Motor Learning, Neuroplasticity, and Strength and Skill Training: Moving From Compensation to Retraining in Behavioral Management of Dysphagia

2020 ◽  
Vol 29 (2S) ◽  
pp. 1065-1077 ◽  
Author(s):  
Emily Zimmerman ◽  
Giselle Carnaby ◽  
Cathy L. Lazarus ◽  
Georgia A. Malandraki
Keyword(s):  
Motor Learning ◽  
Life Span ◽  
Motor Skill ◽  
Skill Training ◽  
Learning Theories ◽  
Behavioral Management ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Learning And Plasticity ◽  
Management Of Dysphagia

Purpose Learning a motor skill and regaining a motor skill after it is lost are key tenets to the field of speech-language pathology. Motor learning and relearning have many theoretical underpinnings that serve as a foundation for our clinical practice. This review article applies selective motor learning theories and principles to feeding and swallowing across the life span. Conclusion In reviewing these theoretical fundamentals, clinical exemplars surrounding the roles of strength, skill, experience, compensation, and retraining, and their influence on motor learning and plasticity in regard to swallowing/feeding skills throughout the life span are discussed.

scholarly journals Hospital speech-language pathology approach in oropharyngeal dysphagia and its motor and etiological associations

2021 ◽  
Vol 12 (2) ◽  
pp. 89-100
Author(s):  
Hipólito Virgilio Magalhães Júnior ◽  
Simone Aparecida Torres Figueredo ◽  
Lidiane Maria de Brito Macedo Ferreira
Keyword(s):  
Medical Records ◽  
Speech Therapy ◽  
Oropharyngeal Dysphagia ◽  
University Hospital ◽  
Speech Language Pathology ◽  
Endoscopic Evaluation ◽  
Cross Sectional ◽  
Significance Level ◽  
Language Pathology ◽  
Management Of Dysphagia

Objective: To identify the profile of speech-language pathology in patients with oropharyngeal dysphagia at a University Hospital and the associations between health conditions and the etiology of swallowing disorders. Methods: A cross-sectional and descriptive study, with analysis of medical records of patients with oropharyngeal dysphagia treated at a University Hospital, of both sexes, attended from February to December 2018. A descriptive and association analysis of the evaluated variables was carried out, with a significance level of 0.05. Results: It was identified in the sample, consisting of 26 (51%) females and 25 (49%) males, with a mean of 57.1 years (± 18.6), presence of progressive neurogenic oropharyngeal dysphagia (39.2 %), idiopathic (31.4%) and non-progressive (29.4%), in which the most performed speech-language pathology procedures were assessment (100%), giving support to observational issues during the fiberoptic endoscopic evaluation of swallowing (96.1%), management of dysphagia (92.2%) and return and discharge conducts (49% and 25.5%, respectively). The multi-professional participation has conducted better decision-making for an adequate diagnosis and speech therapy approach that had aimed at the management of oropharyngeal dysphagia, as well the intervention approaches with techniques aimed at maneuvers, and neuromuscular conditioning in relation to disorders of the biomechanics of swallowing. There was a significant association between the presence of motor and balance changes with neurogenic oropharyngeal dysphagia and difficulty in swallowing and choking symptoms as a sign of oropharyngeal dysphagia.

Dysphagia and Considerations for Nutritional Intervention

2021 ◽  
pp. 1-23
Author(s):  
Maryanne Weatherill
Keyword(s):  
Clinical Problem ◽  
Nutritional Intervention ◽  
Speech Language Pathology ◽  
Nutritional Interventions ◽  
Clinical Problem Solving ◽  
Speech Language Pathologist ◽  
Interdisciplinary Practice ◽  
Language Pathology ◽  
Management Of Dysphagia

This chapter discusses a clinical case from the interdisciplinary practice of dysphagia and the collaboration between speech-language pathology clinicians and dietetics professionals from the perspective of the speech-language pathologist. The discussion begins with an introduction to the normal swallowing process to better understand disordered swallowing and the role of therapeutic and compensatory interventions. Changes in swallowing that occur with normal aging and their impact are identified and reviewed. Common interventions and considerations in the clinical management of dysphagia from the perspective of the speech-language pathologist are included with rationale based on the current literature. Swallowing motor functions and factors in dysphagia decision making are discussed in relationship to clinical problem solving with a sample case and nutritional interventions. The chapter closes with general recommendations and conclusions to assist in learning and understanding of the concepts discussed.

Interpersonal Communication Skills of Speech-Language Pathology Undergraduates: The Effects of Training

1978 ◽  
Vol 43 (4) ◽  
pp. 524-542 ◽  
Author(s):  
Helen B. Volz ◽  
Deborah R. Klevans ◽  
Sally J. Norton ◽  
Deborah L. Putens
Keyword(s):  
Interpersonal Communication ◽  
Communication Skills ◽  
Skill Training ◽  
Nonverbal Behaviors ◽  
Speech Language Pathology ◽  
Skill Levels ◽  
Clinical Practicum ◽  
Verbal Responses ◽  
Language Pathology

Interpersonal communication skills of 55 speech-language pathology students, who had participated in one of three 16-hour training programs, were assessed during a coached-client interview in which the students served as clinicians. No meaningful differences in verbal responses were found among groups. Less than 20% of all the students' responses were considered facilitative. A follow-up investigation of students' responses in therapy sessions at the end of their first clinical practicum yielded no significant differences among groups. The nonverbal behaviors of all three groups were generally adequate and essentially similar. Findings indicating that students in other human services curricula demonstrated a greater frequency of facilitative responses following skill training, led to a study of the comparative pretraining skill levels of the two populations. The few significant differences found did not account for the wide differences in posttraining skill levels.

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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