YouTube™ in the Speech-Language Pathology Classroom

2010 ◽  
Vol 13 (1) ◽  
pp. 22-26 ◽  
Author(s):  
M. Hunter Manasco
Keyword(s):  
Higher Education ◽  
Health Education ◽  
Web Site ◽  
Rich Source ◽  
Online Video ◽  
Speech Language Pathology ◽  
Video Sharing ◽  
Lecture Material ◽  
Language Pathology ◽  
The Web

YouTube™ is an online video sharing Web site that is increasingly used in higher education classrooms. In addition presenting content on many diverse topics, YouTube™ rapidly became a rich source of clinical illustrations with relevance for the speech-language pathology classroom. Although professors in health education now take advantage of this resource, no documentation exists regarding students' reactions to the use of YouTube™ in the classroom. The purpose of this study was to survey students' opinions regarding the use of YouTube™ in the classroom. Videos from YouTube™ augmented lecture material in four speech-language pathology classrooms. At the end of the semester, students rated their opinions of the professor’s use of YouTube™ in the classroom and the contribution of the Web site to their classroom experience. All 104 students in the classes surveyed responded. A majority of students reported increased understanding, interest in, and retention of the classroom material due to use of videos on YouTube™.

scholarly journals Educational Speech-Language Pathology in the curricula of Speech-Language Pathology Programs in Brazil

Revista CEFAC ◽  
2020 ◽  
Vol 22 (3) ◽  
Author(s):  
Chirlene Santos da Cunha Moura ◽  
Girlany Santana de Moura ◽  
Ivonaldo Leidson Barbosa Lima ◽  
Ariana Elite dos Santos ◽  
Maiara dos Santos Sousa ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Public Domain ◽  
Speech Language Pathology ◽  
Theoretical Conclusion ◽  
Language Pathology

ABSTRACT Purpose: to investigate the inclusion of Educational Speech-Language Pathology in the curricula of Speech-Language Pathology programs in Brazil. Methods: a descriptive, exploratory, documentary research based on information from public domain documents. Data were collected from the search on the website of the Conselho Federal de Fonoaudiologia, each institution’s curricula being analyzed. Results: a total of 72 higher education institutions in Brazil, offering a Speech-Language Pathology bachelor program, was found. Of those that had their curricula available on the website, 34 offered at least one course on Educational Speech-Language Pathology. In most institutions, such courses had a study load of 40 hours or more, and 87.88% were exclusively theoretical. Conclusion: the presence of Educational Speech-Language Pathology in the curricula represents a progress. However, there is still a long way to go and there are many adjustments to be made for the speech-language pathologist’s training to satisfactorily include the field of education.

scholarly journals The Impact of COVID-19 on Transformation in a Speech-Language Pathology University Program in South Africa

2021 ◽  
pp. 1-6
Author(s):  
Jaishika Seedat ◽  
Skye Nandi Adams ◽  
Kim Coutts ◽  
Kelly-Ann Kater ◽  
Jenna Sher ◽  
...  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Health Sector ◽  
Ground Level ◽  
Student Diversity ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Typical Day ◽  
Small Department ◽  
The Impact

Purpose The far-reaching and extensive ramifications of COVID-19 from the impact on people, sectors, livelihoods, lifestyles, and typical day-to-day routines may only be fully realized over the next decade. Over and above the health sector, education was also hard hit. The harmful effects of the sudden cessation of synchronous learning for learners at every phase of education in South Africa remain perplexing and not yet fully understood. For students in their senior years of qualification in degrees at university, the ramifications of COVID-19 over 2020 have been especially significant given their certain entry into the work arena in 2021. Method This article highlights how the understanding of the full impact of COVID-19 in the university space cannot be separated from the struggles that have and continue to permeate higher education in South African universities since the fall of apartheid. Results The need for tangible data showing evidence of transformation within lecture spaces, teaching content, staff and student diversity, as well as access and belonging by students within the academic space, has been less than ideal. Thus, despite the writings in policy, evidence of real change at the ground level has been sparse. Although it is easy to nonchalantly overlook a small department, such as that of speech-language pathology, within the larger higher education sector in Johannesburg, South Africa, we showcase what we believe were gains in transformation in our department, until the somewhat rude appearance of COVID-19. Conclusion Despite a notable difference in the digital divide between students with and without access (financial, technological, and time), the promulgation for asynchronous online learning to ensure adherence to academic and clinical competency bode well for some, but not all, students.

The Clinical Educator's Companion: The WEB-Based ASHA Scope of Practice

2009 ◽  
Vol 19 (1) ◽  
pp. 10-12
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Graduate Students ◽  
Clinical Education ◽  
Scope Of Practice ◽  
Speech Language Pathology ◽  
Web Based ◽  
Knowledge And Skills ◽  
Language Pathology ◽  
The Web ◽  
Current Practices

Abstract The purpose of this article is to encourage graduate students and practicing clinicians to review the current ASHA Web-based version of the Scope of Practice in Speech-Language Pathology. Using examples of how the Scope of Practice has been used in clinical education by the author, this article attempts to illustrate how ASHA has provided information such as position statements, technical reports, and knowledge and skills documents related to the topics that fall within our Scope of Practice. Finally, this article demonstrates that valid research regarding current practices is only a click away if the novice is directed to the ASHA Web-based Scope of Practice.

scholarly journals Speech and language interventions for stroke-induced aphasia

2021 ◽  
pp. 47-66
Keyword(s):  
Health Education ◽  
Group Interview ◽  
Speech Language Pathology ◽  
Speech And Language ◽  
Video Recordings ◽  
Language Interventions ◽  
Hands On ◽  
Language Pathology ◽  
Communicative Activity

The aim of the present study was to investigate whether the use of video recordings of interactions involving persons with aphasia and speech-language pathology students enhance students’ competence as conversation partners of people with communicative disabilities. A further aim was to explore the experiences and perspectives from the viewpoint of both participating students and persons with aphasia. Six persons with aphasia met 34 speech and language pathology students in pairs for 10 minutes of conversation. The video recordings were transcribed, in order to identify phenomena influencing the interaction. The students answered a questionnaire about the assignment. A semi-structured group interview with the aphasic individuals was conducted. The analyses of the conversations and the answers to the questionnaire revealed that the students gained important knowledge both on how aphasia may affect and limit aphasic individuals’ communicative activity and participation, and hands-on insights into how different interactional strategies may enhance aphasic individuals’ possibilities in interaction, but also highlighting behaviors that may be less beneficial. The persons with aphasia perceived the activity as important and rewarding. The results demonstrate the benefits of involving patients in health education and the students’ use of video recordings, transcriptions, and subsequent analysis.

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.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

A Family With Autosomal-Dominant Progressive Sensorineural Hearing Loss

1996 ◽  
Vol 5 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Chris Halpin ◽  
Barbara Herrmann ◽  
Margaret Whearty
Keyword(s):  
Speech Production ◽  
Hearing Aids ◽  
Role Models ◽  
Speech Intelligibility ◽  
Large Scale ◽  
Speech Language Pathology ◽  
The Family ◽  
Patient Will ◽  
Language Pathology

The family described in this article provides an unusual opportunity to relate findings from genetic, histological, electrophysiological, psychophysical, and rehabilitative investigation. Although the total number evaluated is large (49), the known, living affected population is smaller (14), and these are spread from age 20 to age 59. As a result, the findings described above are those of a large-scale case study. Clearly, more data will be available through longitudinal study of the individuals documented in the course of this investigation but, given the slow nature of the progression in this disease, such studies will be undertaken after an interval of several years. The general picture presented to the audiologist who must rehabilitate these cases is that of a progressive cochlear degeneration that affects only thresholds at first, and then rapidly diminishes speech intelligibility. The expected result is that, after normal language development, the patient may accept hearing aids well, encouraged by the support of the family. Performance and satisfaction with the hearing aids is good, until the onset of the speech intelligibility loss, at which time the patient will encounter serious difficulties and may reject hearing aids as unhelpful. As the histological and electrophysiological results indicate, however, the eighth nerve remains viable, especially in the younger affected members, and success with cochlear implantation may be expected. Audiologic counseling efforts are aided by the presence of role models and support from the other affected members of the family. Speech-language pathology services were not considered important by the members of this family since their speech production developed normally and has remained very good. Self-correction of speech was supported by hearing aids and cochlear implants (Case 5’s speech production was documented in Perkell, Lane, Svirsky, & Webster, 1992). These patients received genetic counseling and, due to the high penetrance of the disease, exhibited serious concerns regarding future generations and the hope of a cure.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Sign in / Sign up

Export Citation Format

Share Document