Interpersonal Communication Skills of Speech-Language Pathology Undergraduates: The Effects of Training

1978 ◽  
Vol 43 (4) ◽  
pp. 524-542 ◽  
Author(s):  
Helen B. Volz ◽  
Deborah R. Klevans ◽  
Sally J. Norton ◽  
Deborah L. Putens
Keyword(s):  
Interpersonal Communication ◽  
Communication Skills ◽  
Skill Training ◽  
Nonverbal Behaviors ◽  
Speech Language Pathology ◽  
Skill Levels ◽  
Clinical Practicum ◽  
Verbal Responses ◽  
Language Pathology

Interpersonal communication skills of 55 speech-language pathology students, who had participated in one of three 16-hour training programs, were assessed during a coached-client interview in which the students served as clinicians. No meaningful differences in verbal responses were found among groups. Less than 20% of all the students' responses were considered facilitative. A follow-up investigation of students' responses in therapy sessions at the end of their first clinical practicum yielded no significant differences among groups. The nonverbal behaviors of all three groups were generally adequate and essentially similar. Findings indicating that students in other human services curricula demonstrated a greater frequency of facilitative responses following skill training, led to a study of the comparative pretraining skill levels of the two populations. The few significant differences found did not account for the wide differences in posttraining skill levels.

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

A Comparison of Experiential and Observational Approaches for Enhancing the Interpersonal Communication Skills of Speech-Language Pathology Students

1981 ◽  
Vol 46 (2) ◽  
pp. 208-213 ◽  
Author(s):  
Deborah R. Klevans ◽  
Helen B. Volz ◽  
Robert M. Friedman
Keyword(s):  
Interpersonal Communication ◽  
Skills Training ◽  
Speech Language Pathology ◽  
Student Speech ◽  
Verbal Skills ◽  
Interpersonal Effectiveness ◽  
Helping Relationship ◽  
Interpersonal Skills Training ◽  
Language Pathology ◽  
Clinical Interactions

The effects of two short-term interpersonal skills training approaches on the verbal behavior of student speech-language pathologists were evaluated during peer interviews. Students who had participated in an experiential program in which they practiced specific verbal skills used significantly more verbal behaviors though to facilitate a helping relationship than did students whose training had consisted of observing and analyzing these verbal skills in clinical interactions. Comparisons with results of previous research suggest that length of training may be a crucial variable as students appear to need considerable time and practice to master the complex skills necessary for interpersonal effectiveness.

Iranian Persian

2020 ◽  
Vol 2 (1) ◽  
pp. 137-164
Author(s):  
Narges Firouzshahi ◽  
Elena Babatsouli
Keyword(s):  
Culturally Diverse ◽  
Relevant Literature ◽  
Family Interactions ◽  
Phonological Development ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Language And Culture ◽  
Cultural Aspects ◽  
Language Pathology ◽  
Reference Manual

The present article proposes a sociolinguistic stance in the dissemination of information for use in the clinical context of speech language pathology (SLP) internationally. This practical guide to speech and culture aims to encourage the integration of linguistic and cultural facets in clinical practicum approaches, providing a useful and clinically relevant resource. This comes as a natural consequence of the systematic efforts worldwide to train and inform SLP workforces on providing equitable, targeted, and appropriate service to linguistically and culturally diverse clients such as minorities and immigrants. The specific focus of this guide is on Iranian Persian, a language and culture that is under-represented in published, clinically relevant literature. The paper provides an easily accessible reference manual on the phonological development and clinical assessment of Iranian Persian child speech in typical and atypical, monolingual and bilingual contexts, as well as on cultural aspects that may dictate the success of clinician and client/family interactions.

Communication Treatment for Adults With Dementia

1991 ◽  
Vol 34 (4) ◽  
pp. 831-844 ◽  
Author(s):  
Michelle S. Bourgeois
Keyword(s):  
Social Work ◽  
Communication Skills ◽  
Intervention Studies ◽  
Social Validity ◽  
Positive Outcomes ◽  
Research Needs ◽  
Speech Language Pathology ◽  
Research Issues ◽  
Language Pathology ◽  
Aging Adults

Intervention studies reporting improvements in communication skills in aging adults presumed to have dementia were identified and reviewed. Whereas the speech-language pathology journals have published only articles on the diagnosis and identification of communication deficits in adults with dementia, over 100 articles on treatments effecting changes in communicative deficiencies were found in psychology, social work, nursing, and gerontology journals. Much evidence supports the potential for positive outcomes from communication treatment with this population. Various design and methodological flaws, however, limit the extent to which these interventions should be applied without further research. Issues of ethics and social validity are discussed, and treatment and research needs are outlined.

An Exploration of Clinicians Views About Assessment and Treatment of Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 16-23 ◽  
Author(s):  
Glen M. Tellis ◽  
Lisa Bressler ◽  
Katrina Emerick
Keyword(s):  
Basic Knowledge ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Graduate Course ◽  
Skill Levels ◽  
Fluency Disorders ◽  
Course Work ◽  
Assessment And Treatment ◽  
Systematic Training ◽  
Language Pathology

Abstract The purpose of this study was to examine school speech-language pathologists’ knowledge of and skill levels with assessing and treating stuttering. This paper provides information on 255 school speech-language pathologists who responded to a 49-question survey about stuttering. The instrument contained questions that addressed specific aspects of assessment and treatment as well as general questions about stuttering. Results indicate that on average, the speech-language pathologists had only treated 12 children who stuttered throughout their careers and averaged 2 children who stuttered on their caseloads per year. Data indicate that regardless of whether the speech-language pathologists took graduate course work in fluency disorders, had their Certificate of Clinical Competence, or attended continuing education workshops in fluency disorders, they lacked basic knowledge and skills in assessing and treating stuttering. Systematic training in specific aspects of assessment and treatment for people who stutter is urgently needed for speech-language pathology students and practicing clinicians.

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.

Motor Learning, Neuroplasticity, and Strength and Skill Training: Moving From Compensation to Retraining in Behavioral Management of Dysphagia

2020 ◽  
Vol 29 (2S) ◽  
pp. 1065-1077 ◽  
Author(s):  
Emily Zimmerman ◽  
Giselle Carnaby ◽  
Cathy L. Lazarus ◽  
Georgia A. Malandraki
Keyword(s):  
Motor Learning ◽  
Life Span ◽  
Motor Skill ◽  
Skill Training ◽  
Learning Theories ◽  
Behavioral Management ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Learning And Plasticity ◽  
Management Of Dysphagia

Purpose Learning a motor skill and regaining a motor skill after it is lost are key tenets to the field of speech-language pathology. Motor learning and relearning have many theoretical underpinnings that serve as a foundation for our clinical practice. This review article applies selective motor learning theories and principles to feeding and swallowing across the life span. Conclusion In reviewing these theoretical fundamentals, clinical exemplars surrounding the roles of strength, skill, experience, compensation, and retraining, and their influence on motor learning and plasticity in regard to swallowing/feeding skills throughout the life span are discussed.

What Are Graduate Students Really Thinking?: A Metacognitive Example

2009 ◽  
Vol 19 (3) ◽  
pp. 114-119 ◽  
Author(s):  
Christina Madix ◽  
Judith Oxley
Keyword(s):  
Graduate Students ◽  
Thinking Skills ◽  
First Year ◽  
Speech Language Pathology ◽  
Structured Interviews ◽  
Clinical Practicum ◽  
First Semester ◽  
Clinical Program ◽  
Language Pathology ◽  
Therapy Sessions

Abstract The ability to integrate academic and clinical knowledge to achieve a metacognitive level of performance is paramount to being a strong clinician in the field of speech-language pathology. The support and encouragement provided by supervisors strengthens the students' abilities to develop and integrate their knowledge and strategy use in the clinical setting. This article examines the development of metacognitive thinking skills of two first-year graduate students enrolled in a graduate-level speech-language pathology program during their first semester of clinical practicum. A pilot study utilizing a qualitative approach of semi-structured interviews and video-taped therapy sessions was conducted to illustrate how differently graduate clinicians can mature in their clinical program.

Student Perspectives of an Interdisciplinary Approach to Clinical Provision and Supervision

2012 ◽  
Vol 15 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Jessica J. Messersmith ◽  
Kyle Brouwer
Keyword(s):  
Faculty Member ◽  
Student Perceptions ◽  
Interdisciplinary Approach ◽  
Future Research ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Clinician Training ◽  
Language Pathology ◽  
Practicum Experiences ◽  
Supervisory Practices

We conducted a survey to investigate student perceptions of an interdisciplinary clinical practicum and to identify beneficial interdisciplinary supervisory practices. Seven speech-language pathology and audiology graduate students participated in an interdisciplinary clinical practicum supervised by 1 speech-language pathology faculty member and 1 audiology faculty member. During this experience, students collaborated with others outside of their department to plan and provide aural habilitation at a university speech and hearing clinic. Students’ responses to Likert-scale and open-ended questions indicated that the interdisciplinary practicum experience enhanced the students’ clinical knowledge and ability to work as a member of an interdisciplinary team. The results of the study provide support for increasing interdisciplinary practicum experiences within graduate clinician training, as well as conducting future research to identify best practices when providing cross-disciplinary supervision.

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