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.

The Graduate Dysphagia Course: Opening the Door to New Frontiers

2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme
Keyword(s):  
Graduate Student ◽  
Paradigm Shifts ◽  
Speech Language Pathology ◽  
Approaches To Teaching ◽  
Graduate Level ◽  
Graduate Curriculum ◽  
Current Trends ◽  
Language Pathology

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.

The Role of Speech-Language Pathology and Audiology in the Optimal Management of the Service Member Returning From Iraq or Afghanistan With a Blast-Related Head Injury

2010 ◽  
Vol 25 (3) ◽  
pp. 219-224 ◽  
Author(s):  
Leora R. Cherney ◽  
Patricia Gardner ◽  
Jeri A. Logemann ◽  
Lisa A. Newman ◽  
Therese OʼNeil-Pirozzi ◽  
...  
Keyword(s):  
Head Injury ◽  
Service Member ◽  
Optimal Management ◽  
Speech Language Pathology ◽  
Language Pathology

The Role of PT, OT, and Other Therapies in Palliative Care for Seriously Ill Patients

2019 ◽  
pp. 682-689
Author(s):  
Dennis Lin ◽  
Megan Borjan ◽  
Seanell D. San Andres ◽  
Christina Kelly
Keyword(s):  
Palliative Care ◽  
Terminal Illness ◽  
Symptom Burden ◽  
Speech Language Pathology ◽  
Functional Impairments ◽  
Recreation Therapy ◽  
Rehabilitation Team ◽  
Language Pathology ◽  
Seriously Ill Patients

This chapter describes the roles of physical therapy, occupational therapy, speech language pathology, and recreation therapy in providing rehabilitation for patients receiving palliative care. Palliative rehabilitation should be included as part of a comprehensive interdisciplinary effort to support patients who experience functional impairments or symptoms that impact daily life and that result from terminal illness. Palliative rehabilitation focuses on creating collaborative goals that address disability and easing symptom burden to maximize or maintain function throughout every stage of disease. Patients receiving the appropriate rehabilitative interventions can adapt to the changes and foster an optimal quality of life. Nurses collaborate with the rehabilitation team so that patients and their caregivers can achieve a greater benefit from their palliative care.

Update on Academic and Clinical Training in Cleft Palate/Craniofacial Anomalies for Speech-Language Pathology Students

2019 ◽  
Vol 4 (5) ◽  
pp. 870-877 ◽  
Author(s):  
Brooke Mills ◽  
Mary Hardin-Jones
Keyword(s):  
Cleft Palate ◽  
Clinical Training ◽  
Academic Programs ◽  
Craniofacial Anomalies ◽  
Speech Language Pathology ◽  
Master's Programs ◽  
Legitimate Concern ◽  
Language Pathology ◽  
Elective Course ◽  
Survey Responses

Purpose The purpose of this study was to survey speech-language pathology master's programs regarding their academic and clinical coverage of cleft palate/craniofacial anomalies. Method A link to a 19-item survey was sent via e-mail to the program directors of 271 accredited graduate programs in speech-language pathology. Information was also obtained via university websites to verify survey responses. Results The response rate was 86% with 232 of 271 programs completing all or part of the survey. Twenty-four percent of respondents indicated their program offers a dedicated and required course in cleft palate/craniofacial anomalies, 22% offer an elective course, and 51% embed this content in other courses. Respondents reported that their students frequently (7%), sometimes (58%), or rarely (34%) receive clinical experience with this population. Conclusion Our findings suggest that an increasing number of academic programs are eliminating dedicated coursework in cleft palate/craniofacial anomalies and are embedding such content in other courses. A legitimate concern resulting from this consolidation of coursework is the degree to which feeding, articulation, and resonance difficulties associated with cleft palate/craniofacial anomalies are being addressed elsewhere in the curriculum.

Whose Service Is It Anyway? Patients as Co-Designers to Improve Dysphagia Care Pathways

2020 ◽  
Vol 5 (4) ◽  
pp. 1011-1014
Author(s):  
Grainne C. Brady ◽  
Justin W. G. Roe
Keyword(s):  
Service Provision ◽  
Oropharyngeal Dysphagia ◽  
Evidence Base ◽  
Care Pathways ◽  
Speech Language Pathology ◽  
Service Capacity ◽  
National Guidance ◽  
Language Pathology ◽  
Working Together

Purpose The field of speech-language pathology has made remarkable strides to improve the evidence-based management of oropharyngeal dysphagia. Dysphagia services have evolved in response to the ever-increasing evidence base for the role of the speech-language pathology in the assessment, diagnosis, and management of oropharyngeal dysphagia. However, dysphagia service pathway design and provision are driven by service capacity or national guidance. Rarely are patients and clinicians truly working together to develop or redesign dysphagia care pathways. This article will describe Experience Based Co-Design and how the methodology has contributed to a better understanding of pretreatment service provision at our center. Conclusion We make recommendations for clinicians on the application of this methodology in future projects for the design and redesign of speech-language pathology dysphagia services.

Supervisory Practices in Speech - Language Pathology: Pre-practicum Assessment of Student Clinicians in Graduate Training Programs

2009 ◽  
Vol 19 (3) ◽  
pp. 107-113 ◽  
Author(s):  
Daniel E. Phillips
Keyword(s):  
Qualitative Research ◽  
Graduate Student ◽  
Training Programs ◽  
Graduate Training ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Qualitative Research Methodology ◽  
Language Pathology ◽  
Graduate Training Programs ◽  
Supervisory Practices

Abstract How do supervisors determine the level of clinical independence of graduate student clinicians before clinic practicum begins and how do supervisors determine the style of supervision used with each student clinician? A qualitative research methodology was used to investigate supervisory practices of clinical educators supervising graduate student clinicians in speech-language pathology graduate training programs. Data was gathered through standardized open-ended interviews with 11 supervisors from five graduate training programs accredited by the American Speech-Language-Hearing Association (ASHA). All 11 supervisors conducted a pre-practicum assessment, but none used a published program or model to assess the student clinicians. All participants met with the student clinicians prior to the start of therapy to discuss the client. Analysis of data revealed three distinct types of meetings: presentation of the client by the clinician, presentation of the clinician to the supervisor, and pre-practicum assessment using a form. Eight of the 11 supervisors interviewed for this study determined the level of clinical independence of the student clinician solely by asking the clinician to present the client to the supervisor. The supervisors then evaluated the manner, organization, accuracy, and completeness of the presentation to estimate the student's level of clinical independence.

Successful Supervisory Training Initiatives in Formative Assessment

2008 ◽  
Vol 18 (3) ◽  
pp. 87-93 ◽  
Author(s):  
Danielle Varnedoe ◽  
Crystal Murphree-Holden ◽  
Sharon Dixon
Keyword(s):  
Formative Assessment ◽  
Clinical Training ◽  
Speech Language Pathology ◽  
Training Requirements ◽  
Technological Advances ◽  
Site Supervisors ◽  
Language Pathology ◽  
Crucial Information ◽  
Primary Focus ◽  
University Training

Abstract Effective training of external practicum site supervisors is a challenge to university training programs. The number of sites and supervisors, distance, time and cost factors all contribute to the need to find efficient methods of providing supervisors with crucial information pertinent to clinical training. The key components to training supervisors on current certification standards and principles of formative assessment learning are the primary focus of this article. Successful methods for providing this information using both traditional formats and technological advances are described in detail. All methods are easily replicable in order to meet the specific training requirements of individual programs in speech-language pathology and audiology.

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.

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