Understanding Neurogenic Communication Disorders in a Collaborative Context: A Team-Based Interprofessional Education Approach for Speech-Language Pathology and Audiology Students

2019 ◽  
Vol 4 (2) ◽  
pp. 307-312
Author(s):  
Tara Davis ◽  
Dahye Choi ◽  
Julie Estis ◽  
Susan Gordon-Hickey
Keyword(s):  
Interprofessional Education ◽  
Communication Disorders ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Collaborative Context

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

South Asian Stories: Firsthand Client Perspectives on Barriers to Accessing Speech-Language Pathology Services

2012 ◽  
Vol 19 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Nidhi Mahendra
Keyword(s):  
South Asian ◽  
Empirical Support ◽  
Communication Disorders ◽  
Speech Language Pathology ◽  
Client Experiences ◽  
Individual Interviews ◽  
Timely Access ◽  
Phenomenological Perspective ◽  
Case Vignettes ◽  
Language Pathology

This article details the experience of two South Asian individuals with family members who had communication disorders. I provide information on intrinsic and extrinsic barriers reported by these clients in responses to a survey and during individual ethnographic interviews. These data are part of a larger study and provide empirical support of cultural and linguistic barriers that may impede timely access to and utilization of speech-language pathology (SLP) services. The purpose of this article is to shed light on barriers and facilitators that influence South Asian clients' access to SLP services. I provide and briefly analyze two case vignettes to provide readers a phenomenological perspective on client experiences. Data about barriers limiting access to SLP services were obtained via client surveys and individual interviews. These two clients' data were extracted from a larger study (Mahendra, Scullion, Hamerschlag, Cooper, & La, 2011) in which 52 racially/ethnically diverse clients participated. Survey items and interview questions were designed to elicit information about client experiences when accessing SLP services. Results reveal specific intrinsic and extrinsic barriers that affected two South Asian clients' access to SLP services and have important implications for all providers.

scholarly journals Selecting Which Databases to Teach Students in Communication Disorders by Considering Database Pairs that Index Core Journals in the Field

2015 ◽  
Vol 10 (3) ◽  
pp. 105
Author(s):  
Giovanna Badia
Keyword(s):  
Web Of Science ◽  
Communication Disorders ◽  
The United States ◽  
Instructional Materials ◽  
Speech Language Pathology ◽  
Journal Citation Reports ◽  
Database Evaluation ◽  
Language Pathology ◽  
Web Of Knowledge ◽  
Face To Face Instruction

A Review of: Grabowsky, A. (2015). Library instruction in communication disorders: Which databases should be prioritized? Issues in Science and Technology Librarianship 79(Winter). doi:10.5062/F4707ZFB Abstract Objective – There are two objectives in this research article. The first is to identify databases that librarians usually recommend to students for searching topics in communication disorders. The second is to compare these databases’ indexing of core journals in communication disorders, with the purpose of ascertaining which databases should be taught first in a one-shot information literacy session. Design – A comparative database evaluation using citation analysis. Setting – 10 universities in the United States of America offering LibGuides for their audiology or speech language pathology programs. Subjects – Six databases: CINAHL, ERIC, Linguistics and Language Behavior Abstracts (LLBA), PsycINFO, PubMed/Medline, and Web of Science/Web of Knowledge. Methods – The author selected 10 universities from the top 20 included in the graduate school rankings for audiology and/or speech language pathology from U.S. News & World Report. The 10 universities selected were chosen because their librarians published online subject guides using LibGuides that suggest databases students can use for searching topics in communication disorders. The LibGuides were then examined to identify the most popular recommended databases that the author subsequently used for comparing coverage of core journals in communication disorders. The author generated a core journals list by selecting the top 20 audiology and speech-language pathology journals from Journal Citation Reports, SCImago Journal & Country Rank, and Google Scholar Top Publications. These three sources produced lists of influential journals in different subject areas by looking at the number of citations the journals have received, alongside other factors. The author searched for 33 journals in total in each of the subject databases previously identified. Main Results – The author found six databases that were mentioned in the LibGuides of at least half the universities investigated. None of the 6 databases indexed all 33 core journals. The breakdown of the number of journals indexed in each database is as follows: Web of Science/Web of Knowledge indexed 32 of 33 core journals (97%); PubMed/Medline indexed 28 (85%); PsycINFO indexed 27 (82%); CINAHL indexed 25 (76%); LLBA indexed 23 (70%); and ERIC indexed 9 journals (27%). Conclusion – The author discovered that pairing certain databases allows for coverage of all 33 core journals. These pairings are: PubMed/Medline with PsycINFO, PubMed/Medline with LLBA, PubMed/Medline with Web of Science, Web of Science with PsycINFO, and Web of Science with LLBA. The author suggests that librarians can create instructional materials for all recommended databases, “but use information from this study together with institution-specific factors to decide which databases to prioritize in face-to-face instruction sessions for speech-language pathology and audiology students” (Conclusion).

scholarly journals Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: The Qualitative View

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Janice K. Tucker
Keyword(s):  
Qualitative Interviews ◽  
Communication Disorders ◽  
Educational Setting ◽  
Professional Issues ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Language Pathology

Telepractice in speech-language pathology shows the potential to mitigate the current shortage of speech-language pathologists (SLPs) available to serve a growing number of persons with communication disorders.  Since a majority of American Speech-Language-Hearing Association (ASHA) certified SLPs work in schools and the population of communicatively impaired clients in schools continues to grow, research into the use of telepractice in the educational setting is warranted.  This article reports upon the perspectives of SLPs regarding the use of telepractice in school settings. In-depth qualitative interviews were conducted with five SLPs experienced in the delivery of telepractice. Four major themes emerged: barriers, benefits, reasons for acceptance and use of telepractice, and suggestions to resolve telepractice professional issues.

Telepractice in Speech-Language Pathology: The Evidence, the Challenges, and the Future

2011 ◽  
Vol 1 (1) ◽  
pp. 10-21 ◽  
Author(s):  
Deborah Theodoros
Keyword(s):  
Mode Of Delivery ◽  
Communication Disorders ◽  
Evidence Base ◽  
Language And Literacy ◽  
Apraxia Of Speech ◽  
Speech Language Pathology ◽  
Validity And Reliability ◽  
Future Directions ◽  
The Future ◽  
Language Pathology

This article provides a review of the evidence base for telepractice in speech-language pathology, the challenges that exist, and the future directions for this field. It describes the benefits of telepractice for clients and their families and outlines the evidence currently available to support the validity and reliability of this mode of delivery in the management of adult neurogenic communication disorders (aphasia, dysarthria, apraxia of speech); voice disorders; stuttering; dysphagia; laryngectomy; and articulation, language, and literacy disorders in children. The challenges facing telepractice in speech-language pathology and the future directions for this field are discussed. Telepractice is an emerging area of service delivery in speech-language pathology that is likely to become an integral part of mainstream practice in the future. In order to achieve this, it is imperative that the profession accelerates its program of research and clinical endeavor in this area.

Confidence and Training of Speech-Language Pathologists in Cognitive-Communication Disorders: Time to Rethink Graduate Education Models?

2021 ◽  
Vol 30 (2S) ◽  
pp. 986-992 ◽  
Author(s):  
Emily L. Morrow ◽  
Lyn S. Turkstra ◽  
Melissa C. Duff
Keyword(s):  
Graduate Education ◽  
Acute Care ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Communication Course ◽  
Graduate Curriculum ◽  
Language Pathology ◽  
And Training

Purpose The purpose of this article is to highlight the need for increased focus on cognitive communication in North American speech-language pathology graduate education models. Method We describe key findings from a recent survey of acute care speech-language pathologists (SLPs) in the United States and expand upon the ensuing discussion at the 2020 International Cognitive-Communication Disorders Conference to consider some of the specific challenges of training for cognitive communication and make suggestions for rethinking how to prepare future clinicians to manage cognitive-communication disorders. Results Results from the survey of acute care SLPs indicated inconsistent confidence and training in managing cognitive-communication disorders. We discuss the pros and cons of several avenues for improving the consistency of cognitive-communication training, including a standalone cognitive-communication course, integrating cognitive communication in all courses across the speech-language pathology undergraduate and graduate curriculum, and using problem-based learning frameworks to better prepare students as independent thinkers in the area of cognitive communication and beyond. Conclusions Cognitive-communication disorders cut across clinical diagnoses and settings and are one of the largest and fastest growing parts of the SLP's scope of practice. Yet, surveys, including the one discussed here, have repeatedly indicated that SLPs do not feel prepared or confident to work with individuals with cognitive-communication disorders. We propose several avenues for increasing educational emphasis on cognitive communication. We hope these ideas will generate discussion and guide decision making to empower SLPs to think critically and step confidently into their roles as leaders in managing the heterogeneous and ever-growing populations of individuals with cognitive-communication disorders.

Interprofessional Education for BSW Students: A Pilot Course

2019 ◽  
Vol 24 (1) ◽  
pp. 61-70
Author(s):  
Claire M. Edwards ◽  
Jason M. Newell
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Liberal Arts ◽  
Professional Training ◽  
Allied Health ◽  
Training Programs ◽  
Speech Language Pathology ◽  
Professional Programs ◽  
Health Professional Training ◽  
Language Pathology

The focus on interprofessional education (IPE) for professional training programs in allied health professions such as social work has increased recently. There is limited pedagogical literature regarding either the instruction or application of IPE in any given profession. Based on a co-teaching model of instruction, this article delineates the preparation and integration process of a pilot course on IPE. The pilot course was taught at a small liberal arts college where it was cross-listed in two undergraduate professional programs in social work and speech-language pathology. This article discusses the relevance of including IPE in allied health professional training programs. Additionally, this article outlines the timeline for developing and implementing the course, from conceptualization to the integration phases including implications from student evaluations of their experience in the course. Elements of the course including delivery, descriptions of assignments, and projects also are discussed.

Evidence-Based Systematic Review: Effects of Speech-Language Pathology Treatment for Individuals With Paradoxical Vocal Fold Motion

2015 ◽  
Vol 24 (3) ◽  
pp. 566-584 ◽  
Author(s):  
Rita R. Patel ◽  
Rebecca Venediktov ◽  
Tracy Schooling ◽  
Beverly Wang
Keyword(s):  
Vocal Fold ◽  
Experimental Studies ◽  
Communication Disorders ◽  
The State ◽  
Control Group ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Vocal Fold Motion ◽  
Paradoxical Vocal Fold Motion

Purpose In this article, our goal was to determine the state of the evidence and the effect of speech-language pathology (SLP) treatment for individuals with paradoxical vocal fold motion (PVFM). Method The American Speech-Language-Hearing Association's National Center for Evidence-Based Practice in Communication Disorders searched 22 electronic databases using key words related to PVFM, speech or voice treatment, and behavioral intervention for articles published through July 2013. Identified articles were systematically evaluated to assess the quality of the evidence using a modification of the American Speech-Language-Hearing Association's critical appraisal scheme. Results Sixty-five articles met the search criteria. Only 2 out of the 65 articles were judged to contain adequate evidence to evaluate the effect of SLP treatment for PVFM. All 65 articles exemplify the state of the evidence for SLP treatment for PVFM. Conclusion The state of the evidence for the use of SLP treatment is in its infancy, with a majority of articles in the exploratory stage of research. Consequently, few clinical implications can be drawn at this time. SLP treatment for PVFM is promising; however, there is clearly a pressing need for systematic experimental studies that involve a control group to further the evidence base.

scholarly journals Interprofessional Education and Practice: Perspectives from Students in Speech-Language Pathology and Recreational Therapy

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
David Hajjar ◽  
Jan Elich-Monroe ◽  
Susan Durnford
Keyword(s):  
Interprofessional Education ◽  
Core Competencies ◽  
Recreational Therapy ◽  
Discussion Forums ◽  
Speech Language Pathology ◽  
Interprofessional Communication ◽  
Clinical Supervisors ◽  
Professional Students ◽  
Collaborative Therapy ◽  
Language Pathology

Interprofessional education and practice (IPE/IPP) are important components for undergraduate and graduate students to experience during their programs of study in speech-language pathology and related health professions. The American Speech-Language Hearing Association (ASHA) is a member organization of the Interprofessional Education Collaborative (IPEC) which promotes four core competencies required for effective practice: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. The purpose of this study was to gather the lived experiences from eight pre-professional students, four from speech-language pathology (SLP) and four from recreational therapy(RT), during focus groups and discussion forums conducted before, during, and after a 14-week IPE/IPP clinical experience. Students shared perspectives about providing collaborative therapy services as part of a team supporting adults with stroke or other acquired neurological conditions. Thematic analysis conducted from pre and post focus group transcripts revealed six primary themes: roles and responsibilities; interprofessional communication; collaborative teamwork; values and mutual respect; challenges to IPE/IPP; and benefits & impact of IPE/IPP. Students shared their clinical experiences engaging with students from SLP and RT, but also working with students from physical and occupational therapy. The qualitative data from this study provides important information to assist future students, educators, and clinical supervisors how to effectively access and engage in IPE/IPP learning experiences with a specific focus in the areas of teamwork, leadership, and conflict resolution.

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