Shared Storybook Reading as an Intervention Context

2002 ◽  
Vol 11 (4) ◽  
pp. 395-406 ◽  
Author(s):  
Joan Kaderavek ◽  
Laura M. Justice
Keyword(s):  
Language Intervention ◽  
Book Reading ◽  
Shared Book Reading ◽  
Storybook Reading ◽  
Speech Language Pathology ◽  
Research Activities ◽  
Shared Storybook Reading ◽  
Intervention Context ◽  
Language Pathology ◽  
Reading Context

Speech-language pathologists are increasingly using shared storybook reading as a context for providing language intervention to young children. This trend has also been observed in recent applied studies on intervention approaches. There are, however, potential pitfalls in using the shared book-reading context for intervention purposes. This article serves three purposes: (a) to describe how the use of shared book reading in clinical practice and research activities reflects contemporary trends in speech-language pathology, (b) to discuss potential pitfalls that may be associated with the use of storybook reading as an intervention context, and (c) to present recommendations for avoiding such pitfalls.

Ethnogeriatrics: Development and Application of the Cohort Analysis Tool

2014 ◽  
Vol 21 (2) ◽  
pp. 37-52
Author(s):  
Melen McBride
Keyword(s):  
Healthcare Professionals ◽  
Cohort Analysis ◽  
Analysis Tool ◽  
Speech Language Pathology ◽  
Clinical Tool ◽  
Research Activities ◽  
Key Concepts ◽  
Practice Teaching ◽  
Language Pathology ◽  
Significant Factors

Ethnogeriatrics is an evolving specialty in geriatric care that focuses on the health and aging issues in the context of culture for older adults from diverse ethnic backgrounds. This article is an introduction to ethnogeriatrics for healthcare professionals including speech-language pathologists (SLPs). This article focuses on significant factors that contributed to the development of ethnogeriatrics, definitions of some key concepts in ethnogeriatrics, introduces cohort analysis as a teaching and clinical tool, and presents applications for speech-language pathology with recommendations for use of cohort analysis in practice, teaching, and research activities.

scholarly journals Learning of Pseudowords by Children of Different Ages in a Shared Book Reading Context

2019 ◽  
Vol 29 ◽  
Author(s):  
Aline Melina Vaz ◽  
Andréia Schmidt
Keyword(s):  
Incidental Learning ◽  
Continuous Process ◽  
Matthew Effect ◽  
Book Reading ◽  
Shared Book Reading ◽  
The Matthew Effect ◽  
Reading Context ◽  
Group Matching ◽  
Learning Relations ◽  
Effect Learning

Abstract Shared book reading favors incidental learning of vocabulary; however, studies indicate that the previous vocabulary level of the child interferes with learning. The aim of this study was to compare the learning relations between pseudowords and figures of children aged 3 and 7 years in a shared book reading situation and to investigate the possible occurrence of the Matthew Effect. A book with four pseudowords developed for this study was read three consecutive times to 10 children of each age group. Matching-to-sample, exclusion, naming, and description of the use probes were applied immediately after the reading and one week later. No significant differences were found between the performances of both groups, except for the exclusion probes, without incidence of the Matthew Effect. Learning words is a continuous process that involves frequency and contexts of exposure to the words.

Classroom-Based Language Intervention

1989 ◽  
Vol 20 (2) ◽  
pp. 153-169 ◽  
Author(s):  
Lynda Miller
Keyword(s):  
Service Delivery ◽  
Language Intervention ◽  
Speech Language Pathology ◽  
Language Programs ◽  
Language Pathology

This set of Clinical Forum articles focuses on classroom-based service delivery: what it is, how it developed, types of classroom-based intervention, and three descriptions of classroom-based language programs. The purpose of this first article is to acquaint the reader with three aspects of classroom-based service delivery: how it developed within speech-language pathology, types of classroom-based models, and issues attending classroom-based intervention.

Increasing the Print Focus of Adult-Child Shared Book Reading Through Observational Learning

2000 ◽  
Vol 9 (1) ◽  
pp. 36-47 ◽  
Author(s):  
Helen K. Ezell ◽  
Laura M. Justice
Keyword(s):  
Instructional Strategy ◽  
Adult Child ◽  
Book Reading ◽  
Control Group ◽  
Typically Developing ◽  
Speech Language Pathology ◽  
Control Group Design ◽  
Verbal Interactions ◽  
Language Pathology ◽  
Experimental Group

An instructional strategy for increasing adults’ verbal and nonverbal references to print while reading to typically developing 4-year-old children was evaluated. Also investigated were the effects of adults’ use of references to print on children’s verbal interactions with print. Using a pretest-posttest control group design, 24 female graduate students in speech-language pathology or audiology were matched on their amount of previous clinical experience with young children and were assigned to an experimental or control group. Those in the experimental group viewed a brief video that demonstrated the use of three verbal references (comments, questions, and requests) and two nonverbal references to print (tracking and pointing to print). Results indicated that both groups showed few references to print at pretest. However, the experimental group used all five reference types significantly more often than the control group at posttest. In addition, the proportion of children’s verbal utterances referring to print significantly increased for those children reading with adults who had received instruction. Clinical implications are discussed.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

A Family With Autosomal-Dominant Progressive Sensorineural Hearing Loss

1996 ◽  
Vol 5 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Chris Halpin ◽  
Barbara Herrmann ◽  
Margaret Whearty
Keyword(s):  
Speech Production ◽  
Hearing Aids ◽  
Role Models ◽  
Speech Intelligibility ◽  
Large Scale ◽  
Speech Language Pathology ◽  
The Family ◽  
Patient Will ◽  
Language Pathology

The family described in this article provides an unusual opportunity to relate findings from genetic, histological, electrophysiological, psychophysical, and rehabilitative investigation. Although the total number evaluated is large (49), the known, living affected population is smaller (14), and these are spread from age 20 to age 59. As a result, the findings described above are those of a large-scale case study. Clearly, more data will be available through longitudinal study of the individuals documented in the course of this investigation but, given the slow nature of the progression in this disease, such studies will be undertaken after an interval of several years. The general picture presented to the audiologist who must rehabilitate these cases is that of a progressive cochlear degeneration that affects only thresholds at first, and then rapidly diminishes speech intelligibility. The expected result is that, after normal language development, the patient may accept hearing aids well, encouraged by the support of the family. Performance and satisfaction with the hearing aids is good, until the onset of the speech intelligibility loss, at which time the patient will encounter serious difficulties and may reject hearing aids as unhelpful. As the histological and electrophysiological results indicate, however, the eighth nerve remains viable, especially in the younger affected members, and success with cochlear implantation may be expected. Audiologic counseling efforts are aided by the presence of role models and support from the other affected members of the family. Speech-language pathology services were not considered important by the members of this family since their speech production developed normally and has remained very good. Self-correction of speech was supported by hearing aids and cochlear implants (Case 5’s speech production was documented in Perkell, Lane, Svirsky, & Webster, 1992). These patients received genetic counseling and, due to the high penetrance of the disease, exhibited serious concerns regarding future generations and the hope of a cure.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

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