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.

Interprofessional Education for BSW Students: A Pilot Course

2019 ◽  
Vol 24 (1) ◽  
pp. 61-70
Author(s):  
Claire M. Edwards ◽  
Jason M. Newell
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Liberal Arts ◽  
Professional Training ◽  
Allied Health ◽  
Training Programs ◽  
Speech Language Pathology ◽  
Professional Programs ◽  
Health Professional Training ◽  
Language Pathology

The focus on interprofessional education (IPE) for professional training programs in allied health professions such as social work has increased recently. There is limited pedagogical literature regarding either the instruction or application of IPE in any given profession. Based on a co-teaching model of instruction, this article delineates the preparation and integration process of a pilot course on IPE. The pilot course was taught at a small liberal arts college where it was cross-listed in two undergraduate professional programs in social work and speech-language pathology. This article discusses the relevance of including IPE in allied health professional training programs. Additionally, this article outlines the timeline for developing and implementing the course, from conceptualization to the integration phases including implications from student evaluations of their experience in the course. Elements of the course including delivery, descriptions of assignments, and projects also are discussed.

Teaching Interprofessional Practice: An Exploratory Course Assignment in Social Work and Speech Language Pathology

2015 ◽  
Vol 35 (5) ◽  
pp. 529-543 ◽  
Author(s):  
Claire M. Edwards ◽  
Jason M. Newell ◽  
Danielle Waldrep Rich ◽  
Laurel I. Hitchcock
Keyword(s):  
Social Work ◽  
Speech Language Pathology ◽  
Interprofessional Practice ◽  
Language Pathology

scholarly journals Impact of Virtual Simulation and Coaching on the Interpersonal Collaborative Communication Skills of Speech-Language Pathology Students: a Pilot Study

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Jacqueline A. Towson Ph.D., CCC-SLP ◽  
◽  
Matthew S. Taylor Ph.D. ◽  
Jennifer Tucker PT, DPT, PC S ◽  
Claire Paul Ph.D., BCBA ◽  
...  
Keyword(s):  
Pilot Study ◽  
Communication Skills ◽  
Virtual Simulation ◽  
Speech Language Pathology ◽  
Collaborative Communication ◽  
Language Pathology

Measuring Stakeholder Perceptions: A Review of Social Validity Reporting in ASHA Journals

2021 ◽  
pp. 1-14
Author(s):  
Arnold Olszewski ◽  
Kirsty Rae
Keyword(s):  
Evidence Based Practice ◽  
Social Validity ◽  
Communication Disorders ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Evidence Based Practices ◽  
Hearing Research ◽  
Language Pathology ◽  
Validity Measures ◽  
Stakeholder Input

Purpose Intervention research in speech-language pathology is growing; however, there remains a gap between research and clinical practice. To promote evidence-based practice, stakeholder input may be solicited during the development and evaluation of treatments. One method of evaluating stakeholder input is by subjectively measuring social validity. Social validity probes end users' satisfaction and acceptability of a treatment. Method This review article explores the type and frequency of subjective social validity measures reported in speech-language pathology treatment literature published in American Journal of Speech-Language Pathology; Journal of Speech, Language, and Hearing Research; and Language, Speech, and Hearing Services in Schools from January 2017 through April 2019. In total, 93 treatment studies were included and coded descriptively. Results Of the 93 treatment studies included in this review, 20 reported subjective measures of social validity. The most common method of measurement was questionnaires ( n = 19), followed by interviews ( n = 5), and direct observation ( n = 1). Conclusions Only 21.5% of reviewed speech-language pathology treatment articles from American Speech-Language-Hearing Association journals reported measures of social validity, although it is a crucial component of implementation of evidence-based practice. We urge researchers and journal editors to include social validity measures in treatment literature as we promote the uptake of evidence-based practices and the involvement of stakeholders during the development of evidence-based practices. We also encourage the development of social validity measures that can be validated on individuals with communication disorders.

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.

scholarly journals Coming to Critical Disability Studies: Critical Reflections on Disability in Health and Social Work Professions

2021 ◽  
Vol 10 (1) ◽  
pp. 23-53
Author(s):  
Madeline Burghardt ◽  
Tracy Edelist ◽  
Ann Fudge Schormans ◽  
Karen Yoshida
Keyword(s):  
Social Work ◽  
Disability Studies ◽  
Professional Training ◽  
Helping Professionals ◽  
Speech Language Pathology ◽  
Critical Disability Studies ◽  
Language Pathology ◽  
Critical Approaches ◽  
Professional Research ◽  
Professional Disciplines

This paper describes how four ‘helping’ professionals came to embrace and teach critical disability studies (CDS) perspectives rather than biomedical approaches to impairment and disability that traditionally inform those professions (occupational therapy, physiotherapy, social work, and speech-language pathology). Sharing examples from our experiences, we describe how we came to question the normative, ableist assumptions of our professional disciplines. We then briefly outline literature demonstrating how critical approaches have been incorporated into professional research and practice and discuss possible obstacles and tensions in adopting more widespread critical approaches into professional spaces. We conclude by suggesting that continued development of connections among scholars and activists within CDS, rehabilitation and social work, and the community, is necessary to ensure that intersectional critical perspectives in relation to disability become a core component of professional training programs.

A Cognitive Social Media Training Program and Intergenerational Learning: A Pilot Study With Older Adults and Speech-Language Pathology Graduate Students

2019 ◽  
Vol 4 (4) ◽  
pp. 683-695
Author(s):  
Jennine Harvey ◽  
Ann Beck ◽  
Caleb T. Carr
Keyword(s):  
Social Media ◽  
Pilot Study ◽  
Training Program ◽  
Graduate Student ◽  
Intergenerational Learning ◽  
Speech Language Pathology ◽  
Training Tool ◽  
Language Pathology ◽  
Technology And Communication ◽  
Aging Adults

PurposeThe current research was a pilot study of the #GoldenTweets social media training program. Specifically, the research sought to explore (a) how the program in general was perceived by 2 groups of participants, namely, normally aging adults and graduate clinicians, and (b) how both groups perceived the use of Twitter, the platform incorporated into the program, as a social media.MethodParticipants included normally aging adults and graduate student clinicians working with these individuals to implement the training program. The 13-week program was structured into 4 phases: (a) pre-assessment, (b) social media training, (c) social media engagement, and (d) postassessment. Participation outcomes were measured through qualitative data obtained from postprogram discussions and postprogram clinician surveys.ResultsAnalyses of participants' responses revealed changes across older adult and graduate student clinician skills in technology and communication applications, as well as perceptions of social media use. Both groups of participants indicated the intergenerational aspects of the program were the greatest strength of the program and their learning.ConclusionOur findings support the use of a cognitive social media training tool to promote intergenerational learning, communication, and stimulation.

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.

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