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.

Social Communication Following Adult Traumatic Brain Injury: A Scoping Review of Theoretical Models

2020 ◽  
Vol 29 (3) ◽  
pp. 1735-1748
Author(s):  
◽  
Lindsey Byom ◽  
Therese M. O'Neil-Pirozzi ◽  
Rik Lemoncello ◽  
Sheila MacDonald ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Scoping Review ◽  
Social Communication ◽  
Theoretical Models ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Communication Problems ◽  
Assessment And Treatment ◽  
Language Pathology

Purpose Social communication is the set of abilities that allows individuals to achieve relevant social goals across contexts. Speech-language pathology evaluation and treatment of traumatic brain injury (TBI)-related social communication problems should be informed by evidence-supported theories of social communication. The primary purpose of this article is to summarize the results of a scoping review of theoretical models that speech-language pathologists may apply to the evaluation and treatment of social communication problems of adults with TBI. Method A scoping review was conducted of PubMed, PsycINFO, and Embase for sources published in English between 1989 and 2020 that described human social communication and participation. Resulting sources were systematically examined for social communication models. Results Nine theoretical models were identified that speech-language pathologists may apply to their assessment and treatment of social communication abilities of adults with TBI. Identified models were categorized thematically into one of three classes: cognitive models, social competence models, and pragmatic models. Using a framework developed for the purposes of this article, each identified model was evaluated, and one exemplar model in each class is described in depth. Conclusions Social communication problems in adults post-TBI are common. The existence of multiple models empowers speech-language pathologists to select individual-focused assessment and treatment approaches to maximize intervention outcomes.

Never Assume! Mentoring the Connections Between Theory and Practice

2010 ◽  
Vol 11 (4) ◽  
pp. 145-148
Author(s):  
Jill Parmenter ◽  
Paula McGraw
Keyword(s):  
Theory And Practice ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
The Future ◽  
Language Pathology

Abstract Mentoring is one of the most important services experienced speech-language pathologists can provide to the profession of speech-language pathology. The mentoring we provide today will impact the future of the profession. This article will examine the roles and responsibilities of a mentoring speech-language pathologist, considering the specific needs of a Clinical Fellow (CF) as well as the mentoring needed for professionals throughout their careers.

An Exploration of Clinicians Views About Assessment and Treatment of Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 16-23 ◽  
Author(s):  
Glen M. Tellis ◽  
Lisa Bressler ◽  
Katrina Emerick
Keyword(s):  
Basic Knowledge ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Graduate Course ◽  
Skill Levels ◽  
Fluency Disorders ◽  
Course Work ◽  
Assessment And Treatment ◽  
Systematic Training ◽  
Language Pathology

Abstract The purpose of this study was to examine school speech-language pathologists’ knowledge of and skill levels with assessing and treating stuttering. This paper provides information on 255 school speech-language pathologists who responded to a 49-question survey about stuttering. The instrument contained questions that addressed specific aspects of assessment and treatment as well as general questions about stuttering. Results indicate that on average, the speech-language pathologists had only treated 12 children who stuttered throughout their careers and averaged 2 children who stuttered on their caseloads per year. Data indicate that regardless of whether the speech-language pathologists took graduate course work in fluency disorders, had their Certificate of Clinical Competence, or attended continuing education workshops in fluency disorders, they lacked basic knowledge and skills in assessing and treating stuttering. Systematic training in specific aspects of assessment and treatment for people who stutter is urgently needed for speech-language pathology students and practicing clinicians.

Challenges and solutions in speech-language pathology service delivery across Australia and Canada

2017 ◽  
Vol 5 (1) ◽  
pp. 120 ◽  
Author(s):  
Jacqueline Lim ◽  
Patricia McCabe ◽  
Alison Purcell
Keyword(s):  
Service Delivery ◽  
Online Survey ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Chi Square ◽  
Diverse Range ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Barriers To Service ◽  
Main Barrier

Background, aims and objectives: This study aimed to compare the perception of barriers to service delivery among speech-language pathologists (SLPs) in Canada and Australia and the extent to which they used parent or carer training to overcome these barriers.  Methods: Participants were 81 Australian and 63 Canadian SLPs who completed an online survey. Questions comprised open ended and forced choice questions with some ranking of questions also required. Chi-square analyses were conducted comparing Canadian and Australian SLPs.  Results: Few differences existed among the respondents. Respondents overwhelmingly selected “not enough speech-language pathology positions to meet demand” as their main barrier. This barrier along with “parents/carer’s lack of knowledge about the need for speech-language pathology”, “lack of parent/carer engagement” and “lack of awareness of role of speech-language pathologist” were the principal barriers. Training parents and carers to conduct therapy at home was the most used strategy among both Canadian and Australian SLPs.  Discussion: The finding that the SLPs perceive low engagement from parents both in the training sessions and when working with their child may suggest that there is a need for speech-language pathologists to determine more effective ways to train and engage parents and carers.  Conclusion: More research into the efficacy of parent or carer training across a wider range of speech-language pathology practice areas and across a more diverse range of parents or carers needs to be undertaken.

scholarly journals “Tell Me About Your Child”: A Grounded Theory Study of Mothers' Understanding of Language Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 819-840 ◽  
Author(s):  
Andrea C. Ash ◽  
Tyler T. Christopulos ◽  
Sean M. Redmond
Keyword(s):  
Grounded Theory ◽  
Language Disorder ◽  
Language Disorders ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Lack Of Information ◽  
Diagnostic Labels ◽  
Psychological Harm ◽  
Language Pathology

Purpose The purpose of this study was to generate a theory grounded in data explaining caregivers' understanding of their child's language disorder and the perceived role of speech-language pathologists in facilitating this knowledge. Method This study employed grounded theory as a conceptual framework. Qualitative data were generated based on semistructured interviews conducted with 12 mothers of children who had received speech-language pathology services. Results The following themes emerged from the data analysis: (a) Many mothers reported receiving confusing or irrelevant diagnostic terms for language disorder, (b) mothers of children with language disorders were distressed about their children's language problems, (c) mothers did not always trust or understand their children's speech-language pathologist, and (d) mothers were satisfied with the interventions their child had been receiving. Mothers described their children's language disorder using a total of 23 labels, most of which were not useful for accessing meaningful information about the nature of their child's communication problem. Generally, mothers reported they did not receive language-related diagnostic labels from speech-language pathologists for their child's language disorder. Conclusions Two theories were generated from the results: (a) Lack of information provided to mothers about their child's language disorder causes mothers psychological harm that appears to be long lasting. (b) Difficulties in successfully relaying information about language disorders to parents result in negative perceptions of speech-language pathology. Implications and future directions are discussed. Supplemental Material https://doi.org/10.23641/asha.12177390

The Development of a New Era of Speech-Language Pathology in Greece

1995 ◽  
Vol 4 (1) ◽  
pp. 5-7 ◽  
Author(s):  
Marinella Tsoukala ◽  
Rebecca Tziorvas
Keyword(s):  
Communication Disorders ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
The Creation ◽  
The Government ◽  
Exciting Time ◽  
The Many

Speech-language pathology services in Greece continue to expand, and it is an exciting time to be a speech-language pathologist within the existing structure. The role of speech-language pathologists in Greece has changed over the years from therapist, to include educator, advocate, and politician. The many tasks facing speech-language pathologists in Greece have been difficult ones. It has taken patience and persistence to educate the general public about communication disorders and the role of speech-language pathologists in treating these problems. It has also been arduous to convince the government to recognize our profession and its value within the community. We believe that by the establishment of a speech-language department at a Greek university, our profession will be fortified and renewed. The development of a university-based training program will aid in the creation of posts in educational and hospital settings, as well as bridge the gap that exists between the current number of speech-language pathologists and the number of people requiring treatment. Furthermore, the creation of a university department will allow for much needed research within the Greek community. In particular, it may aid in the gathering of normative data and the standardization of tests for the Greek population. The path in establishing speech-language pathology education and services in Greece is a long one, but through our commitment and our energetic and earnest approach, we hope to reach our goals.

Depression in Poststroke Aphasia

2020 ◽  
Vol 29 (4) ◽  
pp. 1798-1810
Author(s):  
Jacqueline S. Laures-Gore ◽  
Vonetta M. Dotson ◽  
Samir Belagaje
Keyword(s):  
Speech Language Pathology ◽  
Poststroke Depression ◽  
Speech Language Pathologists ◽  
Treatment Practices ◽  
Rehabilitation Outcomes ◽  
Assessment And Treatment ◽  
Negative Effect ◽  
Language Pathology ◽  
Current Assessment ◽  
Underlying Pathophysiology

Purpose The aim of this tutorial is to provide speech-language pathologists with foundational knowledge of poststroke depression comorbidly occurring with aphasia. Given the negative effect of depression on functional outcomes and mortality, it is crucial that speech-language pathologists possess this knowledge in order to better advocate for and treat their patients. Method and Results Three areas of complementary expertise (speech-language pathology, psychology, and neurology) collaborated on this tutorial to address the following areas: (a) provide terminology associated with depression and related mood disorders, (b) describe the potential underlying pathophysiology of depression in the general population, (c) provide an overview of our existing understanding of comorbid poststroke depression and aphasia, and (d) summarize current assessment methods and interventions for poststroke depression in adults with aphasia. Conclusion Given the compounding impact aphasia and depression have on rehabilitation outcomes, it is imperative that speech-language pathologists understand terminology, assessment, and treatment practices for depression.

Normal Acquisition of Consonant Clusters

2001 ◽  
Vol 10 (2) ◽  
pp. 99-110 ◽  
Author(s):  
Sharynne McLeod ◽  
Jan van Doorn ◽  
Vicki A. Reed
Keyword(s):  
Normal Development ◽  
Speech Development ◽  
Consonant Clusters ◽  
Consonant Cluster ◽  
Speech Language Pathology ◽  
Speech Impairment ◽  
Speech Language Pathologists ◽  
The Past ◽  
Language Pathology ◽  
Children's Speech

Children’s acquisition of adult-like speech production has fascinated speech-language pathologists for over a century, and data gained from associated research have informed every aspect of speech-language pathology practice. The acquisition of the consonant cluster has received little attention during this time, even though the consonant cluster is a common feature of speech, its acquisition is one of the most protracted of all aspects of children’s speech development, and the production of consonant clusters is one of the most common difficulties for children with speech impairment. This paper reviews the literature from the past 70 years to describe children’s normal acquisition of consonant clusters. Articulatory, phonological, linguistic, and acoustic approaches to the development of consonant clusters are reviewed. Data from English are supplemented with examples from other languages. Consideration of the information on consonant cluster development revealed 10 aspects of normal development that can be used in speech-language pathologists’ assessment and analysis of children’s speech.

Supervising Clinical Fellows: Preparation and Styles

2014 ◽  
Vol 24 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Connie Summers ◽  
Maria Resendiz ◽  
Roxanna Ruiz-Felter
Keyword(s):  
Graduate Students ◽  
Thinking Styles ◽  
Years Of Experience ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
School Settings ◽  
The Past ◽  
Language Pathology ◽  
Training Activities ◽  
Style Of Supervision

Purpose: The majority of supervision literature has focused on the supervision of graduate students. The purpose of this study was to examine the preparation of and explore the thinking styles of mentoring speech-language pathologists (SLPs) of Speech-Language Pathology graduates who are completing their clinical fellowship. Method: A questionnaire was sent to 1626 SLPs by email who reported working in school settings and 102 participants responded. They were asked questions about demographics, caseloads, supervisory experiences, knowledge of the American Speech-Language-Hearing Association (ASHA, 2008) standards for supervision, and thinking styles. Forty of the participants reported on the number of years of experience they had with supervision and reported mentoring a clinical fellow in the past 3 years. These 40 participants were divided into two groups: mentoring SLPs with less experience (LEM; 1–5 years) and mentoring SLPs with more experience (MEM; 6 or more years). Results: The LEM and MEM groups demonstrated different patterns in meeting and contacting their Clinical Fellows (CF) and in participating in training activities for mentoring SLPs. There were also differences in the thinking styles of the groups. The MEM group rated themselves as having preferences for tasks that allowed them to work on one thing at a time as well as tasks that had a more global focus more than those in the LEM group. Conclusions: Differences in thinking styles may affect the style of supervision and mentoring. These relationships warrant further examination.

The need for qualified speech-language pathologists in rural/remote areas

1986 ◽  
Vol 7 (3) ◽  
pp. 3-5 ◽  
Author(s):  
Stan Dublinske
Keyword(s):  
Professional Education ◽  
Master's Degree ◽  
Bachelor's Degree ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Remote Areas ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Master’S Degree

Administrators in rural/remote areas often ask if the speech-language pathologist must have a master's degree to provide services. This article includes discussions of the types of services provided by speech-language pathologists, and the differences in professional education between a master's degree and a bachelor's degree for a speech-language pathologist. Alternatives are presented for providing speech-language pathology services to rural/remote areas that do not require an on-site qualified speech-language pathologist.

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