Dementia Management: A Practice Update for Speech-Language Pathologists

2015 ◽  
Vol 25 (4) ◽  
pp. 158-164 ◽  
Author(s):  
Mary Beth Mason-Baughman ◽  
Renee Kinder
Keyword(s):  
Older Adults ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Medicare Benefit ◽  
Language Pathology ◽  
Definition Of

Most clinicians working with older adults have assessed and treated patients with cognitive-communicative deficits associated with dementia. Dementia management can be challenging at times, even for the most seasoned clinician. This article will provide a framework for dementia management focusing on assessment, treatment, and documentation to ensure that speech-language pathology services are reimbursable by meeting Medicare's definition of reasonable and necessary services as set forth by the Medicare Benefit Policy Manual. The goal of sharing this information is to help clinicians shape management programs to meet the needs of their patients with dementia and ensure compliance with current healthcare regulations.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

The Evolution of an SLPA Program

2009 ◽  
Vol 10 (1) ◽  
pp. 4-11
Author(s):  
Susan Sparks ◽  
Lisa Van Horne
Keyword(s):  
The State ◽  
Online Discussions ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Assigned Reading ◽  
Language Pathology ◽  
Strict Compliance ◽  
Increasing Demand

Abstract There is an increasing demand for qualified individuals available in our profession. One answer to this crisis is to hire trained speech-language pathology assistants (SLPAs) to assist speech language pathologists (SLPs). Shoreline Community College's SLPA program was created in response to the shortage of fully trained SLPs. The program is designed in strict compliance with ASHA's guidelines (ASHA, 2004). Students attend lectures remotely, complete assigned reading, take quizzes, engage in in-class and online discussions, turn in assignments, and take exams without ever having to commute to the Shoreline campus. This allows students from across the state to complete their education while continuing to live and work in their communities.

scholarly journals Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: The Qualitative View

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Janice K. Tucker
Keyword(s):  
Qualitative Interviews ◽  
Communication Disorders ◽  
Educational Setting ◽  
Professional Issues ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Language Pathology

Telepractice in speech-language pathology shows the potential to mitigate the current shortage of speech-language pathologists (SLPs) available to serve a growing number of persons with communication disorders.  Since a majority of American Speech-Language-Hearing Association (ASHA) certified SLPs work in schools and the population of communicatively impaired clients in schools continues to grow, research into the use of telepractice in the educational setting is warranted.  This article reports upon the perspectives of SLPs regarding the use of telepractice in school settings. In-depth qualitative interviews were conducted with five SLPs experienced in the delivery of telepractice. Four major themes emerged: barriers, benefits, reasons for acceptance and use of telepractice, and suggestions to resolve telepractice professional issues.

Supervisees' Perceptions of Supervisors' Social Power in Speech-Language Pathology

1997 ◽  
Vol 6 (3) ◽  
pp. 90-95 ◽  
Author(s):  
Barry T. Wagner ◽  
Carla W. Hess
Keyword(s):  
Social Power ◽  
Speech Language Pathology ◽  
Power Bases ◽  
Speech Language Pathologists ◽  
Supervisory Relationships ◽  
Legitimate Power ◽  
Language Pathology ◽  
Supervisory Process ◽  
Social Power Bases ◽  
Pathology Education

Most speech-language pathologists function as supervisees and supervisors at various points in their careers (Anderson, 1988). This study investigates supervisees' perceptions of their current and ideal supervisors' social power during the clinical supervisory process in speech-language pathology education. Perceived social power was measured by two modified versions (Wagner, 1994) of the Rahim Leader Power Inventory (Rahim, 1988). This inventory measures the five French and Raven (1959) social power bases: expert, reward, referent, legitimate, and coercive. Graduate supervisees completed one version of the inventory by rating their current supervisor and a second version of the inventory indicating their ideal supervisor. Results revealed significant differences among supervisees' perceptions of current versus ideal supervisors relative to expert, reward, referent, and legitimate power. Overall, these results have implications for supervisors in speech-language pathology who may wish to modify their perceived social power in order to enhance supervisory relationships.

scholarly journals A Viewpoint on Accent Services: Framing and Terminology Matter

2021 ◽  
pp. 1-10
Author(s):  
Vikas Grover ◽  
Aravind Namasivayam ◽  
Nidhi Mahendra
Keyword(s):  
Scoping Review ◽  
Linguistic Diversity ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Speech Language Pathologists ◽  
Critical Attention ◽  
Language Pathology ◽  
Accent Modification ◽  
The Impact ◽  
The Way

Purpose: The purpose of this article is to offer a contemporary viewpoint on accent services and contend that an equity-minded reframing of accent services in speech-language pathology is long overdue. Such reframing should address directly the use of nonpejorative terminology and the need for nurturing global linguistic diversity and practitioner diversity in speech-language pathology. The authors offer their perspective on affirmative and least-biased accent services, an in-depth scoping review of the literature on accent modification, and discuss using terms that communicate unconditional respect for speaker identity and an understanding of the impact of accent services on accented speakers. Conclusions: Given ongoing discussions about the urgent need to diversify the profession of speech-language pathology, critical attention is needed toward existing biases toward accented speakers and how such biases manifest in the way that accent services are provided as well as in how clinicians conceptualize their role in working with accented speakers. The authors conclude with discussing alternate terms and offer recommendations for accent services provided by speech-language pathologists.

Using the Delphi Technique to Explore Complex Concepts in Speech-Language Pathology: An Illustrative Example From Children's Social Communication

2017 ◽  
Vol 26 (4) ◽  
pp. 1225-1235 ◽  
Author(s):  
Kristen Izaryk ◽  
Elizabeth Skarakis-Doyle
Keyword(s):  
Social Communication ◽  
Delphi Study ◽  
Delphi Technique ◽  
Complex Problem ◽  
Consensus Building ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Starting Point ◽  
Language Pathology ◽  
Key Features

PurposeIn recent years, there has been an increasing interest in expanding the research approaches that speech-language pathologists utilize, particularly for addressing complex questions. Consensus-building techniques can be useful for addressing such questions. The Delphi technique is a consensus-building process involving structured communication among members of an expert panel via independent responses to iterative rounds of questionnaires. The purpose of this research note is to describe and demonstrate the Delphi technique using an application to a complex problem in speech-language pathology, that is, the bases of social communication and pragmatics.MethodThe Delphi technique was described and illustrated via the following study: 10 expert speech-language pathologists participated in a 3-round Delphi study. Participants were asked to list the key features of social communication and pragmatics in Round 1. Questions for Rounds 2 and 3 were developed on the basis of the participants' responses to previous rounds.ResultsThe Delphi technique was useful in bringing participants to consensus on the key features of social communication and pragmatics and offered a starting point for the continued exploration of this complex problem.ConclusionA discussion of the benefits and limitations of the technique is included, highlighting the utility of the technique to the field of speech-language pathology.

Confidence and Training of Speech-Language Pathologists in Cognitive-Communication Disorders: Time to Rethink Graduate Education Models?

2021 ◽  
Vol 30 (2S) ◽  
pp. 986-992 ◽  
Author(s):  
Emily L. Morrow ◽  
Lyn S. Turkstra ◽  
Melissa C. Duff
Keyword(s):  
Graduate Education ◽  
Acute Care ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Communication Course ◽  
Graduate Curriculum ◽  
Language Pathology ◽  
And Training

Purpose The purpose of this article is to highlight the need for increased focus on cognitive communication in North American speech-language pathology graduate education models. Method We describe key findings from a recent survey of acute care speech-language pathologists (SLPs) in the United States and expand upon the ensuing discussion at the 2020 International Cognitive-Communication Disorders Conference to consider some of the specific challenges of training for cognitive communication and make suggestions for rethinking how to prepare future clinicians to manage cognitive-communication disorders. Results Results from the survey of acute care SLPs indicated inconsistent confidence and training in managing cognitive-communication disorders. We discuss the pros and cons of several avenues for improving the consistency of cognitive-communication training, including a standalone cognitive-communication course, integrating cognitive communication in all courses across the speech-language pathology undergraduate and graduate curriculum, and using problem-based learning frameworks to better prepare students as independent thinkers in the area of cognitive communication and beyond. Conclusions Cognitive-communication disorders cut across clinical diagnoses and settings and are one of the largest and fastest growing parts of the SLP's scope of practice. Yet, surveys, including the one discussed here, have repeatedly indicated that SLPs do not feel prepared or confident to work with individuals with cognitive-communication disorders. We propose several avenues for increasing educational emphasis on cognitive communication. We hope these ideas will generate discussion and guide decision making to empower SLPs to think critically and step confidently into their roles as leaders in managing the heterogeneous and ever-growing populations of individuals with cognitive-communication disorders.

The Speech-Language Pathologist and Reading: Opportunities to Extend Services for the Children We Serve

2009 ◽  
Vol 10 (2) ◽  
pp. 38-44 ◽  
Author(s):  
Michaela J. Ritter
Keyword(s):  
Reading Disabilities ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
The Past ◽  
Speech Language Pathologist ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Reading Impairments

Abstract In recent years, major changes have occurred in the field of speech-language pathology and education. In the past 2 decades researchers, educators, and speech-language pathologists (SLPs) have increased their focus on the identification, assessment, and treatment of reading disabilities in children (Catts, 1991; Catts, Fey, Zhang, & Tomblin, 2001; Justice & Ezell, 2004; Kaderavek & Justice, 2004). The primary goal of this article is to discuss a variety of ways that the speech-language pathologist can be both directly and indirectly involved in working with children who present with language and reading impairments. For example, Baylor University's Department of Communication Sciences and Disorders has had the opportunity to be involved in the prevention, identification, and treatment of reading disabilities in children both in a direct and indirect way.

Secondary School Support Teachers’ Perception of Speech-language Pathology Services to Adolescents

2006 ◽  
Vol 30 (1) ◽  
pp. 51-71
Author(s):  
Karen Hollands ◽  
Sandra McMahon ◽  
Christina E. van Kraayenord
Keyword(s):  
Secondary School ◽  
Professional Training ◽  
Language Disorder ◽  
School Support ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Teachers Perceptions ◽  
Language Difficulties ◽  
Language Pathology ◽  
Need For Support

AbstractA survey was conducted to investigate secondary school support teachers’ perceptions of speech-language pathology services to students experiencing language difficulties. Information was sought regarding support teachers’ understanding of language disorder, their experience with students who have language difficulties and their involvement with speech-language pathologists with regard to these students. Support teachers’ views on supporting adolescents who are experiencing language difficulties were also sought as well as information regarding their satisfaction with speech-language pathology services to adolescents. Findings indicated variations in support teachers’ perceptions, including mixed views regarding how speech-language pathologists should offer assistance to students. The need for support teachers and speech-language pathologists to offer each other professional training was indicated.

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