Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

2020 ◽  
Vol 5 (5) ◽  
pp. 1221-1230
Author(s):  
Jane Roitsch ◽  
Kimberly A. Murphy ◽  
Anastasia M. Raymer
Keyword(s):  
Executive Function ◽  
Academic Outcomes ◽  
Graduate Program ◽  
Performance Outcomes ◽  
Future Research ◽  
Speech Language Pathology ◽  
Grade Point ◽  
Praxis Ii ◽  
Language Pathology ◽  
Preliminary Study

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

Analysis of Criteria for Graduate Admissions in Speech-Language Pathology

1998 ◽  
Vol 7 (4) ◽  
pp. 57-61 ◽  
Author(s):  
Karen Forrest ◽  
Rita C. Naremore
Keyword(s):  
Graduate Program ◽  
Grade Point Averages ◽  
Master's Program ◽  
Speech Language Pathology ◽  
Grade Point ◽  
Master's Degrees ◽  
Undergraduate Major ◽  
Graduate Admissions ◽  
Language Pathology ◽  
Input Variables

Evaluations of applicants to most university speech and hearing programs rely on quantitative measures such as undergraduate grade point averages (UGPA) and scores on the aptitude portions of the Graduate Record Examinations (GREs). However, the ability of these factors to predict success of students pursuing master’s degrees in speech-language pathology has not been verified. In an effort to select the students who are most likely to excel in our graduate program, an analysis of factors used to evaluate applications to our master’s program was undertaken. Information was extracted from records of students enrolled in the Indiana University MA program in speech-language pathology between 1992 and 1995. Students chosen for this analysis were considered to be among the top or bottom students in their class, as measured by final graduate GPA and scores on the PRAXIS examination. A discriminant analysis was performed using UGPA, scores on the verbal, quantitative, and analytical subtests of the GREs, undergraduate university, and undergraduate major as input variables. This analysis indicated that students’ achievement in a master’s program could be predicted with 93% accuracy on the basis of UGPA alone. By contrast, when GRE scores were used to calculate the discriminant function, classification accuracy reached only 63%. A cross-validation analysis classified a second group of randomly selected students with 80% accuracy. The results of the current investigation are compared to studies in other disciplines that indicate limited utility of GRE scores in the prediction of students’ success in master’s degree programs.

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.

Telepractice for Adult Speech-Language Pathology Services: A Systematic Review

2020 ◽  
Vol 5 (1) ◽  
pp. 326-338 ◽  
Author(s):  
Kristen Weidner ◽  
Joneen Lowman
Keyword(s):  
Systematic Review ◽  
Primary Progressive Aphasia ◽  
Future Research ◽  
Service Delivery Model ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Research Designs ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Screening Assessment

Purpose We conducted a systematic review of the literature regarding adult telepractice services (screening, assessment, and treatment) from approximately 2014 to 2019. Method Thirty-one relevant studies were identified from a literature search, assessed for quality, and reported. Results Included studies illustrated feasibility, efficacy, diagnostic accuracy, and noninferiority of various speech-language pathology services across adult populations, including chronic aphasia, Parkinson's disease, dysphagia, and primary progressive aphasia. Technical aspects of the equipment and software used to deliver services were discussed. Some general themes were noted as areas for future research. Conclusion Overall, results of the review continue to support the use of telepractice as an appropriate service delivery model in speech-language pathology for adults. Strong research designs, including experimental control, across multiple well-described settings are still needed to definitively determine effectiveness of telepractice services.

scholarly journals Non-Medical Use of Cognitive Enhancing Prescription Medications Among Occupational Therapy and Speech Language Pathology Health Care Students: A Pilot Study

2016 ◽  
Author(s):  
Randy McCombie ◽  
Hannah Slanina
Keyword(s):  
Pilot Study ◽  
Occupational Therapy ◽  
Prescription Drugs ◽  
Self Report ◽  
Future Research ◽  
Prescription Medications ◽  
Speech Language Pathology ◽  
Academic Cheating ◽  
Language Pathology ◽  
Return Envelope

Purpose: This research was designed to serve as a pilot study to generate baseline data on non-medical use of prescription drugs (NMUPD) for cognitive/academic enhancement purposes among students representing two healthcare professions, Occupational Therapy (OT) and Speech Language Pathology (SLP) and to assess students’ opinions regarding whether use of these medications constitutes academic “cheating.” Introduction: NMUPD, such as Adderall ® or Ritalin ®, to reduce fatigue, improve memory, and increase concentration to ultimately improve grades has increased among college students in recent years, with estimated use put as high as 35% on some campuses. These drugs appear to be readily available to those not prescribed them, with primary sources including family, friends, and classmates. Aside from health concerns stemming from ingesting non-prescribed medications is the ethical concern whether use of such cognitive enhancers is “cheating.” Methods: Following IRB approval, 150 OT and 150 SLP students, randomly selected from membership in their respective national associations, were mailed survey packets containing a cover letter, questionnaire, and return envelope. Results: A total of 51 completed surveys, including 25 OT and 26 SLP students, were returned and included in analyses. Of these, five (9.8%) reported using cognitive enhancing prescription medications. Four of these reported having a legal prescription, including one who admitted faking symptoms of ADHD to access the prescription. The fifth student had no prescription. Motives included recreational enjoyment, to improve attention/concentration, reduce hyperactivity/impulsivity, and to obtain higher grades. Four out of ten students indicated abuse of prescription medications was a problem at their institutions, with three out of ten believing it was easy to obtain such drugs. Students were visibly divided as to whether use of these medications was academic cheating. Conclusions: The percent of these healthcare profession students reporting to have used non-prescribed medications for academic enhancement purposes mirrors that of studies on the general college student population and reflects the division as to whether use constitutes cheating. As the survey is a self-report, the numbers using the prescription medications may be higher. Results indicate future research on NMUPD among healthcare students is warranted, along with a need to educate students on the risks of use of these medications for non-prescribed purposes.

scholarly journals Comorbidity of stuttering disordered phonology in young children

1990 ◽  
Vol 37 (1) ◽  
Author(s):  
Lesley Wolk ◽  
Edward G. Conture ◽  
Mary L. Edwards
Keyword(s):  
Young Children ◽  
Special Reference ◽  
Language Disorders ◽  
Future Research ◽  
Speech Language Pathology ◽  
Speech And Language ◽  
Phonological Disorders ◽  
Language Pathology ◽  
Prognostic Implications ◽  
Speech And Language Disorders

Young stutterers frequently exhibit concomitant speech and/or language disorders. The co-occurrence of these disorders is, however, not yet well understood. The purpose of this paper is to introduce the notion of "comorbidity" as it relates to the field of speech-language pathology specifically, to discuss comorbidity (coexistence) of stuttering and disordered phonology in young children. Literature on concomitant speech and language disorders in young stutterers is reviewed, with special reference to the prevalence of articulatory/phonological disorders in young stutterers. Future research on the coexistence of two speech and language disorders is encouraged, as well as the consideration of diagnostic treatment and prognostic implications for children who, exhibit both stuttering and disordered phonology as opposed to children who exhibit each disorder in isolation.

Predicting Clinical Success in Speech-Language Pathology Graduate Students

2020 ◽  
Vol 5 (2) ◽  
pp. 479-488
Author(s):  
Lydia Richardson ◽  
Elizabeth Roberts ◽  
Shelley Victor
Keyword(s):  
Graduate Students ◽  
Grade Point Average ◽  
Work Experience ◽  
Clinical Success ◽  
Personality Type ◽  
Speech Language Pathology ◽  
Academic Variables ◽  
Grade Point ◽  
Language Pathology ◽  
Nonacademic Variables

Purpose Admissions committees rely heavily on quantitative academic variables such as undergraduate grade point average (UGPA) and scores on the Graduate Record Examination (GRE). However, the ability of these factors to predict the clinical success of speech-language pathology (SLP) graduate students has not been substantiated. The purpose of the current study was to examine the relationship between academic variables (i.e., UGPA, major grade point average, GRE scores) and nonacademic variables (i.e., age, personality type, prior work experience in the field) and determine the degree to which each of these variables predicts clinical success. Method Data were extracted from academic records of 45 students enrolled in a graduate SLP program at a public institution of higher learning between 2014 and 2016. Descriptive statistics and correlation coefficients were used to identify the relationships between academic and nonacademic variables with clinical success. Results Correlation results did not identify a significant relationship between academic variables and clinical success as well as between nonacademic variables and clinical success. However, relationships between the academic variables and nonacademic variables were discovered. Predictive power of clinical success was not identified due to lack of correlations between the variables. Conclusions Academic variables (GRE, UGPA, major grade point average) nor nonacademic variables (age, personality type, previous work experience) were found to have a significant correlation to clinical success in SLP graduate students. There continues to be a lack of evidence in identifying individual variables as sole predictors for success in SLP graduate programs.

Ageism Among Graduate Students in Communication Sciences and Disorders: A Longitudinal Analysis

2020 ◽  
Vol 5 (5) ◽  
pp. 1306-1312
Author(s):  
Amber Heape ◽  
Brandon Causey ◽  
Taylor Lloyd ◽  
Stevonna Jeter
Keyword(s):  
Graduate Students ◽  
Student Performance ◽  
Graduate Program ◽  
Demographic Data ◽  
Age Groups ◽  
The Elderly ◽  
Older Individuals ◽  
Speech Language Pathology ◽  
Graduate Curriculum ◽  
Language Pathology

Purpose Ageism is a negative bias that results in stereotyping of and discrimination against older individuals and is one of the most institutionalized forms of prejudice in current society. Literature suggests that negative attitudes toward the elderly may have adverse effects, especially in health care settings. The purpose of this investigation was to examine the presence and level of ageism in a group of graduate students enrolled in an accredited speech-language pathology program over a 2-year period, to determine if the degree of ageism differed based on ethnicity, gender, age, or previous experience working with older adults. Method Eighty students of an accredited speech-language pathology graduate program completed the Fraboni Scale of Ageism over a 2-year period at the onset of a course on aging. Students were blinded to the type of assessment they were completing and were anonymous in order to blind the instructor to specific student performance. Demographic data for each protocol were gathered in order to analyze results. Results Data were analyzed using descriptive statistics and analysis of variance calculated for effect size between groups. Results indicated that the level of ageism did not significantly change when grouped by gender, ethnicity, age, or level of experience, though a level of implicit bias was demonstrated through overall participant scores. Conclusions Authors concluded that existing evidence should be used to develop graduate curriculum that encompasses all age groups, especially those aged 65 years and older. Opportunities for experiential learning may provide further benefit to decreasing ageism in graduate students, leading to positive societal change.

Preparing Alaskan Speech-Language Pathology Graduates for School-Based Employment

2010 ◽  
Vol 11 (2) ◽  
pp. 56-59
Author(s):  
Laura Young-Campbell ◽  
Ellen Brigham
Keyword(s):  
Public Schools ◽  
Graduate Program ◽  
Speech Language Pathology ◽  
School Based ◽  
University Of Alaska Anchorage ◽  
Language Pathology ◽  
The University ◽  
East Carolina University ◽  
Collaborative Training ◽  
Significant Shortage

Abstract Alaska, like the rest of the nation, has been experiencing a significant shortage of speech-language pathologists (SLPs). This shortage has been acutely felt in Alaska's public schools. Without an in-state graduate program, Alaska is unable to produce a qualified pool of candidates to fill SLP positions. This article will discuss a collaborative training program between the University of Alaska Anchorage and East Carolina University designed to address the SLP shortage in Alaska schools.

scholarly journals Patient-Reported Outcomes and Evidence-Based Practice in Speech-Language Pathology

2020 ◽  
Vol 29 (1) ◽  
pp. 357-370
Author(s):  
Matthew L. Cohen ◽  
William D. Hula
Keyword(s):  
Psychosocial Functioning ◽  
Patient Reported Outcomes ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
Future Research ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Patient’S Perspective ◽  
Patient Reported ◽  
Language Pathology

Purpose The patient's perspective of their health is a core component of evidence-based practice (EBP) and person-centered care. Patient-reported outcomes (PROs), captured with PRO measures (PROMs), are the main way of formally soliciting and measuring the patient's perspective. Currently, however, PROs play a relatively small role in mainstream speech-language pathology practice. The purpose of this article is to raise important questions about how PROs could be applied to EBP in speech-language pathology for individuals with communication disorders and to propose preliminary approaches to address some of these questions. Method Based on a narrative review of the literature, this article introduces relevant terminology and broadly describes PRO applications in other health care fields. The article also raises questions related to PRO-informed clinical practice in speech-language pathology. To address some of these questions, the article explores previous research to provide suggestions for clinical administration, interpretation, and future research. Conclusion More routine measurement of subjective health constructs via PROMs—for example, constructs such as effort, participation, self-efficacy, and psychosocial functioning—may improve EBP. More routine use of PROMs could significantly expand the information that is available to clinicians about individual clients and add to the evidence base for the profession of speech-language pathology. However, careful consideration and more research are needed on how to capture and interpret PROs from individuals with cognitive and language disorders.

Crossing Borders Without Leaving the University: MISTIC—An International Collaboration

2012 ◽  
Vol 2 (2) ◽  
pp. 59-65
Author(s):  
Maria Resendiz ◽  
Maria Diana Gonzales ◽  
Clarissa Rodriguez
Keyword(s):  
United States ◽  
International Collaboration ◽  
Graduate Program ◽  
Communication Disorders ◽  
The United States ◽  
State University ◽  
Speech Language Pathology ◽  
Language Therapy ◽  
Language Pathology ◽  
The University

International collaborations usually involve individuals from one country traveling to another country (Kuehn & Henne, 2003). However, for various reasons, students and faculty from the United States do not always have the option to travel to another country. This was the case when the Department of Communication Disorders Speech-Language Hearing Clinic at Texas State University was contacted by personnel from a clinic in Monterrey, México. Together, we developed an international collaboration that would be mutually beneficial to all parties involved. We developed goals for the clinical component of the speech-language pathology graduate program, the participating clients and their families, professionals employed at the private clinic in Monterrey, México, and research goals to document the effectiveness of the international collaboration we called the Multicultural Intensive Speech-Language Therapy Intervention Clinic (MISTIC). In this case, families and professionals from México traveled to the United States to participate in this international collaboration.

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