A Usability Study of Internet-Based Therapy for Naming Deficits in Aphasia

2016 ◽  
Vol 25 (4) ◽  
pp. 642-653 ◽  
Author(s):  
Tijana Simic ◽  
Carol Leonard ◽  
Laura Laird ◽  
Jennifer Cupit ◽  
Fiona Höbler ◽  
...  
Keyword(s):  
The Internet ◽  
Usability Study ◽  
Speech Language Pathology ◽  
Independent Observer ◽  
Participant Satisfaction ◽  
Face To Face ◽  
Rapport Building ◽  
Language Pathology ◽  
Components Analysis ◽  
Study Participants

Purpose This study aimed to evaluate the usability of delivering the Phonological Components Analysis treatment for anomia (Leonard, Rochon, & Laird, 2008) remotely via the Internet to individuals with chronic poststroke aphasia. A secondary aim was to probe the experiences and satisfaction of clinicians in administering treatment at a distance. Method Six individuals with mild–moderate aphasia and 2 trained clinicians participated in this usability study. Participants and clinicians underwent approximately 6 hr of treatment under observation by an independent observer. The usability characteristics of effectiveness, efficiency, and satisfaction were assessed. Results Individuals with aphasia used the Internet-based Phonological Components Analysis therapy successfully, demonstrating independence and very few errors in completing online tasks. Overall, participant satisfaction was high, despite occasional difficulties with technical aspects of the system. Clinicians found the application easy to use but raised concerns about the participant–clinician interaction, perceiving rapport-building and communicating to be more difficult online than face-to-face. Conclusions It is important to consider usability and the clinician's perspective in developing telepractice applications in speech-language pathology. Future directions include assessing the efficacy of remote treatment and collecting a larger sample of clinician data.

An Ethics-of-Care Approach to Developing Students' Antiracist Practice in SLP Curricula

2021 ◽  
pp. 198-223
Author(s):  
Johanna Boult ◽  
Jennifer E. Whited ◽  
Tamara M. Easley
Keyword(s):  
Ethics Of Care ◽  
Cross Cultural ◽  
Human Beings ◽  
Speech Language Pathology ◽  
Face To Face ◽  
Cross Cultural Communication ◽  
Personal Motivation ◽  
Care Approach ◽  
Language Pathology ◽  
Instructional Experience

There is a necessity for students to learn about multicultural multilingual (MM) content in speech-language-pathology curricula. One reason for doing so is personal motivation: an awareness of and commitment to developing competence in working with diverse clients. Awareness can grow given specific instructional experiences in the form of special projects that aim to build cross-cultural relationships with the goal of fostering empathy and compassion. This chapter provides a tutorial explaining one such instructional experience: the cross-cultural communication (CCC) project. Central to the project are face-to-face meetings and reflective journaling on topics including counteracting stereotypes and planning for culturally responsive service provision. Activities have antiracist intentions guided by the moral obligation to care for fellow human beings (as per ethics of care [EoC] theory). This chapter provides (1) theoretical underpinnings of the project, (2) procedures for its completion, and (3) description of a modification of the project for a language disorders course.

scholarly journals Use, Perceptions, and Awareness of LibGuides among Undergraduate and Graduate Health Professions Students

2020 ◽  
Vol 15 (3) ◽  
pp. 157-172
Author(s):  
John Carey ◽  
Ajatshatru Pathak ◽  
Sarah C. Johnson
Keyword(s):  
New York ◽  
Health Professions ◽  
Medical Laboratory ◽  
Physical Therapy Students ◽  
Speech Language Pathology ◽  
Public College ◽  
Academic Level ◽  
Library Research ◽  
Language Pathology ◽  
Study Participants

Abstract Objective – This study investigated usage, perceptions, and awareness of library research guides created using Springshare’s LibGuides among undergraduate and graduate health professions students. Methods – The researchers recruited 100 health professions students in April 2017 from Hunter College, a senior college within the City University of New York system. Participants were asked to complete a paper survey to ascertain their use, perceptions, and awareness of Springhare’s LibGuides. Results – Nearly two-thirds of study participants were not aware of library-created LibGuides and 68% had never used this tool. Compared to undergraduates, graduate students were more likely to be aware of LibGuides. The use of LibGuides was higher among graduate respondents (43%) than their undergraduate counterparts (30%). The study found low awareness and use of LibGuides among health professions students overall, regardless of age, gender, academic level, and health sciences concentration. Physical therapy students were more likely to use and be familiar with LibGuides than nursing, medical laboratory sciences, and speech-language pathology and audiology students. Participants reported using general subject guides more than course-specific guides, and the most commonly used page was the Databases guide. Of those participants who had used LibGuides, the vast majority (97%) said they found them useful in their studies. Conclusion – This study demonstrates low usage and awareness of LibGuides among health professions students at a large urban public college. Findings suggest a need for academic libraries serving such students to develop and implement strategies to promote awareness and increase usage of online research guides. The researchers recommend instructing with LibGuides during information literacy sessions and demonstrating their usefulness during reference consultations. Additional strategies include linking LibGuides to course sites through learning management systems such as Blackboard and collaborating with faculty members to better inform students about the guides.

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.

scholarly journals “I Don’t Love Language; I Love Children”: Students’ Knowledge, Attitudes, and Beliefs About Linguistics and their Choice to Major in Speech-Language Pathology

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Michelle Veyvonda ◽  
Amanda Howerton-Fox
Keyword(s):  
Undergraduate Students ◽  
Male Students ◽  
Linguistic Knowledge ◽  
Major Influence ◽  
Speech Language Pathology ◽  
Knowledge And Beliefs ◽  
Language Pathology ◽  
Love Language ◽  
Undergraduate Programs ◽  
Study Participants

Purpose: This pilot study explored the linguistic attitudes, knowledge, and beliefs of undergraduate majors in speech-language pathology (SLP) and the role an interest in linguistics played in their choice of the SLP major. Method: Fifteen undergraduate students declared as SLP majors participated in this mixed-methods study. Participants responded to a survey and open-ended questions measuring their knowledge about and interest in linguistics; they also wrote a narrative essay describing their decision to major in SLP. Data was collected via Qualtrics. Descriptive statistics were done on the quantitative data, and thematic coding using NVivo 12.1.0 was done on qualitative data. Results: Most participants were interested in linguistics and expressed a belief that knowledge of linguistics would be important in their work as SLPs. In generally, however, they demonstrated limited linguistic knowledge and did not include an interest in linguistics as a major influence in their choice to major in SLP. Furthermore, attitudes toward non-standard English were implicit in responses. Participants’ responses indicated that personal interests, quality of life concerns, and the constraints of other career choices - possibly along with societal norms and expectations related to gender/race and career path - intersected as factors that led to the career choice of SLP. Conclusions: Results are of importance to those involved in the design and implementation of undergraduate programs in speech-language pathology, as well as those wishing to recruit students, including minority and male students, to the field of SLP. Additional research should be done with participants from other academic institutions, as well with male students and students of color, to produce more generalizable results.

scholarly journals The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica

2013 ◽  
Vol 5 (2) ◽  
pp. 21-32 ◽  
Author(s):  
Charles H. Carlin ◽  
Katie Boarman ◽  
Emily Carlin ◽  
Karissa Inselmann
Keyword(s):  
Graduate Students ◽  
Survey Data ◽  
Student Teaching ◽  
Feasibility Study ◽  
Speech Language Pathology ◽  
Face To Face ◽  
Language Pathology ◽  
Similarities And Differences ◽  
Future Practice ◽  
Adequate Supervision

In the present feasibility study, e-supervision was used to provide university liaison supervision to SLP graduate students enrolled in student teaching practica. Utilizing a mixed methodology approach, interview and survey data were compared in order to identify similarities and differences between face-to-face and e-supervision and guide future practice. Results showed e-supervised graduate students received adequate supervision, feedback, support, and communication. Further, e-supervision provided additional benefits to supervisors, children on the caseload, and universities. Despite the benefits, disadvantages emerged. Implications for future practice and limitations of the study were identified.

Some Comments on Lohman (2008): Pseudostuttering as a Training Method

2009 ◽  
Vol 109 (1) ◽  
pp. 119-120 ◽  
Author(s):  
Manish K. Rami
Keyword(s):  
Graduate Students ◽  
Training Method ◽  
Speech Language Pathology ◽  
Face To Face ◽  
Language Pathology

This letter addresses some issues in Lohman's (2008) article on students' perceptions of face-to-face pseudostuttering experiences. Concerns include the valuation of the pseudostuttering experiences on the telephone as compared to face-to-face experiences in training graduate students in speech-language pathology.

scholarly journals Online or Offline: Parents but not Students Preferred Onsite Practice to Telepractice during the COVID-19 Pandemic (Preprint)

2020 ◽  
Author(s):  
Joseph Hin Yan Lam ◽  
Stephen Man Kit Lee ◽  
Xiuli Tong
Keyword(s):  
Service Delivery ◽  
Delivery Mode ◽  
Speech Language Pathology ◽  
Language Therapy ◽  
Factors Affecting ◽  
Face To Face ◽  
School Based ◽  
Language Pathology ◽  
Therapy Services ◽  
Strongly Agree

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has resulted in face-to-face class suspensions and a boom in the use of telepractice in speech-language pathology. However, little is known about caregivers’ and students’ telepractice satisfaction and service delivery mode preferences. OBJECTIVE This study evaluated perceived telepractice efficacy and preference between onsite practice and telepractice as well as factors affecting service delivery mode preferences among caregivers and students during COVID-19. METHODS A 20-question survey on telepractice satisfaction and preference was administered to 41 Chinese students and 85 caregivers who received telepractice from school-based speech-language pathologists in Hong Kong during the COVID-19 pandemic class suspension period. They were asked to 1) report the implementation of telepractice, 2) rate their perceptions of the efficacy of telepractice on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree), 3) compare the efficacy of telepractice to onsite practice, and 4) state their preference between telepractice and onsite practice. RESULTS Despite a high rating for telepractice efficacy from caregivers (95% CI 3.30-3.66) and students (95% CI 3.21-3.76), both groups perceived that telepractice was less effective than onsite practice (caregivers: 95% CI 2.14-2.52; students: 95% CI 2.08-2.65). Moreover, the caregivers preferred onsite practice over telepractice (95% CI 2.04-2.43), whereas the students showed no preference for the mode of practice (95% CI 2.74-3.41). A significant association between telepractice efficacy and preference was found only among the students (τ = .43, P < .001), not the caregivers. CONCLUSIONS Although telepractice can be considered an acceptable alternative service delivery option for school-aged speech and language therapy services, a more proactive role of speech-language therapists and caregivers in telepractice is needed to facilitate the engagement of caregivers and effective communication between clinicians and caregivers.

Perceptions of telepractice pedagogy in speech-language pathology: A quantitative analysis

2016 ◽  
Vol 23 (5) ◽  
pp. 550-557 ◽  
Author(s):  
Megan S Overby ◽  
Annette Baft-Neff
Keyword(s):  
Service Delivery ◽  
Nonverbal Communication ◽  
Role Playing ◽  
Healthcare Services ◽  
Speech Language Pathology ◽  
Delivery Methods ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Exploratory Investigation ◽  
Language Pathology

Introduction Despite the growth of telecommunication applications to provide clinical healthcare services, there has been little attention to the pedagogical framework needed to train healthcare students to deliver these services. Methods In this exploratory investigation, perceptions of speech-language pathology/therapy (SLP/SLT) faculty ( n = 31), graduate students ( n = 16), and telehealth (“telepractice”) clinicians ( n = 16) were examined with a 15-item survey regarding the 1) comparative pedagogical importance of four skills common to telepractice and face-to-face service (f2f) delivery, and 2) relative pedagogical value of seven skills and competencies unique to telepractice. Results Statistical analyses revealed nonverbal communication skills and knowledge of the literature related to service delivery methods were more important in telepractice than in f2f service delivery. Among seven skills unique to telepractice, participants believed the most important was solving problems related to the Internet and recommended at least two hours of instruction each in telepractice technology, patient confidentiality, and role-playing telepractice. Results suggest that SLP/SLT students may need additional and/or focused academic training in nonverbal communication, telepractice literature, and in solving connectivity issues to enter the telepractice marketplace with sufficient preparation. Discussion Further study is needed to compare the relative importance of additional SLP/SLT skills and competencies, describe components of effective healthcare training telepractice programs, and explore effective pedagogical strategies for healthcare telepractice instruction.

Telesupervision and ASHA's Tasks of Supervision

2015 ◽  
Vol 5 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Lori Laughran ◽  
Jane Sackett
Keyword(s):  
Clinical Supervision ◽  
Graduate Student ◽  
Professional Growth ◽  
Health Professions ◽  
Speech Language Pathology ◽  
High Quality ◽  
Face To Face ◽  
Allied Health Professions ◽  
Traditional Mode ◽  
Language Pathology

High quality clinical supervision is important for both student education and continued professional growth within the field of speech-language pathology. Face-to-face supervision is the traditional mode of supervision; however, with advances in technology, telesupervision or e-supervision, has been used to support graduate student clinicians and clinical fellows. This article provides an overview of clinical supervision with a focus on telesupervision and ASHA's thirteen tasks of supervision. The authors discuss literature from allied health professions in relation to the thirteen tasks of supervision to support a hybrid model of supervision.

Admissions Type and Cultural Competency in Graduate Speech-Language Pathology Curricula: A National Survey Study

2021 ◽  
pp. 1-11
Author(s):  
Mark Guiberson ◽  
Debra C. Vigil
Keyword(s):  
Cultural Competency ◽  
Health Beliefs ◽  
Department Chairs ◽  
Survey Study ◽  
Speech Language Pathology ◽  
Cultural Backgrounds ◽  
Traditional Group ◽  
Holistic Review ◽  
Language Pathology ◽  
Study Participants

Purpose This research describes the results of survey questions designed to establish how cultural competency is taught in graduate speech-language pathology programs with a view on how to increase cultural competency in practicing professionals. Method One hundred ten department chairs or designees of university programs with graduate speech-language pathology programs participated in this study. Participants were asked questions to better understand how programs included cultural competency content for teaching purposes in program curricula. Respondents were sorted into groups by admission practices (traditional admissions, some holistic measures, or holistic review ). We provide a description of responses, including which cultural competency topics are included in curricula, and we compare programs' composite cultural competency by admission type. Results Programs that used some holistic measures or holistic review had had significantly more content that focused on cultural competency than the traditional group, and also used a wider range of pedagogical approaches used to teach this content. Programs that employed some holistic measures or holistic review also covered a wider range of topics, including learning the importance of listening nonjudgmentally to clients' disability/health beliefs and valuing curiosity, empathy, and respect for others. Less than 30% of the traditional admissions programs reported that students were taught about institutional biases or the value of eliminating disparities, and less than 40% reported that students are comfortable talking about culture openly or are able to discuss their own cultural backgrounds or biases. The authors discuss implications and recommendations for enhancing cultural competence in graduate speech-language pathology programs.

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