A New Perspective in Evaluating Clinical Effectiveness The UWO Clinical Grading System

1988 ◽  
Vol 53 (3) ◽  
pp. 328-340
Author(s):  
Carla J. Johnson ◽  
Cynthia M. Shewan
Keyword(s):  
Clinical Effectiveness ◽  
Field Testing ◽  
Grading System ◽  
Evaluation Instrument ◽  
Student Speech ◽  
Clinical Practicum ◽  
Language Pathology ◽  
New Perspective ◽  
The University ◽  
Clinical Grading

To improve assessment of the performance of speech-language pathology students in clinical practicum, faculty and students in the Department of Communicative Disorders at the University of Western Ontario developed a new evaluation instrument, the UWO Clinical Grading System (UW0-CGS). This article reports on the development and field-testing of the UWO-CGS and includes estimates of the instrument's intrasupervisor and intersupervisor reliability. Results of content-related, construct-related, and criterion-related investigations are reported to support the inference that the UWO-CGS is a valid measure of the clinical effectiveness of student speech-language pathologists.

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.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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.

From Volunteering to Academic Programming: A Case Example

2016 ◽  
Vol 1 (17) ◽  
pp. 7-11 ◽  
Author(s):  
Cindy Gill ◽  
Sneha Bharadwaj ◽  
Nancy Quick ◽  
Sarah Wainscott ◽  
Paula Chance
Keyword(s):  
Special Needs ◽  
Cultural Relevance ◽  
Master's Program ◽  
Speech Language Pathology ◽  
Community Based ◽  
Charitable Organization ◽  
Language Pathology ◽  
The University

A speech-language pathology master's program that grew out of a partnership between the University of Zambia and a U.S.-based charitable organization, Connective Link Among Special needs Programs (CLASP) International, has just been completed in Zambia. The review of this program is outlined according to the suggested principles for community-based partnerships, a framework which may help evaluate cultural relevance and sustainability in long-term volunteer efforts (Israel, Schulz, Parker, & Becker, 1998).

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.

scholarly journals Simple, Reproducible, and Efficient Clinical Grading System for Murine Models of Acute Graft-versus-Host Disease

2018 ◽  
Vol 9 ◽  
Author(s):  
Sina Naserian ◽  
Mathieu Leclerc ◽  
Allan Thiolat ◽  
Caroline Pilon ◽  
Cindy Le Bret ◽  
...  
Keyword(s):  
Graft Versus Host Disease ◽  
Grading System ◽  
Murine Models ◽  
Host Disease ◽  
Graft Versus Host ◽  
Clinical Grading ◽  
Acute Graft

A clinicopathologic correlation of the idiopathic hypereosinophilic syndrome. II. Clinical manifestations

Blood ◽  
1981 ◽  
Vol 58 (5) ◽  
pp. 1021-1026 ◽  
Author(s):  
RT Schooley ◽  
MA Flaum ◽  
HR Gralnick ◽  
AS Fauci
Keyword(s):  
Hypereosinophilic Syndrome ◽  
Clinical Manifestations ◽  
Initial Therapy ◽  
Multiple Organ ◽  
Cytotoxic Agents ◽  
Grading System ◽  
Idiopathic Hypereosinophilic Syndrome ◽  
Splenic Enlargement ◽  
Organ Systems ◽  
Clinical Grading

Abstract The idiopathic hypereosinophilic syndrome, a disorder characterized by peripheral blood and bone marrow eosinophilia associated with single or multiple organ system dysfunction attributable to tissue invasion by eosinophils has, in the past, been associated with an extremely poor prognosis. Recently, we reported the favorable impact of a therapeutic protocol consisting of prednisone and/or hydroxyurea on the morbidity and mortality of this syndrome. We have reviewed the clinical and hematologic features upon admission and the subsequent clinical courses of 32 patients with this disease referred to the NIH between 1965 and 1979 in an effort to determine which features suggest a more rapidly progressive course. A grading system based on 22 clinical features involving the 8 organ systems commonly affected by the illness was devised. The disease followed a more aggressive course in patients with evidence of cardiac or neurologic dysfunction at the time of initial NIH evaluation. Although splenomegaly, in and of itself, caused little morbidity, splenic enlargement at presentation appeared to be a predictor of a more aggressive course. The clinical grading system accurately predicted which patients would require no specific antihypereosinophilic therapy, which patients would respond adequately to corticosteroids, and which patients would require therapy with cytotoxic agents. It is proposed that this clinical grading system, and the hematologic grading system outlined in the accompanying report be used as aids in the selection of initial therapy in this group of patients.

Project TRAIN: Training Rural Area Interventionists to meet Needs

1993 ◽  
Vol 12 (1) ◽  
pp. 3-8
Author(s):  
Barbara J. Reid ◽  
Mary Bross
Keyword(s):  
Training Program ◽  
Rural Areas ◽  
Personnel Preparation ◽  
Evaluation Instrument ◽  
Federally Funded ◽  
University Of Wisconsin ◽  
Competency Based ◽  
Performance Based Evaluation ◽  
The University ◽  
Early Intervention Professionals

Project TRAIN is a federally funded, personnel preparation grant that is housed in the Early Childhood: Exceptional Educational Needs training program in the Department of Special Education at the University of Wisconsin-Whitewater. The grant, which was funded under time rural competition, provides preservice training at the graduate level for early intervention professionals interested in working in rural areas with infants and toddlers who have special needs and with the families of these children. This article includes a description of Project TRAIN in terms of rationale, purposes, and expected outcomes. The Project TRAIN competencies within the context of the roles and skills needed to provide quality intervention, and SIGNAL, which is a performance-based evaluation instrument for guiding professional development, are described. Additionally, the competency-based training program is highlighted.

Learning Mingled with Nobility in Shakespeare’s England

2017 ◽  
Author(s):  
Warren Boutcher
Keyword(s):  
Early Modern ◽  
Ben Jonson ◽  
John Marston ◽  
University Of Oxford ◽  
The Tempest ◽  
Samuel Daniel ◽  
New Perspective ◽  
The University ◽  
The Relationship ◽  
Aristocratic Culture

Chapter 2.3 analyses the English school of Montaigne in the context of the relationship between Renaissance education and the early modern nobility. The Englished Montaigne––translated by John Florio and dramatized by Samuel Daniel, Ben Jonson, John Marston, and others––was introduced as a critic of the tyranny of custom and as a participant in the aristocratic culture of private learning in the late Elizabethan, early Jacobean noble household. Documents discussed range from the paratexts to Florio’s translation and the English text of ‘Of the institution and education of children’ to James Cleland’s work on the same subject and the famous portrait of Lady Anne Clifford. The chapter ends by offering a new perspective on Shakespeare’s use of Florio’s translation in The Tempest: that we should understand it in relation to Samuel Daniel’s use of similar passages in a play staged for the 1605 royal progress to the University of Oxford: The Queenes Arcadia.

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