An Attributional Model of Supervisors' Decision-Making Behavior in Speech-Language Pathology

1983 ◽  
Vol 26 (4) ◽  
pp. 537-549 ◽  
Author(s):  
Joanne Erwick Roberts ◽  
Rita C. Naremore
Keyword(s):  
Decision Making ◽  
Achievement Motivation ◽  
Speech Language Pathology ◽  
Instructional Behaviors ◽  
Language Pathology ◽  
Attributional Model ◽  
Decision Making Behavior ◽  
Therapy Sessions ◽  
Information Requests ◽  
Supervisory Practice

An attributional model of speech-language pathology supervisors' decision-making behavior based on Weiner's achievement motivation attributional model was applied. Forty-six supervisors were asked to imagine hypothetical good or poor therapy sessions and to cite causes for the session's outcome, request information to understand the outcome better, and suggest actions they would take in response to the particular outcome. Results indicated that clinician attributions were cited most frequently and few client, supervisor, or other attributions were made. Clinician factors were generally described in terms of planning behaviors, instructional behaviors, and strategies. Session outcomes were attributed primarily to factors controllable by the participants and were expected to vary over time. Supervisors most frequently requested information about the clinician, client, and structure of therapy. They suggested actions that focused primarily on the clinician, occurred after the session, and were directed by the supervisor. Supervisors' causal attributions, information requests, and action responses differed for good and poor sessions. Implications for supervisory practice are 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.

Bias Effects in Speech-Language Assessment and Decision-Making

1988 ◽  
Vol 19 (2) ◽  
pp. 153-159 ◽  
Author(s):  
Fred M. Grossman ◽  
N. Kathleen Franklin
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Socioeconomic Status ◽  
Language Assessment ◽  
Speech Language Pathology ◽  
Education Programs ◽  
Language Pathology ◽  
Special Education Programs ◽  
Assessment Decisions

Within recent years, much research has been conducted with regard to possible biasing factors that impact upon the placement of children in special education programs. The present study examined the effects of a child's sex and socioeconomic status on referral, assessment, and decision-making in speech-language pathology. Results suggested that some referral and assessment decisions may be biased solely by the child's sex and socioeconomic status.

scholarly journals Moving Beyond Traditional Understandings of Evidence-Based Practice: A Total Evidence and Knowledge Approach (TEKA) to Treatment Evaluation and Clinical Decision Making in Speech-Language Pathology

2019 ◽  
Vol 40 (05) ◽  
pp. 370-393 ◽  
Author(s):  
Arlene McCurtin ◽  
Carol-Anne Murphy ◽  
Hazel Roddam
Keyword(s):  
Decision Making ◽  
Explicit Knowledge ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Clinical Decision ◽  
Total Evidence ◽  
Management Approach ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Language Pathology

AbstractEvidence-based practice (EBP) is a well-established framework for supporting clinical decision making in the discipline of speech-language pathology. The benefits of using evidence to inform clinical practice are acknowledged by clinicians and researchers alike. Even so, after over two decades of EBP advocacy, much clinical uncertainty remains and models supporting the evaluation of interventions require review and reconsideration. The EBP model, while promoting positive principles, can be argued to be conceptually flawed because it suffers from a lack of attention to and explicit valuing of other forms of knowledge crucial to the formation of realistic and judiciously informed decisions. We propose that the evaluation of interventions would be better supported by an explicit knowledge management approach reflecting a range of evidence and knowledge. One worked example is presented to demonstrate what using such an approach can produce in terms of intervention information.

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.

Building Blocks of Knowledge: A Close Look at Prerequisite Coursework for Graduate Programs in Speech-Language Pathology

2020 ◽  
Vol 5 (5) ◽  
pp. 1262-1271
Author(s):  
Lesley Sylvan ◽  
Kris L. Brock ◽  
Andrea Perkins ◽  
Jessica Garrett
Keyword(s):  
Decision Making ◽  
General Education ◽  
Graduate Programs ◽  
Building Blocks ◽  
Small Sample ◽  
Speech Language Pathology ◽  
Student Body ◽  
Language Pathology ◽  
Set Up ◽  
Prerequisite Courses

Purpose The purposes of this exploratory study were to examine the variability among prerequisite courses required by speech-language pathology graduate programs and to explore how faculty in leadership positions within graduate programs approach decision making about these courses. Method This research involved gathering data about the number and type of prerequisite course requirements from American Speech-Language-Hearing Association–accredited speech-language pathology master's degree programs ( n = 272) and conducting interviews with a small sample of speech-language pathology department faculty ( n = 12). Results The large majority of speech-language pathology graduate programs required the same four general education prerequisite courses. The number of prerequisite courses specific to communication sciences and disorders ranged from three to 17. The rationale for which and how many courses to include as prerequisites varied across programs. Issues related to student preparation and foundation for graduate coursework, the composition of the student body, administrative and logistical factors, and traditions and history of each program influenced how faculty made decisions regarding prerequisites. Conclusion While there is not a clear consensus across programs about the number and type of prerequisites necessary to start graduate school in speech-language pathology, most programs feel their ongoing decision making in this area has set up students within their own programs for successful outcomes.

Navigating the “Passaggio” Between Voice Therapy and a Singing Lesson: Ethical Considerations for the Speech-Language Pathologist

2020 ◽  
Vol 5 (3) ◽  
pp. 658-661
Author(s):  
Katherine McConville
Keyword(s):  
Decision Making ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Code Of Ethics ◽  
Voice Therapy ◽  
Speech Language Pathology ◽  
Ethical Considerations ◽  
Therapeutic Purpose ◽  
Speech Language Pathologist ◽  
Language Pathology

Purpose The purpose of this article is to discuss factors that guide ethical decision making in determining what constitutes medically necessary voice therapy that involves or targets singing, which is distinct from a singing lesson. Method Different treatment tasks and scenarios are identified, and their rationales are compared with deference to precedent literature and relevant portions of the American Speech-Language-Hearing Association Code of Ethics. These materials are referenced in an effort to define the boundaries between voice therapy involving singing technique and a singing lesson. Results Suggestions regarding goal writing and documentation to highlight apparent boundaries are made. Conclusions In the care of injured voices, both precedent and ethical principles support speech-language pathology treatment that targets singing. However, it is incumbent upon the treating speech-language pathologist to determine when they are venturing into tasks that no longer serve a therapeutic purpose and to refer the patient for voice lessons as appropriate.

The Influence of Linguistic Bias Upon Speech-Language Pathologists’ Attitudes Toward Clinical Scenarios Involving Nonstandard Dialects of English

2021 ◽  
pp. 1-17
Author(s):  
Catherine Easton ◽  
Sarah Verdon
Keyword(s):  
Decision Making ◽  
Service Provision ◽  
Clinical Decision Making ◽  
Linguistic Diversity ◽  
Clinical Decision ◽  
Assessment Tools ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Clinical Scenarios ◽  
Language Pathology

Purpose Variation within languages, including dialects, takes on an indexical function, marking belonging and connection. Meanwhile, attitudes toward these speech varieties become marked by linguistic bias. Within the speech-language pathology profession, research evidence, assessment tools, and intervention programs have largely been designed for and by the White, English-speaking middle class. As such, linguistic bias with a preference for standardized dialects is prevalent in the training and practice of the speech-language pathology profession, resulting in discriminatory and racialized practices. Method To investigate the influence of linguistic bias upon speech-language pathologists' (SLPs') clinical decision making, data were collected from 129 Australian SLPs via an online survey. Inferential statistics were used to investigate the relationship between clinical decision making and SLPs' attitudes toward nonstandard dialects as well as personal and professional factors. A content analysis of extended responses was conducted to identify themes in clinical decision making. Results SLPs with more years of experience and those who had received professional development were significantly more likely to seek out more information before making a diagnosis, while those with more negative attitudes toward linguistic diversity were significantly more likely to identify a disorder than a difference. SLPs provided a range of justifications for their clinical decision making, but few acknowledged the influence of their own attitudes and bias upon their decision making. Conclusions SLPs' linguistic bias towards speakers of nonstandard dialects has the potential to impact upon their clinical judgment of difference versus disorder and lead to inequality of service provision for speakers who do not express themselves in standardized forms. Before the profession can truly move toward an antiracist approach of equitable service provision for all, SLPs must engage in critical self-reflection to disrupt the adherence of the speech-language pathology profession to standardized “White” norms of communication.

How To Practice “Undefensively”

2010 ◽  
Vol 15 (2) ◽  
pp. 54-64 ◽  
Author(s):  
Paula Leslie ◽  
Kate Krival
Keyword(s):  
Decision Making ◽  
Best Practice ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Internal Resources ◽  
Language Pathology ◽  
Decision Making Processes

Speech-language pathologists (SLPs) are increasingly challenged by the medical complexities our patients present and gripped by the fear of litigation, if patients decline physically under our care. One response to these pressures may be to practice defensive medical speech-language pathology. We propose that best practice is ethically achieved by deliberately using specific external and internal resources to practice undefensively. We suggest how consideration of these materials and processes will help SLPs ensure evaluation and clinical decision-making processes are as effective, evidence-based, and transparent to patients, caregivers, administrators, and payers as possible.

Culture of collaboration

2021 ◽  
Vol 11 (1) ◽  
pp. 5-25
Author(s):  
Jennifer Whited ◽  
Jack S. Damico
Keyword(s):  
Qualitative Study ◽  
Language Disorders ◽  
Therapeutic Strategies ◽  
Speech Language Pathology ◽  
Motivation To Read ◽  
Learning Impairments ◽  
Motivated Behavior ◽  
Key Characteristics ◽  
Language Pathology ◽  
Therapy Sessions

Purpose: The purpose of this article is to report the results from a research project which focused on understanding how motivation to read is manifested and maintained in children with learning impairments. The participants were enrolled in a specialized university literacy program with graduate student clinicians. Method: An interpretative, qualitative study utilizing components of ethnography and microanalysis was employed to analyze video transcripts of recorded therapy sessions of speech-language pathology student clinicians and children with language disorders. These interactions were coded for the nature of their role in motivating children to read. Results and conclusions: This study revealed that a culture of collaboration was a hallmark of treatment that facilitated motivation in the participants. Two key characteristics of motivated behavior that emerged as a result of this culture of collaboration are identified and described. Additionally, three specific, collaborative, therapeutic strategies found to sustain motivation to read are described.

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