The Case for Holistic Review in Communication Sciences and Disorders Admissions

Successful Student ◽

Holistic Review ◽

Language Pathology ◽

Purpose The purpose of this article is to review the foundational tenets and current evidence regarding holistic review for graduate admissions that can be applied specifically to the field of communication sciences and disorders (CSD). Holistic review represents a paradigm shift from expecting the best students as those with the highest academic metrics to those who are a best fit with the mission, values, and goals of any program. This shift may be challenging for widespread adoption by the CSD field. It requires reconsideration of long-standing traditions and beliefs about admissions criteria, and a strong definition of what makes a successful student and future practitioner. Conclusions A comprehensive exploration of current knowledge around holistic review and faculty perceptions or hesitations could inform future policies, create a unified effort across the fields of speech-language pathology and audiology, and inspire collaborative work among graduate programs. We have the opportunity to facilitate changes that will ultimately result in a workforce that reflects the world in which we live and the populations we serve. Graduate CSD programs must be training students who are both academically successful and who provide culturally sensitive, responsive, and competent clinical care.

Preliminary evaluation of applicants to master's programs in speech-language pathology using vignettes and criteria from a holistic review process

10.31234/osf.io/a34zj ◽

2021 ◽

Author(s):

Teresa Girolamo ◽

Stephen Politzer-Ahles ◽

Samantha Ghali ◽

BRITTANY WILLIAMS

Keyword(s):

Linguistic Diversity ◽

Preliminary Evaluation ◽

Barriers To Entry ◽

Master's Programs ◽

Cultural And Linguistic Diversity ◽

Holistic Review ◽

Language Pathology ◽

High Level ◽

Future Work

Purpose: Little is known about how others evaluate applicants to master’s programs in speech-language pathology along criteria used during holistic review, despite more programs adopting holistic review. This knowledge gap limits our understanding of whether holistic admissions may offer a more equitable pathway to entering speech-language pathology. This study investigated how faculty and Ph.D. students evaluated applicants to master’s speech-language pathology programs along criteria used during holistic review.Method: We administered a survey online through a Qualtrics platform. Respondents (N = 66) were faculty and Ph.D. candidates in U.S. speech-language-hearing departments. Survey blocks included demographics, professional background, and vignettes. Vignettes featured profiles of applicants to master’s programs in speech-language pathology. Vignettes systematically varied in the indicators of applicant criteria, which were specified at low, moderate, or high levels, or not specified. After reading each vignette, respondents rated the applicant and indicated their admissions decision. Analysis included descriptives.Results: Relative to an applicant who was at a high level for all indicators except cultural and linguistic diversity, respondents ranked applicants who varied in their indicators of criteria levels lower. Respondents were also less likely to make an explicit “accept” decision (versus “waitlist” or “reject”) for this latter group of applicants. Conclusion: Even when implementing criteria used during holistic review, applicants who vary from a “high-achieving” stereotype may still face barriers to entry. Future work is needed to understand the precise nature of how holistic admissions review may play out in actual practice and help increase diversity in the profession.

The Quadrad of Performance: A Leadership Tool for Professional Growth

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00167 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1564-1576

Author(s):

Michael D. Page

Keyword(s):

Professional Growth ◽

Clinical Skills ◽

Clinical Care ◽

Clinical Skill ◽

Hiring Managers ◽

Group Environment ◽

Language Pathology ◽

And Performance ◽

Efficiency And Productivity

Purpose Clinical care in all aspects of audiology and speech-language pathology requires a significant and diverse skill set in order to screen, assess, diagnose, treat, and monitor performance of their patients. Communication skills are paramount in all directions of their relationship with patients and coworkers. Additionally, clinicians rarely work in isolation and are most often in a group environment and setting with other peer professionals, as well as affiliated professionals with differing yet complementary multifaceted skills associated with neighboring professions. Conclusions The aggregate of skills spans an enormous set. Expectations are high, and much is expected as a clinician and a colleague! While clinical skill and performance are certainly what most hiring managers look for, this clinical focus article will discuss the critical importance of aspects of relationship courtesy and trust. Indeed, these characteristics will be presented as even more critical than clinical skills alone. Four sets of skills will be presented, which the author claims mandatory for all clinical providers. They include knowledge and competence , efficiency and productivity , relationships with patients , and relationships with peers.

Death from COVID-19 in a Hispanic postpartum woman and review of the literature

BMJ Case Reports ◽

10.1136/bcr-2021-242819 ◽

2021 ◽

Vol 14 (7) ◽

pp. e242819

Author(s):

Janardhan Mydam ◽

Laila Younes ◽

Mohammed Siddiqui ◽

Thana Tarsha

Keyword(s):

Pregnancy Outcomes ◽

Current Knowledge ◽

Obese Woman ◽

Clinical Care ◽

Current Evidence ◽

Postpartum Woman ◽

Postpartum Women ◽

Evidence Based ◽

Review Of The Literature ◽

The Impact

There is still much we do not know about the impact of COVID-19 on the health of pregnant and postpartum women and pregnancy outcomes. Current evidence suggests that there is biological plausibility for worse outcomes among this population. This case report details the clinical care given to a postpartum Hispanic and obese woman diagnosed with COVID-19 in April 2020. We report the care she and her newborn received and her progression through the virus. We discuss the current knowledge surrounding COVID-19 among pregnant and postpartum women. While research supports COVID-19 outcomes being comparable to the general population, there is limited research in this area. Clinical trials, acting on the side of caution, have tended to exclude pregnant women from participation. Therefore, there is a need for further research that can inform evidence-based policy decisions related to COVID-19 in pregnant and postpartum women.

A New Focus on Supervision: Looking to the Future

Perspectives on Administration and Supervision ◽

10.1044/aas18.1.17 ◽

2008 ◽

Vol 18 (1) ◽

pp. 17-23 ◽

Cited By ~ 1

Author(s):

Lisa Cabiale O’Connor

Keyword(s):

Clinical Supervision ◽

Clinical Education ◽

Formal Education ◽

Specialty Area ◽

Distinct Area ◽

Language Pathology ◽

Supervisory Process ◽

Abstract This article examines some of our assumptions about clinical supervision, such as, good clinicians automatically make good supervisors, the major role of the supervisor is evaluation, and formal education is not necessary for engaging in supervision. It is important to examine what actions or future directions are necessary so that we do more than just say we recognize supervision as a distinct area of practice. It is time to identify actions professionals and/or the professions need to take in order to ensure quality supervision and, as a result, more effective clinical education. Suggestions include, among others, focusing on increased knowledge and understanding of the supervisory process in speech-language pathology and audiology, acknowledging that education in supervision makes a difference and creates opportunities for professionals to obtain such education, developing and distributing new professional policy documents that focus on supervision, recognizing and promoting a comprehensive definition of the supervisory process, developing tools to evaluate the effectiveness of supervisors, and promoting research that supports the efficacy of supervision in the professions. Supervision is necessary; it is guided by competencies that require training; it is both an art and a science; and, it is a specialty area of the professions.

Synopsis of Guidelines for the Clinical Management of Cerebral Cavernous Malformations: Consensus Recommendations Based on Systematic Literature Review by the Angioma Alliance Scientific Advisory Board Clinical Experts Panel

Neurosurgery ◽

10.1093/neuros/nyx091 ◽

2017 ◽

Vol 80 (5) ◽

pp. 665-680 ◽

Cited By ~ 109

Author(s):

Amy Akers ◽

Rustam Al-Shahi Salman ◽

Issam A. Awad ◽

Kristen Dahlem ◽

Kelly Flemming ◽

...

Keyword(s):

Current Knowledge ◽

Clinical Care ◽

Heart Association ◽

The United States ◽

Current Evidence ◽

Cerebral Cavernous Malformations ◽

Class Iii ◽

Knowledge Gaps ◽

Cavernous Malformations ◽

Patient Support Group

Abstract BACKGROUND: Despite many publications about cerebral cavernous malformations (CCMs), controversy remains regarding diagnostic and management strategies. OBJECTIVE: To develop guidelines for CCM management. METHODS: The Angioma Alliance (www.angioma.org), the patient support group in the United States advocating on behalf of patients and research in CCM, convened a multidisciplinary writing group comprising expert CCM clinicians to help summarize the existing literature related to the clinical care of CCM, focusing on 5 topics: (1) epidemiology and natural history, (2) genetic testing and counseling, (3) diagnostic criteria and radiology standards, (4) neurosurgical considerations, and (5) neurological considerations. The group reviewed literature, rated evidence, developed recommendations, and established consensus, controversies, and knowledge gaps according to a prespecified protocol. RESULTS: Of 1270 publications published between January 1, 1983 and September 31, 2014, we selected 98 based on methodological criteria, and identified 38 additional recent or relevant publications. Topic authors used these publications to summarize current knowledge and arrive at 23 consensus management recommendations, which we rated by class (size of effect) and level (estimate of certainty) according to the American Heart Association/American Stroke Association criteria. No recommendation was level A (because of the absence of randomized controlled trials), 11 (48%) were level B, and 12 (52%) were level C. Recommendations were class I in 8 (35%), class II in 10 (43%), and class III in 5 (22%). CONCLUSION: Current evidence supports recommendations for the management of CCM, but their generally low levels and classes mandate further research to better inform clinical practice and update these recommendations. The complete recommendations document, including the criteria for selecting reference citations, a more detailed justification of the respective recommendations, and a summary of controversies and knowledge gaps, was similarly peer reviewed and is available on line www.angioma.org/CCMGuidelines.

Trastorno Específico del Lenguaje: Marcadores psicolingüísticos en semántica y pragmática en niños españoles

Anales de Psicología ◽

10.6018/analesps.31.3.180091 ◽

2015 ◽

Vol 31 (3) ◽

pp. 879

Author(s):

Juan J. Buiza ◽

María J. Rodríguez-Parra ◽

José A. Adrián

Keyword(s):

Discriminant Analysis ◽

Language Impairment ◽

Specific Language Impairment ◽

Group Performance ◽

Canonical Function ◽

Spanish Speaking ◽

Task Definition ◽

Language Pathology ◽

<p>The aim of this study is to determine which semantics and pragmatics markers best discriminate Spanish-speaking children with Specific Language Impairment (SLI) from children with typical language development. This study analyzes the performance of 31 Spanish-speaking children with SLI on a battery of 9 psycholinguistic tasks. The performance of the SLI children was compared with that of two subgroups of controls: aged-matched (CA) and linguistically matched (CL).</p><p>The data show that the SLI group performed more poorly than the CA subgroup on most of the tasks (8/9). However, the SLI group performance only was significantly worse that of the CL subgroup on one of the tasks. A first Discriminant Analysis SLI vs CA established canonical function with Sensitivity 93,5% and Specificity 87,1%. A second Discriminant Analysis SLI vs CL identified a canonical function with Sensitivity 77,4% and Specificity only 54,8%. One semantic task (Definition of words) and another pragmatic task (Scene language) appear to be the best variables for establishing an SLI profile in this psycholinguistics areas. Discuss the implications of these findings for the clinical diagnosis and speech-language pathology.</p>

Admissions Type and Cultural Competency in Graduate Speech-Language Pathology Curricula: A National Survey Study

American Journal of Speech-Language Pathology ◽

10.1044/2021_ajslp-20-00324 ◽

2021 ◽

pp. 1-11

Author(s):

Mark Guiberson ◽

Debra C. Vigil

Keyword(s):

Cultural Competency ◽

Health Beliefs ◽

Department Chairs ◽

Survey Study ◽

Cultural Backgrounds ◽

Traditional Group ◽

Holistic Review ◽

Language Pathology ◽

Study Participants

Purpose This research describes the results of survey questions designed to establish how cultural competency is taught in graduate speech-language pathology programs with a view on how to increase cultural competency in practicing professionals. Method One hundred ten department chairs or designees of university programs with graduate speech-language pathology programs participated in this study. Participants were asked questions to better understand how programs included cultural competency content for teaching purposes in program curricula. Respondents were sorted into groups by admission practices (traditional admissions, some holistic measures, or holistic review ). We provide a description of responses, including which cultural competency topics are included in curricula, and we compare programs' composite cultural competency by admission type. Results Programs that used some holistic measures or holistic review had had significantly more content that focused on cultural competency than the traditional group, and also used a wider range of pedagogical approaches used to teach this content. Programs that employed some holistic measures or holistic review also covered a wider range of topics, including learning the importance of listening nonjudgmentally to clients' disability/health beliefs and valuing curiosity, empathy, and respect for others. Less than 30% of the traditional admissions programs reported that students were taught about institutional biases or the value of eliminating disparities, and less than 40% reported that students are comfortable talking about culture openly or are able to discuss their own cultural backgrounds or biases. The authors discuss implications and recommendations for enhancing cultural competence in graduate speech-language pathology programs.

Collecting Outcomes Data in Schools

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2904.250 ◽

1998 ◽

Vol 29 (4) ◽

pp. 250-256 ◽

Cited By ~ 9

Author(s):

Tanya M. Gallagher ◽

Nancy B. Swigert ◽

Herbert M. Baum

Keyword(s):

Cost Effectiveness ◽

Treatment Outcomes ◽

Measurement System ◽

Task Force ◽

Outcomes Measurement ◽

School Settings ◽

Language Pathology ◽

Definition Of ◽

K 12

The definition of treatment outcomes, its interpretive limitations, and the need for this type of information are discussed. The activities of the American Speech-Language-Hearing Association’s (ASHA’s) Task Force on Treatment Outcomes and Cost-Effectiveness and the development of the National Outcomes Measurement System for Speech-Language Pathology and Audiology (NOMS) are reviewed, with an emphasis on the NOMS: K-12 (Education) component. How outcomes data can be used and the challenges its collection presents in school settings are also discussed.

Dementia Management: A Practice Update for Speech-Language Pathologists

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld25.4.158 ◽

2015 ◽

Vol 25 (4) ◽

pp. 158-164 ◽

Cited By ~ 1

Author(s):

Mary Beth Mason-Baughman ◽

Renee Kinder

Keyword(s):

Older Adults ◽

Speech Language Pathologists ◽

Medicare Benefit ◽

Language Pathology ◽

Most clinicians working with older adults have assessed and treated patients with cognitive-communicative deficits associated with dementia. Dementia management can be challenging at times, even for the most seasoned clinician. This article will provide a framework for dementia management focusing on assessment, treatment, and documentation to ensure that speech-language pathology services are reimbursable by meeting Medicare's definition of reasonable and necessary services as set forth by the Medicare Benefit Policy Manual. The goal of sharing this information is to help clinicians shape management programs to meet the needs of their patients with dementia and ensure compliance with current healthcare regulations.

Using Telepractice to Support the Management of Head and Neck Cancer: Key Considerations for Speech-Language Pathology Service Planning, Establishment, and Evaluation

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig13.139 ◽

2017 ◽

Vol 2 (13) ◽

pp. 139-146

Author(s):

Clare L. Burns ◽

Laurelie R. Wall

Keyword(s):

Head And Neck Cancer ◽

Head And Neck ◽

Neck Cancer ◽

Service Planning ◽

Current Evidence ◽

Staff Support ◽

Clinical Patient ◽

Research Reporting ◽

Language Pathology

With the rise of technology-enhanced health services, there is a growing opportunity to use telepractice to address the challenges associated with accessing and delivering speech-language pathology head and neck cancer (HNC) services. With an emerging body of research reporting clinical, patient and service benefits, careful planning and coordination of a range of factors are required to integrate these new models into routine speech-language pathology practice. This paper provides a review of current evidence and key professional policy documents to assist clinicians in the development of speech-language pathology HNC telepractice services. Important aspects of service design such as mode and configuration of technology, patient suitability, staff support, and training, as well as strategies for service establishment and evaluation are discussed. Consideration of these aspects is important to ensure that future speech-language pathology HNC telepractice services meet clinical, technical, and operational requirements to support successful service implementation and long-term sustainability.