Oropharyngeal Dysphagia: Surveying Practice Patterns of the Speech?Language Pathologist

Dysphagia ◽  
2004 ◽  
Vol 19 (3) ◽  
Author(s):  
Rosemary Martino ◽  
Gaylene Pron ◽  
NicholasE. Diamant
2021 ◽  
pp. 225-235
Author(s):  
Lina Spirgienė ◽  
Rebecca Lindhe ◽  
Gytė Damulevičienė

AbstractDysphagia in older adults can have a profound adverse influence nutrition and hydration status, quality of life, morbidity, mortality and healthcare costs in adults. Identification and management of dysphagia in older adults are most effective when implemented by a team, including a nurse, physician, speech-language pathologist, dietitian and occupational therapist. However, each professional’s role may vary according to the standards, responsibilities and resources available in local settings.


2019 ◽  
Vol 4 (3) ◽  
pp. 507-516 ◽  
Author(s):  
Kate (Humphries) Davidson ◽  
Ashli K. O'Rourke

Purpose High-resolution pharyngeal manometry (HRPM) is an emerging technology that shows promise as both an adjuvant diagnostic and therapeutic tool in oropharyngeal dysphagia management. Advances in manometric technology, including increased number of sensors and topographical pressure plots, enhance the biofeedback potential for the pharynx. This clinical focus article serves as an overview of the utility of HRPM in dysphagia treatment. Conclusion HRPM-facilitated biofeedback aids the patient in the correct implementation of clinical recommendations and also provides the clinician an assessment of the effectiveness and accuracy of those targeted interventions. Topographic pressure plots provide intuitive feedback, allow easier swallow-to-swallow comparisons, and produce visually color-coded pressure information for the patient and clinician in real time. Paired with existing, evidence-based interventions, HRPM biofeedback may facilitate maneuver and strategy planning, exercise training and monitoring, temporal coordination, upper esophageal segment relaxation and duration, swallow mapping (topographic pattern recognition and approximation), fatigue monitoring, dose planning, adherence tracking, and efficacy assessment of selected interventions. Although competency training is needed to effectively utilize HRPM, there are growing opportunities for the speech-language pathologist to acquire and implement this technology for the benefit of patients.


1978 ◽  
Vol 9 (4) ◽  
pp. 265-271 ◽  
Author(s):  
Pauline T. Flynn

Speech, language, and hearing professionals rely on many individuals to provide information about a client. Management programs, in part, are devised, modified, and evaluated according to responses obtained from the client, family members, educators, and other professional and lay persons who have contact with the client. The speech-language pathologist has the responsibility of obtaining pertinent, complete, unbiased information about clients. This article provides an overview of the essential elements of an interview.


1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.


1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.


1981 ◽  
Vol 12 (4) ◽  
pp. 233-239
Author(s):  
Linda Goodman ◽  
Robin Kroc

This article describes a strategy used to teach sign communication to severely handicapped students in the classroom. It recommends that the speech-language pathologist adopt a consultant role in service delivery.


1981 ◽  
Vol 12 (4) ◽  
pp. 216-232 ◽  
Author(s):  
Suzanne Evans Morris

The mealtime setting can be creatively used by the speech-language pathologist to increase the positive interactions between the child and caregiver and to establish the basic prerequisites for the development of communication. Specific program suggestions are provided to enable the speech-language pathologist to utilize the mealtime setting to integrate both vocal and nonvocal communicative objectives. The roots of interaction and communication which underly both vocal and nonvocal systems are described.


1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.


1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.


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