Clinical neuropsychology in Canada: results from the 2020 AACN, NAN, SCN professional practice and “salary survey”

2021 ◽  
pp. 1-27
Author(s):  
Nathaniel W. Nelson ◽  
Jerry J. Sweet ◽  
Kristen M. Klipfel ◽  
Paul J. Moberg
Keyword(s):  
Professional Practice ◽  
Clinical Neuropsychology ◽  
Salary Survey

scholarly journals Professional Practices, Beliefs, and Incomes of Postdoctoral Trainees: The AACN, NAN, SCN 2020 Practice and ‘Salary Survey’

2020 ◽  
Author(s):  
Jerry J Sweet ◽  
Kristen M Klipfel ◽  
Nathaniel W Nelson ◽  
Paul J Moberg
Keyword(s):  
Professional Practice ◽  
Response Rate ◽  
American Psychological Association ◽  
Clinical Experiences ◽  
Clinical Neuropsychology ◽  
American Psychological ◽  
Postdoctoral Training ◽  
The Usa ◽  
Salary Survey ◽  
Training Background

Abstract Objective Within a portion of the 2020 professional practice and “salary survey,” to update key information regarding neuropsychology postdoctoral trainees. Methods Postdoctoral trainees were contacted via a variety of membership listings, including the listserv used by the program directors of the Association of Postdoctoral Programs in Clinical Neuropsychology (APPCN). Invitations sent in multiple waves to members of numerous neuropsychological organizations via e-messages and physical postcards included the request that postdoctoral trainees participate. The survey website was opened on January 17, 2020 and closed on April 2, 2020, during which time a total of 178 postdoctoral trainees in the USA and 3 in Canada participated. Results Response rate was estimated to be 56.4%, which adequately represents the target sample. The modal postdoctoral trainee is a woman whose internship was American Psychological Association (APA)-accredited and whose postdoctoral training is in an APPCN program that adheres to Houston Conference training guidelines. Extensive clinical experiences in neuropsychology in the form of externship practica and during internship were reported by the majority of trainees prior to postdoctoral training. There are few differences between APPCN and non-APPCN trainees and reported training experiences. Job satisfaction is high. Salaries appear to have increased substantially in recent years. There is universal interest in pursuing board certification. Support for the empirical foundations justifying assessment of response validity is high. Conclusions Surveys of postdoctoral trainees continue to provide valuable perspectives regarding training background, clinical experiences, practice beliefs, and incomes of individuals who will soon launch their careers in clinical neuropsychology.

Professional Practice of Clinical Neuropsychology

2012 ◽  
pp. 13-30
Author(s):  
Greg J. Lamberty ◽  
Nathaniel W. Nelson
Keyword(s):  
Clinical Practice ◽  
American Academy ◽  
Professional Practice ◽  
American Psychological Association ◽  
Professional Psychology ◽  
Clinical Neuropsychology ◽  
American Psychological

Chapter 2 provides a description of organizations and events that have been central to promoting the field and developing definitions and guidelines for clinical practice in clinical neuropsychology, as well as various historical milestones in clinical neuropsychology. It includes information on the International Neuropsychological Society (INS), American Psychological Association: Division 40 — Clinical Neuropsychology, The Houston Conference, the APA Committee for the Recognition of Specialties and Proficiencies in Professional Psychology (APA CRSPPP), the National Academy of Neuropsychology (NAN), and the practice of neuropsychology from the consumer’s perspective (the American Academy of Clinical Neuropsychology (AACN) and the American Board of Clinical Neuropsychology (ABCN)). It also discusses the problems addressed and populations served by clinical neuropsychologists, as well as sub-specialization within the field.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Scientifically Based Professional Practice

ASHA Leader ◽  
2008 ◽  
Vol 13 (16) ◽  
pp. 26-27 ◽  
Author(s):  
Kate Gottfred
Keyword(s):  
Professional Practice

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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