Current trends in assessment use: A multi-organizational survey

Author(s):  
Sarah S. Fallaw ◽  
Andrew L. Solomonson ◽  
Laura E. McClelland
1991 ◽  
Vol 22 (2) ◽  
pp. 51-59 ◽  
Author(s):  
Kathy L. Coufal ◽  
Allen L. Steckelberg ◽  
Stanley F. Vasa

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.


2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme

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.


2008 ◽  
Vol 13 (4) ◽  
pp. 239-247 ◽  
Author(s):  
David De Cremer ◽  
Barbara C. Schouten

The present research examined the idea that the effectiveness of apologies on promoting fairness perceptions depends on how meaningful and sincere the apology is experienced. More precisely, it was predicted that apologies are more effective when they are communicated by an authority being respectful to others. A study using a cross-sectional organizational survey showed that an apology (relative to giving no apology) revealed higher fairness perceptions, but only so when the authority was respectful rather than disrespectful. In a subsequent experimental laboratory study the same interaction effect (as in Study 1) on fairness perceptions was found. In addition, a similar interaction effect also emerged on participants’ self-evaluations in terms of relational appreciation (i.e., feeling valued and likeable). Finally, these self-evaluations accounted (at least partly) for the interactive effect on fairness perceptions.


PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (50) ◽  
Author(s):  
Yasmin Nilofer Farooqi
Keyword(s):  

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