Successful Supervisory Training Initiatives in Formative Assessment

2008 ◽  
Vol 18 (3) ◽  
pp. 87-93 ◽  
Author(s):  
Danielle Varnedoe ◽  
Crystal Murphree-Holden ◽  
Sharon Dixon
Keyword(s):  
Formative Assessment ◽  
Clinical Training ◽  
Speech Language Pathology ◽  
Training Requirements ◽  
Technological Advances ◽  
Site Supervisors ◽  
Language Pathology ◽  
Crucial Information ◽  
Primary Focus ◽  
University Training

Abstract Effective training of external practicum site supervisors is a challenge to university training programs. The number of sites and supervisors, distance, time and cost factors all contribute to the need to find efficient methods of providing supervisors with crucial information pertinent to clinical training. The key components to training supervisors on current certification standards and principles of formative assessment learning are the primary focus of this article. Successful methods for providing this information using both traditional formats and technological advances are described in detail. All methods are easily replicable in order to meet the specific training requirements of individual programs in speech-language pathology and audiology.

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

Different Clinical Perspectives of Good and Poor Therapy Sessions

1987 ◽  
Vol 30 (3) ◽  
pp. 335-342 ◽  
Author(s):  
Joanne Erwick Roberts ◽  
Vicki McCready
Keyword(s):  
Graduate Student ◽  
Clinical Training ◽  
Causal Attributions ◽  
Therapy Session ◽  
Speech Language Pathology ◽  
Training Process ◽  
Observer Bias ◽  
Language Pathology ◽  
Therapy Sessions

This study investigated differences in causal attributions made by student clinicians taking actor and observer roles in good and poor therapy Sessions. One hundred thirty-four graduate student clinicians in speech-language pathology were asked to imagine a hypothetical good or poor therapy session in which they took either the role of a clinician working with a client in a session or that of a clinician observing the session. To account for the session's hypothesized outcomes, clinicians taking the actor role cited client causes more frequently than other causes while clinicians taking the observer role cited clinician causes. These results are consistent with the actor-observer bias documented extensively in the psychological and educational literatures. Clinicians' causal attributions also differed for good and poor therapy sessions. Implications are discussed in terms of possible impact on the clinical training process in speech-language pathology.

Inservice Training in Speech-Language Pathology

1995 ◽  
Vol 4 (3) ◽  
pp. 22-28 ◽  
Author(s):  
Ronald K. Sommers ◽  
Anthony J. Caruso
Keyword(s):  
Training Needs ◽  
Inservice Training ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Preservice Training ◽  
Fluency Disorders ◽  
Language Pathology ◽  
Speech And Language Disorders ◽  
University Training ◽  
And Training

Inservice training needs in speech-language pathology were surveyed in two groups: (a) directors of university training programs and (b) supervisors of speech-language services in the schools. Additionally, the number of clock hours of preservice training in basic disorders and information concerning major weaknesses in inservice programs were supplied. Results were related to recent findings of preferences of speech-language pathologists for treatment of speech and language disorders and training needs identified by supervisors of clinical programs. Deficiencies in both preservice and inservice training of fluency disorders appeared to be related to lower preferences of speech-language pathologists to treat these disorders. Characteristics of effective inservice programs to enhance and upgrade speech-language pathologists' knowledge and skills were identified.

Update on Academic and Clinical Training in Cleft Palate/Craniofacial Anomalies for Speech-Language Pathology Students

2019 ◽  
Vol 4 (5) ◽  
pp. 870-877 ◽  
Author(s):  
Brooke Mills ◽  
Mary Hardin-Jones
Keyword(s):  
Cleft Palate ◽  
Clinical Training ◽  
Academic Programs ◽  
Craniofacial Anomalies ◽  
Speech Language Pathology ◽  
Master's Programs ◽  
Legitimate Concern ◽  
Language Pathology ◽  
Elective Course ◽  
Survey Responses

Purpose The purpose of this study was to survey speech-language pathology master's programs regarding their academic and clinical coverage of cleft palate/craniofacial anomalies. Method A link to a 19-item survey was sent via e-mail to the program directors of 271 accredited graduate programs in speech-language pathology. Information was also obtained via university websites to verify survey responses. Results The response rate was 86% with 232 of 271 programs completing all or part of the survey. Twenty-four percent of respondents indicated their program offers a dedicated and required course in cleft palate/craniofacial anomalies, 22% offer an elective course, and 51% embed this content in other courses. Respondents reported that their students frequently (7%), sometimes (58%), or rarely (34%) receive clinical experience with this population. Conclusion Our findings suggest that an increasing number of academic programs are eliminating dedicated coursework in cleft palate/craniofacial anomalies and are embedding such content in other courses. A legitimate concern resulting from this consolidation of coursework is the degree to which feeding, articulation, and resonance difficulties associated with cleft palate/craniofacial anomalies are being addressed elsewhere in the curriculum.

scholarly journals A Pedagogical Note: Use of Telepractice to Link Student Clinicians to Diverse Populations

2016 ◽  
Vol 8 (1) ◽  
pp. 41-48 ◽  
Author(s):  
Stacy Gallese Cassel ◽  
Amy J. Hadley
Keyword(s):  
Pilot Project ◽  
Comfort Level ◽  
Speech Language Pathology ◽  
Training Experience ◽  
Preschool Students ◽  
Degree Of Satisfaction ◽  
Language Pathology ◽  
The University ◽  
University Training ◽  
High Degree

Telepractice is the application of telecommunications technology to the delivery of telehealth services via the online connection of clinicians, clients, and patients for assessment, intervention, or consultation.  This article describes a pilot project in which speech-language pathology students in a university training program gained experience in working with culturally diverse preschool students using telepractice technology. The preschool students benefited by making gains in communication skills, while the university students acquired competency in the use of telepractice and in working with children whose cultural and linguistic backgrounds were outside of their experience.  To assess the training experience, a Likert-scale survey administered to student clinicians revealed a high degree of satisfaction and improved familiarity with the use of telepractice, and an increased comfort level working with multi-cultural populations. 

Technology Training in Speech-Language Pathology: A Focus on Tablets and Apps

2017 ◽  
Vol 2 (10) ◽  
pp. 33-48 ◽  
Author(s):  
Jeffrey Edwards ◽  
Elena Dukhovny
Keyword(s):  
Clinical Training ◽  
Systematic Approach ◽  
Training Programs ◽  
California State University ◽  
Technology Selection ◽  
Tablet Computers ◽  
State University ◽  
Speech Language Pathology ◽  
Critical Thought ◽  
Language Pathology

Use of tablet computers has become ubiquitous in speech-language pathology assessment and intervention. With hundreds of applications of variable quality available, clinical training programs have the added responsibility of teaching students systematic, critical-thought-driven approaches to technology selection and evaluation. The purpose of this article is two-pronged: (1) we describe a systematic approach to tablet/app implementation piloted within the Norma S. and Ray R. Rees Speech, Language, and Hearing Clinic at California State University, East Bay and, (2) we present the results of a survey that identifies current practices in app selection in other university clinics.

Augmenting College Students' Study of Speech-Language Pathology Using Computer-Based Mini Quiz Games

2016 ◽  
Vol 25 (3) ◽  
pp. 416-425 ◽  
Author(s):  
Lisa A. Vinney ◽  
Les Howles ◽  
Glen Leverson ◽  
Nadine P. Connor
Keyword(s):  
College Students ◽  
Clinical Training ◽  
Voice Disorder ◽  
Speech Language Pathology ◽  
Immediate Recall ◽  
Term Retention ◽  
Posttest Performance ◽  
Language Pathology ◽  
Computer Based ◽  
Retention Of Knowledge

Purpose This study examined whether undergraduate college students' immediate recall and longer-term retention of introductory voice disorder concepts improved by using mini quiz games (MQGs; interactive knowledge tests in game format) compared with (a) traditional study alone, (b) MQGs and traditional study together, or (c) a no-study control condition. Method Ninety-three college students participated in proctored sessions in which they were given a pretest, viewed an online lecture on introductory voice disorder concepts, and then engaged in either no intervention or interventions including traditional study, MQG play, or both MQG play and traditional study, followed by an immediate recall posttest and longer-term retention follow-up test. Results Analyses suggested that the effects of all interventions (traditional study, MQG play, and the combination of the 2) were equivalent and resulted in significantly greater improvements from pretest to immediate recall posttest performance than the control condition. In contrast, MQGs and MQGs with traditional study, but not traditional study alone, showed better results for long-term retention than no study. Conclusion Results provide preliminary support for the idea that there may be multiple effective learning modes, beyond traditional study, that enhance recall and retention of knowledge foundational to speech-language pathology clinical training and practice.

scholarly journals Is Speech-Language Pathology’s Clinical Training Responsive to the South African Context?

2021 ◽  
Vol 1 (2) ◽  
pp. 52-70
Author(s):  
Skye Adams ◽  
Anniah Mupawose ◽  
Che Kelly ◽  
Sharon Moonsamy
Keyword(s):  
South African ◽  
Clinical Training ◽  
Power Dynamics ◽  
Community Settings ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Language Pathology ◽  
African Context ◽  
Clinical Curriculum ◽  
Mind Set

The absence of equitable speech- language pathology services for South Africa’s black majority has triggered a need to decolonise the clinical curriculum. The purpose of this study was to describe the experiences of clinical educators when supervising diverse students in various community settings. A qualitative approach was employed, including interviewing seven clinical educators in speech-language pathology, in a focus group. The responses from the discussions were analysed using thematic content analysis. The participants highlighted themes and certain challenges (i) Differences (ii) discomfort (iii) clinical preparation and (iv) critical engagement. These results highlight a mismatch between the efforts of the department to transform and the experiences of the clinical educators. The results further highlight the need for the department to support clinical educators in developing a mind-set of change, of shifting the power dynamics and valuing intercultural communication.

Current Issues: Camp JumpStart: Clinical Training in Prevention

2011 ◽  
Vol 21 (3) ◽  
pp. 87-92
Author(s):  
Peggy C. Agee
Keyword(s):  
Emergent Literacy ◽  
Clinical Training ◽  
Language Disorders ◽  
Written Language ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Wide Range ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Training Opportunities

The American Speech-Language-Hearing Association (ASHA) has expanded the scope of practice in speech-language pathology to include a focus on prevention (2007). Similarly, the knowledge and skills required of speech-language pathologists have broadened to include the prevention, assessment, and treatment of written language disorders. University training programs have a responsibility to provide graduate student clinicians with a wide range of clinical training opportunities that prepare them to enter the profession of speech-language pathology with the requisite knowledge and skills. Therefore, university programs must be creative in designing training opportunities that fulfill this mandate. This article explores one clinical training approach for the prevention of written language disorders through a systematic focus on emergent literacy.

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