Report on the Speech-Language Pathology Forum held at the 2014 Annual Meeting of the American Cleft Palate-Craniofacial Association

2014 ◽  
Vol 24 (1) ◽  
pp. 5-5
Author(s):  
Scott Dailey ◽  
Kristina Wilson
Keyword(s):  
Cleft Palate ◽  
Annual Meeting ◽  
Speech Language Pathology ◽  
Language Pathology

Special Considerations for Evaluation and Treatment of Spanish-Speaking Patients with Cleft Palate

2016 ◽  
Vol 1 (5) ◽  
pp. 41-49
Author(s):  
Ellen Moore
Keyword(s):  
Cleft Palate ◽  
The United States ◽  
Culturally Competent ◽  
Speech Language Pathology ◽  
Spanish Speaking ◽  
Appropriate Treatment ◽  
Oral Pressure ◽  
Language Pathology ◽  
History Of ◽  
Spanish Speaking Population

As the Spanish-speaking population in the United States continues to grow, there is increasing need for culturally competent and linguistically appropriate treatment across the field of speech-language pathology. This paper reviews information relevant to the evaluation and treatment of Spanish-speaking and Spanish-English bilingual children with a history of cleft palate. The phonetics and phonology of Spanish are reviewed and contrasted with English, with a focus on oral pressure consonants. Cultural factors and bilingualism are discussed briefly. Finally, practical strategies for evaluation and treatment are presented. Information is presented for monolingual and bilingual speech-language pathologists, both in the community and on cleft palate teams.

Speech Therapy where there are No Speech Therapists: The Task Force for the American Cleft Palate–Craniofacial Association

2014 ◽  
Vol 51 (6) ◽  
pp. 135-137 ◽  
Author(s):  
Nancy J. Scherer ◽  
Keyword(s):  
Cleft Palate ◽  
Speech Therapy ◽  
Task Force ◽  
Survey Methods ◽  
Craniofacial Anomalies ◽  
Speech Language Pathology ◽  
Initial Task ◽  
Language Pathology ◽  
Delivery Models ◽  
Speech Therapists

This paper describes the outcome of the 2013 American Cleft Palate–Craniofacial Association Task Force entitled “Speech Therapy Where There Are No Speech Therapists.” The membership and goals of the initial task force are presented. Survey methods, communication of the members, and meeting discussion of the task force at the 12th International Congress for Craniofacial Anomalies in Orlando, Florida, in May 2013 are described. Conclusions of the task force and recommendations for the future comprised four areas: organization and communication, protocols, service delivery models, and development of training programs/modules in speech-language pathology for craniofacial conditions.

scholarly journals Speech-Language Pathology Provision During the COVID-19 Pandemic for Children Born With Cleft Palate in the United Kingdom—Parent/Caregiver Perspectives and Experiences

2021 ◽  
pp. 1-11
Author(s):  
Lucy Southby ◽  
Sam Harding ◽  
Amy Davies ◽  
Matthew Fell ◽  
Yvonne Wren
Keyword(s):  
Socioeconomic Status ◽  
Cleft Palate ◽  
Qualitative Content Analysis ◽  
Free Text ◽  
Speech Language Pathology ◽  
Older Children ◽  
Online Questionnaire ◽  
Geographical Regions ◽  
Language Pathology ◽  
The Impact

Purpose: The purpose of this study was to examine parent/caregiver perspectives and experiences of speech-language pathology provision during the COVID-19 pandemic for children born with cleft palate. Method: An online questionnaire to parents of children born with cleft palate asked about delays and changes to speech-language pathology provision during the first U.K. national lockdown. Parents were also asked their views on the effectiveness of online speech-language pathology provision. Analysis considered variation in speech-language pathology provision by region. Chi-square and Mann–Whitney U tests examined associations between speech-language pathology provision and socioeconomic status and child age. Free text responses were analyzed using qualitative content analysis. Results: Three hundred fifty-six (39.3%) children were receiving speech-language pathology intervention before the first national lockdown. A further 49 (9.0%) were due to start speech-language pathology intervention during the lockdown. Speech-language pathology provision varied both nationally and within smaller geographical regions. Overall, 146 (42.6%) children continued to receive speech-language pathology and 197 (57.4%) had intervention delayed. There was no association between delayed speech-language pathology and socioeconomic status. Older children were more likely to experience delayed speech-language pathology provision ( p  = .004). Qualitative analysis revealed concerns about access to speech-language pathology, challenges with adequate devices to access online provision, technological problems, and child engagement in online provision. Parents reported online provision as being “better than nothing.” Conclusions: Parents/caregivers reported delays to speech-language pathology provision during the first lockdown, but this varied geographically and was more prevalent for older children. Concerns about access to speech-language pathology provision were raised, including challenges regarding online provision. Follow-on work will consider the impact of the delays experienced on longer term outcomes.

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.

scholarly journals Evaluación perceptual de la insuficiencia velofaríngea en personas con fisura del paladar: una revisión integradora de literatura

2021 ◽  
pp. 1
Author(s):  
Felipe Inostroza-Allende ◽  
Gustavo Baeza-Pavez ◽  
Paula Del-Valle-Román ◽  
Jason Fernández-Antifil ◽  
Constanza Yáñez-Pavez ◽  
...  
Keyword(s):  
Cleft Palate ◽  
Speech Production ◽  
Speech Intelligibility ◽  
Velopharyngeal Insufficiency ◽  
Speech Language Pathology ◽  
Speech Articulation ◽  
Cleft Palate Speech ◽  
Language Pathology ◽  
Production Measurement

La insuficiencia velofaríngea (IVF) secundaria de fisura del paladar corresponde al cierre incompleto del mecanismo velofaríngeo durante el habla, debido a una falta de tejido en el paladar blando o las paredes de la faringe, lo cual genera una resonancia hipernasal y una emisión nasal de aire en los sonidos orales. Al respecto, en la literatura existen diversas propuestas para la evaluación perceptual de la IVF. Por esto, el objetivo del presente estudio es describir la evaluación perceptiva auditiva de la insuficiencia velofaríngea, mediante una revisión integradora de literatura. Para ello, en mayo de 2020 las bases de datos electrónicas PUBMED, LILACS, SciELO y Cochrane, fueron consultadas utilizando las palabras claves en inglés: “Velopharyngeal Sphincter”, “Velopharyngeal Insufficiency”, “Cleft Palate”, “Speech Intelligibility”, “Speech Production Measurement”, “Speech Articulation Tests” y “Speech-Language Pathology” y sus respectivos equivalentes en portugués y español. Se seleccionaron artículos originales relacionados al tema, y se creó un protocolo específico para la extracción de los datos. En total se encontraron 2.385 artículos. De ellos, 2.354 fueron excluidos por el título, 13 por el resumen y 3 luego de la lectura del texto completo. Finalmente, a partir de la metodología desarrollada, en esta revisión fueron utilizados 33 artículos. A partir de la revisión realizada se concluye que los parámetros más utilizados en la evaluación son la hipernasalidad, la emisión nasal y la articulación compensatoria asociada a IVF. Estos parámetros son evaluados principalmente en oraciones, habla espontánea y palabras, por un fonoaudiólogo experto, en vivo y mediante grabaciones de audio.

scholarly journals Parent/Caregiver Views of the Effectiveness of Speech-Language Pathology for Children Born With Cleft Palate Delivered via Telemedicine During COVID-19

2022 ◽  
pp. 1-10
Author(s):  
Lucy Southby ◽  
Sam Harding ◽  
Amy Davies ◽  
Hannah Lane ◽  
Hannah Chandler ◽  
...  
Keyword(s):  
Cleft Palate ◽  
Qualitative Content Analysis ◽  
Free Text ◽  
Speech Language Pathology ◽  
Chi Square ◽  
Explanatory Variables ◽  
The United Kingdom ◽  
Biological Variables ◽  
Language Pathology ◽  
The Uk

Purpose: The purpose of this study was to describe and examine parent views of speech-language pathology (SLP) for children born with cleft palate delivered via telemedicine during the COVID-19 pandemic in the United Kingdom (UK). Method: Parents were asked whether they found this method of delivery “very effective,” “somewhat effective,” or “not at all effective.” Free text was then invited. There were 212 responses. Ordinal chi-square, Kruskal–Wallis, or Fisher's exact tests examined associations between parent views of effectiveness and biological variables and socioeconomic status. Free text responses were analyzed using qualitative content analysis. Results: One hundred and forty (66.0%) respondents reported that SLP delivered via telemedicine was “somewhat effective,” 56 (26.4%) “very effective,” and 16 (7.6%) “not at all effective.” There was no evidence of an association between parent reported effectiveness and any of the explanatory variables. Parent-reported challenges impacting on effectiveness included technology issues and keeping their children engaged with sessions. Importantly, telemedicine was viewed as “better than nothing.” Conclusions: Most parents reported that they felt SLP delivered via telemedicine during the first few months of the COVID-19 pandemic in the UK was at least “somewhat effective.” It is important to interpret this in the context of there being no other method of service delivery during this time and that this study only represents families who were able to access SLP delivered via telemedicine. Further work is needed to identify which children with cleft palate might benefit from SLP delivered via telemedicine to inform postpandemic service provision.

A Review of Oral and Oropharyngeal Prostheses to Facilitate Speech and Swallowing

1995 ◽  
Vol 4 (3) ◽  
pp. 15-21 ◽  
Author(s):  
Jack Light
Keyword(s):  
Oral Cancer ◽  
Cleft Palate ◽  
Treatment Approach ◽  
Speech Language Pathology ◽  
Motor Rehabilitation ◽  
Dynamic Approach ◽  
Oral Motor ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
New Treatment

A dynamic approach for the treatment of oral motor rehabilitation, using the interdisciplinary skills of the speech-language pathologist and the maxillofacial prosthodontist, is suggested. A variety of oral and oropharyngeal prostheses for patients with a cleft palate, oral cancer, dysarthria, and dysphagia has been reviewed. In addition, a new treatment approach has been described that may greatly enhance traditional speech-language pathology treatment.

Academic and Clinical Training in Cleft Palate for Speech-Language Pathologists

2008 ◽  
Vol 45 (4) ◽  
pp. 371-380 ◽  
Author(s):  
Linda D. Vallino ◽  
Norman J. Lass ◽  
H. Timothy Bunnell ◽  
Mary Pannbacker
Keyword(s):  
Cleft Palate ◽  
Clinical Training ◽  
Graduate Training ◽  
Item Analysis ◽  
Alternative Methods ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Anatomy And Physiology ◽  
Clinical Practica ◽  
Language Pathology

Objective: The purpose of this study was to obtain information about academic and clinical training of speech-language pathology students in cleft palate (CP). Methods: Representatives of 232 accredited graduate programs in speech-language pathology were invited via e-mail to complete a web-based 32-item questionnaire. Questions focused on the type and nature of courses offered related to CP, availability of clinical practica, and number of hours of clinical experience by students. An item-by-item analysis was conducted and descriptive statistics obtained. Results: A total of 127 (54.7%) of the programs responded. Sixty-seven percent offered coursework exclusively devoted to CP, and for 53% of these it was a required course. For the programs that did not offer an exclusive course on CP, 35% indicated that CP was covered in other courses such as articulation, voice, or anatomy and physiology. Fifty-four percent of the programs offered clinical practica in CP. For these, a median of five students of a median graduate speech-language pathology class of 43 were enrolled in practica involving CP (range  =  0–21), and students spent a median of 2 hours in practica involving CP (range  =  0–100). Conclusions: Cleft palate is a complex disorder to which many students have limited exposure and for which more graduate training is unlikely since the 1993 American Speech-Language-Hearing Association (ASHA) certification changes. As a result, there is a need to look towards alternative methods to enhance the educational and clinical experiences of students and practitioners in cleft palate.

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.

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