals. Considering the importance of cooperative problem-solving in the profession,…

Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study

ERIC Educational Resources Information Center

Gillam, Sandra Laing; Olszewski, Abbie; Fargo, Jamison; Gillam, Ronald B.

2014-01-01

Purpose: This nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting. Method: Forty-three children attending 2 first-grade classrooms participated in the study. Children in each…

Rural Speech-Language Pathologists' Perceptions and Knowledge of Emergent Literacy Instructional Pratices: A Mixed Methods Study

ERIC Educational Resources Information Center

Ellis, Kellie Coldiron

2012-01-01

The acquisition of emergent literacy skills has become a prominent focus of early childhood education programs in recent years as research has demonstrated the significance of emergent literacy ability in the process of learning to read. The effectiveness of use of varied instructional techniques targeting the emergent literacy domains of…

Integrating Family Capacity-Building and Child Outcomes to Support Social Communication Development in Young Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Woods, Juliann J.; Brown, Jennifer A.

2011-01-01

The focus of this article is on the transactional relationship of research and practice for speech-language pathologists serving infants and toddlers with and at risk for autism spectrum disorder in Individuals with Disabilities Education Act supported early intervention. Specifically, information is provided on (a) the relationship between…

Family Pedigrees of Children with Suspected Childhood Apraxia of Speech

ERIC Educational Resources Information Center

Lewis, Barbara A.; Freebairn, Lisa A.; Hansen, Amy; Taylor, H. Gerry; Iyengar, Sudha; Shriberg, Lawrence D.

2004-01-01

Forty-two children (29 boys and 13 girls), ages 3-10 years, were referred from the caseloads of clinical speech-language pathologists for suspected childhood apraxia of speech (CAS). According to results from tests of speech and oral motor skills, 22 children met criteria for CAS, including a severely limited consonant and vowel repertoire,…

What Specialized Knowledge Is Needed to Provide Early Intervention Services in Children's Hospitals?

ERIC Educational Resources Information Center

Weitzner-Lin, Barbara; And Others

1994-01-01

A survey of 175 speech-language pathologists was conducted to determine the preparation they received to comply with Public Law 99-457's mandated services to infants and toddlers. Respondents reported that important content areas in provision of early intervention services included oral-motor/feeding issues, family assessment and intervention, and…

How Conceptual Frameworks Influence Discovery and Depictions of Emotions in Clinical Relationships

ERIC Educational Resources Information Center

Duchan, Judith Felson

2011-01-01

Although emotions are often seen as key to maintaining rapport between speech-language pathologists and their clients, they are often neglected in the research and clinical literature. This neglect, it is argued here, comes in part from the inadequacies of prevailing conceptual frameworks used to govern practices. I aim to show how six such…

Educating Hard of Hearing Children. Special Education in Transition 2.

ERIC Educational Resources Information Center

Ross, Mark, Ed.; Nober, Linda W., Ed.

Viewpoints of an audiologist, speech-language pathologist, special educator, classroom teacher, and parent are presented in the book on the implications of P.L. 94-142, the Education for All Handicapped Children Act, for hard of hearing students. In the introduction, M. Ross considers the status of many hard of hearing students, noting the…

Normative Study of the Functional Assessment of Verbal Reasoning and Executive Strategies (FAVRES) Test in the French-Canadian Population

ERIC Educational Resources Information Center

Marcotte, Karine; McSween, Marie-Pier; Pouliot, Monica; Martineau, Sarah; Pauze, Anne-Marie; Wiseman-Hakes, Catherine; MacDonald, Sheila

2017-01-01

Purpose: The Functional Assessment of Verbal Reasoning and Executive Strategies (FAVRES; MacDonald, 2005) test was designed for use by speech-language pathologists to assess verbal reasoning, complex comprehension, discourse, and executive skills during performance on a set of challenging and ecologically valid functional tasks. A recent French…

Legal decision-making by people with aphasia: critical incidents for speech pathologists.

PubMed

Ferguson, Alison; Duffield, Gemma; Worrall, Linda

2010-01-01

The assessment and management of a person with aphasia for whom decision-making capacity is queried represents a highly complex clinical issue. In addition, there are few published guidelines and even fewer published accounts of empirical research to assist. The research presented in this paper aimed to identify the main issues for speech pathologists when decision-making capacity for legal and related matters arose for their clients with aphasia, and to describe qualitatively the nature of these issues and the practices of the speech pathologists in these situations. The methodology was informed by the qualitative research paradigm and made use of the semi-structured interview methods developed for the Critical Incident Technique. Nine speech pathologists, with a range of clinical experience between three and 27 years, were interviewed by telephone, with verbatim notes being taken on-line by the interviewer. The speech pathologists described a total of 21 clients (15 male, six female) with acquired neurological communication disorders (including cerebral vascular accident, traumatic brain injury, and tumour) whose care had raised critical incidents for the speech pathologist in relation to legal and related matters. These verbatim notes were qualitatively analysed using NVivo qualitative analysis software. The main incidents related to legal decisions (for example, power of attorney, will-making), as well as decisions involving consent for medical treatment, discharge, accommodation, and business/financial decisions. In all but one of the incidents recounted, the issues centred on a situation of conflict between the person with aphasia and their family, friends or with the multidisciplinary team. The roles taken by the speech pathologists ranged from those expected within a speech pathology scope of practice, such as that of assessor and consultant, to those which arguably present dilemmas and conflict of interest, for example, interpreter, advocate. The assessment practices involved some standardized testing, but this was stressed by all participants to be of lesser importance than informal observations of function. Speech pathologists emphasized the importance of multiple observations, and multimodal means of communication. The findings indicate that speech pathologists are currently playing an active role when questions arise regarding capacity for legal and related decision-making by people with aphasia. At the same time, the findings support the need for further research to develop guidelines for practice and to build educational experiences for students and novice clinicians to assist them when they engage with the complex case management issues in this area. 2010 Royal College of Speech & Language Therapists.

A survey of speech and language pathology services for Down syndrome: state of the art.

PubMed

Kumin, L

1986-01-01

This article summarizes current trends in speech and language pathology services to individuals with Down syndrome. Data was collected through the use of a questionnaire mailed to speech and language pathologists who regularly serve clients with Down syndrome. Most widely used assessment instruments, therapy materials, sources of information, and need for materials to be developed are presented as they relate to services for birth-3 year olds, 3-5 year olds, school-age-14 year olds, prevocational-18 year olds, and above-age-18 adult services. The discussion addresses specific needs for research and needed direction for evaluation and treatment with the Down syndrome population.

Immunodiagnosis of Paracoccidioidomycosis due to Paracoccidioides brasiliensis Using a Latex Test: Detection of Specific Antibody Anti-gp43 and Specific Antigen gp43

PubMed Central

dos Santos, Priscila Oliveira; Rodrigues, Anderson Messias; Fernandes, Geisa Ferreira; da Silva, Silvia Helena Marques; Burger, Eva; de Camargo, Zoilo Pires

2015-01-01

Background Paracoccidioidomycosis (PCM) is a life-threatening systemic disease and is a neglected public health problem in many endemic regions of Latin America. Though several diagnostic methods are available, almost all of them present with some limitations. Method/Principle Findings A latex immunoassay using sensitized latex particles (SLPs) with gp43 antigen, the immunodominant antigen of Paracoccidioides brasiliensis, or the monoclonal antibody mAb17c (anti-gp43) was evaluated for antibody or antigen detection in sera, cerebrospinal fluid (CSF), and bronchoalveolar lavage (BAL) from patients with PCM due to P. brasiliensis. The gp43-SLPs performed optimally to detect specific antibodies with high levels of sensitivity (98.46%, 95% CI 91.7–100.0), specificity (93.94%, 95% CI 87.3–97.7), and positive (91.4%) and negative (98.9%) predictive values. In addition, we propose the use of mAb17c-SLPs to detect circulating gp43, which would be particularly important in patients with immune deficiencies who fail to produce normal levels of immunoglobulins, achieving good levels of sensitivity (96.92%, 95% CI 89.3–99.6), specificity (88.89%, 95% CI 81.0–94.3), and positive (85.1%) and negative (97.8%) predictive values. Very good agreement between latex tests and double immune diffusion was observed for gp43-SLPs (k = 0.924) and mAb17c-SLPs (k = 0.850), which reinforces the usefulness of our tests for the rapid diagnosis of PCM in less than 10 minutes. Minor cross-reactivity occurred with sera from patients with other fungal infections. We successfully detected antigens and antibodies from CSF and BAL samples. In addition, the latex test was useful for monitoring PCM patients receiving therapy. Conclusions/Significance The high diagnostic accuracy, low cost, reduced assay time, and simplicity of this new latex test offer the potential to be commercialized and makes it an attractive diagnostic assay for use not only in clinics and medical mycology laboratories, but mainly in remote locations with limited laboratory infrastructure and/or minimally trained community health workers. PMID:25679976

Two groups of S-layer proteins, SLP1s and SLP2s, in Bacillus thuringiensis co-exist in the S-layer and in parasporal inclusions.

PubMed

Zhou, Zhou; Peng, Donghai; Zheng, Jinshui; Guo, Gang; Tian, Longjun; Yu, Ziniu; Sun, Ming

2011-05-01

We screened four B. thuringiensis strains whose parasporal inclusions contained the S-layer protein (SLP), and cloned two slp genes from each strain. Phylogenetic analysis indicated these SLPs could be divided into two groups, SLP1s and SLP2s. To confirm whether SLPs were present in the S-layer or as a parasporal inclusion, strains CTC and BMB1152 were chosen for further study. Western blots with whole-cell associated proteins from strains CTC and BMB1152 in the vegetative phase showed that SLP1s and SLP2s were constituents of the S-layer. Immunofluorescence utilizing spore-inclusion mixtures of strains CTC and BMB1152 in the sporulation phase showed that SLP1s and SLP2s were also constituents of parasporal inclusions. When heterogeneously expressed in the crystal negative strain BMB171, four SLPs from strains CTC and BMB1152 could also form parasporal inclusions. This temporal and spatial expression is not an occasional phenomenon but ubiquitous in B. thuringiensis strains.

Multimedia Storybooks: Supporting Vocabulary for Students Who Are Deaf/Hard-of-Hearing

ERIC Educational Resources Information Center

Donne, Vicki; Briley, Margaret L.

2015-01-01

A single case study examined the use of multimedia storybooks on the vocabulary acquisition of 7 preschool students who are deaf/hard of hearing in two classrooms at a school for the deaf in the U.S. Participants also included 3 speech-language pathologists. Students spent an average of 7.1 minutes daily working with the multimedia storybooks and…

A Speech-Language Pathologist's Guide to Creating a Support Group for Caregivers of Persons with Dementia

ERIC Educational Resources Information Center

Morrow-Odom, K. Leigh; Robbins, Sarah M.

2012-01-01

The purpose of this article is to provide basic guidelines to successfully establish a support group for caregivers of persons with dementia. Support groups should provide its members with a community of support, as well as coping and management strategies to improve daily function of loved ones. This should improve the care provided, and the…

Self-Determined Goal Selection and Planning by Students with Disabilities across Grade Bands and Disability Categories

ERIC Educational Resources Information Center

Kleinert, Jane O'Regan; Harrison, Elizabeth; Mills, Karen Rose; Dueppen, Brittney M.; Trailor, Ann Michelle

2014-01-01

The purpose of this study was to analyze a large data base of self-selected/self-determined goals developed by students aged 7-21 that had developmental disabilities. Data included 288 goals developed by 205 students involved in the Kentucky Youth Advocacy Project. Students, teachers, Speech/Language pathologists and families utilized the Self…

Terms used in invertebrate pathology in five languages: English, French, German, Italian, Spanish.

Treesearch

Mauro E. Martignoni; Aloysius Krieg; Harold W. Rossmoore; Constantin Vago

1984-01-01

The exchange of information among invertebrate pathologists of the major linguistic areas of Western Europe and North America has created a demand for a multilingual glossary. This list of specialized terms used in invertebrate pathology and related fields, such as microbial control, comprises over 2200 entries gathered by the four authors with the help of several...

The Impact of Speech Impairment in Early Childhood: Investigating Parents' and Speech-Language Pathologists' Perspectives Using the ICF-CY

ERIC Educational Resources Information Center

McCormack, Jane; McLeod, Sharynne; Harrison, Linda J.; McAllister, Lindy

2010-01-01

Purpose: To explore the application of the Activities and Participation component of the International Classification of Functioning, Disability and Health - Children and Youth (ICF-CY, World Health Organization, 2007) as a framework for investigating the perceived impact of speech impairment in childhood. Method: A 32-item questionnaire based on…

Tongue Pressure and Submental Surface Electromyography Measures during Noneffortful and Effortful Saliva Swallows in Healthy Women

ERIC Educational Resources Information Center

Yeates, Erin M.; Steele, Catriona M.; Pelletier, Cathy A.

2010-01-01

Purpose: The effortful swallow, a compensatory technique frequently employed by speech-language pathologists for their patients with dysphagia, is still not fully understood in terms of how it modifies the swallow. In particular, although age-related changes are known to reduce maximum isometric tongue pressure, it is not known whether age affects…

Predicting the effect of extrinsic and intrinsic job satisfaction factors on recruitment and retention of rehabilitation professionals.

PubMed

Randolph, Diane Smith

2005-01-01

The purpose of this study was to ascertain which extrinsic and intrinsic job satisfaction areas are most predictive of rehabilitation professionals' career satisfaction and desire to stay on the job. This article discusses the results of a survey conducted on practicing occupational therapists, physical therapists, and speech-language pathologists regarding factors that contribute to career satisfaction and desire to stay on the job. Five hundred surveys were mailed to each profession; 463 were returned, of which 328 were able to be analyzed. Results from regression analysis showed that intrinsic factors such as professional growth and having a work environment in line with personal values are more significant in predicting career satisfaction than are extrinsic factors such as pay and continuing education. These same intrinsic factors are also significant in predicting the rehabilitation professional's desire to stay on the job. These findings are significant to healthcare managers desiring to recruit and retain qualified occupational therapists, physical therapists, and speech-language pathologists. In addition to extrinsic benefits such as pay, healthcare managers need to focus on provision of intrinsic factors such as opportunities for professional growth, recognition of accomplishments, and opportunities for departmental input to motivate rehabilitation professionals.

Health and human services for persons who stutter and education of logopedists in East-European countries.

PubMed

Fibiger, Steen; Peters, Herman F M; Euler, Harald A; Neumann, Katrin

2008-03-01

The International Association of Logopedics and Phoniatrics (IALP) assessed the therapy status of fluency disorders, service opportunities, and education of logopedists (speech-language pathologists) with a mail survey in Eastern Europe. Information was collected on the following aspects: incidence, prevalence, availability of information, non-therapeutic support for persons who stutter (PWS), providers of diagnostics and therapy, cooperating professionals, therapy approaches, forms, goals, financing, early detection and prevention, training of professionals, specialization in stuttering therapy, needs for improving the situation of PWS, and problems which hinder better care. Stuttering therapy for children is available in many countries and is frequently provided by the educational system. Therapy for adults is provided best by the health services but is not satisfactorily available everywhere. Modern therapeutic approaches coexist with obsolete ones. Lack of resources, awareness, entitlement, and assessment of therapy effectiveness are pervasive problems. Readers will be able to describe and evaluate: (1) the therapy status of fluency disorders and service opportunities in various East-European countries; (2) the training of logopedists (speech-language pathologists); (3) specialization in stuttering therapy; and (4) the organizational services for PWS within the health and human service systems.

Effects of Epilepsy on Language Functions: Scoping Review and Data Mining Findings.

PubMed

Dutta, Manaswita; Murray, Laura; Miller, Wendy; Groves, Doyle

2018-03-01

This study involved a scoping review to identify possible gaps in the empirical description of language functioning in epilepsy in adults. With access to social network data, data mining was used to determine if individuals with epilepsy are expressing language-related concerns. For the scoping review, scientific databases were explored to identify pertinent articles. Findings regarding the nature of epilepsy etiologies, patient characteristics, tested language modalities, and language measures were compiled. Data mining focused on social network databases to obtain a set of relevant language-related posts. The search yielded 66 articles. Epilepsy etiologies except temporal lobe epilepsy and older adults were underrepresented. Most studies utilized aphasia tests and primarily assessed single-word productions; few studies included healthy control groups. Data mining revealed several posts regarding epilepsy-related language problems, including word retrieval, reading, writing, verbal memory difficulties, and negative effects of epilepsy treatment on language. Our findings underscore the need for future specification of the integrity of language in epilepsy, particularly with respect to discourse and high-level language abilities. Increased awareness of epilepsy-related language issues and understanding the patients' perspectives about their language concerns will allow researchers and speech-language pathologists to utilize appropriate assessments and improve quality of care.