Multidisciplinary Management of Collegiate Sports-Related Concussions

2019 ◽  
Vol 40 (01) ◽  
pp. 003-012 ◽  
Author(s):  
Fofi Constantinidou ◽  
Jennifer Beardslee ◽  
Stephen Dailey ◽  
Kelly Knollman-Porter
Keyword(s):  
Complex Nature ◽  
Speech Language Pathology ◽  
Collegiate Sports ◽  
Team Members ◽  
Impact Performance ◽  
Concussion Management ◽  
Management Procedures ◽  
Assessment And Treatment ◽  
Varsity Athletes ◽  
Language Pathology

Purpose Collegiate varsity athletes are at risk for sustaining a sports-related concussion, which can negatively impact performance during academic, social, work, and athletic endeavors. Because of the complex nature of concussions and high rates of underreporting by athletes, concussion education, identification, and postinjury care require a collaborative, multidisciplinary approach. Therefore, the purpose of this paper is to describe the specific responsibilities of the team members along with the established pre- and postconcussion procedures of one of the oldest university-based multidisciplinary concussion management programs that is coordinated by speech-language pathology. Method The authors provide a theoretical review of current best practices for the multidisciplinary team along with a discussion of baseline and postconcussion neurocognitive assessment and management procedures directly involving speech-language pathology. Included is a case example illustrating the postinjury procedures utilized by the team. Conclusion Management of the complex sequelae of sports-related concussion for the varsity collegiate athlete necessitates implementation of a multidisciplinary, collaborative approach. Speech-language pathologists' training in the assessment and treatment of brain injury provides the team with an objective perspective in the evaluation and postinjury management of the injured student athlete. While our understanding of concussions has improved greatly over the past two decades, researchers and clinicians on the front lines of care recognize that continued voids exist in our knowledge, with the need to continually explore new methods to identify and manage the complex immediate and potentially long-term ramifications of concussion.

Telepractice for Adult Speech-Language Pathology Services: A Systematic Review

2020 ◽  
Vol 5 (1) ◽  
pp. 326-338 ◽  
Author(s):  
Kristen Weidner ◽  
Joneen Lowman
Keyword(s):  
Systematic Review ◽  
Primary Progressive Aphasia ◽  
Future Research ◽  
Service Delivery Model ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Research Designs ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Screening Assessment

Purpose We conducted a systematic review of the literature regarding adult telepractice services (screening, assessment, and treatment) from approximately 2014 to 2019. Method Thirty-one relevant studies were identified from a literature search, assessed for quality, and reported. Results Included studies illustrated feasibility, efficacy, diagnostic accuracy, and noninferiority of various speech-language pathology services across adult populations, including chronic aphasia, Parkinson's disease, dysphagia, and primary progressive aphasia. Technical aspects of the equipment and software used to deliver services were discussed. Some general themes were noted as areas for future research. Conclusion Overall, results of the review continue to support the use of telepractice as an appropriate service delivery model in speech-language pathology for adults. Strong research designs, including experimental control, across multiple well-described settings are still needed to definitively determine effectiveness of telepractice services.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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.

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.

Ethical Concerns in Voluntourism in Speech-Language Pathology and Audiology

2012 ◽  
Vol 2 (2) ◽  
pp. 40-48 ◽  
Author(s):  
Ellen M. Hickey ◽  
Monica McKenna ◽  
Celeste Woods ◽  
Carmen Archibald
Keyword(s):  
Best Practices ◽  
Medical Tourism ◽  
Culture Shock ◽  
Cultural Safety ◽  
Speech Language Pathology ◽  
Volunteer Tourism ◽  
Short Term ◽  
Ethical Concerns ◽  
Assessment And Treatment ◽  
Language Pathology

There is growing interest in short-term volunteering (i.e., volunteer tourism) to contribute to the development of speech-language pathology (SLP) and audiology (AUD) in global contexts. While this is exciting, professionals and students must be properly prepared for such trips to ensure cultural safety and avoid potential ethical concerns and pitfalls of neo-colonialist perspectives in working in resource-poor contexts. There is a burgeoning literature on volunteer tourism and medical tourism that can be used to assist us in planning and preparing for such work. Some examples from the first author's experiences in Malawi, Tanzania, and Kenya are used to illustrate some of the ethical concerns in SLPs' and AUDs' voluntourism. This article suggests that we attend to the motivations of volunteers, conduct training to ensure culturally safe and sustainable practices, and assist volunteers in coping with culture shock and re-entry shock. Research is needed to understand best practices in assessment and treatment in global contexts and best practices in pre- and post-trip training for SLP/AUD volunteers and students.

Making the Move to Private Practice: Using Your Sense To Make Cents

2010 ◽  
Vol 20 (1) ◽  
pp. 22-37
Author(s):  
Dee Adams Nikjeh ◽  
Linda M. Carroll
Keyword(s):  
Private Practice ◽  
Speech Language Pathology ◽  
Coding Systems ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Fee Schedule ◽  
Procedure Codes ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

Abstract Making the move to private practice can be an exciting and challenging proposition. There are many practical, professional, and personnel issues to consider. This tutorial provides practical suggestions for transitioning into a private practice including considerations for referral base, office space, personnel, and practice management. In addition, two major health-care coding systems are described, and the relationship of these systems to clinical documentation (Medicare Physician Fee Schedule and equitable reimbursement) is explained. Information about the use of coding edits and coding modifiers is provided. Also included in this tutorial is a brief discussion of the impact that Public Law 110-275: Medicare Improvements for Patients and Providers Act of 2008 has had on the valuation of speech-language pathology procedure codes, particularly for assessment and treatment of individuals with voice disorders.

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.

Current Issues: Camp JumpStart: Clinical Training in Prevention

2011 ◽  
Vol 21 (3) ◽  
pp. 87-92
Author(s):  
Peggy C. Agee
Keyword(s):  
Emergent Literacy ◽  
Clinical Training ◽  
Language Disorders ◽  
Written Language ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Wide Range ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Training Opportunities

The American Speech-Language-Hearing Association (ASHA) has expanded the scope of practice in speech-language pathology to include a focus on prevention (2007). Similarly, the knowledge and skills required of speech-language pathologists have broadened to include the prevention, assessment, and treatment of written language disorders. University training programs have a responsibility to provide graduate student clinicians with a wide range of clinical training opportunities that prepare them to enter the profession of speech-language pathology with the requisite knowledge and skills. Therefore, university programs must be creative in designing training opportunities that fulfill this mandate. This article explores one clinical training approach for the prevention of written language disorders through a systematic focus on emergent literacy.

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