Catalysis of semihydrogenation of acetylene to ethylene: current trends, challenges, and outlook

Current Trends in the Training and Utilization of Paraprofessionals in Speech and Language Programs

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2202.51 ◽

1991 ◽

Vol 22 (2) ◽

pp. 51-59 ◽

Cited By ~ 6

Author(s):

Kathy L. Coufal ◽

Allen L. Steckelberg ◽

Stanley F. Vasa

Keyword(s):

Selection Criteria ◽

Job Descriptions ◽

Paraprofessional Training ◽

Language Programs ◽

Program Administrators ◽

Current Trends ◽

Training And Supervision ◽

Communicative Disorders ◽

Supervision Practices ◽

A Current

Administrators of programs for children with communicative disorders in 11 midwestern states were surveyed to assess trends in the training and utilization of paraprofessionals. Topics included: (a) current trends in employment, (b) paraprofessional training, (c) use of ASHA and state guidelines, and (d) district policies for supervision. Selection criteria, use of job descriptions, training programs, and supervision practices and policies were examined. Results indicate that paraprofessionals are used but that standards for training and supervision are not consistently applied across all programs. Program administrators report minimal training for supervising professionals.

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The Graduate Dysphagia Course: Opening the Door to New Frontiers

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig13.104 ◽

2016 ◽

Vol 1 (13) ◽

pp. 104-112

Author(s):

Karen A. Ball ◽

Luis F. Riquelme

Keyword(s):

Graduate Student ◽

Paradigm Shifts ◽

Speech Language Pathology ◽

Approaches To Teaching ◽

Graduate Level ◽

Graduate Curriculum ◽

Current Trends ◽

Language Pathology

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.

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