Technology Training in Speech-Language Pathology: A Focus on Tablets and Apps

2017 ◽  
Vol 2 (10) ◽  
pp. 33-48 ◽  
Author(s):  
Jeffrey Edwards ◽  
Elena Dukhovny
Keyword(s):  
Clinical Training ◽  
Systematic Approach ◽  
Training Programs ◽  
California State University ◽  
Technology Selection ◽  
Tablet Computers ◽  
State University ◽  
Speech Language Pathology ◽  
Critical Thought ◽  
Language Pathology

Use of tablet computers has become ubiquitous in speech-language pathology assessment and intervention. With hundreds of applications of variable quality available, clinical training programs have the added responsibility of teaching students systematic, critical-thought-driven approaches to technology selection and evaluation. The purpose of this article is two-pronged: (1) we describe a systematic approach to tablet/app implementation piloted within the Norma S. and Ray R. Rees Speech, Language, and Hearing Clinic at California State University, East Bay and, (2) we present the results of a survey that identifies current practices in app selection in other university clinics.

Current Issues: RiteCare Family Autism Camp at Radford University: An Innovative Clinical Education Model for Speech-Language Pathology Students

2010 ◽  
Vol 20 (2) ◽  
pp. 59-63
Author(s):  
Elizabeth Lanter ◽  
Diane Millar ◽  
Patricia Rossi
Keyword(s):  
Clinical Education ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Training Programs ◽  
Autism Spectrum ◽  
Speech Language Pathology ◽  
Graduate Level ◽  
Children With Asd ◽  
Language Pathology ◽  
Education Model

The “unique learning style and social communication challenges” experienced by children with autism spectrum disorders (ASD) necessitate that speech-language pathologists (SLPs) receive education specific to this disability (American Speech-Language-Hearing Association [ASHA], 2006a, p.18). Graduate training programs often provide this education through classroom instruction and clinical education (also referred to as clinical teaching or supervision). Clinical education has a long-standing tradition in the field of speech-language pathology and is considered “an essential component in the education of students” (ASHA, 2008a, p. 1). This article presents a description of clinical education experience, specific to serving children with ASD, that is offered to graduate level speech-language pathology students at Radford University. The RiteCare Family Autism Camp, hosted by the Department of Communication Sciences and Disorders, provides graduate level clinical training in a model of service delivery amendable to many best practices when serving this population, such as intensive services, a partnership with parents, development of social communicative competence through the use of peer mediators, and a focus on literacy. This article describes the role of the SLP working with ASD and the RiteCare camp and seeks to inspire other graduate speech-language pathology training programs to consider an intensive, family-based day program for children with ASD as a clinical education model for its speech-language pathology students.

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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.

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.

scholarly journals Interprofessional Experience for Future Education Professionals: School Psychology and Speech-Language Pathology Students

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Shari DeVeney ◽  
Brian McKevitt
Keyword(s):  
School Psychology ◽  
Training Programs ◽  
Speech Language Pathology ◽  
Educational Training ◽  
Education Professionals ◽  
Midwestern University ◽  
Before And After ◽  
Language Pathology ◽  
Future Education ◽  
And Training

Educational training programs are tasked with addressing potential barriers to interprofessional practice through experiences that promote interprofessional collaborations. The present study of interprofessional experiences (IPE) had both research and pedagogical purposes. The research purpose was to describe graduate student self-perceptions related to interprofessional teaming/collaboration before and after an IPE involving two educational training programs, school psychology and speech-language pathology. The pedagogical purpose was to convey a detailed description of a case-based IPE offered as a course assignment and offer implementation suggestions. Participants in this course-based IPE were 109 students in the school psychology and speech-language pathology graduate programs at a medium-sized midwestern university over a four-year period. Students in both programs engaged in the IPE as part of a graded class assignment involving case studies. Pre- and post-IPE surveys were used to determine changes in students’ perceptions of their own profession and training, others’ professions, and collaboration and teaming. Results indicated that the perception of students from both programs significantly improved following the IPE. Improved perceptions of collaboration, teaming, and one another’s professions were sustained over four years of implementation. Implications for research, practice, and training are discussed.

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.

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.

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