Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

Confidence and Training of Speech-Language Pathologists in Cognitive-Communication Disorders: Time to Rethink Graduate Education Models?

2021 ◽  
Vol 30 (2S) ◽  
pp. 986-992 ◽  
Author(s):  
Emily L. Morrow ◽  
Lyn S. Turkstra ◽  
Melissa C. Duff
Keyword(s):  
Graduate Education ◽  
Acute Care ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Communication Course ◽  
Graduate Curriculum ◽  
Language Pathology ◽  
And Training

Purpose The purpose of this article is to highlight the need for increased focus on cognitive communication in North American speech-language pathology graduate education models. Method We describe key findings from a recent survey of acute care speech-language pathologists (SLPs) in the United States and expand upon the ensuing discussion at the 2020 International Cognitive-Communication Disorders Conference to consider some of the specific challenges of training for cognitive communication and make suggestions for rethinking how to prepare future clinicians to manage cognitive-communication disorders. Results Results from the survey of acute care SLPs indicated inconsistent confidence and training in managing cognitive-communication disorders. We discuss the pros and cons of several avenues for improving the consistency of cognitive-communication training, including a standalone cognitive-communication course, integrating cognitive communication in all courses across the speech-language pathology undergraduate and graduate curriculum, and using problem-based learning frameworks to better prepare students as independent thinkers in the area of cognitive communication and beyond. Conclusions Cognitive-communication disorders cut across clinical diagnoses and settings and are one of the largest and fastest growing parts of the SLP's scope of practice. Yet, surveys, including the one discussed here, have repeatedly indicated that SLPs do not feel prepared or confident to work with individuals with cognitive-communication disorders. We propose several avenues for increasing educational emphasis on cognitive communication. We hope these ideas will generate discussion and guide decision making to empower SLPs to think critically and step confidently into their roles as leaders in managing the heterogeneous and ever-growing populations of individuals with cognitive-communication disorders.

Crossing Borders Without Leaving the University: MISTIC—An International Collaboration

2012 ◽  
Vol 2 (2) ◽  
pp. 59-65
Author(s):  
Maria Resendiz ◽  
Maria Diana Gonzales ◽  
Clarissa Rodriguez
Keyword(s):  
United States ◽  
International Collaboration ◽  
Graduate Program ◽  
Communication Disorders ◽  
The United States ◽  
State University ◽  
Speech Language Pathology ◽  
Language Therapy ◽  
Language Pathology ◽  
The University

International collaborations usually involve individuals from one country traveling to another country (Kuehn & Henne, 2003). However, for various reasons, students and faculty from the United States do not always have the option to travel to another country. This was the case when the Department of Communication Disorders Speech-Language Hearing Clinic at Texas State University was contacted by personnel from a clinic in Monterrey, México. Together, we developed an international collaboration that would be mutually beneficial to all parties involved. We developed goals for the clinical component of the speech-language pathology graduate program, the participating clients and their families, professionals employed at the private clinic in Monterrey, México, and research goals to document the effectiveness of the international collaboration we called the Multicultural Intensive Speech-Language Therapy Intervention Clinic (MISTIC). In this case, families and professionals from México traveled to the United States to participate in this international collaboration.

scholarly journals Selecting Which Databases to Teach Students in Communication Disorders by Considering Database Pairs that Index Core Journals in the Field

2015 ◽  
Vol 10 (3) ◽  
pp. 105
Author(s):  
Giovanna Badia
Keyword(s):  
Web Of Science ◽  
Communication Disorders ◽  
The United States ◽  
Instructional Materials ◽  
Speech Language Pathology ◽  
Journal Citation Reports ◽  
Database Evaluation ◽  
Language Pathology ◽  
Web Of Knowledge ◽  
Face To Face Instruction

A Review of: Grabowsky, A. (2015). Library instruction in communication disorders: Which databases should be prioritized? Issues in Science and Technology Librarianship 79(Winter). doi:10.5062/F4707ZFB Abstract Objective – There are two objectives in this research article. The first is to identify databases that librarians usually recommend to students for searching topics in communication disorders. The second is to compare these databases’ indexing of core journals in communication disorders, with the purpose of ascertaining which databases should be taught first in a one-shot information literacy session. Design – A comparative database evaluation using citation analysis. Setting – 10 universities in the United States of America offering LibGuides for their audiology or speech language pathology programs. Subjects – Six databases: CINAHL, ERIC, Linguistics and Language Behavior Abstracts (LLBA), PsycINFO, PubMed/Medline, and Web of Science/Web of Knowledge. Methods – The author selected 10 universities from the top 20 included in the graduate school rankings for audiology and/or speech language pathology from U.S. News & World Report. The 10 universities selected were chosen because their librarians published online subject guides using LibGuides that suggest databases students can use for searching topics in communication disorders. The LibGuides were then examined to identify the most popular recommended databases that the author subsequently used for comparing coverage of core journals in communication disorders. The author generated a core journals list by selecting the top 20 audiology and speech-language pathology journals from Journal Citation Reports, SCImago Journal & Country Rank, and Google Scholar Top Publications. These three sources produced lists of influential journals in different subject areas by looking at the number of citations the journals have received, alongside other factors. The author searched for 33 journals in total in each of the subject databases previously identified. Main Results – The author found six databases that were mentioned in the LibGuides of at least half the universities investigated. None of the 6 databases indexed all 33 core journals. The breakdown of the number of journals indexed in each database is as follows: Web of Science/Web of Knowledge indexed 32 of 33 core journals (97%); PubMed/Medline indexed 28 (85%); PsycINFO indexed 27 (82%); CINAHL indexed 25 (76%); LLBA indexed 23 (70%); and ERIC indexed 9 journals (27%). Conclusion – The author discovered that pairing certain databases allows for coverage of all 33 core journals. These pairings are: PubMed/Medline with PsycINFO, PubMed/Medline with LLBA, PubMed/Medline with Web of Science, Web of Science with PsycINFO, and Web of Science with LLBA. The author suggests that librarians can create instructional materials for all recommended databases, “but use information from this study together with institution-specific factors to decide which databases to prioritize in face-to-face instruction sessions for speech-language pathology and audiology students” (Conclusion).

scholarly journals Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: The Qualitative View

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Janice K. Tucker
Keyword(s):  
Qualitative Interviews ◽  
Communication Disorders ◽  
Educational Setting ◽  
Professional Issues ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Language Pathology

Telepractice in speech-language pathology shows the potential to mitigate the current shortage of speech-language pathologists (SLPs) available to serve a growing number of persons with communication disorders.  Since a majority of American Speech-Language-Hearing Association (ASHA) certified SLPs work in schools and the population of communicatively impaired clients in schools continues to grow, research into the use of telepractice in the educational setting is warranted.  This article reports upon the perspectives of SLPs regarding the use of telepractice in school settings. In-depth qualitative interviews were conducted with five SLPs experienced in the delivery of telepractice. Four major themes emerged: barriers, benefits, reasons for acceptance and use of telepractice, and suggestions to resolve telepractice professional issues.

Cultural/Linguistic Variation in the United States and its Implications for Assessment and Intervention in Speech-Language Pathology

1996 ◽  
Vol 27 (4) ◽  
pp. 385-387 ◽  
Author(s):  
Hortencia Kayser
Keyword(s):  
United States ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Linguistic Variation ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Diverse Children

The authors in this forum have presented innovative assessment and intervention approaches with culturally and linguistically diverse children. This epilogue summarizes and discusses several issues concerning assessment and intervention with this population.

scholarly journals Experiences of Social Distancing During Coronavirus Disease 2019 as a Catalyst for Changing Long-Term Care Culture

2021 ◽  
pp. 1-6
Author(s):  
Marion C. Leaman ◽  
Jamie H. Azios
Keyword(s):  
Social Isolation ◽  
Long Term Care ◽  
Communication Disorders ◽  
Speech Language Pathology ◽  
Term Care ◽  
Psychosocial Consequences ◽  
Language Pathology ◽  
Care Culture ◽  
The Impact

Purpose In this article, we draw a parallel between the experience of social isolation that occurred throughout the world during the Coronavirus Disease 2019 pandemic and similar experiences occurring in everyday life for people with communication disorders living in long-term care (LTC) facilities. We propose that speech-language pathologists can use the widespread experience of social isolation as a learning catalyst in the effort to shift the LTC culture to one that more highly values a communicative environment that is accessible to all, thereby reducing risk of social isolation for those with communication disorders. Conclusions Many training paradigms for promoting an accessible communicative environment are available in the speech-language pathology literature, yet institutional barriers exist for their widespread implementation. Overcoming these barriers is a challenge that requires awareness and learning on the part of staff and administration regarding the impact of an unfriendly communicative environment on social isolation, and the resulting psychosocial consequences. Learning theory indicates that new learning in adults is motivated by connections between personal experiences and the material to be learned. Explicitly infusing established training programs with the experience of social isolation brought on by the Coronavirus Disease 2019 pandemic may be the key needed for changing the communicative environment in LTC.

What Limits Access to Speech-Language Pathology Services in the Asian Elderly Community?

2014 ◽  
Vol 19 (3) ◽  
pp. 87-99
Author(s):  
JiSu Sung
Keyword(s):  
Limited English Proficiency ◽  
Communication Disorders ◽  
The United States ◽  
Speech Disorders ◽  
Immigrant Population ◽  
Asian Immigrants ◽  
Cultural Issues ◽  
Foreign Born ◽  
Speech Language Pathology ◽  
Language Pathology

It is well known that the culturally and linguistically diverse (CLD) immigrant population in the United States is increasing. One of the subgroups, the Asian foreign-born elderly, comprises 15 percent of Asian immigrants and is rapidly growing (U.S. Census Bureau, 2010). The increasing number of Asian and other immigrants results in greater demand for research sensitive to cross-cultural issues. Issues related to serving CLD children and poor access to general medical services among minority individuals with limited English proficiency (LEP) have been broadly discussed. However, the understanding of CLD elderly clients with communication disorders and the disparity in access to specialized services, including speech-language pathology, have not been systematically studied. This fast growth in numbers of older Asian immigrants means speech-language pathologists (SLPs) are increasingly likely to encounter elderly clients of Asian heritage. Thus, all SLPs should be aware of potential challenges faced by this ethnic group, including cultural and linguistic barriers. In addition, there are other factors that may limit this population's access to speech-language pathology services: negative attitudes toward speech disorders and treatment, poor acknowledgment of the significance of speech-language pathology services, extremely limited numbers of SLPs with proficiency in Asian languages, and culturally and linguistically inappropriate interpreter services. The purpose of this article is to discuss how these components may impede timely access to speech-language pathology services in the Asian older immigrant population. This article will also show how SLPs can collaborate with Asian communities in order to facilitate culturally and linguistically sensitive services. In addition, as a clinician of Korean heritage, I provide anecdotal evidence based on my experience working with Asian elderly patients.

The Speech-Language Pathologist's Role in Screening for Head and Neck Cancer

2012 ◽  
Vol 22 (1) ◽  
pp. 6-13
Author(s):  
Edie R. Hapner
Keyword(s):  
Head And Neck Cancer ◽  
Head And Neck ◽  
Neck Cancer ◽  
Healthcare Professionals ◽  
Screening Tool ◽  
Communication Disorders ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Cancer Screenings ◽  
Language Pathology

The American Speech-Language-Hearing Association (ASHA)'s Preferred Practice Patterns for the Profession of Speech-Language Pathology (ASHA, 2004) and Prevention of Communication Disorders (ASHA, 1988) advise speech-language pathologists to engage in activities to educate and prevent diseases and disorders that affect speech and swallowing. However, many speech-language pathologists may be unfamiliar with the use of head and neck cancer screening that can be easily integrated into oral mechanism examinations and perceptual voice evaluations. This paper reviews the problem created by the lack of knowledge and reduced risk perception by the general public and healthcare professionals regarding signs, symptoms, and risks for head and neck cancer. A simple six-step screening tool is included to aid the reader in integrating head and neck cancer screenings into a general oral mechanism and speech/voice evaluation.

How to Recruit, Support, and Retain Speech-Language Pathologists in Public Schools

2020 ◽  
pp. 105268462096606
Author(s):  
Kelly Farquharson ◽  
Michelle Therrien ◽  
Andrea Barton-Hulsey ◽  
Ann F. Brandt
Keyword(s):  
Public Schools ◽  
School Leadership ◽  
The United States ◽  
Evidence Based ◽  
Highly Qualified ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Job Openings ◽  
Language Pathology ◽  
Bureau Of Labor Statistics

Over the past two decades, there has been a persistent shortage of qualified speech-language pathologists (SLPs) across the United States. This shortage is predicted to continue, as data reported by the American Speech Language Hearing Association (ASHA) from the US Bureau of Labor Statistics indicates that there will be a 27% increase in job openings through the year 2028. In some states, the shortage has led to service provision from individuals without a background in speech-language pathology and/or without speech-language pathology certification and licensure. Speech and language services that are delivered by unqualified personnel may lead to inadequate time devoted to therapy—either too much, or too little—which is ultimately unethical, illegal, and expensive. However, there is a real issue at hand for school leadership—and that is: How to recruit, support, and retain highly qualified SLPs? In the current tutorial, we will provide evidence-based action steps for how and why to recruit, support, and retain certified and licensed SLPs. Specifically, we discuss the qualifications of the SLP, roles and responsibilities of school-based SLPs, caseload versus workload considerations, various service delivery models, and a review of SLP job satisfaction research. Throughout the tutorial, we will provide concrete and evidence-based ideas for school leadership to consider when recruiting, supporting, and retaining SLPs.

Effective Approaches to International Work: Substance and Sustainability for Speech-Language Pathology Student Groups

2011 ◽  
Vol 1 (1) ◽  
pp. 27-35 ◽  
Author(s):  
Catherine (Cate) Crowley ◽  
Miriam Baigorri
Keyword(s):  
Developing Countries ◽  
Treatment Programs ◽  
International Programs ◽  
Clinical Services ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Student Groups ◽  
International Work ◽  
Language Pathology

International opportunities for speech language pathologists and audiologists are on the rise. Opportunities range from single trips offering clinical services to long-term commitments including developing speech-language treatment programs in developing countries. This article provides a brief overview of the types of international programs available. It then focuses on international opportunities for speech-language pathology students with a particular focus on the authors' international programs in Bolivia and Ghana.

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