The Childhood Trauma and Attachment Gap in Speech-Language Pathology: Practitioner's Knowledge, Practice, and Needs

2021 ◽  
pp. 1-16
Author(s):  
Anna C. Rupert ◽  
Diane E. Bartlett
Keyword(s):  
Childhood Trauma ◽  
Online Survey ◽  
Bivariate Analysis ◽  
Speech Language Pathology ◽  
Communication Development ◽  
Language Pathology ◽  
Trauma Informed ◽  
Knowledge Practice ◽  
Study Support ◽  
Qualitative Responses

Purpose: Previous research demonstrates the relevance of childhood trauma and attachment to communication development. This study aimed to understand speech-language pathology (SLP) practitioners' knowledge, beliefs, training, and current practices regarding developmental trauma and attachment. Method: An online survey was administered to SLP practitioners ( N = 97) who work primarily with children from birth to age 6 years in Canada. Quantitative (univariate and bivariate) analysis was performed with SPSS. Qualitative responses were coded by two reviewers using thematic analysis to identify key themes. Results: SLP practitioners are working with children who have experienced trauma and adapt their practice when they are aware of this history. Practitioners also indicated, however, that they lack training with respect to trauma and attachment, their understanding of the concepts is narrow, they do not have standardized practices for obtaining trauma history, and they do not adapt their practice in consistent ways. The results show there is interest in understanding how trauma affects communication development, the relevance to their work, and that additional training is needed to support practitioners to identify and respond to trauma in early childhood. Conclusions: Findings from this study support SLP practitioners' involvement in early identification of trauma and the development of best practices regarding trauma-informed SLP assessment and intervention. The results also inform how systems and areas of service need to be adjusted to be more accessible, flexible, and collaborative in order to support children and families whose lives have been impacted by trauma and indicate additional areas of research in the area. Supplemental Material https://doi.org/10.23641/asha.16968097

Academic, Clinical, and Educational Experiences of Self-Identified Fluency Specialists

2016 ◽  
Vol 1 (4) ◽  
pp. 16-43 ◽  
Author(s):  
Geoffrey A. Coalson ◽  
Courtney T. Byrd ◽  
Elizabeth Rives
Keyword(s):  
Professional Training ◽  
Online Survey ◽  
Student Experiences ◽  
Speech Language Pathology ◽  
Chi Square ◽  
Clinical Practicum ◽  
Fluency Disorders ◽  
Graduate Curriculum ◽  
Language Pathology

Purpose The purpose of the present study is to examine whether the academic, clinical, and fluency-related student experiences of professionals who self-identify as having specialized knowledge of fluency disorders differ from those who do not. Method An online survey was developed to identify the academic, clinical, and specific fluency-related experiences professionals had when they were undergraduate and graduate students. The survey was completed by 219 professionals within the field of speech-language pathology (122 self-identified specialists, 97 self-identified non-specialists). Results Considerable overlap was observed in training experiences of self-identified specialists and non-specialists. However, Chi-square analyses revealed a significantly greater proportion of self-identified specialists reported (a) completion of a dedicated course in fluency disorders during undergraduate and graduate curriculum, (b) interaction with five or more fluency clients during clinical practicum, and (c) exposure to specific fluency-related activities such as voluntary stuttering and attendance at a fluency-related support group. Conclusions Findings suggest that despite the degree of overlap between self-identified specialists' and non-specialists' pre-professional training, the quantity and quality of certain experiences may influence future decisions to focus more exclusively on working with persons who stutter.

Evidence-Based Speech-Language Pathology Practices in Schools: Findings From a National Survey

2013 ◽  
Vol 44 (3) ◽  
pp. 266-280 ◽  
Author(s):  
LaVae M. Hoffman ◽  
Marie Ireland ◽  
Shannon Hall-Mills ◽  
Perry Flynn
Keyword(s):  
Public Schools ◽  
Online Survey ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Journal Articles ◽  
School Based ◽  
Resource Needs ◽  
Training Format ◽  
Language Pathology ◽  
Scheduled Time

Purpose This study documented evidence-based practice (EBP) patterns as reported by speech-language pathologists (SLPs) employed in public schools during 2010–2011. Method Using an online survey, practioners reported their EBP training experiences, resources available in their workplaces, and the frequency with which they engage in specific EBP activities, as well as their resource needs and future training format preferences. Results A total of 2,762 SLPs in 28 states participated in the online survey, 85% of whom reported holding the Certificate of Clinical Competence in Speech-Language Pathology credential. Results revealed that one quarter of survey respondents had no formal training in EBP, 11% of SLPs worked in school districts with official EBP procedural guidelines, and 91% had no scheduled time to support EBP activities. The majority of SLPs posed and researched 0 to 2 EBP questions per year and read 0 to 4 American Speech-Language-Hearing Association (ASHA) journal articles per year on either assessment or intervention topics. Conclusion Use of ASHA online resources and engagement in EBP activities were documented to be low. However, results also revealed that school-based SLPs have high interest in additional training and resources to support scientifically based practices. Suggestions for enhancing EBP support in public schools and augmenting knowledge transfer are provided.

Augmentative and Alternative Communication Course Design and Features: A Survey of Expert Faculty and Instructors

2021 ◽  
pp. 1-18
Author(s):  
Allison M. Sauerwein ◽  
Mackenzie M. Burris
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Course Design ◽  
The United States ◽  
Learning Objectives ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Design Elements ◽  
Language Pathology

Purpose Multiple surveys have been used to investigate augmentative and alternative communication (AAC) coursework offered in speech-language pathology programs in the last 3 decades. These studies primarily explored the availability of AAC courses and reported a limited number of course characteristics. Because few studies to date have specifically examined the AAC course design, the purpose of this study was to investigate the design and features of AAC coursework, such as learning objectives, course content, assignments, and readings and resources, currently taught in the United States. Method An online survey was developed and distributed to faculty or instructors with AAC expertise associated with 265 speech-language pathology programs in the United States. A total of 64 surveys were completed for a response rate of 24.2% (64/265). Quantitative and qualitative analyses were used to evaluate the survey data. Results Patterns are reported related to a number of course design elements and features, including enrollment, course delivery, learning objectives, content, case-based instruction, assignments, in-class activities, and readings and resources. Conclusions This study reports the design and features of AAC courses presently taught by faculty and instructor experts in the United States. The results have direct implications for faculty and instructors who teach AAC coursework and provide state-of-the-art information needed for continuous improvement of AAC preservice education. Resources and considerations are provided for scholarly teaching and evidence-based education.

How Graduate Students With Vocal Fry Are Perceived by Speech-Language Pathologists

2021 ◽  
pp. 1-12
Author(s):  
Sally K. Gallena ◽  
James A. Pinto
Keyword(s):  
Graduate Students ◽  
Online Survey ◽  
Voice Quality ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Chi Square ◽  
Work Settings ◽  
Language Pathology ◽  
Geographical Locations ◽  
Tests Of Independence

Purpose Vocal fry (VF), a low-pitched, grating voice quality, appears to be trending among young women. Current research lacks consensus of listeners' perceptions associated with VF. This study investigated practicing speech-language pathologists' (SLPs) perceptions of graduate speech-language pathology students who speak with VF. Method Thirty-two graduate students were recorded reading the Rainbow Passage and providing a brief monologue. VF was detected perceptually and acoustically for all 32 students' recordings. For the 127-syllable passage, percent of VF (%VF) ranged from 2.36% (three syllables) to 40.16% (51 syllables) with an average of 12.25% (15 syllables). Twelve recorded passages were selected and sorted into two statistically significant groups ( p = .001; seven with the most %VF and five with the least). Passage samples were randomly uploaded into a Qualtrics survey. Practicing SLPs listened to each sample and provided categorical and visual analog ratings for voice pleasantness and perceived speaker competence, education, hirability, and professionalism. Results The online survey was completed by 150 experienced SLPs who spanned differing geographical locations, work settings, and years of experience. Chi-square tests of independence and independent-samples t tests revealed statistically significant findings for all rated characteristics, indicating that VF samples were less pleasant, and their users less competent, hirable, educated, and professional. Conclusions These findings support those of Gottliebson et al. (2007), whereby 32% of our cohort had ≥ 15 instances of VF during passage reading, and those of Anderson et al. (2014), that VF negatively impacts how a speaker is perceived. Speech-language pathology graduate students should be cognizant of VF use, as they seek to secure competitive externships and jobs.

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.

Graduate Student Perceptions Regarding Common Speech-Language Pathology Supervisory Practices

2017 ◽  
Vol 2 (11) ◽  
pp. 48-59
Author(s):  
Matthew D. Carter ◽  
Melissa Carter ◽  
Crystal Randolph ◽  
Lora Backes ◽  
Karen Noll ◽  
...  
Keyword(s):  
Graduate Students ◽  
Student Perceptions ◽  
Online Survey ◽  
Speech Language Pathology ◽  
Timely Manner ◽  
Clinical Educators ◽  
Language Pathology ◽  
Survey Results ◽  
Supervisory Process ◽  
Supervisory Practices

The American Speech-Language-Hearing Association (ASHA) describes the supervisory process as a collaborative effort between both the student clinician and the certified supervisor. In order to support this process, it is important that both the supervisor and supervisee's preferences be considered regarding how these efforts will proceed. The purpose of this study was to investigate the opinions of graduate speech-language pathology clinicians regarding the supervision provided by on-campus clinical educators. Eighty-four graduate students completed an online survey. Results indicated that students generally preferred supervisory practices that simultaneously promote clinical independence while offering knowledge and support in a structured and timely manner.

Gender-affirming services in speech-language pathology: a survey of current practices

2020 ◽  
Author(s):  
Brielle C Stark ◽  
Susan Tanney
Keyword(s):  
Mixed Method ◽  
Online Survey ◽  
Speech Language Pathology ◽  
Future Directions ◽  
Gender Diverse ◽  
Knowledge Of Familiarity ◽  
The Usa ◽  
Language Pathology ◽  
And Gender ◽  
Personal Research

Purpose: To investigate speech language pathologists’ (SLP) education on, knowledge of, familiarity with, and comfort/confidence in providing services to transgender and other gender-diverse individuals. Method: N=201 SLPs were surveyed online between December 2019 and March 2020, representing practitioners in the USA, Australia, Ireland, Canada, South Africa, and Italy. Empirical data was collected using a mixed-method online survey to evaluate trends in service provision to clients across the gender spectrum.Results: Most respondents identified as cisgender, were between the ages of 26-35 or over 45, and reported having worked with at least one gender-diverse client across their clinical career. SLPs working in facilities dedicated to gender-affirmative care were more likely to have worked with a member of our demographic of interest, and were also more likely to report strong confidence in use of demographic specific terms, like “gender fluid”, “gender dysphoria”, and “gender expression”, and were more likely to report consulting outside sources (conferences, colleagues, personal research) for further information on gender-diverse populations than those working in other spaces. Most respondents indicated hearing and knowing gender-relevant terminology, with mixed agreement about confidence in using said terms in a clinical setting. When asked about feeling confident and comfortable in clinically providing services to this population, the majority indicated that they would not. Conclusions: We discuss critical implications of the work as it pertains to current SLP practices, and also recommend future directions for the field, with the goal of moving toward a field-wide practice where all areas of service delivery are gender-inclusive and gender-affirmative.

Opportunities to Learn Transgender Voice and Communication Therapy in Graduate Speech-Language Pathology Education: Preliminary E-Survey Findings

2020 ◽  
Vol 5 (4) ◽  
pp. 876-883
Author(s):  
Jordan R. Jakomin ◽  
Aaron Ziegler ◽  
Cassie Rio ◽  
Rachael Suddarth
Keyword(s):  
Online Survey ◽  
Graduate Programs ◽  
The United States ◽  
Learning Opportunities ◽  
Survey Study ◽  
Speech Language Pathology ◽  
Communication Services ◽  
Graduate Curriculum ◽  
Gender Diverse ◽  
Language Pathology

Purpose Clear guidelines are needed for the inclusion of transgender voice and communication services in speech-language pathology graduate curriculum. Standardized training on how to support gender diverse individuals' communication appears to be lacking in graduate curriculum. To better understand current trends in transgender voice and communication training in speech-language pathology graduate programs across the United States, this cross-sequential e-survey study assessed experience with, attitudes toward, and student learning opportunities in transgender voice and communication services among voice instructors and clinic directors. Method An open online survey distributed in 2015 was completed by 24 voice instructors and 13 clinic directors. The same survey was completed by 15 voice instructors in 2018. Results Based on 2015 findings, a majority of voice instructors and clinic directors in speech-language pathology graduate programs reported that services for transgender voice and communication were not addressed in their graduate education curriculum. Findings from 2018 were similar to results in 2015. Almost all voice instructors included transgender voice and communication therapy in their graduate voice course. There is unanimous agreement that transgender voice and communication services should be part of SLPs' scope of practice. Conclusions Findings from 2015 to 2018 suggested an improvement in instruction time spent on transgender voice and communication. Yet, some voice instructors continued to report that the topic was not covered in their coursework. A need exists to adjust guidelines on voice and communication services for gender diverse individuals and offer learning opportunities for this area in graduate speech-language pathology curriculum. Supplemental Material https://doi.org/10.23641/asha.12640409

Population Health Content Within Speech-Language Pathology Programs: An Exploratory Study

2021 ◽  
pp. 1-5
Author(s):  
Elizabeth Domholdt ◽  
Lina C. Billings
Keyword(s):  
Population Health ◽  
Policy Process ◽  
Online Survey ◽  
Health Issues ◽  
Speech Language Pathology ◽  
Public Health Systems ◽  
Health Domains ◽  
Language Pathology ◽  
Health Concepts ◽  
Health Promotion Interventions

Purpose The purpose of this survey was to determine current and desired coverage of population health concepts within speech-language pathology programs. Method Thirty-five of 253 (13.8%) Council on Academic Accreditation in Audiology and Speech-Language Pathology program directors responded to an online survey. Results Respondents agreed that 21 of 23 population health domains should be included in the curriculum, with six of the domains having at least moderate coverage within current programs. The largest gaps between current and desired coverage were in global health issues, health policy process, organization of clinical and public health systems, and health promotion interventions. Conclusion Speech-language pathology faculty can use the results to inform their decisions about incorporating population health concepts into their programs. Supplemental Material https://doi.org/10.23641/asha.14044058

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