scholarly journals The Role of the Speech-Language Pathologist in the Schools for the Treatment of Voice Disorders: Working within the Framework of the Individuals with Disabilities Education Improvement Act

2013 ◽  
Vol 34 (02) ◽  
pp. 055-062 ◽  
Author(s):  
Vicki Lewis ◽  
Christine Sapienza ◽  
Bari Ruddy
Keyword(s):  
Voice Disorders ◽  
Individuals With Disabilities ◽  
Speech Language Pathologist ◽  
Education Improvement

New Frontiers and Emerging Technologies in Comprehensive Voice Care

2012 ◽  
Vol 22 (2) ◽  
pp. 72-79 ◽  
Author(s):  
Vrushali Angadi ◽  
Joseph Stemple
Keyword(s):  
Voice Disorders ◽  
Voice Therapy ◽  
Team Approach ◽  
Treatment Team ◽  
Allied Health Professionals ◽  
The Past ◽  
Speech Language Pathologist ◽  
History Of ◽  
The Individual

The nature of voice therapy has progressed since the 1930s when treatment for voice disorders was chiefly in the medical domain. The role of the speech-language-pathologist (SLP) in the treatment of voice disorders has evolved steadily over the years with advances in diagnosis and the growing base of evidence in the literature with respect to treatment. The speech-language pathologist is now an important part of the treatment team that includes the otolaryngologist, singing teacher, vocal coach, and other allied health professionals. This team approach has improved patient care with a greater focus on the individual that goes beyond the disorder. In this article, we will provide a brief history of the evolution of voice therapy that encompasses the past and present, as well as providing directions for the future.

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.

ON THE ROLE OF ENDOSCOPIC RESEARCH IN EARLY DIAGNOSIS OF ENT PATHOLOGY AND VOICE DISORDERS

2019 ◽  
Vol 98 (5) ◽  
pp. 175-178
Author(s):  
E.Yu. Radtsig ◽  
◽  
E.N. Kotova ◽  
M.R. Bogomilskiy ◽  
I.E. Bulynko ◽  
...  
Keyword(s):  
Early Diagnosis ◽  
Voice Disorders

The Role of the Pediatrician in Implementing the Americans With Disabilities Act: Subject Review

PEDIATRICS ◽  
1996 ◽  
Vol 98 (1) ◽  
pp. 146-148
Author(s):  
Keyword(s):  
American Academy ◽  
Special Needs ◽  
Americans With Disabilities Act ◽  
People With Disabilities ◽  
Reasonable Accommodation ◽  
Individuals With Disabilities ◽  
American Academy Of Pediatrics ◽  
Counseling Adolescents ◽  
Recreational Programs

In this statement, the American Academy of Pediatrics reaffirms the importance of the Americans With Disabilities Act (ADA), which guarantees people with disabilities certain rights to enable them to participate more fully in their communities. Pediatricians need to know about the ADA provisions to be able to educate and counsel their patients and patients' families appropriately. The ADA mandates changes to our environment, including reasonable accommodation to the needs of individuals with disabilities, which has application to schools, hospitals, physician offices, community businesses, and recreational programs. Pediatricians should be a resource to their community by providing information about the ADA and the special needs of their patients, assisting with devising reasonable accommodation, and counseling adolescents about their expanded opportunities under the ADA.

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.

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