Sample records for speech language pathologist

  1. 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.

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. 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…

  7. 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.

  8. 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…

  9. 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…

  10. Job Stress of School-Based Speech-Language Pathologists

    ERIC Educational Resources Information Center

    Harris, Stephanie Ferney; Prater, Mary Anne; Dyches, Tina Taylor; Heath, Melissa Allen

    2009-01-01

    Stress and burnout contribute significantly to the shortages of school-based speech-language pathologists (SLPs). At the request of the Utah State Office of Education, the researchers measured the stress levels of 97 school-based SLPs using the "Speech-Language Pathologist Stress Inventory." Results indicated that participants' emotional-fatigue…

  11. 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...

  12. 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...

  13. 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...

  14. 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...

  15. 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...

  16. 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

  17. [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.

  18. 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…

  19. 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…

  20. School-Based Speech-Language Pathologists' Use of iPads

    ERIC Educational Resources Information Center

    Romane, Garvin Philippe

    2017-01-01

    This study explored school-based speech-language pathologists' (SLPs') use of iPads and apps for speech and language instruction, specifically for articulation, language, and vocabulary goals. A mostly quantitative-based survey was administered to approximately 2,800 SLPs in a K-12 setting; the final sample consisted of 189 licensed SLPs. Overall,…

  1. 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.

  2. 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…

  3. 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.…

  4. 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.…

  5. 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…

  6. Patient Fatigue during Aphasia Treatment: A Survey of Speech-Language Pathologists

    ERIC Educational Resources Information Center

    Riley, Ellyn A.

    2017-01-01

    The purpose of this study was to measure speech-language pathologists' (SLPs) perceptions of fatigue in clients with aphasia and identify strategies used to manage client fatigue during speech and language therapy. SLPs completed a short online survey containing a series of questions related to their perceptions of patient fatigue. Of 312…

  7. What Makes a Caseload (Un) Manageable? School-Based Speech-Language Pathologists Speak

    ERIC Educational Resources Information Center

    Katz, Lauren A.; Maag, Abby; Fallon, Karen A.; Blenkarn, Katie; Smith, Megan K.

    2010-01-01

    Purpose: Large caseload sizes and a shortage of speech-language pathologists (SLPs) are ongoing concerns in the field of speech and language. This study was conducted to identify current mean caseload size for school-based SLPs, a threshold at which caseload size begins to be perceived as unmanageable, and variables contributing to school-based…

  8. Speech-Language Pathologists' Comfort Levels in English Language Learner Service Delivery

    ERIC Educational Resources Information Center

    Kimble, Carlotta

    2013-01-01

    This study examined speech-language pathologists' (SLPs) comfort levels in providing service delivery to English language learners (ELLs) and limited English proficient (LEP) students. Participants included 192 SLPs from the United States and Guam. Participants completed a brief, six-item questionnaire that investigated their perceptions regarding…

  9. 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…

  10. 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…

  11. A Demographic Study of Speech-Language Pathologists and Audiologists in Canada and Canadian Students in Speech Language Pathology and Audiology Programs.

    ERIC Educational Resources Information Center

    Canadian Association of Speech-Language Pathologists and Audiologists, Ottawa (Ontario).

    This report presents findings of a demographic study of speech-language pathologists (SLPs) and audiologists (AUDs) in Canada and of students studying in these fields. Two surveys were developed which examined: the numbers, types, and distribution of SLPs and AUDs; their characteristics; the types of services they provide; and differences between…

  12. 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,…

  13. 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…

  14. 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…

  15. Speech-Language Pathologists' Knowledge of Tongue/Palate Contact for Consonants

    ERIC Educational Resources Information Center

    McLeod, Sharynne

    2011-01-01

    Speech-language pathologists (SLPs) rely on knowledge of tongue placement to assess and provide intervention. A total of 175 SLPs who worked with children with speech sound disorders (SSDs) drew coronal diagrams of tongue/palate contact for 24 English consonants. Comparisons were made between their responses and typical English-speaking adults'…

  16. 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 ...

  17. 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…

  18. 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)

  19. 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.

  20. 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…

  1. 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…

  2. 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,…

  3. Speech-Language Pathologists' Opinions on Communication Disorders and Violence

    ERIC Educational Resources Information Center

    Sanger, Dixie; Moore-Brown, Barbara J.; Montgomery, Judy; Hellerich, Susan

    2004-01-01

    Purpose: This study investigated the opinions of speech-language pathologists (SLPs) regarding their role, education, and training in serving students with communication disorders who have been involved in violence. Method: A survey consisting of 26 items was given to 598 SLPs from eight states representing geographic regions of the United…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. Knowledge and Confidence of Speech-Language Pathologists Regarding Autism

    ERIC Educational Resources Information Center

    Ray, Julie M.

    2010-01-01

    The increased prevalence rate of autism has immense implications for speech language pathologists (SLPs) who are directly involved in the education and service delivery for students with autism. However, few studies have documented the effectiveness of the knowledge and confidence of SLPs regarding autism. The purpose of this study was to measure…

  11. Bullying in Children Who Stutter: Speech-Language Pathologists' Perceptions and Intervention Strategies

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  12. 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…

  13. Speech-Language Pathologists' Opinions on Response to Intervention

    ERIC Educational Resources Information Center

    Sanger, Dixie; Mohling, Sara; Stremlau, Aliza

    2012-01-01

    The purpose of this study was to survey the opinions of speech-language pathologists (SLPs) on response to intervention (RTI). Questionnaires were mailed to 2,000 randomly selected elementary and secondary SLPs throughout the United States. Mean results of 583 respondents (29.15%) indicated that SLPs agreed on 37 Likert-type items and responded…

  14. 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…

  15. 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…

  16. Dysphagia Management: A Survey of School-Based Speech-Language Pathologists in Vermont

    ERIC Educational Resources Information Center

    Hutchins, Tiffany L.; Gerety, Katherine W.; Mulligan, Moira

    2011-01-01

    Purpose: This study (a) gathered information about the kinds of dysphagia management services school-based speech-language pathologists (SLPs) provide, (b) examined the attitudes of SLPs related to dysphagia management, (c) compared the responses of SLPs on the basis of their experience working in a medical setting, and (d) investigated the…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. Training and Self-Reported Confidence for Dysphagia Management among Speech-Language Pathologists in the Schools

    ERIC Educational Resources Information Center

    O'Donoghue, Cynthia R.; Dean-Claytor, Ashli

    2008-01-01

    Purpose: The number of children requiring dysphagia management in the schools is increasing. This article reports survey findings relative to speech-language pathologists' (SLPs') training and self-rated confidence to treat children with swallowing and feeding disorders in the schools. Method: Surveys were completed by 222 SLPs representing…

  2. Experienced Speech-Language Pathologists' Responses to Ethical Dilemmas: An Integrated Approach to Ethical Reasoning

    ERIC Educational Resources Information Center

    Kenny, Belinda; Lincoln, Michelle; Balandin, Susan

    2010-01-01

    Purpose: To investigate the approaches of experienced speech-language pathologists (SLPs) to ethical reasoning and the processes they use to resolve ethical dilemmas. Method: Ten experienced SLPs participated in in-depth interviews. A narrative approach was used to guide participants' descriptions of how they resolved ethical dilemmas. Individual…

  3. 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…

  4. 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…

  5. 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…

  6. 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.

  7. 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.

  8. 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…

  9. 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…

  10. Speech-Language Pathologist Job Satisfaction in School versus Medical Settings

    ERIC Educational Resources Information Center

    Kalkhoff, Nicole L.; Collins, Dana R.

    2012-01-01

    Purpose: 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. Method: 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…

  11. 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…

  12. 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,…

  13. Educational Audiologists: Their Access, Benefit, and Collaborative Assistance to Speech-Language Pathologists in Schools

    ERIC Educational Resources Information Center

    Richburg, Cynthia McCormick; Knickelbein, Becky A.

    2011-01-01

    Purpose: 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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'…

  19. 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…

  20. School-Based Speech-Language Pathologists' Perspectives on Dysphagia Management in the Schools

    ERIC Educational Resources Information Center

    Bailey, Rita L.; Stoner, Julia B.; Angell, Maureen E.; Fetzer, Alycia

    2008-01-01

    Purpose: Although provision of dysphagia services is within the scope of practice of speech-language pathologists (SLPs), little is known about the perspectives of school-based SLPs in relation to these services. The purpose of this study was to examine SLPs' perspectives related to school-based management of students with dysphagia. Method: Focus…

  1. 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…

  2. 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…

  3. 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…

  4. 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 ...

  5. 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.

  6. 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…

  7. 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…

  8. Speech-Language Pathologists' Knowledge of Genetics: Perceived Confidence, Attitudes, Knowledge Acquisition and Practice-Based Variables

    ERIC Educational Resources Information Center

    Tramontana, G. Michael; Blood, Ingrid M.; Blood, Gordon W.

    2013-01-01

    The purpose of this study was to determine (a) the general knowledge bases demonstrated by school-based speech-language pathologists (SLPs) in the area of genetics, (b) the confidence levels of SLPs in providing services to children and their families with genetic disorders/syndromes, (c) the attitudes of SLPs regarding genetics and communication…

  9. 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…

  10. 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 =…

  11. 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.

  12. Perspectives of speech-language pathologists on the use of telepractice in schools: the qualitative view.

    PubMed

    Tucker, Janice K

    2012-01-01

    Telepractice in speech-language pathology shows the potential to mitigate the current shortage of speech-language pathologists (SLPs) available to serve a growing number of persons with communication disorders. Since a majority of American Speech-Language-Hearing Association (ASHA) certified SLPs work in schools and the population of communicatively impaired clients in schools continues to grow, research into the use of telepractice in the educational setting is warranted. This article reports upon the perspectives of SLPs regarding the use of telepractice in school settings. In-depth qualitative interviews were conducted with five SLPs experienced in the delivery of telepractice. Four major themes emerged: barriers, benefits, reasons for acceptance and use of telepractice, and suggestions to resolve telepractice professional issues.

  13. 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…

  14. 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,…

  15. 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…

  16. 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…

  17. 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…

  18. 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.

  19. 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.

  20. 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…

  1. 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.

  2. 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…

  3. 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…

  4. 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.

  5. "… 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.

  6. 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)

  7. 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…

  8. 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.

  9. 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…

  10. 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…

  11. 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'…

  12. 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.

  13. 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.

  14. 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.

  15. 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.

  16. 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…

  17. 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…

  18. 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 ...

  19. 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.

  20. 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.

  1. 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,…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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.

  7. Intervention Techniques Used With Autism Spectrum Disorder by Speech-Language Pathologists in the United States and Taiwan: A Descriptive Analysis of Practice in Clinical Settings.

    PubMed

    Hsieh, Ming-Yeh; Lynch, Georgina; Madison, Charles

    2018-04-27

    This study examined intervention techniques used with children with autism spectrum disorder (ASD) by speech-language pathologists (SLPs) in the United States and Taiwan working in clinic/hospital settings. The research questions addressed intervention techniques used with children with ASD, intervention techniques used with different age groups (under and above 8 years old), and training received before using the intervention techniques. The survey was distributed through the American Speech-Language-Hearing Association to selected SLPs across the United States. In Taiwan, the survey (Chinese version) was distributed through the Taiwan Speech-Language Pathologist Union, 2018, to certified SLPs. Results revealed that SLPs in the United States and Taiwan used 4 common intervention techniques: Social Skill Training, Augmentative and Alternative Communication, Picture Exchange Communication System, and Social Stories. Taiwanese SLPs reported SLP preparation program training across these common intervention strategies. In the United States, SLPs reported training via SLP preparation programs, peer therapists, and self-taught. Most SLPs reported using established or emerging evidence-based practices as defined by the National Professional Development Center (2014) and the National Standards Report (2015). Future research should address comparison of SLP preparation programs to examine the impact of preprofessional training on use of evidence-based practices to treat ASD.

  8. 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)

  9. 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…

  10. 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.

  11. 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)

  12. 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.

  13. 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…

  14. 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…

  15. 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.

  16. 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.

  17. 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...

  18. 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...

  19. 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...

  20. 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...

  1. 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...

  2. 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…

  3. 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…

  4. 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.

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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,…

  11. 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…

  12. 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…

  13. 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:…

  14. 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

  15. 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

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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.

  3. 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.

  4. 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.

  5. 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,…

  6. 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…

  7. 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.

  8. 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…

  9. 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.

  10. 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.

  11. 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.

  12. 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…

  13. 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…

  14. 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…

  15. 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.

  16. 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...

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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,…

  2. 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…

  3. 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…

  4. 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…

  5. 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)

  6. 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.

  7. 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.

  8. 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:…

  9. '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.

  10. "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.

  11. 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…

  12. 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…

  13. 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…

  14. 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...

  15. 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.

  16. The Prevalence of Speech and Language Disorders in French-Speaking Preschool Children From Yaoundé (Cameroon).

    PubMed

    Tchoungui Oyono, Lilly; Pascoe, Michelle; Singh, Shajila

    2018-05-17

    The purpose of this study was to determine the prevalence of speech and language disorders in French-speaking preschool-age children in Yaoundé, the capital city of Cameroon. A total of 460 participants aged 3-5 years were recruited from the 7 communes of Yaoundé using a 2-stage cluster sampling method. Speech and language assessment was undertaken using a standardized speech and language test, the Evaluation du Langage Oral (Khomsi, 2001), which was purposefully renormed on the sample. A predetermined cutoff of 2 SDs below the normative mean was applied to identify articulation, expressive language, and receptive language disorders. Fluency and voice disorders were identified using clinical judgment by a speech-language pathologist. Overall prevalence was calculated as follows: speech disorders, 14.7%; language disorders, 4.3%; and speech and language disorders, 17.1%. In terms of disorders, prevalence findings were as follows: articulation disorders, 3.6%; expressive language disorders, 1.3%; receptive language disorders, 3%; fluency disorders, 8.4%; and voice disorders, 3.6%. Prevalence figures are higher than those reported for other countries and emphasize the urgent need to develop speech and language services for the Cameroonian population.

  17. 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.

  18. The prevalence of stuttering, voice, and speech-sound disorders in primary school students in Australia.

    PubMed

    McKinnon, David H; McLeod, Sharynne; Reilly, Sheena

    2007-01-01

    The aims of this study were threefold: to report teachers' estimates of the prevalence of speech disorders (specifically, stuttering, voice, and speech-sound disorders); to consider correspondence between the prevalence of speech disorders and gender, grade level, and socioeconomic status; and to describe the level of support provided to schoolchildren with speech disorders. Students with speech disorders were identified from 10,425 students in Australia using a 4-stage process: training in the data collection process, teacher identification, confirmation by a speech-language pathologist, and consultation with district special needs advisors. The prevalence of students with speech disorders was estimated; specifically, 0.33% of students were identified as stuttering, 0.12% as having a voice disorder, and 1.06% as having a speech-sound disorder. There was a higher prevalence of speech disorders in males than in females. As grade level increased, the prevalence of speech disorders decreased. There was no significant difference in the pattern of prevalence across the three speech disorders and four socioeconomic groups; however, students who were identified with a speech disorder were more likely to be in the higher socioeconomic groups. Finally, there was a difference between the perceived and actual level of support that was provided to these students. These prevalence figures are lower than those using initial identification by speech-language pathologists and similar to those using parent report.

  19. 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…

  20. 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…

  1. 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.

  2. 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.…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Current Policies and New Directions for Speech-Language Pathology Assistants.

    PubMed

    Paul-Brown, Diane; Goldberg, Lynette R

    2001-01-01

    This article provides an overview of current American Speech-Language-Hearing Association (ASHA) policies for the appropriate use and supervision of speech-language pathology assistants with an emphasis on the need to preserve the role of fully qualified speech-language pathologists in the service delivery system. Seven challenging issues surrounding the appropriate use of speech-language pathology assistants are considered. These include registering assistants and approving training programs; membership in ASHA; discrepancies between state requirements and ASHA policies; preparation for serving diverse multicultural, bilingual, and international populations; supervision considerations; funding and reimbursement for assistants; and perspectives on career-ladder/bachelor-level personnel. The formation of a National Leadership Council is proposed to develop a coordinated strategic plan for addressing these controversial and potentially divisive issues related to speech-language pathology assistants. This council would implement strategies for future development in the areas of professional education pertaining to assistant-level supervision, instruction of assistants, communication networks, policy development, research, and the dissemination/promotion of information regarding assistants.

  17. 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).…

  18. 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…

  19. Surgical speech disorders.

    PubMed

    Shen, Tianjie; Sie, Kathleen C Y

    2014-11-01

    Most speech disorders of childhood are treated with speech therapy. However, two conditions, ankyloglossia and velopharyngeal dysfunction, may be amenable to surgical intervention. It is important for surgeons to work with experienced speech language pathologists to diagnose the speech disorder. Children with articulation disorders related to ankyloglossia may benefit from frenuloplasty. Children with velopharyngeal dysfunction should have standardized clinical evaluation and instrumental asseessment of velopharyngeal function. Surgeons should develop a treatment protocol to optimize speech outcomes while minimizing morbidity. Copyright © 2014 Elsevier Inc. All rights reserved.

  20. 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…

  1. 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.

  2. 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.

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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.

  8. 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.

  9. Survey of Speech-Language Pathology Graduate Program Training in Outer and Middle Ear Screening.

    PubMed

    Serpanos, Yula C; Senzer, Deborah

    2015-08-01

    The purpose of this study was to determine the national training practices of speech-language pathology graduate programs in outer and middle ear screening. Directors of all American Speech-Language-Hearing Association-accredited speech-language pathology graduate programs (N = 254; Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2013) were surveyed on instructional formats in outer and middle ear screening. The graduate speech-language pathology program survey yielded 84 (33.1%) responses. Results indicated that some programs do not provide any training in the areas of conventional screening otoscopy using a handheld otoscope (15.5%; n = 13) or screening tympanometry (11.9%; n = 10), whereas close to one half (46.4%; n = 39) reported no training in screening video otoscopy. Outcomes revealed that approximately one third or more of speech-language pathology graduate programs do not provide experiential opportunities in screening handheld otoscopy (36.9%) or tympanometry (32.1%), and most (78.6%) do not provide experiential opportunities in video otoscopy. The implication from the graduate speech-language pathology program survey findings is that some speech-language pathologists will graduate from academic programs without the acquired knowledge or experiential learning required to establish skill in 1 or more areas of screening otoscopy and tympanometry. Graduate speech-language pathology programs should consider appropriate training opportunities for students to acquire and demonstrate skill in outer and middle ear screening.

  10. 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…

  11. 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…

  12. 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.

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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,…

  18. 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.

  19. 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.

  20. 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.

  1. 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;…

  2. 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...

  3. 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…

  4. 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.

  5. 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.

  6. 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)

  7. 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.

  8. 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.

  9. 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.

  10. Oral motor functions, speech and communication before a definitive diagnosis of amyotrophic lateral sclerosis.

    PubMed

    Makkonen, Tanja; Korpijaakko-Huuhka, Anna-Maija; Ruottinen, Hanna; Puhto, Riitta; Hollo, Kirsi; Ylinen, Aarne; Palmio, Johanna

    2016-01-01

    The aim of this study was to explore the cranial nerve symptoms, speech disorders and communicative effectiveness of Finnish patients with diagnosed or possible amyotrophic lateral sclerosis (ALS) at their first assessment by a speech-language pathologist. The group studied consisted of 30 participants who had clinical signs of bulbar deterioration at the beginning of the study. They underwent a thorough clinical speech and communication examination. The cranial nerve symptoms and ability to communicate were compared in 14 participants with probable or definitive ALS and in 16 participants with suspected or possible ALS. The initial type of ALS was also assessed. More deterioration in soft palate function was found in participants with possible ALS than with diagnosed ALS. Likewise, a slower speech rate combined with more severe dysarthria was observed in possible ALS. In both groups, there was some deterioration in communicative effectiveness. In the possible ALS group the diagnostic delay was longer and speech therapy intervention actualized later. The participants with ALS showed multidimensional decline in communication at their first visit to the speech-language pathologist, but impairments and activity limitations were more severe in suspected or possible ALS. The majority of persons with bulbar-onset ALS in this study were in the latter diagnostic group. This suggests that they are more susceptible to delayed diagnosis and delayed speech therapy assessment. It is important to start speech therapy intervention during the diagnostic processes particularly if the person already shows bulbar symptoms. Copyright © 2016. Published by Elsevier Inc.

  11. 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…

  12. 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…

  13. 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.

  14. 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.

  15. 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.

  16. 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.

  17. 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.

  18. 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…

  19. 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…

  20. A Survey of Speech-Language-Hearing Therapists' Career Situation and Challenges in Mainland China.

    PubMed

    Lin, Qiang; Lu, Jianliang; Chen, Zhuoming; Yan, Jiajian; Wang, Hong; Ouyang, Hui; Mou, Zhiwei; Huang, Dongfeng; O'Young, Bryan

    2016-01-01

    The aim of this survey was to investigate the background of speech-language pathologists and their training needs to provide a profile of the current state of the profession in Mainland China. A survey was conducted of 293 speech-language therapists. The questionnaire used asked questions related to their career background and had a 24-item ranking scale covering almost all of the common speech-language-hearing disorders. A summary of the raw data was constructed by calculating the average ranking score for each answer choice in order to determine the academic training needs with the highest preference among the respondents. The majority of respondents were female, <35 years old and with a total service time of <5 years. More than three quarters of the training needs with the highest preference among the 24 items involved basic-level knowledge of common speech-language-hearing disorders, such as diagnosis, assessment and conventional treatment, but seldom specific advanced technology or current progress. The results revealed that speech-language therapists in Mainland China tend to be young, with little total working experience and at the first stage of their career. This may be due to the lack of systematic educational programs and national certification systems for speech-language therapists. © 2016 S. Karger AG, Basel.

  1. 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…

  2. 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)…

  3. Assessment of Individuals with Primary Progressive Aphasia.

    PubMed

    Henry, Maya L; Grasso, Stephanie M

    2018-07-01

    Speech-language pathologists play a crucial role in the assessment and treatment of individuals with primary progressive aphasia (PPA). The speech-language evaluation is a critical aspect of the diagnostic and rehabilitative process, informing differential diagnosis as well as intervention planning and monitoring of cognitive-linguistic status over time. The evaluation should include a thorough case history and interview and a detailed assessment of speech-language and cognitive functions, with tasks designed to detect core and associated deficits outlined in current diagnostic criteria. In this paper, we review assessments that can be utilized to examine communication and cognition in PPA, including general aphasia batteries designed for stroke and/or progressive aphasia as well as tests of specific cognitive-linguistic functions, including naming, object/person knowledge, single-word and sentence comprehension, repetition, spontaneous speech/language production, motor speech, written language, and nonlinguistic cognitive domains. The comprehensive evaluation can inform diagnostic decision making and facilitate planning of interventions that are tailored to the patient's current status and likely progression of deficits. As such, the speech-language evaluation allows the medical team to provide individuals with PPA and their families with appropriate recommendations for the present and the future. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  4. 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.

  5. 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.

  6. A French-speaking speech-language pathology program in West Africa: transfer of training between Minority and Majority World countries.

    PubMed

    Topouzkhanian, Sylvia; Mijiyawa, Moustafa

    2013-02-01

    In West Africa, as in Majority World countries, people with a communication disability are generally cut-off from the normal development process. A long-term involvement of two partners (Orthophonistes du Monde and Handicap International) allowed the implementation in 2003 of the first speech-language pathology qualifying course in West Africa, within the Ecole Nationale des Auxiliaires Medicaux (ENAM, National School for Medical Auxiliaries) in Lome, Togo. It is a 3-year basic training (after the baccalaureate) in the only academic training centre for medical assistants in Togo. This department has a regional purpose and aims at training French-speaking African students. French speech-language pathology lecturers had to adapt their courses to the local realities they discovered in Togo. It was important to introduce and develop knowledge and skills in the students' system of reference. African speech-language pathologists have to face many challenges: creating an African speech and language therapy, introducing language disorders and their possible cure by means other than traditional therapies, and adapting all the evaluation tests and tools for speech-language pathology to each country, each culture, and each language. Creating an African speech-language pathology profession (according to its own standards) with a real influence in West Africa opens great opportunities for schooling and social and occupational integration of people with communication disabilities.

  7. 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.

  8. 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.

  9. 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.

  10. 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…

  11. 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…

  12. 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…

  13. 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

  14. Cleft Palate

    PubMed Central

    Kosowski, Tomasz R.; Weathers, William M.; Wolfswinkel, Erik M.; Ridgway, Emily B.

    2012-01-01

    Our understanding of cleft palates has come a long way over the last few decades. A better understanding of the long-term consequences of a cleft palate and its effect on speech development challenges surgeons to not only effectively repair the cleft, but to also restore function of the palate for adequate speech. Coordination with speech pathologists is integral for effective management of cleft palate patients, particularly as children begin to develop language. In this article, the authors review and summarize the various challenges and goals of cleft palate management. PMID:24179449

  15. What Is Needed to Prepare Speech Pathologists to Work in Adult Palliative Care?

    ERIC Educational Resources Information Center

    Pascoe, Ashleigh; Breen, Lauren J.; Cocks, Naomi

    2018-01-01

    Background: Speech pathologists have a pivotal role in palliative care, assisting patients with swallowing and communication disorders, yet very little is known about the preparedness of speech pathologists to work in this field. Aims: To investigate the preparedness of speech pathologists for working in palliative care. The term 'palliative care'…

  16. Methodology for speech assessment in the Scandcleft project--an international randomized clinical trial on palatal surgery: experiences from a pilot study.

    PubMed

    Lohmander, A; Willadsen, E; Persson, C; Henningsson, G; Bowden, M; Hutters, B

    2009-07-01

    To present the methodology for speech assessment in the Scandcleft project and discuss issues from a pilot study. Description of methodology and blinded test for speech assessment. Speech samples and instructions for data collection and analysis for comparisons of speech outcomes across five included languages were developed and tested. PARTICIPANTS AND MATERIALS: Randomly selected video recordings of 10 5-year-old children from each language (n = 50) were included in the project. Speech material consisted of test consonants in single words, connected speech, and syllable chains with nasal consonants. Five experienced speech and language pathologists participated as observers. Narrow phonetic transcription of test consonants translated into cleft speech characteristics, ordinal scale rating of resonance, and perceived velopharyngeal closure (VPC). A velopharyngeal composite score (VPC-sum) was extrapolated from raw data. Intra-agreement comparisons were performed. Range for intra-agreement for consonant analysis was 53% to 89%, for hypernasality on high vowels in single words the range was 20% to 80%, and the agreement between the VPC-sum and the overall rating of VPC was 78%. Pooling data of speakers of different languages in the same trial and comparing speech outcome across trials seems possible if the assessment of speech concerns consonants and is confined to speech units that are phonetically similar across languages. Agreed conventions and rules are important. A composite variable for perceptual assessment of velopharyngeal function during speech seems usable; whereas, the method for hypernasality evaluation requires further testing.

  17. 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.

  18. 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.

  19. 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.

  20. 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.

  1. Speech pathologists' experiences with stroke clinical practice guidelines and the barriers and facilitators influencing their use: a national descriptive study.

    PubMed

    Hadely, Kathleen A; Power, Emma; O'Halloran, Robyn

    2014-03-06

    Communication and swallowing disorders are a common consequence of stroke. Clinical practice guidelines (CPGs) have been created to assist health professionals to put research evidence into clinical practice and can improve stroke care outcomes. However, CPGs are often not successfully implemented in clinical practice and research is needed to explore the factors that influence speech pathologists' implementation of stroke CPGs. This study aimed to describe speech pathologists' experiences and current use of guidelines, and to identify what factors influence speech pathologists' implementation of stroke CPGs. Speech pathologists working in stroke rehabilitation who had used a stroke CPG were invited to complete a 39-item online survey. Content analysis and descriptive and inferential statistics were used to analyse the data. 320 participants from all states and territories of Australia were surveyed. Almost all speech pathologists had used a stroke CPG and had found the guideline "somewhat useful" or "very useful". Factors that speech pathologists perceived influenced CPG implementation included the: (a) guideline itself, (b) work environment, (c) aspects related to the speech pathologist themselves, (d) patient characteristics, and (e) types of implementation strategies provided. There are many different factors that can influence speech pathologists' implementation of CPGs. The factors that influenced the implementation of CPGs can be understood in terms of knowledge creation and implementation frameworks. Speech pathologists should continue to adapt the stroke CPG to their local work environment and evaluate their use. To enhance guideline implementation, they may benefit from a combination of educational meetings and resources, outreach visits, support from senior colleagues, and audit and feedback strategies.

  2. 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…

  3. 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…

  4. 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.

  5. The demand for speech pathology services for children: Do we need more or just different?

    PubMed

    Reilly, Sheena; Harper, Megan; Goldfeld, Sharon

    2016-12-01

    An inability or difficulty communicating can have a profound impact on a child's future ability to participate in society as a productive adult. Over the past few years the number of interventions for children with speech and language problems has almost doubled; the majority are targeted interventions delivered by speech pathologists. In this paper we examine the distribution of speech pathology services in metropolitan Melbourne and how these are aligned with need as defined by vulnerability in language and social disadvantage. We identified three times as many private sector services compared to public services for the 0-5 year age group. Overall there was poorer availability of services in some of the most vulnerable areas. The profound and long-term impact of impoverished childhood language, coupled with the considerable limitations on public spending, provide a strong impetus to deliver more equitably distributed speech pathology services. © 2016 Paediatrics and Child Health Division (The Royal Australasian College of Physicians).

  6. 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)

  7. 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)

  8. 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…

  9. 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.

  10. 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.

  11. Speech-language pathology findings in Attention Deficit Hyperactivity Disorder: a systematic literature review.

    PubMed

    Machado-Nascimento, Nárli; Melo E Kümmer, Arthur; Lemos, Stela Maris Aguiar

    2016-01-01

    To systematically review the scientific production on the relationship between Attention Deficit Hyperactivity Disorder (ADHD) and Speech-language Pathology and to methodologically analyze the observational studies on the theme. Systematic review of the literature conducted at the databases Medical Literature Analysis and Retrieval System online (MEDLINE, USA), Literature of Latin America and the Caribbean Health Sciences (LILACS, Brazil) and Spanish Bibliographic Index of Health Sciences (IBECS, Spain) using the descriptors: "Language", "Language Development", "Attention Deficit Hyperactivity Disorder", "ADHD" and "Auditory Perception". Articles published between 2008 and 2013. Inclusion criteria: full articles published in national and international journals from 2008 to 2013. Exclusion criteria: articles not focused on the speech-language pathology alterations present in the attention deficit hyperactivity disorder. The articles were read in full and the data were extracted for characterization of methodology and content. The 23 articles found were separated according to two themes: Speech-language Pathology and Attention Deficit Hyperactivity Disorder. The study of the scientific production revealed that the alterations most commonly discussed were reading disorders and that there are few reports on the relationship between auditory processing and these disorders, as well as on the role of the speech-language pathologist in the evaluation and treatment of children with Attention Deficit Hyperactivity Disorder.

  12. Post-treatment speech naturalness of comprehensive stuttering program clients and differences in ratings among listener groups.

    PubMed

    Teshima, Shelli; Langevin, Marilyn; Hagler, Paul; Kully, Deborah

    2010-03-01

    The purposes of this study were to investigate naturalness of the post-treatment speech of Comprehensive Stuttering Program (CSP) clients and differences in naturalness ratings by three listener groups. Listeners were 21 student speech-language pathologists, 9 community members, and 15 listeners who stutter. Listeners rated perceptually fluent speech samples of CSP clients obtained immediately post-treatment (Post) and at 5 years follow-up (F5), and speech samples of matched typically fluent (TF) speakers. A 9-point interval rating scale was used. A 3 (listener group)x2 (time)x2 (speaker) mixed ANOVA was used to test for differences among mean ratings. The difference between CSP Post and F5 mean ratings was statistically significant. The F5 mean rating was within the range reported for typically fluent speakers. Student speech-language pathologists were found to be less critical than community members and listeners who stutter in rating naturalness; however, there were no significant differences in ratings made by community members and listeners who stutter. Results indicate that the naturalness of post-treatment speech of CSP clients improves in the post-treatment period and that it is possible for clients to achieve levels of naturalness that appear to be acceptable to adults who stutter and that are within the range of naturalness ratings given to typically fluent speakers. Readers will be able to (a) summarize key findings of studies that have investigated naturalness ratings, and (b) interpret the naturalness ratings of Comprehensive Stuttering Program speaker samples and the ratings made by the three listener groups in this study.

  13. Alignment of classification paradigms for communication abilities in children with cerebral palsy

    PubMed Central

    Hustad, Katherine C.; Oakes, Ashley; McFadd, Emily; Allison, Kristen M.

    2015-01-01

    Aim We examined three communication ability classification paradigms for children with cerebral palsy (CP): the Communication Function Classification System (CFCS), the Viking Speech Scale (VSS), and the Speech Language Profile Groups (SLPG). Questions addressed inter-judge reliability, whether the VSS and the CFCS captured impairments in speech and language, and whether there were differences in speech intelligibility among levels within each classification paradigm. Method 80 children (42 males) with a range of types and severity levels of CP participated (mean age, 60 months; SD 4.8 months). Two speech-language pathologists classified each child via parent-child interaction samples and previous experience with the children for the CFCS and VSS, and uisng quantitative speech and language assessment data for the SLPG. Intelligibility scores were obtained using standard clinical intelligibility measurement. Results Kappa values were .67 (95% CI [.55, .79]) for the CFCS, .82 (95% CI [.72, .92]), for the VSS, .95 (95% CI [.72, .92]) for the SLPG. Descriptively, reliability within levels of each paradigm varied, with the lowest agreement occurring within the CFCS at levels II (42%), III (40%), and IV (61%). Neither the CFCS nor the VSS were sensitive to language impairments captured by the SLPG. Significant differences in speech intelligibility were found among levels for all classification paradigms. Interpretation Multiple tools are necessary to understand speech, language, and communication profiles in children with CP. Characterization of abilities at all levels of the ICF will advance our understanding of the ways that speech, language, and communication abilities present in children with CP. PMID:26521844

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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.

  20. 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.

  1. 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.

  2. 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.

  3. 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.

  4. 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…

  5. 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.

  6. Speech-language pathology findings in patients with mouth breathing: multidisciplinary diagnosis according to etiology.

    PubMed

    Junqueira, Patrícia; Marchesan, Irene Queiroz; de Oliveira, Luciana Regina; Ciccone, Emílio; Haddad, Leonardo; Rizzo, Maria Cândida

    2010-11-01

    The purpose of this study was to identify and compare the results of the findings from speech-language pathology evaluations for orofacial function including tongue and lip rest postures, tonus, articulation and speech, voice and language, chewing, and deglutition in children who had a history of mouth breathing. The diagnoses for mouth breathing included: allergic rhinitis, adenoidal hypertrophy, allergic rhinitis with adenoidal hypertrophy; and/or functional mouth breathing. This study was conducted with on 414 subjects of both genders, from 2 to 16-years old. A team consisting of 3 speech-language pathologists, 1 pediatrician, 1 allergist, and 1 otolaryngologist, evaluated the patients. Multidisciplinary clinical examinations were carried out (complete blood counting, X-rays, nasofibroscopy, audiometry). The two most commonly found etiologies were allergic rhinitis, followed by functional mouth breathing. Of the 414 patients in the study, 346 received a speech-language pathology evaluation. The most prevalent finding in this group of 346 subjects was the presence of orofacial myofunctional disorders. The most frequently orofacial myofunctional disorder identified in these subjects who also presented mouth breathing included: habitual open lips rest posture, low and forward tongue rest posture and lack of adequate muscle tone. There were also no statistically significant relationships identified between etiology and speech-language diagnosis. Therefore, the specific type of etiology of mouth breathing does not appear to contribute to the presence, type, or number of speech-language findings which may result from mouth breathing behavior.

  7. 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…

  8. 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…

  9. 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.…

  10. 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…

  11. 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…

  12. 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…

  13. 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

  14. 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.

  15. 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.

  16. Factors that enhance English-speaking speech-language pathologists' transcription of Cantonese-speaking children's consonants.

    PubMed

    Lockart, Rebekah; McLeod, Sharynne

    2013-08-01

    To investigate speech-language pathology students' ability to identify errors and transcribe typical and atypical speech in Cantonese, a nonnative language. Thirty-three English-speaking speech-language pathology students completed 3 tasks in an experimental within-subjects design. Task 1 (baseline) involved transcribing English words. In Task 2, students transcribed 25 words spoken by a Cantonese adult. An average of 59.1% consonants was transcribed correctly (72.9% when Cantonese-English transfer patterns were allowed). There was higher accuracy on shared English and Cantonese syllable-initial consonants /m,n,f,s,h,j,w,l/ and syllable-final consonants. In Task 3, students identified consonant errors and transcribed 100 words spoken by Cantonese-speaking children under 4 additive conditions: (1) baseline, (2) +adult model, (3) +information about Cantonese phonology, and (4) all variables (2 and 3 were counterbalanced). There was a significant improvement in the students' identification and transcription scores for conditions 2, 3, and 4, with a moderate effect size. Increased skill was not based on listeners' proficiency in speaking another language, perceived transcription skill, musicality, or confidence with multilingual clients. Speech-language pathology students, with no exposure to or specific training in Cantonese, have some skills to identify errors and transcribe Cantonese. Provision of a Cantonese-adult model and information about Cantonese phonology increased students' accuracy in transcribing Cantonese speech.

  17. 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.

  18. The World Report on Disability in relation to the development of speech-language pathology in Viet Nam.

    PubMed

    Atherton, Marie; Dung, Nguyễn Thị Ngọc; Nhân, Võ Hoàng

    2013-02-01

    Wylie, McAllister, Davidson, and Marshall (2013) argue that recommendations made within the World Report on Disability provide an opportunity for speech-language pathologists to consider new ways of developing services for people with communication and swallowing disorders. They propose that current approaches to the delivery of speech-language pathology services are largely embedded within the medical model of impairment, thereby limiting the ability of services to meet the needs of people in a holistic manner. In this paper, the criticality of selecting an appropriate service delivery model is discussed within the context of a recently established post-graduate speech therapy education programme in Viet Nam. Driving forces for the implementation of the program will be explored, as will the factors that determined the choice of service delivery. Opportunities and challenges to the long-term viability of the program and the program's potential to meet the needs of persons with communication and swallowing disorders in Viet Nam will be considered.

  19. The Challenges of Dysphagia Management and Rehabilitation in Two Complex Cases Post Chemical Ingestion Injury.

    PubMed

    Rumbach, Anna F; Cremer, Rebecca; Chatwood, Astra; Fink, Sari; Haider, Sadaf; Yee, Michelle

    2016-11-01

    Dysphagia is common sequelae of chemical ingestion injury, resulting from damage to critical swallowing structures. From a speech-language pathology perspective, this study outlines the physiological deficits in 2 individuals with severe injury (1 woman, acid; 1 man, alkali) and the pattern of dysphagia rehabilitation and recovery. A retrospective chart review of clinical and instrumental assessments was conducted to examine swallow characteristics and speech-language pathology management (compensatory and rehabilitation strategies) at multiple time points. Chemical ingestion injury resulted in severe pharyngeal dysphagia for both participants, warranting speech-language pathology management. Dysphagia was characterized by poor base of tongue mobility and reduced laryngeal excursion. Decreased airway patency and protection, secondary to mucosal sloughing, widespread edema, and structural deficits necessitated tracheostomy. Recovery was complicated by physical alterations of pharyngeal and laryngeal structures (e.g., interarytenoid adhesions) and esophageal strictures. Participant 1 was discharged (Day 135) consuming a texture-modified diet; Participant 2 remained nil by mouth (Day 329). Dysphagia recovery subsequent to chemical ingestion is protracted and complex. Clinical outcomes may be improved through individualized and intensive rehabilitation by speech-language pathologists.

  20. Teamwork: a study of Australian and US student speech-language pathologists.

    PubMed

    Morrison, Susan C; Lincoln, Michelle A; Reed, Vicki A

    2009-05-01

    In the discipline of speech-language pathology little is known about the explicit and implicit team skills taught within university curricula. This study surveyed 281 speech-language pathology students to determine a baseline of their perceived ability to participate in interprofessional teams. The students were enrolled in programs in Australia and the USA and were surveyed about their perceptions of their attitudes, knowledge and skills in teamwork. MANCOVA analysis for main effects of age, university program and clinical experience showed that age was not significant, negating the perception that life experiences improve perceived team skills. Clinical experience was significant in that students with more clinical experience rated themselves more highly on their team abilities. Post Hoc analysis revealed that Australian students rated themselves higher than their US counterparts on their knowledge about working on teams, but lower on attitudes to teams; all students perceived that they had the skills to work on teams. These results provide insight about teamwork training components in current speech-language pathology curricula. Implications are discussed with reference to enhancing university training programs.

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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)

  13. 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…

  14. Promising Practices in E-Supervision: Exploring Graduate Speech-Language Pathology Interns’ Perceptions

    PubMed Central

    Carlin, Charles H.; Milam, Jennifer L.; Carlin, Emily L.; Owen, Ashley

    2012-01-01

    E-supervision has a potential role in addressing speech-language personnel shortages in rural and difficult to staff school districts. The purposes of this article are twofold: to determine how e-supervision might support graduate speech-language pathologist (SLP) interns placed in rural, remote, and difficult to staff public school districts; and, to investigate interns’ perceptions of in-person supervision compared to e-supervision. The study used a mixed methodology approach and collected data from surveys, supervision documents and records, and interviews. The results showed the use of e-supervision allowed graduate SLP interns to be adequately supervised across a variety of clients and professional activities in a manner that was similar to in-person supervision. Further, e-supervision was perceived as a more convenient and less stressful supervision format when compared to in-person supervision. Other findings are discussed and implications and limitations provided. PMID:25945201

  15. Transverse mucoperiosteal flap inset by rotation for cleft palate repair: technique and outcomes.

    PubMed

    Black, Jonathan S; Gampper, Thomas J

    2014-01-01

    Cleft palate is a relatively common deformity with various techniques described for its repair. Most techniques address the hard palate portion of the cleft with bilateral mucoperiosteal flaps transposed to the midline. This results in superimposed, linear closure layers directly over the cleft and may predispose the repair to oronasal fistula formation. This report details an alternative technique of flap rotation with an outcome analysis. A retrospective chart analysis was performed of all patients having undergone primary palatoplasty for cleft palate. Demographics and cleft Veau type were recorded. Postoperative speech outcomes were assessed by standardized speech evaluation performed by 2 speech language pathologists. The presence and location of oronasal fistulae was assessed and recorded by the surgeon and speech language pathologists in follow-up evaluations. The study revealed an overall incidence of velopharyngeal insufficiency of 5.7% using this surgical technique. It also revealed a fistula rate of 8.6%. Secondary surgery has been successful in those patients in which it was indicated. Eleven (31%) patients were diagnosed with Robin sequence. This technique demonstrates excellent early outcomes in a difficult subset of cleft patients including a high proportion of those with Pierre Robin sequence. The technique addresses the inherent disadvantages to a linear closure over the bony cleft. The variability in its design provides the surgeon another option for correction of this deformity.

  16. 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.

  17. Alignment of classification paradigms for communication abilities in children with cerebral palsy.

    PubMed

    Hustad, Katherine C; Oakes, Ashley; McFadd, Emily; Allison, Kristen M

    2016-06-01

    We examined three communication ability classification paradigms for children with cerebral palsy (CP): the Communication Function Classification System (CFCS), the Viking Speech Scale (VSS), and the Speech Language Profile Groups (SLPG). Questions addressed interjudge reliability, whether the VSS and the CFCS captured impairments in speech and language, and whether there were differences in speech intelligibility among levels within each classification paradigm. Eighty children (42 males, 38 females) with a range of types and severity levels of CP participated (mean age 60mo, range 50-72mo [SD 5mo]). Two speech-language pathologists classified each child via parent-child interaction samples and previous experience with the children for the CFCS and VSS, and using quantitative speech and language assessment data for the SLPG. Intelligibility scores were obtained using standard clinical intelligibility measurement. Kappa values were 0.67 (95% confidence interval [CI] 0.55-0.79) for the CFCS, 0.82 (95% CI 0.72-0.92) for the VSS, and 0.95 (95% CI 0.72-0.92) for the SLPG. Descriptively, reliability within levels of each paradigm varied, with the lowest agreement occurring within the CFCS at levels II (42%), III (40%), and IV (61%). Neither the CFCS nor the VSS were sensitive to language impairments captured by the SLPG. Significant differences in speech intelligibility were found among levels for all classification paradigms. Multiple tools are necessary to understand speech, language, and communication profiles in children with CP. Characterization of abilities at all levels of the International Classification of Functioning, Disability and Health will advance our understanding of the ways that speech, language, and communication abilities present in children with CP. © 2015 Mac Keith Press.

  18. 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.

  19. How Language Is Embodied in Bilinguals and Children with Specific Language Impairment

    PubMed Central

    Adams, Ashley M.

    2016-01-01

    This manuscript explores the role of embodied views of language comprehension and production in bilingualism and specific language impairment. Reconceptualizing popular models of bilingual language processing, the embodied theory is first extended to this area. Issues such as semantic grounding in a second language and potential differences between early and late acquisition of a second language are discussed. Predictions are made about how this theory informs novel ways of thinking about teaching a second language. Secondly, the comorbidity of speech, language, and motor impairments and how embodiment theory informs the discussion of the etiology of these impairments is examined. A hypothesis is presented suggesting that what is often referred to as specific language impairment may not be so specific due to widespread subclinical motor deficits in this population. Predictions are made about how weaknesses and instabilities in speech motor control, even at a subclinical level, may disrupt the neural network that connects acoustic input, articulatory motor plans, and semantics. Finally, I make predictions about how this information informs clinical practice for professionals such as speech language pathologists and occupational and physical therapists. These new hypotheses are placed within the larger framework of the body of work pertaining to semantic grounding, action-based language acquisition, and action-perception links that underlie language learning and conceptual grounding. PMID:27582716

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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.…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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)

  19. 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,…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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)…

  7. 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.…

  8. Telehealth language assessments using consumer grade equipment in rural and urban settings: Feasible, reliable and well tolerated.

    PubMed

    Sutherland, Rebecca; Trembath, David; Hodge, Antoinette; Drevensek, Suzi; Lee, Sabrena; Silove, Natalie; Roberts, Jacqueline

    2017-01-01

    Introduction Telehealth can be an effective way to provide speech pathology intervention to children with speech and language impairments. However, the provision of reliable and feasible standardised language assessments via telehealth to establish children's needs for intervention and to monitor progress has not yet been well established. Further, there is limited information about children's reactions to telehealth. This study aimed to examine the reliability and feasibility of conducting standardised language assessment with school-aged children with known or suspected language impairment via a telehealth application using consumer grade computer equipment within a public school setting. Method Twenty-three children (aged 8-12 years) participated. Each child was assessed using a standardised language assessment comprising six subtests. Two subtests were administered by a speech pathologist face-to-face (local clinician) and four subtests were administered via telehealth. All subtests were completed within a single visit to the clinic service, with a break between the face to face and telehealth sessions. The face-to-face clinician completed behaviour observation checklists in the telehealth and face to face conditions and provided feedback on the audio and video quality of the application from the child's point of view. Parent feedback about their child's experience was elicited via survey. Results There was strong inter-rater reliability in the telehealth and face-to-face conditions (correlation coefficients ranged from r = 0.96-1.0 across the subtests) and good agreement on all measures. Similar levels of attention, distractibility and anxiety were observed in the two conditions. Clinicians rated only one session of 23 as having poor audio quality and no sessions were rated as having poor visual quality. Parent and child reactions to the use of telehealth were largely positive and supportive of using telehealth to assess rural children. Discussion The findings support the use of telehealth in the language assessment of school-aged children using a web application and commercially available computer equipment. This reliable and innovative service delivery model has the potential to be used by speech pathologists to provide assessments to children in remote communities.

  9. 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.

  10. 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.

  11. 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.

  12. Adopting public health approaches to communication disability: challenges for the education of speech-language pathologists.

    PubMed

    Wylie, Karen; McAllister, Lindy; Davidson, Bronwyn; Marshall, Julie; Law, James

    2014-01-01

    Public health approaches to communication disability challenge the profession of speech-language pathology (SLP) to reconsider both frames of reference for practice and models of education. This paper reviews the impetus for public health approaches to communication disability and considers how public health is, and could be, incorporated into SLP education, both now and in the future. The paper describes tensions between clinical services, which have become increasingly specialized, and public health approaches that offer a broader view of communication disability and communication disability prevention. It presents a discussion of these tensions and asserts that public health approaches to communication are themselves a specialist field, requiring specific knowledge and skills. The authors suggest the use of the term 'communication disability public health' to refer to this type of work and offer a preliminary definition in order to advance discussion. Examples from three countries are provided of how some SLP degree programmes are integrating public health into the SLP curriculum. Alternative models of training for communication disability public health that may be relevant in the future in different contexts and countries are presented, prompting the SLP profession to consider whether communication disability public health is a field of practice for speech-language pathologists or whether it has broader workforce implications. The paper concludes with some suggestions for the future which may advance thinking, research and practice in communication disability public health. © 2015 S. Karger AG, Basel.

  13. Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools.

    PubMed

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

    2017-06-10

    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. The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled "Speech-Therapy Experiences in the Public Schools." Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest. Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains. This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.

  14. Try Them-You'll Like Them

    ERIC Educational Resources Information Center

    Norton, Darryl E.

    1975-01-01

    The author discusses the role of speech pathology assistants (SPA), responding to speech pathologists fears regarding SPA's, describing the National Association for Hearing and Speech Action SPA training program, and pointing out the duties of SPA's and their benefits to speech pathologists. (LS)

  15. Telerehabilitation, virtual therapists, and acquired neurologic speech and language disorders.

    PubMed

    Cherney, Leora R; van Vuuren, Sarel

    2012-08-01

    Telerehabilitation (telerehab) offers cost-effective services that potentially can improve access to care for those with acquired neurologic communication disorders. However, regulatory issues including licensure, reimbursement, and threats to privacy and confidentiality hinder the routine implementation of telerehab services into the clinical setting. Despite these barriers, rapid technological advances and a growing body of research regarding the use of telerehab applications support its use. This article reviews the evidence related to acquired neurologic speech and language disorders in adults, focusing on studies that have been published since 2000. Research studies have used telerehab systems to assess and treat disorders including dysarthria, apraxia of speech, aphasia, and mild Alzheimer disease. They show that telerehab is a valid and reliable vehicle for delivering speech and language services. The studies represent a progression of technological advances in computing, Internet, and mobile technologies. They range on a continuum from working synchronously (in real-time) with a speech-language pathologist to working asynchronously (offline) with a stand-in virtual therapist. One such system that uses a virtual therapist for the treatment of aphasia, the Web-ORLA™ (Rehabilitation Institute of Chicago, Chicago, IL) system, is described in detail. Future directions for the advancement of telerehab for clinical practice are discussed. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  16. Ethical Perspective on Quality of Care: The Nature of Ethical Dilemmas Identified by New Graduate and Experienced Speech Pathologists

    ERIC Educational Resources Information Center

    Kenny, Belinda J.; Lincoln, Michelle; Blyth, Katrina; Balandin, Susan

    2009-01-01

    Background: Speech pathologists are confronted by ethical issues when they need to make decisions about client care, address team conflict, and fulfil the range of duties and responsibilities required of health professionals. However, there has been little research into the specific nature of ethical dilemmas experienced by speech pathologists and…

  17. Speech pathologists' current practice with cognitive-communication assessment during post-traumatic amnesia: a survey.

    PubMed

    Steel, Joanne; Ferguson, Alison; Spencer, Elizabeth; Togher, Leanne

    2013-01-01

    To investigate speech pathologists' current practice with adults who are in post-traumatic amnesia (PTA). Speech pathologists with experience of adults in PTA were invited to take part in an online survey through Australian professional email/internet-based interest groups. Forty-five speech pathologists responded to the online survey. The majority of respondents (78%) reported using informal, observational assessment methods commencing at initial contact with people in PTA or when patients' level of alertness allowed and initiating formal assessment on emergence from PTA. Seven respondents (19%) reported undertaking no assessment during PTA. Clinicians described using a range of techniques to monitor cognitive-communication during PTA, including static, dynamic, functional and impairment-based methods. The study confirmed that speech pathologists have a key role in the multidisciplinary team caring for the person in PTA, especially with family education and facilitating interactions with the rehabilitation team and family. Decision-making around timing and means of assessment of cognitive-communication during PTA appeared primarily reliant on speech pathologists' professional experience and the culture of their workplace. The findings support the need for further research into the nature of cognitive-communication disorder and resolution over this period.

  18. 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.

  19. 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…

  20. "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.…

  1. 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…

  2. 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,…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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.…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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.

  15. Speech in spinocerebellar ataxia.

    PubMed

    Schalling, Ellika; Hartelius, Lena

    2013-12-01

    Spinocerebellar ataxias (SCAs) are a heterogeneous group of autosomal dominant cerebellar ataxias clinically characterized by progressive ataxia, dysarthria and a range of other concomitant neurological symptoms. Only a few studies include detailed characterization of speech symptoms in SCA. Speech symptoms in SCA resemble ataxic dysarthria but symptoms related to phonation may be more prominent. One study to date has shown an association between differences in speech and voice symptoms related to genotype. More studies of speech and voice phenotypes are motivated, to possibly aid in clinical diagnosis. In addition, instrumental speech analysis has been demonstrated to be a reliable measure that may be used to monitor disease progression or therapy outcomes in possible future pharmacological treatments. Intervention by speech and language pathologists should go beyond assessment. Clinical guidelines for management of speech, communication and swallowing need to be developed for individuals with progressive cerebellar ataxia. Copyright © 2013 Elsevier Inc. All rights reserved.

  16. Attitudes toward speech disorders: sampling the views of Cantonese-speaking Americans.

    PubMed

    Bebout, L; Arthur, B

    1997-01-01

    Speech-language pathologists who serve clients from cultural backgrounds that are not familiar to them may encounter culturally influenced attitudinal differences. A questionnaire with statements about 4 speech disorders (dysfluency, cleft pallet, speech of the deaf, and misarticulations) was given to a focus group of Chinese Americans and a comparison group of non-Chinese Americans. The focus group was much more likely to believe that persons with speech disorders could improve their own speech by "trying hard," was somewhat more likely to say that people who use deaf speech and people with cleft palates might be "emotionally disturbed," and generally more likely to view deaf speech as a limitation. The comparison group was more pessimistic about stuttering children's acceptance by their peers than was the focus group. The two subject groups agreed about other items, such as the likelihood that older children with articulation problems are "less intelligent" than their peers.

  17. Unilateral Vocal Fold Paralysis: A Systematic Review of Speech-Language Pathology Management.

    PubMed

    Walton, Chloe; Conway, Erin; Blackshaw, Helen; Carding, Paul

    2017-07-01

    Dysphonia due to unilateral vocal fold paralysis (UVFP) can be characterized by hoarseness and weakness, resulting in a significant impact on patients' activity and participation. Voice therapy provided by a speech-language pathologist is designed to maximize vocal function and improve quality of life. The purpose of this paper is to systematically review literature surrounding the effectiveness of speech-language pathology intervention for the management of UVFP in adults. This is a systematic review. Electronic databases were searched using a range of key terms including dysphonia, vocal fold paralysis, and speech-language pathology. Eligible articles were extracted and reviewed by the authors for risk of bias, methodology, treatment efficacy, and clinical outcomes. Of the 3311 articles identified, 12 met the inclusion criteria: seven case series and five comparative studies. All 12 studies subjectively reported positive effects following the implementation of voice therapy for UVFP; however, the heterogeneity of participant characteristics, voice therapy, and voice outcome resulted in a low level of evidence. There is presently a lack of methodological rigor and clinical efficacy in the speech-language pathology management of dysphonia arising from UVFP in adults. Reasons for this reduced efficacy can be attributed to the following: (1) no standardized speech-language pathology intervention; (2) no consistency of assessment battery; (3) the variable etiology and clinical presentation of UVFP; and (4) inconsistent timing, frequency, and intensity of treatment. Further research is required to develop the evidence for the management of UVFP incorporating controlled treatment protocols and more rigorous clinical methodology. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  18. SUS users' perception: a speech-language pathology approach based on health promotion.

    PubMed

    Cunha, Jenane Topanotti da; Massi, Giselle; Guarinello, Ana Cristina; Pereira, Francine Martins

    2016-01-01

    This study aimed to analyze the perceptions of users of the Brazilian Unified Health System (SUS) about the treatment Center where they were assisted, as well as about the speech-language pathology services rendered by this Center. This is a transversal study composed of an interview with 26 open questions and 14 closed questions applied to 111 individuals who were assisted at the SUS Center in August 2013. The quantitative content analysis was conducted through the use of the GraphPadPrisma 5.1, Statistic Package for Social Sciences (SPSS) 15.0 software and the application of the D'agostino & Person, F-test and chi-squared test. Most participants reported a positive perception about the facilities and staff of the treatment center. They were also positive about the waiting time and the speech-language pathologists' explanations and conduct, especially in the audiology department. Most responses from participants were short and did not present an argumentative context. The treatment center received a high approval rating by most users. The audiology department had better grades than the clinical services related to language and oral motor pathologies.

  19. 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…

  20. Quality of Mobile Phone and Tablet Mobile Apps for Speech Sound Disorders: Protocol for an Evidence-Based Appraisal

    PubMed Central

    Morris, Meg E; Erickson, Shane; Serry, Tanya A

    2016-01-01

    Background Although mobile apps are readily available for speech sound disorders (SSD), their validity has not been systematically evaluated. This evidence-based appraisal will critically review and synthesize current evidence on available therapy apps for use by children with SSD. Objective The main aims are to (1) identify the types of apps currently available for Android and iOS mobile phones and tablets, and (2) to critique their design features and content using a structured quality appraisal tool. Methods This protocol paper presents and justifies the methods used for a systematic review of mobile apps that provide intervention for use by children with SSD. The primary outcomes of interest are (1) engagement, (2) functionality, (3) aesthetics, (4) information quality, (5) subjective quality, and (6) perceived impact. Quality will be assessed by 2 certified practicing speech-language pathologists using a structured quality appraisal tool. Two app stores will be searched from the 2 largest operating platforms, Android and iOS. Systematic methods of knowledge synthesis shall include searching the app stores using a defined procedure, data extraction, and quality analysis. Results This search strategy shall enable us to determine how many SSD apps are available for Android and for iOS compatible mobile phones and tablets. It shall also identify the regions of the world responsible for the apps’ development, the content and the quality of offerings. Recommendations will be made for speech-language pathologists seeking to use mobile apps in their clinical practice. Conclusions This protocol provides a structured process for locating apps and appraising the quality, as the basis for evaluating their use in speech pathology for children in English-speaking nations. PMID:27899341

  1. Quality of Mobile Phone and Tablet Mobile Apps for Speech Sound Disorders: Protocol for an Evidence-Based Appraisal.

    PubMed

    Furlong, Lisa M; Morris, Meg E; Erickson, Shane; Serry, Tanya A

    2016-11-29

    Although mobile apps are readily available for speech sound disorders (SSD), their validity has not been systematically evaluated. This evidence-based appraisal will critically review and synthesize current evidence on available therapy apps for use by children with SSD. The main aims are to (1) identify the types of apps currently available for Android and iOS mobile phones and tablets, and (2) to critique their design features and content using a structured quality appraisal tool. This protocol paper presents and justifies the methods used for a systematic review of mobile apps that provide intervention for use by children with SSD. The primary outcomes of interest are (1) engagement, (2) functionality, (3) aesthetics, (4) information quality, (5) subjective quality, and (6) perceived impact. Quality will be assessed by 2 certified practicing speech-language pathologists using a structured quality appraisal tool. Two app stores will be searched from the 2 largest operating platforms, Android and iOS. Systematic methods of knowledge synthesis shall include searching the app stores using a defined procedure, data extraction, and quality analysis. This search strategy shall enable us to determine how many SSD apps are available for Android and for iOS compatible mobile phones and tablets. It shall also identify the regions of the world responsible for the apps' development, the content and the quality of offerings. Recommendations will be made for speech-language pathologists seeking to use mobile apps in their clinical practice. This protocol provides a structured process for locating apps and appraising the quality, as the basis for evaluating their use in speech pathology for children in English-speaking nations. ©Lisa M Furlong, Meg E Morris, Shane Erickson, Tanya A Serry. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 29.11.2016.

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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.

  8. 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.

  9. 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.

  10. 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.

  11. 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.

  12. 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.

  13. 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

  14. Comparison of Voice Handicap Index Scores Between Female Students of Speech Therapy and Other Health Professions.

    PubMed

    Tafiadis, Dionysios; Chronopoulos, Spyridon K; Siafaka, Vassiliki; Drosos, Konstantinos; Kosma, Evangelia I; Toki, Eugenia I; Ziavra, Nausica

    2017-09-01

    Students' groups (eg, teachers, speech language pathologists) are presumably at risk of developing a voice disorder due to misuse of their voice, which will affect their way of living. Multidisciplinary voice assessment of student populations is currently spread widely along with the use of self-reported questionnaires. This study compared the Voice Handicap Index domains and item scores between female students of speech and language therapy and of other health professions in Greece. We also examined the probability of speech language therapy students developing any vocal symptom. Two hundred female non-dysphonic students (aged 18-31) were recruited. Participants answered the Voice Evaluation Form and the Greek adaptation of the Voice Handicap Index. Significant differences were observed between the two groups (students of speech therapy and other health professions) through Voice Handicap Index (total score, functional and physical domains), excluding the emotional domain. Furthermore, significant differences for specific Voice Handicap Index items, between subgroups, were observed. In conclusion, speech language therapy students had higher Voice Handicap Index scores, which probably could be an indicator for avoiding profession-related dysphonia at a later stage. Also, Voice Handicap Index could be at a first glance an assessment tool for the recognition of potential voice disorder development in students. In turn, the results could be used for indirect therapy approaches, such as providing methods for maintaining vocal health in different student populations. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  15. 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.

  16. 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.

  17. Identifying the Risk of Swallowing-Related Pulmonary Complications in Older Patients With Hip Fracture.

    PubMed

    Meals, Clifton; Roy, Siddharth; Medvedev, Gleb; Wallace, Matthew; Neviaser, Robert J; O'Brien, Joseph

    2016-01-01

    To identify and potentially modify the risk of pulmonary complications in a group of older patients with hip fracture, the authors obtained speech and language pathology consultations for these patients. Then they performed a retrospective chart review of all patients 65 years and older who were admitted to their institution between June 2011 and July 2013 with acute hip fracture, were treated surgically, and had a speech and language pathology evaluation in the immediate perioperative period. The authors identified 52 patients who met the study criteria. According to the American Society of Anesthesiologists (ASA) classification system, at the time of surgery, 1 patient (2%) was classified as ASA I, 12 patients (23%) were ASA II, 26 (50%) were ASA III, and 12 (23%) were ASA IV. Based on a speech and language pathology evaluation, 22 patients (42%) were diagnosed with dysphagia. Statistical analysis showed that ASA III status and ASA IV status were meaningful predictors of dysphagia and that dysphagia itself was a strong risk factor for pulmonary aspiration, pneumonia, and aspiration pneumonitis. Evaluation by a speech and language pathologist, particularly of patients classified as ASA III or ASA IV, may be an efficient means of averting pulmonary morbidity that is common in older patients with hip fracture. Copyright 2016, SLACK Incorporated.

  18. 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.

  19. 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.

  20. 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…

  1. 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…

  2. The Role of the Speech-Language Pathologist in Creating a Model for Interprofessional Practice in an Ambulatory Care Clinic.

    PubMed

    Robinson, Tommie L; Anderson, Debra; Long, Sahira

    2018-02-01

    There is a need to better coordinate services for children in urban settings who are at risk for communication disorders. This article addresses the barriers to obtaining services and discusses the process for creating a model for interprofessional practice to better serve patients from lower socioeconomic backgrounds. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Conceptual Framework for Speech Language Pathologists to Work with Migrants: A Focus on Malta

    ERIC Educational Resources Information Center

    Grech, Helen; Cheng, Li Rong Lilly

    2016-01-01

    The goal of this paper is to describe the current state, needs and values of migrants with a focus on relevant global issues and Malta as a case study. It also aims to review services offered to these migrants, identify aspects that require attention and draw up a framework that could be applied to enhance services to the culturally diverse…

  4. 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.

  5. 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.

  6. Evaluating service delivery for speech and swallowing problems following paediatric brain injury: an international survey.

    PubMed

    Morgan, Angela T; Skeat, Jemma

    2011-04-01

    Little is documented about contemporary management of speech and swallowing disorders associated with paediatric acquired brain injury (ABI). It is therefore challenging for clinicians in this field to benchmark their clinical management against current evidence or practices undertaken in other centres. To address this issue, we aimed to provide much-needed baseline data on speech and language pathology management of speech and swallowing disorders associated with childhood ABI. Key objectives were to: (i) determine whether clinicians use formalized referral criteria, clinical guidelines, protocols or care pathways; and (ii) to document the specific assessment and treatment approaches used. Speech and language pathology managers and clinicians at 31 major paediatric rehabilitation centres across Australia, New Zealand, the UK and Ireland were invited to participate in an online survey. Fifty-one speech and language pathologists responded representing 26 centres (84% response rate). Routine referrals of ABI patients to speech and language pathology occurred relatively infrequently in these centres (12%). Centres utilized assessment protocols (23%) and guidelines (35%) more frequently than treatment guidelines (8%). Multidisciplinary care pathways were applied by 31%. Most centres used adult-based motor speech assessments and informal ('in-house developed') swallowing assessment tools. The limited use of referral criteria, protocols, care pathways and guidelines invites the possibility of unequal care, and less than optimal outcomes. Reliance on adult-based or in-house assessments is inappropriate, yet frequently a necessity due to an absence of paediatric-specific tools in this field. Further research is required in parallel with the formation of consensus groups to support the development of: (i) paediatric-specific assessment tools and management approaches; and (ii) clinical protocols and guidelines. © 2010 Blackwell Publishing Ltd.

  7. Patients' awareness of symptoms of dysphagia.

    PubMed

    Boczko, Faerella

    2006-11-01

    To assess geriatric patients' assessment of their clinical symptoms of dysphagia by means of a customized dysphagia screening tool and the usefulness of this assessment to health care professionals. The screening tool was distributed to an appropriate cohort and the entries correlated with results of standard speech-language pathology clinical assessments. A large long-term care/subacute rehabilitation facility. There were 199 new admissions screened. The patients included 74 (37.2%) males and 125 (60.8%) females. Patients' ages ranged from 50 to 98 with the mean age of 79.9 years. The screening tool used requires yes/no patient responses to 9 clinical indicators of dysphagia: difficulty keeping liquids in the mouth; coughing after drinking; shortness of breath while drinking; voice change after drinking; coughing after eating; shortness of breath after eating; food getting stuck in the mouth/throat when eating; voice change after eating; difficulty with saliva. After completing the questionnaire, the speech-language pathologist then conducted a standard bedside swallowing examination using the same 9 indicators. The findings suggest that although patients are less discriminating than clinicians in recognizing swallowing problems, the screening tool as a generalized indicator of potential for dysphagia is consistent and reliable. Individual items should not be used as indicators of dysphagia, but as a whole, the screening tool completed by patients is a reliable indicator of potential for dysphagia. Patients' awareness of their own swallowing impairment represents an important aspect of functional recovery. The findings of the study indicate that when patients self-identify a swallowing problem, the speech-language pathologist also identifies the existence of a problem, although not the same problem identified by the patient, with the same intensity or with the same manifestation.

  8. 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.

  9. Stimulation of Executive Functions as Part of the Language Intervention Process in Children with Autism Spectrum Disorder.

    PubMed

    Sun, Ingrid Ya I; Varanda, Cristina Andrade; Fernandes, Fernanda Dreux

    2017-01-01

    Identifying effective methods for stimulating language and communication of children with autism spectrum disorder (ASD) is fundamental to the effective use of available resources to support these children. This pilot study was designed to explore the potential benefits of a program of stimulation of executive functions (SEF) on the functional aspects of language and communication through the assessment of the functional communicative profile and social-cognitive performance. Twenty children, aged 5-12 years, with a diagnosis of ASD participated in the study. Two stimulation programs were offered over a 10- to 12-week period as part of the regular services offered to these children through a University's speech and language therapy outpatient clinic in São Paulo, Brazil. Children either received SEF intervention in their home implemented by their parent/s, with close monitoring by the speech-language pathologist (SLP) (group 1), or they received SEF by the SLP during regular speech-language therapy individual sessions (group 2). The findings suggested that there were differences between the children's pre- and posttest performance. Significantly different performances were observed in the areas of occupation of communication space, proportion of communicative interactivity, and social-cognitive performance. The inclusion of activities to stimulate executive function abilities in language intervention for children with ASD warrants further investigation. © 2017 S. Karger AG, Basel.

  10. Assessing Auditory Discrimination Skill of Malay Children Using Computer-based Method.

    PubMed

    Ting, H; Yunus, J; Mohd Nordin, M Z

    2005-01-01

    The purpose of this paper is to investigate the auditory discrimination skill of Malay children using computer-based method. Currently, most of the auditory discrimination assessments are conducted manually by Speech-Language Pathologist. These conventional tests are actually general tests of sound discrimination, which do not reflect the client's specific speech sound errors. Thus, we propose computer-based Malay auditory discrimination test to automate the whole process of assessment as well as to customize the test according to the specific speech error sounds of the client. The ability in discriminating voiced and unvoiced Malay speech sounds was studied for the Malay children aged between 7 and 10 years old. The study showed no major difficulty for the children in discriminating the Malay speech sounds except differentiating /g/-/k/ sounds. Averagely the children of 7 years old failed to discriminate /g/-/k/ sounds.

  11. 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.

  12. Speech pathologists’ experiences with stroke clinical practice guidelines and the barriers and facilitators influencing their use: a national descriptive study

    PubMed Central

    2014-01-01

    Background Communication and swallowing disorders are a common consequence of stroke. Clinical practice guidelines (CPGs) have been created to assist health professionals to put research evidence into clinical practice and can improve stroke care outcomes. However, CPGs are often not successfully implemented in clinical practice and research is needed to explore the factors that influence speech pathologists’ implementation of stroke CPGs. This study aimed to describe speech pathologists’ experiences and current use of guidelines, and to identify what factors influence speech pathologists’ implementation of stroke CPGs. Methods Speech pathologists working in stroke rehabilitation who had used a stroke CPG were invited to complete a 39-item online survey. Content analysis and descriptive and inferential statistics were used to analyse the data. Results 320 participants from all states and territories of Australia were surveyed. Almost all speech pathologists had used a stroke CPG and had found the guideline “somewhat useful” or “very useful”. Factors that speech pathologists perceived influenced CPG implementation included the: (a) guideline itself, (b) work environment, (c) aspects related to the speech pathologist themselves, (d) patient characteristics, and (e) types of implementation strategies provided. Conclusions There are many different factors that can influence speech pathologists’ implementation of CPGs. The factors that influenced the implementation of CPGs can be understood in terms of knowledge creation and implementation frameworks. Speech pathologists should continue to adapt the stroke CPG to their local work environment and evaluate their use. To enhance guideline implementation, they may benefit from a combination of educational meetings and resources, outreach visits, support from senior colleagues, and audit and feedback strategies. PMID:24602148

  13. 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.

  14. 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.

  15. 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.

  16. 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.

  17. 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.

  18. 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.

  19. RecoverNow: Feasibility of a Mobile Tablet-Based Rehabilitation Intervention to Treat Post-Stroke Communication Deficits in the Acute Care Setting

    PubMed Central

    Corbett, Dale; Finestone, Hillel M.; Hatcher, Simon; Lumsden, Jim; Momoli, Franco; Shamy, Michel C. F.; Stotts, Grant; Swartz, Richard H.; Yang, Christine

    2016-01-01

    Background Approximately 40% of patients diagnosed with stroke experience some degree of aphasia. With limited health care resources, patients’ access to speech and language therapies is often delayed. We propose using mobile-platform technology to initiate early speech-language therapy in the acute care setting. For this pilot, our objective was to assess the feasibility of a tablet-based speech-language therapy for patients with communication deficits following acute stroke. Methods We enrolled consecutive patients admitted with a stroke and communication deficits with NIHSS score ≥1 on the best language and/or dysarthria parameters. We excluded patients with severe comprehension deficits where communication was not possible. Following baseline assessment by a speech-language pathologist (SLP), patients were provided with a mobile tablet programmed with individualized therapy applications based on the assessment, and instructed to use it for at least one hour per day. Our objective was to establish feasibility by measuring recruitment rate, adherence rate, retention rate, protocol deviations and acceptability. Results Over 6 months, 143 patients were admitted with a new diagnosis of stroke: 73 had communication deficits, 44 met inclusion criteria, and 30 were enrolled into RecoverNow (median age 62, 26.6% female) for a recruitment rate of 68% of eligible participants. Participants received mobile tablets at a mean 6.8 days from admission [SEM 1.6], and used them for a mean 149.8 minutes/day [SEM 19.1]. In-hospital retention rate was 97%, and 96% of patients scored the mobile tablet-based communication therapy as at least moderately convenient 3/5 or better with 5/5 being most “convenient”. Conclusions Individualized speech-language therapy delivered by mobile tablet technology is feasible in acute care. PMID:28002479

  20. RecoverNow: Feasibility of a Mobile Tablet-Based Rehabilitation Intervention to Treat Post-Stroke Communication Deficits in the Acute Care Setting.

    PubMed

    Mallet, Karen H; Shamloul, Rany M; Corbett, Dale; Finestone, Hillel M; Hatcher, Simon; Lumsden, Jim; Momoli, Franco; Shamy, Michel C F; Stotts, Grant; Swartz, Richard H; Yang, Christine; Dowlatshahi, Dar

    2016-01-01

    Approximately 40% of patients diagnosed with stroke experience some degree of aphasia. With limited health care resources, patients' access to speech and language therapies is often delayed. We propose using mobile-platform technology to initiate early speech-language therapy in the acute care setting. For this pilot, our objective was to assess the feasibility of a tablet-based speech-language therapy for patients with communication deficits following acute stroke. We enrolled consecutive patients admitted with a stroke and communication deficits with NIHSS score ≥1 on the best language and/or dysarthria parameters. We excluded patients with severe comprehension deficits where communication was not possible. Following baseline assessment by a speech-language pathologist (SLP), patients were provided with a mobile tablet programmed with individualized therapy applications based on the assessment, and instructed to use it for at least one hour per day. Our objective was to establish feasibility by measuring recruitment rate, adherence rate, retention rate, protocol deviations and acceptability. Over 6 months, 143 patients were admitted with a new diagnosis of stroke: 73 had communication deficits, 44 met inclusion criteria, and 30 were enrolled into RecoverNow (median age 62, 26.6% female) for a recruitment rate of 68% of eligible participants. Participants received mobile tablets at a mean 6.8 days from admission [SEM 1.6], and used them for a mean 149.8 minutes/day [SEM 19.1]. In-hospital retention rate was 97%, and 96% of patients scored the mobile tablet-based communication therapy as at least moderately convenient 3/5 or better with 5/5 being most "convenient". Individualized speech-language therapy delivered by mobile tablet technology is feasible in acute care.

  1. Automated Speech Rate Measurement in Dysarthria.

    PubMed

    Martens, Heidi; Dekens, Tomas; Van Nuffelen, Gwen; Latacz, Lukas; Verhelst, Werner; De Bodt, Marc

    2015-06-01

    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. The new algorithm was trained and tested using Dutch speech samples of 36 speakers with no history of speech impairment and 40 speakers with mild to moderate dysarthria. We tested the algorithm under various conditions: according to speech task type (sentence reading, passage reading, and storytelling) and algorithm optimization method (speaker group optimization and individual speaker optimization). Correlations between automated and human SR determination were calculated for each condition. High correlations between automated and human SR determination were found in the various testing conditions. The new algorithm measures SR in a sufficiently reliable manner. It is currently being integrated in a clinical software tool for assessing and managing prosody in dysarthric speech. Further research is needed to fine-tune the algorithm to severely dysarthric speech, to make the algorithm less sensitive to background noise, and to evaluate how the algorithm deals with syllabic consonants.

  2. Factors affecting speech pathologists' implementation of stroke management guidelines: a thematic analysis.

    PubMed

    Miao, Melissa; Power, Emma; O'Halloran, Robyn

    2015-01-01

    Although clinical practice guidelines can facilitate evidence-based practice and improve the health outcomes of stroke patients, they continue to be underutilised. There is limited research into the reasons for this, especially in speech pathology. This study provides the first in-depth, qualitative examination of the barriers and facilitators that speech pathologists perceive and experience when implementing guidelines. A maximum variation sample of eight speech pathologists participated in a semi-structured interview concerning the implementation of the National Stroke Foundation's Clinical Guidelines for Stroke Management 2010. Interviews were transcribed, thematically analysed and member checked before overall themes were identified. Three main themes and ten subthemes were identified. The first main theme, making implementation explicit, reflected the necessity of accessing and understanding guideline recommendations, and focussing specifically on implementation in context. In the second theme, demand versus ability to change, the size of changes required was compared with available resources and collaboration. The final theme, Speech pathologist motivation to implement guidelines, demonstrated the influence of individual perception of the guidelines and personal commitment to improved practice. Factors affecting implementation are complex, and are not exclusively barriers or facilitators. Some potential implementation strategies are suggested. Further research is recommended. In most Western nations, stroke remains the single greatest cause of disability, including communication and swallowing disabilities. Although adherence to stroke clinical practice guidelines improves stroke patient outcomes, guidelines continue to be underutilised, and the reasons for this are not well understood. This is the first in-depth qualitative study identifying the complex barriers and facilitators to guideline implementation as experienced by speech pathologists in stroke care. Suggested implementation strategies include local monitoring of guideline implementation (e.g. team meetings, audits), increasing collaboration on implementation projects (e.g. managerial involvement, networking), and seeking speech pathologist input into guideline development.

  3. 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.

  4. 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.

  5. Influence of the prospective payment system on speech-language pathology services.

    PubMed

    Frymark, Tobi B; Mullen, Robert C

    2005-01-01

    The present study was performed to determine the clinical effects of the Inpatient Rehabilitation Facility Prospective Payment System (IRF PPS) on speech and language intervention services and to examine the feasibility of using the federally mandated FIM instrument to establish resource allocation to patients with cognitive, communication, and swallowing disorders. A pre-IRF PPS and post-IRF PPS comparative study was conducted over a 1-yr time interval using data from the American Speech-Language-Hearing Association's National Outcomes Measurement System. Toward this end, the National Outcomes Measurement System's Functional Communication Measures were used to obtain data from 2,631 patients residing in 96 freestanding rehabilitation hospitals or hospitals with rehabilitation units implementing the prospective payment system on or after January 1, 2002. To ensure reliable retrospective and prospective data comparisons, all sites were active participants within the National Outcomes Measurement System program before the introduction of IRF PPS within their facilities. Findings revealed changes in both the utilization of speech-language pathologists and patient outcomes. Under the IRF PPS, there was a clear decline in speech- and language-related lengths of stay. However, clinicians attempted to compensate for these decrements in lengths of stay by increasing the intensity and frequency of their speech and language services. Despite these compensatory efforts, further analyses of the data revealed that under the IRF PPS, fewer patients achieved multiple levels of functional progress in speech and language abilities than before this payment system was implemented. This trend was most noteworthy in the treatment areas of swallowing, motor speech, and memory. In addition, this study revealed that, compared with the National Outcomes Measurement System's Functional Communication Measures, the FIM instrument significantly under-represented and undervalued the extent of a patient's overall progress in recovering from their cognitive, communication, or swallowing disabilities. These findings support the notion that the introduction of the IRF PPS has, perhaps unintentionally, caused more patients with cognitive, communication, and swallowing disorders to be discharged from inpatient rehabilitative care with less than adequate functional skill levels. The discouraging results in speech-language pathology utilization and patient outcomes will be useful for clinicians in the future when facing the ongoing challenges of maintaining quality care while streamlining services under the prospective payment system.

  6. 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.

  7. Interventions for childhood apraxia of speech.

    PubMed

    Morgan, Angela T; Murray, Elizabeth; Liégeois, Frederique J

    2018-05-30

    Childhood apraxia of speech (CAS) affects a child's ability to produce sounds and syllables precisely and consistently, and to produce words and sentences with accuracy and correct speech rhythm. It is a rare condition, affecting only 0.1% of the general population. Consensus has been reached that three core features have diagnostic validity: (1) inconsistent error production on both consonants and vowels across repeated productions of syllables or words; (2) lengthened and impaired coarticulatory transitions between sounds and syllables; and (3) inappropriate prosody (ASHA 2007). A deficit in motor programming or planning is thought to underlie the condition. This means that children know what they would like to say but there is a breakdown in the ability to programme or plan the fine and rapid movements required to accurately produce speech. Children with CAS may also have impairments in one or more of the following areas: non-speech oral motor function, dysarthria, language, phonological production impairment, phonemic awareness or metalinguistic skills and literacy, or combinations of these. High-quality evidence from randomised controlled trials (RCTs) is lacking on interventions for CAS. To assess the efficacy of interventions targeting speech and language in children and adolescents with CAS as delivered by speech and language pathologists/therapists. We searched CENTRAL, MEDLINE, Embase, eight other databases and seven trial registers up to April 2017. We searched the reference lists of included reports and requested information on unpublished trials from authors of published studies and other experts as well as information groups in the areas of speech and language therapy/pathology and linguistics. RCTs and quasi-RCTs of children aged 3 to 16 years with CAS diagnosed by a speech and language pathologist/therapist, grouped by treatment types. Two review authors (FL, AM) independently assessed titles and abstracts identified from the searches and obtained full-text reports of all potentially relevant articles and assessed these for eligibility. The same two authors extracted data and conducted the 'Risk of bias' and GRADE assessments. One review author (EM) tabulated findings from excluded observational studies (Table 1). This review includes only one RCT, funded by the Australian Research Council; the University of Sydney International Development Fund; Douglas and Lola Douglas Scholarship on Child and Adolescent Health; Nadia Verrall Memorial Scholarship; and a James Kentley Memorial Fellowship. This study recruited 26 children aged 4 to 12 years, with mild to moderate CAS of unknown cause, and compared two interventions: the Nuffield Dyspraxia Programme-3 (NDP-3); and the Rapid Syllable Transitions Treatment (ReST). Children were allocated randomly to one of the two treatments. Treatments were delivered intensively in one-hour sessions, four days a week for three weeks, in a university clinic in Australia. Speech pathology students delivered the treatments in the English language. Outcomes were assessed before therapy, immediately after therapy, at one month and four months post-therapy. Our review looked at one-month post-therapy outcomes only.We judged all core outcome domains to be low risk of bias. We downgraded the quality of the evidence by one level to moderate due to imprecision, given that only one RCT was identified. Both the NDP-3 and ReST therapies demonstrated improvement at one month post-treatment. A number of cases in each cohort had recommenced usual treatment by their speech and language pathologist between one month and four months post-treatment (NDP-3: 9/13 participants; ReST: 9/13 participants). Hence, maintenance of treatment effects to four months post-treatment could not be analysed without significant potential bias, and thus this time point was not included for further analysis in this review.There is limited evidence that, when delivered intensively, both the NDP-3 and ReST may effect improvement in word accuracy in 4- to 12-year-old children with CAS, measured by the accuracy of production on treated and non-treated words, speech production consistency and the accuracy of connected speech. The study did not measure functional communication. There is limited evidence that, when delivered intensively, both the NDP-3 and ReST may effect improvement in word accuracy in 4- to 12-year-old children with CAS, measured by the accuracy of production on treated and non-treated words, speech production consistency and the accuracy of connected speech. The study did not measure functional communication. No formal analyses were conducted to compare NDP-3 and ReST by the original study authors, hence one treatment cannot be reliably advocated over the other. We are also unable to say whether either treatment is better than no treatment or treatment as usual. No evidence currently exists to support the effectiveness of other treatments for children aged 4 to 12 years with idiopathic CAS without other comorbid neurodevelopmental disorders. Further RCTs replicating this study would strengthen the evidence base. Similarly, further RCTs are needed of other interventions, in other age ranges and populations with CAS and with co-occurring disorders.

  8. 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.

  9. 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.

  10. 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.

  11. Addressing education of speech-language pathologists in the World Report on Disability: development of a speech-language pathology program in Malaysia.

    PubMed

    Ahmad, Kartini; Ibrahim, Hasherah; Othman, Basyariatul Fathi; Vong, Etain

    2013-02-01

    The current paper is a response to the Wiley, McAllister, Davidson, and Marshall lead article regarding the application of the World Report on Disability (WRD) to people with communication disorders. The current paper directly addresses recommendation 5 (improvement of human resource capacity) and indirectly addresses recommendations 7, 8, and 9 (related to improving local knowledge and data on communicative disabilities) indirectly. The paper describes Malaysia's initiatives in the early 1990s, in developing its local professional capacity to provide services for people with communication disorders (PWCD). It charts the history of development of a local undergraduate entry-level degree program for speech-language pathology (SLP) from the point of conceptualization to full execution. The article provides glimpses to the processes and challenges faced by Universiti Kebangsaan Malaysia as the pioneer university in the South East Asia region to undertake the training and education of the SLP profession and highlights relevant issues faced by newly introduced professions in a country where resources and practice traditions were previously unavailable. It underscores the important role played by government institutions and an international professional network in driving forward-looking policies to implement and sustain the program.

  12. 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.

  13. Discourses of dementia: a call for an ethnographic, action research approach to care in linguistically and culturally diverse environments.

    PubMed

    Müller, Nicole; Guendouzi, Jacqueline A

    2009-08-01

    The methods of ethnography and action research have much to offer to the field of speech-language pathology, particularly as our clinical populations are becoming increasingly diverse. We suggest that practicing speech-language pathologists and students, as well as researchers, will benefit from strategies that use the methods of participatory action research and ethnography as guiding principles to their work. Ethnography seeks to discover meaningful structures in a culture from the perspective of those whose culture it is. Action research, which shares a methodological basis with ethnography, is undertaken with the aim of improving the functioning of the social institution, practice, or structure investigated for the benefit of those most closely involved with that institution or practice. By way of illustration, we use data collected during fieldwork in Louisiana, involving persons with dementia from linguistically and culturally diverse backgrounds.

  14. The research questions and methodological adequacy of clinical studies of the voice and larynx published in Brazilian and international journals.

    PubMed

    Vieira, Vanessa Pedrosa; De Biase, Noemi; Peccin, Maria Stella; Atallah, Alvaro Nagib

    2009-06-01

    To evaluate the methodological adequacy of voice and laryngeal study designs published in speech-language pathology and otorhinolaryngology journals indexed for the ISI Web of Knowledge (ISI Web) and the MEDLINE database. A cross-sectional study conducted at the Universidade Federal de São Paulo (Federal University of São Paulo). Two Brazilian speech-language pathology and otorhinolaryngology journals (Pró-Fono and Revista Brasileira de Otorrinolaringologia) and two international speech-language pathology and otorhinolaryngology journals (Journal of Voice, Laryngoscope), all dated between 2000 and 2004, were hand-searched by specialists. Subsequently, voice and larynx publications were separated, and a speech-language pathologist and otorhinolaryngologist classified 374 articles from the four journals according to objective and study design. The predominant objective contained in the articles was that of primary diagnostic evaluation (27%), and the most frequent study design was case series (33.7%). A mere 7.8% of the studies were designed adequately with respect to the stated objectives. There was no statistical difference in the methodological quality of studies indexed for the ISI Web and the MEDLINE database. The studies published in both national journals, indexed for the MEDLINE database, and international journals, indexed for the ISI Web, demonstrate weak methodology, with research poorly designed to meet the proposed objectives. There is much scientific work to be done in order to decrease uncertainty in the field analysed.

  15. A Networking of Community-Based Speech Therapy: Borabue District, Maha Sarakham.

    PubMed

    Pumnum, Tawitree; Kum-ud, Weawta; Prathanee, Benjamas

    2015-08-01

    Most children with cleft lip and palate have articulation problems because of compensatory articulation disorders from velopharyngeal insufficiency. Theoretically, children should receive speech therapy from a speech and language pathologist (SLP) 1-2 sessions per week. For developing countries, particularly Thailand, most of them cannot reach standard speech services because of limitation of speech services and SLP Networking of a Community-Based Speech Model might be an appropriate way to solve this problem. To study the effectiveness of a networking of Khon Kaen University (KKU) Community-Based Speech Model, Non Thong Tambon Health Promotion Hospital, Borabue, Maha Sarakham, in decreasing the number of articulation errors for children with CLP. Six children with cleft lip and palate (CLP) who lived in Borabue and the surrounding district, Maha Sarakham, and had medical records in Srinagarind Hospital. They were assessed for pre- and post-articulation errors and provided speech therapy by SLP via teaching on service for speech assistant (SA). Then, children with CLP received speech correction (SC) by SA based on assignment and caregivers practiced home program for a year. Networking of Non Thong Tambon Health Promotion Hospital, Borabue, Maha Sarakham significantly reduce the number of post-articulation errors for 3 children with CLP. There were factors affecting the results in treatment of other children as follows: delayed speech and language development, hypernaslaity, and consistency of SC at local hospital and home. A networking of KKU Community-Based Speech Model, Non Thong Tambon Health Promotion Hospital, Borabue, and Maha Sarakham was a good way to enhance speech therapy in Thailand or other developing countries, where have limitation of speech services or lack of professionals.

  16. Educating speech-language pathologists for the 21st century: course design considerations for a distance education Master of Speech Pathology program.

    PubMed

    McCormack, Jane; Easton, Catherine; Morkel-Kingsbury, Lenni

    2014-01-01

    The landscape of tertiary education is changing. Developments in information and communications technology have created new ways of engaging with subject material and supporting students on their learning journeys. Therefore, it is timely to reconsider and re-imagine the education of speech-language pathology (SLP) students within this new learning space. In this paper, we outline the design of a new Master of Speech Pathology course being offered by distance education at Charles Sturt University (CSU) in Australia. We discuss the catalyst for the course and the commitments of the SLP team at CSU, then describe the curriculum design process, focusing on the pedagogical approach and the learning and teaching strategies utilised in the course delivery. We explain how the learning and teaching strategies have been selected to support students' online learning experience and enable greater interaction between students and the subject material, with students and subject experts, and among student groups. Finally, we highlight some of the challenges in designing and delivering a distance education SLP program and identify future directions for educating students in an online world. © 2015 S. Karger AG, Basel.

  17. 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

  18. 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.

  19. Asking the Stakeholders: Perspectives of Individuals With Aphasia, Their Family Members, and Physicians Regarding Communication in Medical Interactions.

    PubMed

    Burns, Michael; Baylor, Carolyn; Dudgeon, Brian J; Starks, Helene; Yorkston, Kathryn

    2015-08-01

    The purpose of this study was to explore the experiences of patients with aphasia, their family members, and physicians related to communication during medical interactions. Face-to-face, semistructured interviews were conducted with 18 participants—6 patients with aphasia, 6 family members involved in patient care, and 6 practicing physicians. A qualitative description approach was used to collect and summarize narratives from participants' perspectives and experiences. Participants were asked about experiences with communication during medical interactions in which the family member accompanied the patient. Interviews were audio- and/or video-recorded, transcribed, and then coded to identify main themes. Patients and family members generally described their communication experiences as positive, yet all participants discussed challenges and frustrations. Three themes emerged: (a) patients and family members work as a team, (b) patients and family members want physicians to "just try" to communicate with the patient, and (c) physicians want to interact with patients but may not know how. Participants discussed the need for successful accommodation, or changing how one communicates, to help facilitate the patients' increased understanding and ability to express themselves. Over- and underaccommodation with communication were commonly reported as problems. Speech-language pathologists have a role to play in helping to improve communication during medical interactions. Implications for current speech-language pathologist practice and future directions of research are discussed.

  20. Challenges and opportunities for nutrition education and training in the health care professions: intraprofessional and interprofessional call to action1234

    PubMed Central

    DiMaria-Ghalili, Rose Ann; Mirtallo, Jay M; Tobin, Brian W; Hark, Lisa; Van Horn, Linda; Palmer, Carole A

    2014-01-01

    Understanding and applying nutrition knowledge and skills to all aspects of health care are extremely important, and all health care professions need basic training to effectively assess dietary intake and provide appropriate guidance, counseling, and treatment to their patients. With obesity rates at an all-time high and the increasing prevalence of diabetes projected to cost the Federal government billions of dollars, the need for interprofessional nutrition education is paramount. Physicians, physician assistants, nurses, nurse practitioners, pharmacists, dentists, dental hygienists, occupational therapists, physical therapists, speech and language pathologists, and others can positively affect patient care by synchronizing and reinforcing the importance of nutrition across all specialty areas. Although nutrition is a critical component of acute and chronic disease management, as well as health and wellness across the health care professions, each profession must reevaluate its individual nutrition-related professional competencies before the establishment of meaningful interprofessional collaborative nutrition competencies. This article discusses gaps in nutrition education and training within individual health professions (ie, nursing, pharmacy, dentistry, and dietetics) and offers suggestions for educators, clinicians, researchers, and key stakeholders on how to build further capacity within the individual professions for basic and applied nutrition education. This “gaps methodology” can be applied to all health professions, including physician assistants, physical therapists, speech and language pathologists, and occupational therapists. PMID:24646823

  1. 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.

  2. 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

  3. Influence of speech sample on perceptual rating of hypernasality.

    PubMed

    Medeiros, Maria Natália Leite de; Fukushiro, Ana Paula; Yamashita, Renata Paciello

    2016-07-07

    To investigate the influence of speech sample of spontaneous conversation or sentences repetition on intra and inter-rater hypernasality reliability. One hundred and twenty audio recorded speech samples (60 containing spontaneous conversation and 60 containing repeated sentences) of individuals with repaired cleft palate±lip, both genders, aged between 6 and 52 years old (mean=21±10) were selected and edited. Three experienced speech and language pathologists rated hypernasality according to their own criteria using 4-point scale: 1=absence of hypernasality, 2=mild hypernasality, 3=moderate hypernasality and 4=severe hypernasality, first in spontaneous speech samples and 30 days after, in sentences repetition samples. Intra- and inter-rater agreements were calculated for both speech samples and were statistically compared by the Z test at a significance level of 5%. Comparison of intra-rater agreements between both speech samples showed an increase of the coefficients obtained in the analysis of sentences repetition compared to those obtained in spontaneous conversation. Comparison between inter-rater agreement showed no significant difference among the three raters for the two speech samples. Sentences repetition improved intra-raters reliability of perceptual judgment of hypernasality. However, the speech sample had no influence on reliability among different raters.

  4. Website Babies Portal: development and evaluation of the contents regarding orofacial functions

    PubMed Central

    CORRÊA, Camila de Castro; PAULETO, Adriana Regina Colombo; FERRARI, Deborah Viviane; BERRETIN-FELIX, Giédre

    2013-01-01

    Education mediated by technology facilitates the access to information and can reach more people, including a broader range of socio-economic groups and ages, and at a low-cost. The website "Babies Portal - Speech-Language Pathology/Audiology and Dentistry" (http://portaldosbebes.fob.usp.br) was developed to provide parents with information on communication procedure disorders and oral health, enabling them to prevent and identify any changes in development early while looking for the best treatment. Objective: The objective is to describe the development and evaluation of the content pertaining to the oral functions featured in the "Babies Portal". Methods: The first stage consisted of a literature review, development/selection of illustrations and an evaluation of the possible external links that could be available. In the second stage, 10 speech-language and hearing pathologists (group A) and five parents of babies (group B) evaluated the website via an online form, which included ethical and personal information and questions about the quality, technical information and comparative prior knowledge acquired after the access. In the first stage, there was the construction of five sections ("The Oral Functions", "Breastfeeding", "Food", "Pacifier, baby bottle and finger sucking" and "Breath") based on scientific studies, presenting objective information, content links prepared by the Ministry of Health and a Dentistry section in the "Babies Portal" website. Videos, static and dynamic images were also distributed throughout the sections. Results: Regarding the second stage, 90% of all speech-language and hearing pathologists judged a good/excellent quality for all sections and classified the technical quality as very good. By their turn, 88% of the parents (group B) reported that the website helped or helped very much in understanding the contents, and 80% rated the quality as good or excellent. Conclusions: Five sections concerning the oral functions were structured, and the results collected from groups A and B suggest that the content provided is adequate and reliable. PMID:24473726

  5. Phenotype of FOXP2 haploinsufficiency in a mother and son.

    PubMed

    Rice, Gregory M; Raca, Gordana; Jakielski, Kathy J; Laffin, Jennifer J; Iyama-Kurtycz, Christina M; Hartley, Sigan L; Sprague, Rae E; Heintzelman, Anne T; Shriberg, Lawrence D

    2012-01-01

    Disruptions in FOXP2, a transcription factor, are the only known monogenic cause of speech and language impairment. We report on clinical findings for two new individuals with a submicroscopic deletion of FOXP2: a boy with severe apraxia of speech and his currently moderately affected mother. A 1.57 Mb deletion on chromosome 7q31 was detected by array comparative genomic hybridization (aCGH). In addition to FOXP2, the patients' deletion involves two other genes, MDFIC and PPP1R3A, neither of which has been associated with speech or language disorders. Thus, findings for these two family members provide informative phenotypic information on FOXP2 haploinsufficiency. Evaluation by a clinical geneticist indicated no major congenital anomalies or dysmorphic features. Evaluations by a clinical psychologist and occupational therapist indicated cognitive-linguistic processing and sensorimotor control deficits, but did not support a diagnosis of autism spectrum disorder. Evaluation by clinical and research speech pathologists confirmed that both patients' speech deficits met contemporary criteria for apraxia of speech. Notably, the patients were not able to laugh, cough, or sneeze spontaneously, replicating findings reported for two other FOXP2 cases and a potential diagnostic sign of nonsyndromic apraxia of speech. Speech severity findings for the boy were not consistent with the hypothesis that loss of maternal FOXP2 should be relatively benign. Better understanding of the behavioral phenotype of FOXP2 disruptions will aid identification of patients, toward an eventual understanding of the pathophysiology of syndromic and nonsyndromic apraxia of speech. Copyright © 2011 Wiley Periodicals, Inc.

  6. 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.

  7. 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.

  8. 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.

  9. 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

  10. A Review of Training Opportunities for Singing Voice Rehabilitation Specialists.

    PubMed

    Gerhard, Julia

    2016-05-01

    Training opportunities for singing voice rehabilitation specialists are growing and changing. This is happening despite a lack of agreed-on guidelines or an accredited certification acknowledged by the governing bodies in the fields of speech-language pathology and vocal pedagogy, the American Speech-Language Hearing Association and the National Association of Teachers of Singing, respectively. The roles of the speech-language pathologist, the singing teacher, and the person who bridges this gap, the singing voice rehabilitation specialist, are now becoming better defined and more common among the voice care community. To that end, this article aims to review the current opportunities for training in the field of singing voice rehabilitation. A review of available university training programs, private training programs and mentorships, clinical fellowships, professional organizations, conferences, vocal training across genres, and self-study opportunities was conducted. All institutional listings are with permission from program leaders. Although many avenues are available for training of singing voice rehabilitation specialists, there is no accredited comprehensive training program at this point. This review gathers information on current training opportunities from across various modalities. The listings are not intended to be comprehensive but rather representative of possibilities for interested practitioners. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  11. Submucous Clefts

    MedlinePlus

    ... of the palate is because of abnormal speech. The speech has a nasal sound because air is lost through the nose. In such cases the child’s speech should be evaluated by a speech pathologist who, ...

  12. The Efficacy of Fast ForWord-Language Intervention in School-Age Children with Language Impairment: A Randomized Controlled Trial

    PubMed Central

    Gillam, Ronald B.; Loeb, Diane Frome; Hoffman, LaVae M.; Bohman, Thomas; Champlin, Craig A.; Thibodeau, Linda; Widen, Judith; Brandel, Jayne; Friel-Patti, Sandy

    2008-01-01

    Purpose A randomized controlled trial (RCT) was conducted to compare the language and auditory processing outcomes of children assigned to Fast ForWord-Language (FFW-L) to the outcomes of children assigned to nonspecific or specific language intervention comparison treatments that did not contain modified speech. Method Two hundred and sixteen children between the ages of 6 and 9 years with language impairments were randomly assigned to one of four arms: Fast ForWord-Language (FFW-L), academic enrichment (AE), computer-assisted language intervention (CALI), or individualized language intervention (ILI) provided by a speech-language pathologist. All children received 1 hour and 40 minutes of treatment, 5 days per week, for 6 weeks. Language and auditory processing measures were administered to the children by blinded examiners before treatment, immediately after treatment, 3 months after treatment, and 6 months after treatment. Results The children in all four arms improved significantly on a global language test and a test of backward masking. Children with poor backward masking scores who were randomized to the FFW-L arm did not present greater improvement on the language measures than children with poor backward masking scores who were randomized to the other three arms. Effect sizes, analyses of standard error of measurement, and normalization percentages supported the clinical significance of the improvements on the CASL. There was a treatment effect for the Blending Words subtest on the Comprehensive Test of Phonological Processing (Wagner, Torgesen, & Rashotte, 1999). Participants in the FFW-L and CALI arms earned higher phonological awareness scores than children in the ILI and AE arms at the six-month follow-up testing. Conclusion Fast ForWord-Language, the language intervention that provided modified speech to address a hypothesized underlying auditory processing deficit, was not more effective at improving general language skills or temporal processing skills than a nonspecific comparison treatment (AE) or specific language intervention comparison treatments (CALI and ILI) that did not contain modified speech stimuli. These findings call into question the temporal processing hypothesis of language impairment and the hypothesized benefits of using acoustically modified speech to improve language skills. The finding that children in the three treatment arms and the active comparison arm made clinically relevant gains on measures of language and temporal auditory processing informs our understanding of the variety of intervention activities that can facilitate development. PMID:18230858

  13. What Is Orofacial Fatigue and How Does It Affect Function for Swallowing and Speech?

    PubMed Central

    Solomon, Nancy Pearl

    2012-01-01

    Speech-language pathologists are likely to encounter patients who report symptoms of fatigue, but there are few clinical procedures to assess this phenomenon. Furthermore, it is difficult to determine whether fatigue contributes to a patient's dysphagia or dysarthria. This article reviews orofacial muscles, including the muscles of the tongue, lips, and cheeks, highlighting in particular their role in swallowing and speaking. It provides definitions of fatigue and describes assessment procedures. The author's research has focused on assessing fatigue, especially of the tongue, and elucidating the effects of exercising the tongue on speech and nonspeech tasks. Most of this work involves people who have Parkinson's disease and neurologically normal adults; results generally support heightened fatigue in Parkinson's disease. However, the effect of fatigue on functional activities remains unclear. Literature regarding the effects of orofacial fatigue on swallowing and speaking is notably sparse, but preliminary evidence indicates that these functions are rather robust. PMID:17117353

  14. Standard operating procedure: implementation, critical analysis, and validation in the Audiology Department at CESTEH/Fiocruz.

    PubMed

    Freitas, Anelisse Vasco Mascarenhas de; Quixabeiro, Elinaldo Leite; Luz, Geórgia Rosangela Soares; Franco, Viviane Moreira; Santos, Viviane Fontes Dos

    2016-01-01

    Evaluate three standard operational procedures (SOPs), regarding the application of the brainstem auditory evoked potential (BAEP) test, implemented by the Audiology Department of the Center for Studies in Occupational Health and Human Ecology (CESTEH) through the application of a questionnaire and to verify whether the SOPs are effective and assess the necessity for improvement. The study was conducted in three phases: in the first phase, eight speech-language pathologists and seven physicians, with no experience in BAEP, were instructed to read and perform each SOP, eventually all individuals evaluated the SOPs by responding to a questionnaire; in the second phase, the questionnaires were analyzed and the three SOP texts were reviewed; in the third phase, nine speech-language pathologists and six physicians, also with no experience in BAEP, read and re-evaluated the reviewed SOPs through a questionnaire. In the first phase, difficulties in understanding the texts were found, raising doubts about the procedures; however, every participant was able to perform the procedure as a whole. In the third phase, after the review, all individuals were able to perform the procedures appropriately and continuously without any doubts. The assessment of the SOPs by questionnaires showed the need for adaptation in the texts. After the texts were reviewed according to the suggestions of the health professionals, it was possible to observe that the SOPs assisted in the execution of the task, which was conducted without any difficulties or doubts, being regarded effective and ensuring quality to the service offered.

  15. 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).

  16. Accent and television journalism: evidence for the practice of speech language pathologists and audiologists.

    PubMed

    Lopes, Leonardo Wanderley; Lima, Ivonaldo Leidson Barbosa; Silva, Eveline Gonçalves; Almeida, Larissa Nadjara Alves de; Almeida, Anna Alice Figueiredo de

    2013-01-01

    To analyze the preferences and attitudes of listeners in relation to regional (RA) and softened accents (SA) in television journalism. Three television news presenters recorded carrier phrases and a standard text using RA and SA. The recordings were presented to 105 judges who listened to the word pairs and answered whether they perceived differences between the RA and SA, and the type of pronunciation that they preferred in the speech of television news presenters. Afterwards, they listened to the sentences and judged seven attributes in the contexts of RA and SA using a semantic differential scale. The listeners perceived the difference between the regional and softened pronunciation (p<0.0001). They preferred the SA in the presenters' speech in all variants studied (p<0.0001). There was an association between linguistic variants and the judgment of attitudes (p=0.002). The listeners regarded the presence of SA in the presenters' speech as positive in all variants studied (p<0.0001). The listeners prefer and assign positive values to the SA in the speech of television journalists in all linguistic variants studied.

  17. SPEECH EVALUATION WITH AND WITHOUT PALATAL OBTURATOR IN PATIENTS SUBMITTED TO MAXILLECTOMY

    PubMed Central

    de Carvalho-Teles, Viviane; Pegoraro-Krook, Maria Inês; Lauris, José Roberto Pereira

    2006-01-01

    Most patients who have undergone resection of the maxillae due to benign or malignant tumors in the palatomaxillary region present with speech and swallowing disorders. Coupling of the oral and nasal cavities increases nasal resonance, resulting in hypernasality and unintelligible speech. Prosthodontic rehabilitation of maxillary resections with effective separation of the oral and nasal cavities can improve speech and esthetics, and assist the psychosocial adjustment of the patient as well. The objective of this study was to evaluate the efficacy of the palatal obturator prosthesis on speech intelligibility and resonance of 23 patients with age ranging from 18 to 83 years (Mean = 49.5 years), who had undergone inframedial-structural maxillectomy. The patients were requested to count from 1 to 20, to repeat 21 words and to spontaneously speak for 15 seconds, once with and again without the prosthesis, for tape recording purposes. The resonance and speech intelligibility were judged by 5 speech language pathologists from the tape recordings samples. The results have shown that the majority of patients (82.6%) significantly improved their speech intelligibility, and 16 patients (69.9%) exhibited a significant hypernasality reduction with the obturator in place. The results of this study indicated that maxillary obturator prosthesis was efficient to improve the speech intelligibility and resonance in patients who had undergone maxillectomy. PMID:19089242

  18. Clinical expression of developmental coordination disorder in a large Canadian family

    PubMed Central

    Gaines, Robin; Collins, David; Boycott, Kym; Missiuna, Cheryl; DeLaat, Denise; Soucie, Helen

    2008-01-01

    Previous studies of the phenotype of developmental coordination disorder (DCD) have largely concentrated on population-based samples. The present study reports on an in-depth examination of a large Canadian family with eight children, after three children who were suspected to have DCD were referred for evaluation. Subsequently, five of the six children whose motor impairments could be measured, and the mother, met the diagnostic criteria for DCD as per the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders – fourth edition. The family members diagnosed with DCD showed remarkably similar profiles of motor difficulties. Additionally, the five children diagnosed with DCD had current speech articulation difficulties, with four of them having visited speech/language pathologists; the mother had a lateral lisp. More in-depth testing for three children revealed intact intellectual, academic and language comprehension skills. Three of the children diagnosed with DCD were obese. The present report highlights familial clustering of DCD and the presence of comorbid conditions in the affected children. PMID:19436536

  19. Turnover and intent to leave among speech pathologists.

    PubMed

    McLaughlin, Emma G H; Adamson, Barbara J; Lincoln, Michelle A; Pallant, Julie F; Cooper, Cary L

    2010-05-01

    Sound, large scale and systematic research into why health professionals want to leave their jobs is needed. This study used psychometrically-sound tools and logistic regression analyses to determine why Australian speech pathologists were intending to leave their jobs or the profession. Based on data from 620 questionnaires, several variables were found to be significantly related to intent to leave. The speech pathologists intending to look for a new job were more likely to be under 34 years of age, and perceive low levels of job security and benefits of the profession. Those intending to leave the profession were more likely to spend greater than half their time at work on administrative duties, have a higher negative affect score, not have children under 18 years of age, and perceive that speech pathology did not offer benefits that met their professional needs. The findings of this study provide the first evidence regarding the reasons for turnover and attrition in the Australian speech pathology workforce, and can inform the development of strategies to retain a skilled and experienced allied health workforce.

  20. 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.

  1. The Psychologist, Audiologist, and Speech Pathologist and the Deaf-Blind Child: Proceedings (San Jose, California, November 5-7, 1975).

    ERIC Educational Resources Information Center

    Southwestern Region Deaf-Blind Center, Sacramento, CA.

    The booklet offers five presentations from a 1975 special conference on the role of the psychologist, audiologist, and speech pathologist in working with the deaf-blind child. The first paper, "Meeting the Needs of the Severely Handicapped" by L. Hall, addresses the needs of special education, the role of administration in special education, and…

  2. Validity and Reliability of Visual Analog Scaling for Assessment of Hypernasality and Audible Nasal Emission in Children With Repaired Cleft Palate.

    PubMed

    Baylis, Adriane; Chapman, Kathy; Whitehill, Tara L; Group, The Americleft Speech

    2015-11-01

    To investigate the validity and reliability of multiple listener judgments of hypernasality and audible nasal emission, in children with repaired cleft palate, using visual analog scaling (VAS) and equal-appearing interval (EAI) scaling. Prospective comparative study of multiple listener ratings of hypernasality and audible nasal emission. Multisite institutional. Five trained and experienced speech-language pathologist listeners from the Americleft Speech Project. Average VAS and EAI ratings of hypernasality and audible nasal emission/turbulence for 12 video-recorded speech samples from the Americleft Speech Project. Intrarater and interrater reliability was computed, as well as linear and polynomial models of best fit. Intrarater and interrater reliability was acceptable for both rating methods; however, reliability was higher for VAS as compared to EAI ratings. When VAS ratings were plotted against EAI ratings, results revealed a stronger curvilinear relationship. The results of this study provide additional evidence that alternate rating methods such as VAS may offer improved validity and reliability over EAI ratings of speech. VAS should be considered a viable method for rating hypernasality and nasal emission in speech in children with repaired cleft palate.

  3. 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.

  4. 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.

  5. 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.

  6. Effects of sound-field frequency modulation amplification on reducing teachers' sound pressure level in the classroom.

    PubMed

    Sapienza, C M; Crandell, C C; Curtis, B

    1999-09-01

    Voice problems are a frequent difficulty that teachers experience. Common complaints by teachers include vocal fatigue and hoarseness. One possible explanation for these symptoms is prolonged elevations in vocal loudness within the classroom. This investigation examined the effectiveness of sound-field frequency modulation (FM) amplification on reducing the sound pressure level (SPL) of the teacher's voice during classroom instruction. Specifically, SPL was examined during speech produced in a classroom lecture by 10 teachers with and without the use of sound-field amplification. Results indicated a significant 2.42-dB decrease in SPL with the use of sound-field FM amplification. These data support the use of sound-field amplification in the vocal hygiene regimen recommended to teachers by speech-language pathologists.

  7. Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component.

    PubMed

    Wilkes-Gillan, Sarah; Munro, Natalie; Cordier, Reinie; Cantrill, Alycia; Pearce, Wendy

    The pragmatic language outcomes of children with attention deficit hyperactivity disorder (ADHD) were explored across two feasibility studies. Five children with ADHD (ages 6-11 yr), their parents, and 5 typically developing peers completed an assessment 18 mo after a therapist-delivered intervention (Study 1). Participants then completed a parent-delivered intervention (Study 2). Blinded ratings of peer-to-peer play interactions documented changes in children's pragmatic language 18 mo after the Study 1 intervention and before, immediately after, and 1 mo after the Study 2 intervention. Nonparametric statistics and Cohen's d were used to measure change. Children's pragmatic language outcomes were maintained 18 mo after the therapist-delivered intervention and significantly improved from before to 1 mo after the parent-delivered intervention. Interventions involving occupational therapist and speech-language pathologist collaboration, play, and parent and peer involvement may facilitate children's pragmatic language skills. Copyright © 2017 by the American Occupational Therapy Association, Inc.

  8. Longitudinal follow-up to evaluate speech disorders in early-treated patients with infantile-onset Pompe disease.

    PubMed

    Zeng, Yin-Ting; Hwu, Wuh-Liang; Torng, Pao-Chuan; Lee, Ni-Chung; Shieh, Jeng-Yi; Lu, Lu; Chien, Yin-Hsiu

    2017-05-01

    Patients with infantile-onset Pompe disease (IOPD) can be treated by recombinant human acid alpha glucosidase (rhGAA) replacement beginning at birth with excellent survival rates, but they still commonly present with speech disorders. This study investigated the progress of speech disorders in these early-treated patients and ascertained the relationship with treatments. Speech disorders, including hypernasal resonance, articulation disorders, and speech intelligibility, were scored by speech-language pathologists using auditory perception in seven early-treated patients over a period of 6 years. Statistical analysis of the first and last evaluations of the patients was performed with the Wilcoxon signed-rank test. A total of 29 speech samples were analyzed. All the patients suffered from hypernasality, articulation disorder, and impairment in speech intelligibility at the age of 3 years. The conditions were stable, and 2 patients developed normal or near normal speech during follow-up. Speech therapy and a high dose of rhGAA appeared to improve articulation in 6 of the 7 patients (86%, p = 0.028) by decreasing the omission of consonants, which consequently increased speech intelligibility (p = 0.041). Severity of hypernasality greatly reduced only in 2 patients (29%, p = 0.131). Speech disorders were common even in early and successfully treated patients with IOPD; however, aggressive speech therapy and high-dose rhGAA could improve their speech disorders. Copyright © 2016 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

  9. 'I do the best I can': an in-depth exploration of the aphasia management pathway in the acute hospital setting.

    PubMed

    Foster, Abby M; Worrall, Linda E; Rose, Miranda L; O'Halloran, Robyn

    2016-09-01

    While research has begun to explore the management of aphasia across the continuum of care, to date there is little in-depth, context specific knowledge relating to the speech pathology aphasia management pathway. This research aimed to provide an in-depth understanding of the current aphasia management pathway in the acute hospital setting, from the perspective of speech pathologists. Underpinned by a social constructivist paradigm, the researchers implemented an interpretive phenomenological method when conducting in-depth interviews with 14 Australian speech pathologists working in the acute hospital setting. Interview transcripts and interviewer field notes were subjected to a qualitative content analysis. Analysis identified a single guiding construct and five main categories to describe the management of aphasia in the acute hospital setting. The guiding construct, First contact with the profession, informed the entire management pathway. Five additional main categories were identified: Referral processes; Screening and assessment; Therapeutic intervention; Educational and affective counselling; and Advocacy. Findings suggest significant diversity in the pathways of care for people with aphasia and their families in the acute hospital setting. Additional support mechanisms are required in order to support speech pathologists to minimise the evidence-practice gap. Implications for Rehabilitation Significant diversity exists in the current aphasia management pathway for people with acute post-stroke aphasia and their families in the acute hospital setting. Mechanisms that support speech pathologists to minimise the evidence-practice gap, and consequently reduce their sense of professional dissonance, are required.

  10. "To Be Quite Honest, If It Wasn't for Videogames I Wouldn't Have a Social Life at All": Motivations of Young Adults With Autism Spectrum Disorder for Playing Videogames as Leisure.

    PubMed

    Finke, Erinn H; Hickerson, Benjamin D; Kremkow, Jennifer M D

    2018-05-03

    Leisure activities are underutilized as a context for intervention in the field of speech-language pathology despite the fact that leisure can be an important context for skill development. The current study investigated the perceptions of individuals with autism spectrum disorder (ASD) who play videogames as their primary leisure activity regarding the role of videogames in their lives and their motivations for playing videogames. Qualitative interview methodology was used to investigate the experiences of 10 18-24-year-olds with ASD. Information was collected about the role of videogames in the lives of adolescents and young adults with ASD and the perceived benefits of playing videogames. Results indicated the participants perceived playing videogames to have a positive impact on their lives and their development. The motivations for playing videogames described are similar to those reported by typically developing populations. Videogaming is a popular leisure pursuit for adolescents and young adults with and without ASD. Speech-language pathologists should consider how videogame play may be a useful context for teaching new communication, social, and language.

  11. Neurobiology and neurodevelopmental impact of childhood traumatic stress and prenatal alcohol exposure.

    PubMed

    Henry, Jim; Sloane, Mark; Black-Pond, Connie

    2007-04-01

    Research reveals that prenatal alcohol exposure and child trauma (i.e., abuse, neglect, sexual abuse) can have deleterious effects on child development across multiple domains. This study analyzed the impact on childhood neurodevelopment of prenatal alcohol exposure and postnatal traumatic experience compared to postnatal traumatic experience alone. Although the harmful effects of both have been well documented individually, there is no research documenting the concurrent effects of prenatal alcohol exposure and postnatal trauma on a child's developmental process. Transdisciplinary assessment of the children included the core disciplines of medicine, speech-language pathology, occupational therapy, social work, and psychology. Medical examination, standardized developmental and intelligence testing, projective tools, parent questionnaires, and psychosocial interviews provided information in the primary developmental areas. Findings indicated that children who had been exposed prenatally to alcohol along with postnatal traumatic experience had lower intelligence scores and more severe neurodevelopmental deficits in language, memory, visual processing, motor skills, and attention than did traumatized children without prenatal alcohol exposure, as well as greater oppositional/defiant behavior, inattention, hyperactivity, impulsivity, and social problems. Successful teacher and speech-language pathologist interventions with traumatized children with prenatal alcohol exposure demand a paradigm shift that requires the development of new perspectives and ongoing training.

  12. Effects of Voice Rehabilitation After Radiation Therapy for Laryngeal Cancer: A Randomized Controlled Study

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

    Tuomi, Lisa, E-mail: lisa.tuomi@vgregion.se; Andréll, Paulin; Finizia, Caterina

    Background: Patients treated with radiation therapy for laryngeal cancer often experience voice problems. The aim of this randomized controlled trial was to assess the efficacy of voice rehabilitation for laryngeal cancer patients after having undergone radiation therapy and to investigate whether differences between different tumor localizations with regard to rehabilitation outcomes exist. Methods and Materials: Sixty-nine male patients irradiated for laryngeal cancer participated. Voice recordings and self-assessments of communicative dysfunction were performed 1 and 6 months after radiation therapy. Thirty-three patients were randomized to structured voice rehabilitation with a speech-language pathologist and 36 to a control group. Furthermore, comparisons withmore » 23 healthy control individuals were made. Acoustic analyses were performed for all patients, including the healthy control individuals. The Swedish version of the Self Evaluation of Communication Experiences after Laryngeal Cancer and self-ratings of voice function were used to assess vocal and communicative function. Results: The patients who received vocal rehabilitation experienced improved self-rated vocal function after rehabilitation. Patients with supraglottic tumors who received voice rehabilitation had statistically significant improvements in voice quality and self-rated vocal function, whereas the control group did not. Conclusion: Voice rehabilitation for male patients with laryngeal cancer is efficacious regarding patient-reported outcome measurements. The patients experienced better voice function after rehabilitation. Patients with supraglottic tumors also showed an improvement in terms of acoustic voice outcomes. Rehabilitation with a speech-language pathologist is recommended for laryngeal cancer patients after radiation therapy, particularly for patients with supraglottic tumors.« less

  13. Collaboration and conquest: MTD as viewed by voice teacher (singing voice specialist) and speech-language pathologist.

    PubMed

    Goffi-Fynn, Jeanne C; Carroll, Linda M

    2013-05-01

    This study was designed as a qualitative case study to demonstrate the process of diagnosis and treatment between a voice team to manage a singer diagnosed with muscular tension dysphonia (MTD). Traditionally, literature suggests that MTD is challenging to treat and little in the literature directly addresses singers with MTD. Data collected included initial medical screening with laryngologist, referral to speech-language pathologist (SLP) specializing in voice disorders among singers, and adjunctive voice training with voice teacher trained in vocology (singing voice specialist or SVS). Initial target goals with SLP included reducing extrinsic laryngeal tension, using a relaxed laryngeal posture, and effective abdominal-diaphragmatic support for all phonation events. Balance of respiratory forces, laryngeal coordination, and use of optimum filtering of the source signal through resonance and articulatory awareness was emphasized. Further work with SVS included three main goals including a lowered breathing pattern to aid in decreasing subglottic air pressure, vertical laryngeal position to lower to allow for a relaxed laryngeal position, and a top-down singing approach to encourage an easier, more balanced registration, and better resonance. Initial results also emphasize the retraining of subject toward a sensory rather than auditory mode of monitoring. Other areas of consideration include singers' training and vocal use, the psychological effects of MTD, the personalities potentially associated with it, and its relationship with stress. Finally, the results emphasize that a positive rapport with the subject and collaboration between all professionals involved in a singer's care are essential for recovery. Copyright © 2013 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

  14. Comparing Feedback Types in Multimedia Learning of Speech by Young Children With Common Speech Sound Disorders: Research Protocol for a Pretest Posttest Independent Measures Control Trial.

    PubMed

    Doubé, Wendy; Carding, Paul; Flanagan, Kieran; Kaufman, Jordy; Armitage, Hannah

    2018-01-01

    Children with speech sound disorders benefit from feedback about the accuracy of sounds they make. Home practice can reinforce feedback received from speech pathologists. Games in mobile device applications could encourage home practice, but those currently available are of limited value because they are unlikely to elaborate "Correct"/"Incorrect" feedback with information that can assist in improving the accuracy of the sound. This protocol proposes a "Wizard of Oz" experiment that aims to provide evidence for the provision of effective multimedia feedback for speech sound development. Children with two common speech sound disorders will play a game on a mobile device and make speech sounds when prompted by the game. A human "Wizard" will provide feedback on the accuracy of the sound but the children will perceive the feedback as coming from the game. Groups of 30 young children will be randomly allocated to one of five conditions: four types of feedback and a control which does not play the game. The results of this experiment will inform not only speech sound therapy, but also other types of language learning, both in general, and in multimedia applications. This experiment is a cost-effective precursor to the development of a mobile application that employs pedagogically and clinically sound processes for speech development in young children.

  15. Comparing Feedback Types in Multimedia Learning of Speech by Young Children With Common Speech Sound Disorders: Research Protocol for a Pretest Posttest Independent Measures Control Trial

    PubMed Central

    Doubé, Wendy; Carding, Paul; Flanagan, Kieran; Kaufman, Jordy; Armitage, Hannah

    2018-01-01

    Children with speech sound disorders benefit from feedback about the accuracy of sounds they make. Home practice can reinforce feedback received from speech pathologists. Games in mobile device applications could encourage home practice, but those currently available are of limited value because they are unlikely to elaborate “Correct”/”Incorrect” feedback with information that can assist in improving the accuracy of the sound. This protocol proposes a “Wizard of Oz” experiment that aims to provide evidence for the provision of effective multimedia feedback for speech sound development. Children with two common speech sound disorders will play a game on a mobile device and make speech sounds when prompted by the game. A human “Wizard” will provide feedback on the accuracy of the sound but the children will perceive the feedback as coming from the game. Groups of 30 young children will be randomly allocated to one of five conditions: four types of feedback and a control which does not play the game. The results of this experiment will inform not only speech sound therapy, but also other types of language learning, both in general, and in multimedia applications. This experiment is a cost-effective precursor to the development of a mobile application that employs pedagogically and clinically sound processes for speech development in young children. PMID:29674986

  16. 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.

  17. 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.

  18. Methodological adaptations for investigating the perceptions of language-impaired adolescents regarding the relative importance of selected communication skills.

    PubMed

    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 for adolescents' positive peer relationships. Modifications attempted to address language-impaired adolescents' characteristic metalinguistic, literacy, cognitive, and information processing weaknesses. Revising the original wording of the communication skills, reducing the reading level of the skills from grade 10 to 4.6, using a Q-sort approach to ranking the importance of the skills, and revising the instructions and administration procedures led to what pilot testing results indicated was a valid methodology for use with language-impaired adolescents. Results of a preliminary study using the revised methodology suggested that language-impaired adolescents may perceive the relative importance of some communication skills differently from their normally achieving peers.

  19. Reliability of Hypernasality Rating: Comparison of 3 Different Methods for Perceptual Assessment.

    PubMed

    Yamashita, Renata Paciello; Borg, Elisabet; Granqvist, Svante; Lohmander, Anette

    2018-01-01

    To compare reliability in auditory-perceptual assessment of hypernasality for 3 different methods and to explore the influence of language background. Comparative methodological study. Participants and Materials: Audio recordings of 5-year-old Swedish-speaking children with repaired cleft lip and palate consisting of 73 stimuli of 9 nonnasal single-word strings in 3 different randomized orders. Four experienced speech-language pathologists (2 native speakers of Brazilian-Portuguese and 2 native speakers of Swedish) participated as listeners. After individual training, each listener performed the hypernasality rating task. Each order of stimuli was analyzed individually using the 2-step, VISOR and Borg centiMax scale methods. Comparison of intra- and inter-rater reliability, and consistency  for each method within language of the listener and between listener languages (Swedish and Brazilian-Portuguese). Good to excellent intra-rater reliability was found within each listener for all methods, 2-step: κ = 0.59-0.93; VISOR: intraclass correlation coefficient (ICC) = 0.80-0.99; Borg centiMax (cM) scale: ICC = 0.80-1.00. The highest inter-rater reliability was demonstrated for VISOR (ICC = 0.60-0.90) and Borg cM-scale (ICC = 0.40-0.80). High consistency within each method was found with the highest for the Borg cM scale (ICC = 0.89-0.91). There was a significant difference in the ratings between the Swedish and the Brazilian listeners for all methods. The category-ratio scale Borg cM was considered most reliable in the assessment of hypernasality. Language background of Brazilian-Portuguese listeners influenced the perceptual ratings of hypernasality in Swedish speech samples, despite their experience in perceptual assessment of cleft palate speech disorders.

  20. 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.

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