Preparing Students to Understand and Honor Families as Partners

1998 ◽  
Vol 7 (3) ◽  
pp. 85-94 ◽  
Author(s):  
Melissa C. Bruce ◽  
Nancy DiVenere ◽  
Cathy Bergeron
Keyword(s):  
Service Delivery ◽  
Clinical Training ◽  
Service Providers ◽  
Class Discussion ◽  
Speech Language Pathology ◽  
First Semester ◽  
Service Training ◽  
Language Pathology ◽  
Students Attitudes ◽  
Family Centered

As service providers, speech-language pathologists are in the midst of a transition from the “expert” model of intervention to forming partnerships with families and serving as resources. Although the shift from client-centered to family-centered service delivery is underway, little information has been made available on steps being taken at the pre-service training level to accomplish this change and the success of such efforts. This paper describes an innovative approach to preparing speech-language pathology students to be family centered in their professional interactions and service delivery. Over a 4-year period, 41 students embarking on their first semester of clinical training were paired with families of children with special needs for a family visit of 2 to 4 hours in length. The components of the training included pre-visit classroom exercises focused on personal values clarification and language sensitivity, visit orientation for the students and families, a family visit, journal writing by students about the visit experience, and post-visit class discussion of the visit experiences and learning outcomes. Pre- and post-measurement of students’ attitudes regarding a family’s role in intervention reflected a statistically significant change in students’ responses to questionnaire items. The students’ responses indicated an increase in family-centered attitudes and demonstrated the effectiveness of this approach in shaping those attitudes.

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.

Talking Across Cultures in Early Intervention: Finding Common Ground to Meet Children's Communication Needs

2009 ◽  
Vol 16 (3) ◽  
pp. 79-85 ◽  
Author(s):  
Elizabeth D. Peña ◽  
Christine Fiestas
Keyword(s):  
Early Intervention ◽  
Cultural Values ◽  
Common Ground ◽  
Service Providers ◽  
Cultural Orientation ◽  
Speech Language Pathology ◽  
Provider Perspectives ◽  
Language Pathology ◽  
Communication Needs ◽  
Caregiver Role

Abstract In this paper, we explore cultural values and expectations that might vary among different groups. Using the collectivist-individualist framework, we discuss differences in beliefs about the caregiver role in teaching and interacting with young children. Differences in these beliefs can lead to dissatisfaction with services on the part of caregivers and with frustration in service delivery on the part of service providers. We propose that variation in caregiver and service provider perspectives arise from cultural values, some of which are instilled through our own training as speech-language pathologists. Understanding where these differences in cultural orientation originate can help to bridge these differences. These can lead to positive adaptations in the ways that speech-language pathology services are provided within an early intervention setting that will contribute to effective intervention.

Reimbursement and Telepractice

2013 ◽  
Vol 3 (2) ◽  
pp. 35-40
Author(s):  
Carol Dudding
Keyword(s):  
Service Delivery ◽  
Healthcare Services ◽  
Speech Language Pathology ◽  
Delivery Method ◽  
Quality Healthcare ◽  
Service Delivery Models ◽  
Private Lives ◽  
Language Pathology ◽  
Delivery Models

Whether in our professional or private lives, we are all aware of the system wide efforts to provide quality healthcare services while containing the costs. Telemedicine as a method of service delivery has expanded as a result of changes in reimbursement and service delivery models. The growth and sustainability of telehealth within speech-language pathology and audiology, like any other service, depends on the ability to be reimbursed for services provided. Currently, reimbursement for services delivered via telehealth is variable and depends on numerous factors. An understanding of these factors and a willingness to advocate for increased reimbursement can bolster the success of practitioners interested in the telehealth as a service delivery method.

Systems-Based Approaches to Speech-Language Pathology Service Delivery for School Age Children

2020 ◽  
pp. 113-136
Author(s):  
RaMonda Horton
Keyword(s):  
Service Delivery ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathology ◽  
School Based ◽  
Language Pathology ◽  
Culture Environment ◽  
Culture And Development ◽  
The Relationship

This chapter will provide readers with an overview of how a systems-based approach can be used to understand the relationship between culture, environment, language, and disability. It will identify a useful model of ecology, culture, and development that can and should be considered in conjunction with the WHO-ICF framework to guide service delivery in school-based settings. This chapter will also provide an overview of systems-based approaches that can be used when working with children from traditionally marginalized backgrounds. Finally, a case study example will be used to provide guidance on the application of systems-based approaches to service delivery for children in school-based settings.

scholarly journals Speech-language pathology and audiology: transformation in teaching, research and service delivery

1997 ◽  
Vol 2 (2) ◽  
pp. 23-29 ◽  
Author(s):  
Isabel C Uys ◽  
Rene Hugo
Keyword(s):  
Service Delivery ◽  
Full Text ◽  
Speech Language Pathology ◽  
Teaching Research ◽  
Language Pathology

Tins article aims at a presentation of transformation in communication pathology. OpsommingDie doel van hierdie artikel is om transformasie in kommunikasiepatologie voor te hou. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

scholarly journals Vocal effectiveness of speech-language pathology students: Before and after voice use during service delivery

2015 ◽  
Vol 62 (1) ◽  
Author(s):  
Stephanie Couch ◽  
Dominique Zieba ◽  
Jeannie Van der Linde ◽  
Anita Van der Merwe
Keyword(s):  
Service Delivery ◽  
Voice Quality ◽  
Severity Index ◽  
Quality Data ◽  
Measured Parameter ◽  
Speech Language Pathology ◽  
Test Measurement ◽  
Post Test ◽  
Language Pathology ◽  
Voice Use

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 wasused 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.

Different Clinical Perspectives of Good and Poor Therapy Sessions

1987 ◽  
Vol 30 (3) ◽  
pp. 335-342 ◽  
Author(s):  
Joanne Erwick Roberts ◽  
Vicki McCready
Keyword(s):  
Graduate Student ◽  
Clinical Training ◽  
Causal Attributions ◽  
Therapy Session ◽  
Speech Language Pathology ◽  
Training Process ◽  
Observer Bias ◽  
Language Pathology ◽  
Therapy Sessions

This study investigated differences in causal attributions made by student clinicians taking actor and observer roles in good and poor therapy Sessions. One hundred thirty-four graduate student clinicians in speech-language pathology were asked to imagine a hypothetical good or poor therapy session in which they took either the role of a clinician working with a client in a session or that of a clinician observing the session. To account for the session's hypothesized outcomes, clinicians taking the actor role cited client causes more frequently than other causes while clinicians taking the observer role cited clinician causes. These results are consistent with the actor-observer bias documented extensively in the psychological and educational literatures. Clinicians' causal attributions also differed for good and poor therapy sessions. Implications are discussed in terms of possible impact on the clinical training process in speech-language pathology.

Telehealth applications in speech-language pathology: a modified narrative review

2009 ◽  
Vol 15 (6) ◽  
pp. 310-316 ◽  
Author(s):  
Andrea Leigh Reynolds ◽  
Jessica Lindsay Vick ◽  
Nancy Jeanne Haak
Keyword(s):  
Service Delivery ◽  
Social Services ◽  
Narrative Review ◽  
Scottish Intercollegiate Guideline Network ◽  
Speech Language Pathology ◽  
Level Of Evidence ◽  
Complete Replacement ◽  
Face To Face ◽  
Study Results ◽  
Language Pathology

We conducted a modified narrative review of the literature on telehealth applications used in speech-language pathology assessment and treatment. The following databases and information resources were used: MEDLINE, CINAHL, PSYCInfo, ERIC, Digital Dissertations, CSA Social Services Abstracts, CSA Sociological Abstracts, On-line ASHA publications and personal contacts. Sixty-two full-text documents were located. Twenty-eight provided sufficient detail to be reviewed using a checklist adapted from the Scottish Intercollegiate Guideline Network (SIGN) recommendations for level of evidence rankings and quality assessment ratings. Five of the 28 studies received a ranking indicating a high level of evidence (larger sample sizes, assessed outcomes with valid and reliable measures, performed statistical analysis of study results, measured reliability of study results, ensured internal and external validity, and ensured randomization of participants to groups). These five studies concluded that the service delivery results from telehealth were equivalent to traditional face-to-face results. However, telehealth was not a complete replacement for face-to-face service delivery and further research is required.

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