ASHA's New Standards for Pre-professional Training in Speech-Language Pathology and What They May Mean for AAC

2003 ◽  
Vol 12 (5) ◽  
pp. 22-24 ◽  
Author(s):  
Ann Ratcliff
Keyword(s):  
Professional Training ◽  
Speech Language Pathology ◽  
Language Pathology

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.

Interprofessional Education for BSW Students: A Pilot Course

2019 ◽  
Vol 24 (1) ◽  
pp. 61-70
Author(s):  
Claire M. Edwards ◽  
Jason M. Newell
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Liberal Arts ◽  
Professional Training ◽  
Allied Health ◽  
Training Programs ◽  
Speech Language Pathology ◽  
Professional Programs ◽  
Health Professional Training ◽  
Language Pathology

The focus on interprofessional education (IPE) for professional training programs in allied health professions such as social work has increased recently. There is limited pedagogical literature regarding either the instruction or application of IPE in any given profession. Based on a co-teaching model of instruction, this article delineates the preparation and integration process of a pilot course on IPE. The pilot course was taught at a small liberal arts college where it was cross-listed in two undergraduate professional programs in social work and speech-language pathology. This article discusses the relevance of including IPE in allied health professional training programs. Additionally, this article outlines the timeline for developing and implementing the course, from conceptualization to the integration phases including implications from student evaluations of their experience in the course. Elements of the course including delivery, descriptions of assignments, and projects also are discussed.

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.

Exposing Learners to Practice

2022 ◽  
pp. 346-365
Author(s):  
Jennifer Wade Shewmaker ◽  
Lynette Austin ◽  
M. Monica Garcia
Keyword(s):  
Training Program ◽  
Clinical Education ◽  
Professional Training ◽  
Graduate Training ◽  
Public Healthcare ◽  
Speech Language Pathology ◽  
New Professionals ◽  
For Profit ◽  
Healthcare Crisis ◽  
Language Pathology

Clinical education is the center of professional preparation in healthcare fields, linking theoretical knowledge with clinical practice in the minds and behaviors of student clinicians. Clinical education, supervised by educators who are licensed professionals, is essential in the process of creating new professionals. What does a professional training program do about clinical education when the world shuts down? This chapter addresses the context of a private, not for profit university's response to the COVID-19 public healthcare crisis in spring of 2019 and the process by which a graduate training program in speech-language pathology re-organized, and re-visioned, clinical education in that context. The process allowed an upper cohort of students to graduate successfully and on time, engaged a lower cohort of brand-new clinicians in meaningful clinical learning, and taught the program new lessons about what is important in designing clinical education.

scholarly journals Coming to Critical Disability Studies: Critical Reflections on Disability in Health and Social Work Professions

2021 ◽  
Vol 10 (1) ◽  
pp. 23-53
Author(s):  
Madeline Burghardt ◽  
Tracy Edelist ◽  
Ann Fudge Schormans ◽  
Karen Yoshida
Keyword(s):  
Social Work ◽  
Disability Studies ◽  
Professional Training ◽  
Helping Professionals ◽  
Speech Language Pathology ◽  
Critical Disability Studies ◽  
Language Pathology ◽  
Critical Approaches ◽  
Professional Research ◽  
Professional Disciplines

This paper describes how four ‘helping’ professionals came to embrace and teach critical disability studies (CDS) perspectives rather than biomedical approaches to impairment and disability that traditionally inform those professions (occupational therapy, physiotherapy, social work, and speech-language pathology). Sharing examples from our experiences, we describe how we came to question the normative, ableist assumptions of our professional disciplines. We then briefly outline literature demonstrating how critical approaches have been incorporated into professional research and practice and discuss possible obstacles and tensions in adopting more widespread critical approaches into professional spaces. We conclude by suggesting that continued development of connections among scholars and activists within CDS, rehabilitation and social work, and the community, is necessary to ensure that intersectional critical perspectives in relation to disability become a core component of professional training programs.

Small Steps Towards a Speech Therapy Profession in Cambodia: Lessons Learned So Far

2017 ◽  
Vol 2 (17) ◽  
pp. 104-113 ◽  
Author(s):  
Claire Salter ◽  
Weh Yeoh
Keyword(s):  
Professional Training ◽  
Speech Therapy ◽  
Public Awareness ◽  
Health Sector ◽  
Lessons Learned ◽  
Policy Framework ◽  
Speech Language Pathology ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Language Pathology

This paper provides a contemporary overview of speech language pathology services and professional training in Cambodia. The unique national context, including Cambodia's conflict-ridden past, its resource-poor and underdeveloped health sector institutions, and the proliferation of many international non-governmental organizations (NGOs) operating in the country, all serve to make the delivery of speech-language pathology services and establishment of a local speech-language pathology profession challenging and complex. The increasing numbers of international speech-language pathology professionals volunteering their services on a short-term basis in Cambodia is given focus, and the subsequent impact on establishing sustainable local services. We profile the efforts of one NGO, OIC Cambodia, and its “Exit Strategy,” aimed at developing a local speech-language pathology professional infrastructure through local training, a more robust Cambodian government policy framework, establishing local career pathways and professional network, and public awareness raising of speech-language pathology needs and services. The paper concludes that there will be more significant and ongoing benefits for the Cambodian health and education sectors and general population by focussing efforts on establishing a local speech-language pathology profession and institutional presence.

An Instructional Strategy to Facilitate Pre-Professional Training in Removing Language Access Barriers

2021 ◽  
pp. 224-244
Author(s):  
RaMonda Horton ◽  
Elia Olivares
Keyword(s):  
Service Delivery ◽  
Instructional Strategy ◽  
Professional Training ◽  
Standardized Patients ◽  
Multicultural Training ◽  
Clinical Service ◽  
Speech Language Pathology ◽  
Pedagogical Strategies ◽  
Language Access ◽  
Language Pathology

Cross-CCCR and responsiveness (CCCRR) is an important aspect of clinical service delivery in speech-language pathology (SLP). Beyond the issue of CCCR, there is also a need to address how professional practices can facilitate justice in traditionally marginalized populations. Limited language access can facilitate inequities and disparities within institutions and systems when it is not considered in clinical service delivery. However, within the field of SLP there is a limited amount of information available on the effectiveness of pedagogical strategies needed to facilitate student CCCR and train SLPs in how to minimize barriers posed by language access. Simulation, using standardized patients, is a strategy from the medical field that has been used for such purposes. There are few published reports on the use of simulation for fostering various aspects of CCCR development among SLP students. Therefore, the purpose of this chapter is to provide an overview of a research project examining the effectiveness of a simulated interpreter encounter for multicultural training.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

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