CHARGE Syndrome: An Introduction for Speech-Language Pathologists

2014 ◽  
Vol 15 (2) ◽  
pp. 94-102
Author(s):  
Timothy S. Hartshorne ◽  
Kirsten N. Hissong
Keyword(s):  
Charge Syndrome ◽  
Speech Language Pathologists ◽  
Know How ◽  
Speech Language Pathologist ◽  
Treatment Characteristic

CHARGE syndrome, identified in 1979 and a gene found in 2004, is a highly variable disorder, making “typical” CHARGE hard to describe. Few children will have all of the characteristic anomalies. Therefore, it is essential to know what the anomalies are and be able to know how the specific child is affected in order to plan well for treatment. Characteristic behaviors, which can be challenging, can be understood as attempts to self-regulate and must be understood. These children manage best in an environment that is predictable. Children with CHARGE are multisensory impaired, which can severely restrict their “communication bubble.” Building communication is essential for children with CHARGE and the role of the speech-language pathologist is critical to their success in life.

Maternal Postpartum Depression and Communication Development in Infants: Is There a Role for the Speech-Language Pathologist?

2016 ◽  
Vol 1 (1) ◽  
pp. 175-181
Author(s):  
Nancy Hall
Keyword(s):  
Cognitive Development ◽  
Postpartum Depression ◽  
Speech Language Pathologists ◽  
Communication Development ◽  
Speech Language Pathologist ◽  
Question Survey ◽  
Maternal Postpartum Depression

Objective To survey speech-language pathologists (SLPs) regarding their involvement in treating infants whose mothers experience postpartum depression. Method SIG 1 members were invited to participate in an 8-question survey examining their involvement with infant-mother pairs, including mothers diagnosed with postpartum depression (PPD). Results Results indicate that, while some SLPs frequently work with infant-mother pairs, few have knowledge regarding the diagnosis of PPD in the mothers. Conclusions It is likely that many SLPs are working with infant-mother pairs that include mothers who are experiencing PPD. Suggestions regarding the role of the SLP are offered, including providing support for these mothers in terms of obtaining services and helping these mothers use appropriate infant-directed speech to facilitate communication and cognitive development in their infants.

Whole Language

1990 ◽  
Vol 21 (4) ◽  
pp. 221-227 ◽  
Author(s):  
Dorothy F. King ◽  
Kenneth S. Goodman
Keyword(s):  
Bilingual Education ◽  
Whole Language ◽  
English Speakers ◽  
Standard English ◽  
Speech Language Pathologists ◽  
Linguistic Differences ◽  
Active Involvement ◽  
Speech Language Pathologist

Speech-language pathologists are becoming increasingly involved in issues of bilingual education, other language and dialect learning, and other facets of learning for non-standard English speakers. Whole language provides a context for involvement in these areas that is uniquely suited for conducting communicatively based assessments and interventions, and for fostering an attitude of acceptance and advocacy. This article describes whole language as it is applied to children with cultural and linguistic differences and provides guidelines for enabling the speech-language pathologist to assume a role of active involvement.

Chronic Communicable Diseases and Risk Management in the Schools

1991 ◽  
Vol 22 (1) ◽  
pp. 345-352 ◽  
Author(s):  
◽  
Judith I. Kulpa ◽  
Sarah W. Blackstone ◽  
Christina C. Clarke ◽  
Margaret M. Collignon ◽  
...  
Keyword(s):  
Risk Management ◽  
Private Schools ◽  
Day Care ◽  
Communicable Diseases ◽  
Speech Language Pathologists ◽  
Public And Private ◽  
Day Care Centers ◽  
Speech Language Pathologist ◽  
Management Procedures

This paper provides information about four chronic communicable diseases. Both legal and professional considerations are discussed. Guidelines for speech-language pathologists and audiologists, particularly applicable to those who work in public and private schools, day care centers, and other institutional environments, are suggested. The goal of the paper is to increase awareness and to encourage use of appropriate risk management procedures. Speech-language pathologists and audiologists are encouraged to share this information with their administrators and colleagues. The role of the speech-language pathologist and audiologist in the schools includes protection of their clients, themselves, and coworkers.

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.

Ethics: Speech-Language Pathologists’ Role in Audiologic Screenings

2011 ◽  
Vol 21 (3) ◽  
pp. 99-102
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Code Of Ethics ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist

This article clarifies the role of the speech-language pathologist (SLP) in audiologic screenings. The article addresses recommended procedures consistent with the ASHA Code of Ethics (2010) and other professional documents (ASHA, 1994, 1997, 2004a, 2004b, 2007). In addition, this article explores education needed by SLPs to conduct audiologic screenings.

Writing Funding Proposals for Speech-Language Staff Development Projects

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws
Keyword(s):  
Staff Development ◽  
Development Project ◽  
Project Manager ◽  
State Funding ◽  
Service Needs ◽  
School Environments ◽  
Speech Language Pathologists ◽  
Service Programs ◽  
Speech Language Pathologist ◽  
Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

Success Strategies: Implementing the Professional Performance Review Process for School-Based Speech-Language Pathologists

2009 ◽  
Vol 19 (1) ◽  
pp. 4-9
Author(s):  
Jill Parmenter ◽  
Sheryl Amaral ◽  
Julia Jackson
Keyword(s):  
Review Process ◽  
Successful Implementation ◽  
Speech Language Pathologists ◽  
Self Advocacy ◽  
Professional Performance ◽  
Performance Review ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
School Based ◽  
Review Management

Abstract The Professional Performance Review Process for School-Based Speech-Language Pathologists (PPRP) (ASHA, 2006) was developed in response to the need for a performance review tool that fits school district requirements for performance review management while addressing the specific roles and responsibilities of a school-based speech-language pathologist (ASHA, 2006). This article will examine the purpose and components of the PPRP. A description of its use as a tool for self-advocacy will be discussed. Strategies for successful implementation of the PPRP will be explained using insight from speech-language pathologists and other professionals familiar with the PPRP.

The Collaborative Medical and Behavioral Management of Chronic Cough

2009 ◽  
Vol 19 (2) ◽  
pp. 49-57
Author(s):  
Brian E. Petty ◽  
Seth H. Dailey
Keyword(s):  
Medical Care ◽  
Chronic Cough ◽  
Therapeutic Management ◽  
Ambulatory Setting ◽  
Behavioral Management ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
The Many ◽  
Frequent Reason

Abstract Chronic cough is the most frequent reason cited by patients for seeking medical care in an ambulatory setting and may account for 10% to 38% of a pulmonologist's practice. Because chronic cough can be caused by or correlated with a wide array of disorders and behaviors, the diagnosis of etiologic factors and determination of appropriate therapeutic management in these cases can prove to be daunting for the physician and speech-language pathologist alike. This article will describe the phenomenon of chronic cough, discuss the many etiologic factors to consider, and review some of the more common ways in which speech-language pathologists and physicians collaborate to treat this challenging condition.

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