scholarly journals “Tell Me About Your Child”: A Grounded Theory Study of Mothers' Understanding of Language Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 819-840 ◽  
Author(s):  
Andrea C. Ash ◽  
Tyler T. Christopulos ◽  
Sean M. Redmond
Keyword(s):  
Grounded Theory ◽  
Language Disorder ◽  
Language Disorders ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Lack Of Information ◽  
Diagnostic Labels ◽  
Psychological Harm ◽  
Language Pathology

Purpose The purpose of this study was to generate a theory grounded in data explaining caregivers' understanding of their child's language disorder and the perceived role of speech-language pathologists in facilitating this knowledge. Method This study employed grounded theory as a conceptual framework. Qualitative data were generated based on semistructured interviews conducted with 12 mothers of children who had received speech-language pathology services. Results The following themes emerged from the data analysis: (a) Many mothers reported receiving confusing or irrelevant diagnostic terms for language disorder, (b) mothers of children with language disorders were distressed about their children's language problems, (c) mothers did not always trust or understand their children's speech-language pathologist, and (d) mothers were satisfied with the interventions their child had been receiving. Mothers described their children's language disorder using a total of 23 labels, most of which were not useful for accessing meaningful information about the nature of their child's communication problem. Generally, mothers reported they did not receive language-related diagnostic labels from speech-language pathologists for their child's language disorder. Conclusions Two theories were generated from the results: (a) Lack of information provided to mothers about their child's language disorder causes mothers psychological harm that appears to be long lasting. (b) Difficulties in successfully relaying information about language disorders to parents result in negative perceptions of speech-language pathology. Implications and future directions are discussed. Supplemental Material https://doi.org/10.23641/asha.12177390

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.

scholarly journals The Time Has Come for Speech-Language Pathology License Portability!

2011 ◽  
Vol 3 (2) ◽  
pp. 27-30
Author(s):  
Melissa Jakubowitz
Keyword(s):  
Public Schools ◽  
Private Practice ◽  
Language Disorders ◽  
Vice President ◽  
Speech Language Pathology ◽  
Past President ◽  
The Public ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Managerial Experience

This Letter to the Editor on the topic of speech-language pathology license portability for telepractice, was authored by Melissa Jakubowitz M.A. CCC-SLP, Vice President of SLP Services at PresenceLearning. A speech-language pathologist with over 20 years of clinical and managerial experience, Ms. Jakubowitz is a Board Recognized Specialist in Child Language. Ms. Jakubowitz began her career working in the public schools and has also operated a successful, multi-office private practice.  She is a past Director of the Scottish Rite Institute for Childhood Language Disorders in Stockton, CA. Jakubowitz is also a past-president of the California Speech-Language-Hearing Association, which, with over 5,000 SLP members, is one of the largest speech-language pathologist state associations in the country. Active in the American Speech-Language-Hearing Association (ASHA), Ms. Jakubowitz served as a Legislative Counselor for 12 years.

The Speech-Language Pathologist and Reading: Opportunities to Extend Services for the Children We Serve

2009 ◽  
Vol 10 (2) ◽  
pp. 38-44 ◽  
Author(s):  
Michaela J. Ritter
Keyword(s):  
Reading Disabilities ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
The Past ◽  
Speech Language Pathologist ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Reading Impairments

Abstract In recent years, major changes have occurred in the field of speech-language pathology and education. In the past 2 decades researchers, educators, and speech-language pathologists (SLPs) have increased their focus on the identification, assessment, and treatment of reading disabilities in children (Catts, 1991; Catts, Fey, Zhang, & Tomblin, 2001; Justice & Ezell, 2004; Kaderavek & Justice, 2004). The primary goal of this article is to discuss a variety of ways that the speech-language pathologist can be both directly and indirectly involved in working with children who present with language and reading impairments. For example, Baylor University's Department of Communication Sciences and Disorders has had the opportunity to be involved in the prevention, identification, and treatment of reading disabilities in children both in a direct and indirect way.

Secondary School Support Teachers’ Perception of Speech-language Pathology Services to Adolescents

2006 ◽  
Vol 30 (1) ◽  
pp. 51-71
Author(s):  
Karen Hollands ◽  
Sandra McMahon ◽  
Christina E. van Kraayenord
Keyword(s):  
Secondary School ◽  
Professional Training ◽  
Language Disorder ◽  
School Support ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Teachers Perceptions ◽  
Language Difficulties ◽  
Language Pathology ◽  
Need For Support

AbstractA survey was conducted to investigate secondary school support teachers’ perceptions of speech-language pathology services to students experiencing language difficulties. Information was sought regarding support teachers’ understanding of language disorder, their experience with students who have language difficulties and their involvement with speech-language pathologists with regard to these students. Support teachers’ views on supporting adolescents who are experiencing language difficulties were also sought as well as information regarding their satisfaction with speech-language pathology services to adolescents. Findings indicated variations in support teachers’ perceptions, including mixed views regarding how speech-language pathologists should offer assistance to students. The need for support teachers and speech-language pathologists to offer each other professional training was indicated.

scholarly journals Knowledge and Attitudes of Jordanian Dentists toward Speech Language Pathology

2019 ◽  
Vol 10 (6) ◽  
pp. 1298
Author(s):  
Hana Nawaf Mahmoud ◽  
Abdelhameed N. Mahmoud
Keyword(s):  
Language Development ◽  
Language Disorders ◽  
Health Profession ◽  
Speech Language Pathology ◽  
Web Based ◽  
Knowledge And Attitudes ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Insufficient Knowledge ◽  
Normal Speech

This study was conducted to assess dentists’ knowledge of normal speech-language development (NSLD), speech-language disorders (SLD), and speech-language pathology (SLPy) and to determine their general attitudes toward speech-language pathology (SLPy). A self-administered, web-based questionnaire was emailed to all members of the Jordanian Dental Association Council. 191 completed questionnaire were entered in excel sheet and statistically analyzed with IBM SPSS version 20 software. The respondents demonstrated insufficient knowledge regarding normal speech-language development and speech-language disorders. Additionally, the major¬ity of respondents reported a general impression that the speech-language pathologist has an important role in a health profession team (86.8%). However, they did poorly on the normal speech-language development questions (26%) as well as the speech-language disorders questions (18%). There were no statistically significant differences between different variables - age, gender, years of practice, place of practice and specialty of dentists and dentists’ knowledge of speech-language pathology.

Never Assume! Mentoring the Connections Between Theory and Practice

2010 ◽  
Vol 11 (4) ◽  
pp. 145-148
Author(s):  
Jill Parmenter ◽  
Paula McGraw
Keyword(s):  
Theory And Practice ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
The Future ◽  
Language Pathology

Abstract Mentoring is one of the most important services experienced speech-language pathologists can provide to the profession of speech-language pathology. The mentoring we provide today will impact the future of the profession. This article will examine the roles and responsibilities of a mentoring speech-language pathologist, considering the specific needs of a Clinical Fellow (CF) as well as the mentoring needed for professionals throughout their careers.

Challenges and solutions in speech-language pathology service delivery across Australia and Canada

2017 ◽  
Vol 5 (1) ◽  
pp. 120 ◽  
Author(s):  
Jacqueline Lim ◽  
Patricia McCabe ◽  
Alison Purcell
Keyword(s):  
Service Delivery ◽  
Online Survey ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Chi Square ◽  
Diverse Range ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Barriers To Service ◽  
Main Barrier

Background, aims and objectives: This study aimed to compare the perception of barriers to service delivery among speech-language pathologists (SLPs) in Canada and Australia and the extent to which they used parent or carer training to overcome these barriers.  Methods: Participants were 81 Australian and 63 Canadian SLPs who completed an online survey. Questions comprised open ended and forced choice questions with some ranking of questions also required. Chi-square analyses were conducted comparing Canadian and Australian SLPs.  Results: Few differences existed among the respondents. Respondents overwhelmingly selected “not enough speech-language pathology positions to meet demand” as their main barrier. This barrier along with “parents/carer’s lack of knowledge about the need for speech-language pathology”, “lack of parent/carer engagement” and “lack of awareness of role of speech-language pathologist” were the principal barriers. Training parents and carers to conduct therapy at home was the most used strategy among both Canadian and Australian SLPs.  Discussion: The finding that the SLPs perceive low engagement from parents both in the training sessions and when working with their child may suggest that there is a need for speech-language pathologists to determine more effective ways to train and engage parents and carers.  Conclusion: More research into the efficacy of parent or carer training across a wider range of speech-language pathology practice areas and across a more diverse range of parents or carers needs to be undertaken.

The Development of a New Era of Speech-Language Pathology in Greece

1995 ◽  
Vol 4 (1) ◽  
pp. 5-7 ◽  
Author(s):  
Marinella Tsoukala ◽  
Rebecca Tziorvas
Keyword(s):  
Communication Disorders ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
The Creation ◽  
The Government ◽  
Exciting Time ◽  
The Many

Speech-language pathology services in Greece continue to expand, and it is an exciting time to be a speech-language pathologist within the existing structure. The role of speech-language pathologists in Greece has changed over the years from therapist, to include educator, advocate, and politician. The many tasks facing speech-language pathologists in Greece have been difficult ones. It has taken patience and persistence to educate the general public about communication disorders and the role of speech-language pathologists in treating these problems. It has also been arduous to convince the government to recognize our profession and its value within the community. We believe that by the establishment of a speech-language department at a Greek university, our profession will be fortified and renewed. The development of a university-based training program will aid in the creation of posts in educational and hospital settings, as well as bridge the gap that exists between the current number of speech-language pathologists and the number of people requiring treatment. Furthermore, the creation of a university department will allow for much needed research within the Greek community. In particular, it may aid in the gathering of normative data and the standardization of tests for the Greek population. The path in establishing speech-language pathology education and services in Greece is a long one, but through our commitment and our energetic and earnest approach, we hope to reach our goals.

Clinical Linguistics

2017 ◽  
Author(s):  
Louise Cummings
Keyword(s):  
Specific Language Impairment ◽  
Cleft Lip And Palate ◽  
Language Disorder ◽  
Full Range ◽  
Language Disorders ◽  
Communication Disorders ◽  
Classification Systems ◽  
Speech Language Pathology ◽  
Wide Range ◽  
Language Pathology

Clinical linguistics is the branch of linguistics that applies linguistic concepts and theories to the study of language disorders. As the name suggests, clinical linguistics is a dual-facing discipline. Although the conceptual roots of this field are in linguistics, its domain of application is the vast array of clinical disorders that may compromise the use and understanding of language. Both dimensions of clinical linguistics can be addressed through an examination of specific linguistic deficits in individuals with neurodevelopmental disorders, craniofacial anomalies, adult-onset neurological impairments, psychiatric disorders, and neurodegenerative disorders. Clinical linguists are interested in the full range of linguistic deficits in these conditions, including phonetic deficits of children with cleft lip and palate, morphosyntactic errors in children with specific language impairment, and pragmatic language impairments in adults with schizophrenia. Like many applied disciplines in linguistics, clinical linguistics sits at the intersection of a number of areas. The relationship of clinical linguistics to the study of communication disorders and to speech-language pathology (speech and language therapy in the United Kingdom) are two particularly important points of intersection. Speech-language pathology is the area of clinical practice that assesses and treats children and adults with communication disorders. All language disorders restrict an individual’s ability to communicate freely with others in a range of contexts and settings. So language disorders are first and foremost communication disorders. To understand language disorders, it is useful to think of them in terms of points of breakdown on a communication cycle that tracks the progress of a linguistic utterance from its conception in the mind of a speaker to its comprehension by a hearer. This cycle permits the introduction of a number of important distinctions in language pathology, such as the distinction between a receptive and an expressive language disorder, and between a developmental and an acquired language disorder. The cycle is also a useful model with which to conceptualize a range of communication disorders other than language disorders. These other disorders, which include hearing, voice, and fluency disorders, are also relevant to clinical linguistics. Clinical linguistics draws on the conceptual resources of the full range of linguistic disciplines to describe and explain language disorders. These disciplines include phonetics, phonology, morphology, syntax, semantics, pragmatics, and discourse. Each of these linguistic disciplines contributes concepts and theories that can shed light on the nature of language disorder. A wide range of tools and approaches are used by clinical linguists and speech-language pathologists to assess, diagnose, and treat language disorders. They include the use of standardized and norm-referenced tests, communication checklists and profiles (some administered by clinicians, others by parents, teachers, and caregivers), and qualitative methods such as conversation analysis and discourse analysis. Finally, clinical linguists can contribute to debates about the nosology of language disorders. In order to do so, however, they must have an understanding of the place of language disorders in internationally recognized classification systems such as the 2013 Diagnostic and Statistical Manual of Mental Disorders (DSM-5) of the American Psychiatric Association.

The need for qualified speech-language pathologists in rural/remote areas

1986 ◽  
Vol 7 (3) ◽  
pp. 3-5 ◽  
Author(s):  
Stan Dublinske
Keyword(s):  
Professional Education ◽  
Master's Degree ◽  
Bachelor's Degree ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Remote Areas ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Master’S Degree

Administrators in rural/remote areas often ask if the speech-language pathologist must have a master's degree to provide services. This article includes discussions of the types of services provided by speech-language pathologists, and the differences in professional education between a master's degree and a bachelor's degree for a speech-language pathologist. Alternatives are presented for providing speech-language pathology services to rural/remote areas that do not require an on-site qualified speech-language pathologist.

Sign in / Sign up

Export Citation Format

Share Document