Perspectives of Speech-Language Pathologists and School Counselors on the Nature and Treatment of Selective Mutism

2020 ◽  
Vol 5 (4) ◽  
pp. 1045-1056
Author(s):  
Kimberly F. Frazier ◽  
Kelsey Howard
Keyword(s):  
School Counselors ◽  
Practice Guidelines ◽  
Online Survey ◽  
Selective Mutism ◽  
Therapy Process ◽  
Theory Approach ◽  
Speech Language Pathologists ◽  
Intervention Process ◽  
Behavioral Therapies ◽  
Grounded Theory Approach

Background The aim of this study was to determine the preferred practice guidelines of speech-language pathologists (SLPs) and school counselors on treating selective mutism (SM) and how families are involved in the intervention process. Method Two hundred one SLPs and school counselors took part in this study. A grounded theory approach was used to develop a brief online survey that included 10 multiple-response items and three questions allowing participants to provide write-in responses. Results Generally, both SLPs and school counselors agreed with the American Speech-Language-Hearing Association's preferred practice guidelines on treating SM, with behavioral therapies selected most frequently as the treatment of choice, and participants almost unanimously agreed that family inclusion was “very important.” Conclusion This research sheds light on how professionals who work with children with SM include parents in the therapy process and their preferred intervention techniques used.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

scholarly journals Is gender just a costume? An exploratory study of crossplay

2019 ◽  
Vol 30 ◽  
Author(s):  
Jessica Ethel Tompkins
Keyword(s):  
Social Interactions ◽  
Online Survey ◽  
Pop Culture ◽  
Theory Approach ◽  
Fictional Character ◽  
Emancipatory Politics ◽  
Positive And Negative Feedback ◽  
Play Space ◽  
Alternative Gender ◽  
Grounded Theory Approach

Cosplay, a portmanteau of costume and play, is a costume inspired by a fictional character originating from a variety of media texts and is typically worn to pop culture conventions. When cosplayers dress up as a fictional character of a different gender than the cosplayer's self-identified gender, this is known as crossplay. It has been argued that this fannish activity challenges status quo notions of gender through bodily performance, but some scholars have been skeptical about the emancipatory politics surrounding crossplay culture. Thus, an online survey probed on the motivations to do crossplay as well as on the lived experiences of crossplayers. Responses to questions about crossplay motivations as well as social interactions that occurred while wearing crossplay were analyzed using the grounded theory approach. Results suggest that respondents are motivated to perform crossplay by an attachment to a favorite fictional character rather than to express alternative gender identities. However, some respondents indicated that crossplay was a socially acceptable way to present oneself as another gender. A close look at participants' responses about positive and negative feedback from other convention attendees while the participants were engaging in crossplay indicates that gender inequality persists for self-identified men and nonbinary individuals who choose to dress as female characters. This suggests that masculine performativity remains hegemonic even within the play space of fan conventions.

scholarly journals Cognitive Frames of Track Two Practitioners: How Do They Affect (Best) Practice?

2020 ◽  
Vol 26 (1) ◽  
pp. 102-124
Author(s):  
Esra Çuhadar
Keyword(s):  
Grounded Theory ◽  
Best Practice ◽  
Online Survey ◽  
Framing Effect ◽  
Qualitative Studies ◽  
Theory Approach ◽  
Cognitive Frames ◽  
Context Specific ◽  
Grounded Theory Approach

Abstract This article explores the extent to which framing affects Track Two diplomacy practice and especially how the cognitive frames used by practitioners shape the design of their interventions. The framing effect is pervasive and shapes every type of action. Peacebuilding and Track Two work are no exception. Track Two practitioners often rely on frames as cognitive heuristics when they design their interventions. This article reports on the results of an online survey of 273 participants, using measures based on categories identified in two previous qualitative studies using the grounded theory approach. Four main frames used by practitioners are presented, along with examples from practice: psychologists, constructivists, capacity-builders, and realistic negotiators. Finally, the implications of being captive to the framing effect for Track Two practice are discussed. Steps are suggested towards making more deliberative and reflective context-specific decisions about interventions rather than “fast thinking” based on heuristics and bias.

Practice Patterns of Speech-Language Pathologists in Pediatric Vocal Health

2017 ◽  
Vol 26 (2) ◽  
pp. 281-300 ◽  
Author(s):  
Naomi A. Hartley ◽  
Maia Braden ◽  
Susan L. Thibeault
Keyword(s):  
Practice Guidelines ◽  
Online Survey ◽  
Current Practice ◽  
Practice Patterns ◽  
The United States ◽  
Speech Language Pathologists ◽  
Clinical Specialty ◽  
Vocal Health ◽  
Research Education ◽  
Workplace Setting

Purpose The purpose of this study was to investigate current practices of speech-language pathologists (SLPs) in the management of pediatric vocal health, with specific analysis of the influence of clinical specialty and workplace setting on management approaches. Method American Speech-Language-Hearing Association–certified clinicians providing services within the United States (1%–100% voice caseload) completed an anonymous online survey detailing clinician demographics; employment location and service delivery models; approaches to continuing professional development; and specifics of case management, including assessment, treatment, and discharge procedures. Results Current practice patterns were analyzed for 100 SLPs (0–42 years of experience; 77 self-identifying as voice specialists) providing services in 34 U.S. states across a range of metropolitan and nonmetropolitan workplace settings. In general, SLPs favored a multidisciplinary approach to management; included perceptual, instrumental, and quality of life measures during evaluation; and tailored intervention to the individual using a combination of therapy approaches. In contrast with current practice guidelines, only half reported requiring an otolaryngology evaluation prior to initiating treatment. Both clinical specialty and workplace setting were found to affect practice patterns. SLPs in school settings were significantly less likely to consider themselves voice specialists compared with all other work environments. Those SLPs who considered themselves voice specialists were significantly more likely to utilize voice-specific assessment and treatment approaches. Conclusion SLP practice largely mirrors current professional practice guidelines; however, potential exists to further enhance client care. To ensure that SLPs are best able to support children in successful communication, further research, education, and advocacy are required.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Stuttering-Related Podcasts: Audio-Based Self-Help for People Who Stutter

2020 ◽  
Vol 5 (5) ◽  
pp. 1131-1138
Author(s):  
Lauren E. Dignazio ◽  
Megan M. Kenny ◽  
Erik X. Raj ◽  
Kyle D. Pelkey
Keyword(s):  
Support Groups ◽  
Support Group ◽  
Online Survey ◽  
Multiple Choice ◽  
Speech Language Pathologists ◽  
Group Leaders ◽  
Self Help ◽  
Group Members

Purpose It is known that people who stutter (PWS) benefit from self-help experiences, such as attending support groups or conferences. However, limited research has been done to explore the listening of stuttering-related podcasts as a form of self-help for PWS. This study seeks to understand the reasons why PWS listen to stuttering-related podcasts and provide descriptions of their listening experiences. Method Thirty-three PWS who have listened to stuttering-related podcasts were recruited to participate in an online survey that included multiple-choice and open-ended questions. Responses were analyzed and grouped into descriptive themes. Results Participants reported listening to stuttering-related podcasts as a way to gain information and perspective. They also reported experiences that fit themes of empowerment and camaraderie, as a result of listening. Conclusions Stuttering-related podcasts seem to be a positive self-help tool for PWS. Stuttering support group leaders and/or speech-language pathologists may consider introducing their group members or clients who stutter to this type of audio-based self-help experience.

Sign in / Sign up

Export Citation Format

Share Document