Data Collection and Monitoring AAC Intervention in the Schools

2009 ◽  
Vol 18 (2) ◽  
pp. 58-64 ◽  
Author(s):  
Katya Hill

Abstract Speech-language pathologists working in the schools with students who rely on AAC are expected to measure progress to document gains in language competence. This article provides an overview of some of the basic considerations SLPs make in collecting clinical data to monitor building language competence. Three hypothetical students are used as examples to illustrate data collection through the three transitional stages in language development SLPs frequently encounter on a school caseload: (a) pragmatics to semantics, (b) semantics to syntax, (c) phonology to metaphonology. Examples of performance and outcomes data including language activity monitoring are provided for each transition. SLPs addressing the what, when, how, who, where, and why of data collection find AAC intervention manageable. Strong evidence from clinical practice is needed to optimize the language competence of students who rely on AAC.

1992 ◽  
Vol 1 (3) ◽  
pp. 43-53 ◽  
Author(s):  
Pearl A. Gordon ◽  
Harold L. Luper

Speech-language pathologists often struggle with the differentiation of stuttering from normal disfluencies in young children. Differential diagnostic protocols are frequently used to aid clinicians in this complex clinical task. In this article the general format and criteria, clinical data collection procedures, documentation, and relative use of quantification in six protocols are examined and discussed. In a forthcoming companion article, we will discuss problems encountered with the use of differential diagnostic protocols and offer suggestions for future research and the use of these protocols.


2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.


2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.


2019 ◽  
Vol 2 (2) ◽  
pp. 32-44
Author(s):  
Muhamad Rofi Fauzi ◽  
Salmadina Saktiani

The development experienced by humans when explored deeply will make people more confident in the power of God. Simple things such as the process of developing the language and art of children, in fact there is something extraordinary in it, which if disturbed will have an impact on further developments or other aspects.Writing this journal uses a qualitative approach, through observation, interviews, and documentation as a data collection technique. Based on the results of the research conducted, there are some results, namely the indicator of language development of VA class children basically has been achieved in accordance with the task of development at his age. But there are some things that have not been maximized in achieving this, such as the use of synonyms from several words, and metaphorical sentences that do not fully understand. The development of VA class art is in the phase of the Early Realism and the Early Age of Pseudo Naturalism which in the early realism phase In the period of Early Realism, children's work more closely resembled reality. Perspective awareness begins to emerge, but based on one's own vision. Keywords: Language Development, Art, Madrasah


2018 ◽  
Vol 1 (2) ◽  
pp. 66
Author(s):  
Marini Marini ◽  
Khasanah Khasanah

Abstract The  problem  of this research is : How is the language development of children age 12 to 24 months in Semarang ?. The purpose of this study is to describe widely and deeply about language development the children age 12 to 24 in Semarang. The method used in this research is qualitative method. Data collection is done by observation, interviews, and questionnaire. Data analysis techniques using Miles Hubermen’s model. Checking the validity of the data using triangulation data. The results showed that the development of language of children aged 12 to 24 months in Semarang in expressive is: can produce sound almost perfect in several words; Some of the letters of the words missing from the pronunciation; The missing letters are usually consonants; Haven't been able to pronounce the letter s and r; In General, most people are able to understand the speech of the children is an adult who is close to the child; There is a word that can be spelled perfectly by the child. The words are by and large is the words that are simple and close to the children's daily lives. As for the generally receptive: children can follow and obey what is spoken by adults; The children seem to understand when the adults were talking about them; and children  can understand  to the words that they  heard more than that they can speak.   Keywords: Language, children, expressive, receptive, word.    


1996 ◽  
Vol 26 (3) ◽  
pp. 141-144 ◽  
Author(s):  
K Gibson ◽  
J Ives ◽  
M Wilson ◽  
D Richardson

Clinical data for all current outpatients at a large tertiary hospital has been collected for analysis. Patient diagnoses for selected “key” clinics have been coded to ICD-9-CM standards. Methods to reduce the volume of coding required for such data collection are discussed, and include short-lists of codes, default assignment of diagnoses codes according to the nature of visit, and producing a “discharge” summary for outpatients, similar to that routinely produced for inpatients.


2016 ◽  
Vol 51 (6) ◽  
pp. 498-499 ◽  
Author(s):  
Chelsey M. Toney ◽  
Kenneth E. Games ◽  
Zachary K. Winkelmann ◽  
Lindsey E. Eberman

Reference/Citation: Mugunthan K, Doust J, Kurz B, Glasziou P. Is there sufficient evidence for tuning fork tests in diagnosing fractures? A systematic review. BMJ Open. 2014;4(8):e005238. Clinical Question: Does evidence support the use of tuning-fork tests in the diagnosis of fractures in clinical practice? Data Sources: The authors performed a comprehensive literature search of AMED, CAB Abstracts, CINAHL, EMBASE, MEDLINE, SPORTDiscus, and Web of Science from each database's start to November 2012. In addition, they manually searched reference lists from the initial search result to identify relevant studies. The following key words were used independently or in combination: auscultation, barford test, exp fractures, fracture, tf test, tuning fork. Study Selection: Studies were eligible based on the following criteria: (1) primary studies that assessed the diagnostic accuracy of tuning forks; (2) measured against a recognized reference standard such as magnetic resonance imaging, radiography, or bone scan; and (3) the outcome was reported using pain or reduction of sound. Studies included patients of all ages in all clinical settings with no exclusion for language of publication. Studies were not eligible if they were case series, case-control studies, or narrative review papers. Data Extraction: Potentially eligible studies were independently assessed by 2 researchers. All relevant articles were included and assessed for inclusion criteria and value using the Quality Assessment of Diagnostic Accuracy Studies (QUADAS-2) tool, and relevant data were extracted. The QUADAS-2 is an updated version of the original QUADAS and focuses on both the risk of bias and applicability of a study through a series of questions. A third researcher was consulted if the 2 initial reviewers did not reach consensus. Data for the primary outcome measure (accuracy of the test) were presented in a 2 × 2 contingency table to show sensitivity and specificity (using the Wilson score method) and positive and negative likelihood ratios with 95% confidence intervals. Main Results: A total of 62 citations were initially identified. Six primary studies (329 patients) were included in the review. The 6 studies assessed the accuracy of 2 tuning-fork test methods (pain induction and reduction of sound transmission). The patients ranged in age from 7 to 84 years. The prevalence of fracture in these patients ranged from 10% to 80% using a reference standard such as magnetic resonance imaging, radiography, or bone scan. The sensitivity of the tuning-fork tests was high, ranging from 75% to 92%. The specificity of the tuning-fork tests had a wide range of 18% to 94%. The positive likelihood ratios ranged from 1.1 to 16.5; the negative likelihood ratios ranged from 0.09 to 0.49. Conclusions: The studies included in this review demonstrated that tuning-fork tests have some value in ruling out fractures. However, strong evidence is lacking to support the use of current tuning-fork tests to rule in a fracture in clinical practice. Similarly, the tuning-fork tests were not statistically accurate in the diagnosis of fractures for widespread clinical use. Despite the lack of strong evidence for diagnosing all fractures, tuning-fork tests may be appropriate in rural and remote settings in which access to the gold standards for diagnosis of fractures is limited.


1997 ◽  
Vol 28 (3) ◽  
pp. 288-296 ◽  
Author(s):  
Jack S. Damico ◽  
Sandra K. Damico

One aspect of therapeutic discourse that has not been fully investigated in language intervention is the way that interactional dominance is established and maintained within the therapeutic encounter. Using various data collection strategies, therapeutic discourse from 10 language intervention sessions was collected and analyzed. By employing an analytic device known as the "dominant interpretive framework," the interactional styles and strategies of two speech-language pathologists were investigated. Data revealed several systematic patterns of interaction that constrained the ranges of interaction between the clinician and the client. Several implications regarding client empowerment, mediation, and assimilation into the school culture are discussed.


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