Speech-Language pathologists’ decisions when designing an aided AAC display for a compilation case study of a beginning communicator

2020 ◽  
pp. 1-9
Author(s):  
Jennifer J. Thistle ◽  
Krista M. Wilkinson
Keyword(s):  
Speech Language Pathologists ◽  
Aided Aac

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.

Navajo Speech and Language Evaluation

2020 ◽  
pp. 19-34
Author(s):  
Christine B. Vining ◽  
Davis E. Henderson
Keyword(s):  
American Indian ◽  
Cultural Differences ◽  
Alternative Assessment ◽  
Coordinated Care ◽  
Speech Language Pathologists ◽  
Indian Children ◽  
Language Evaluations ◽  
Typical Experience ◽  
Assessment Procedures

The case study highlights the importance of culturally and linguistically appropriate assessment of young Navajo/American Indian children and the importance of alternative assessment procedures to support appropriate diagnoses and recommendations. The case also illustrates systemic issues that result in lack of coordinated care, appropriate diagnosis, and lack of American Indian speech-language pathologists who understand linguistic and cultural differences. The case is based on a typical experience when clinicians who are not familiar with the Navajo language perform speech-language evaluations in Navajo-speaking communities.

Evidence-Based Practice in Schools

2003 ◽  
Vol 34 (4) ◽  
pp. 273-283 ◽  
Author(s):  
Timothy Meline ◽  
Teri Paradiso
Keyword(s):  
Research Collaboration ◽  
Evidence Based Practice ◽  
Contemporary Literature ◽  
Practical Significance ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Work Settings ◽  
Active Involvement ◽  
Step Model

This article examines the clinician/researcher relationship, suggests directions for improving the relationship, and discusses avenues for transferring information from research to clinical practice. An eight-step model for transferring research studies to practice is adopted, and three of the eight steps are targeted for discussion and illustration. To illustrate the use and interpretation of effect size measures for practical significance, as well as the transfer of research results to practice (evidence-based practice [EBP]), a case study from the contemporary literature is presented. Speech-language pathologists in schools and other work settings were surveyed to evaluate barriers to EBP. The survey suggested several possible barriers to EBP. For example, the speech-language pathologists surveyed agreed that there is not enough time on the job for research and other EBP activities. Collaborations between clinicians and researchers are recommended as a good avenue for applied research. The methods illustrated for critically evaluating research are useful for engaging EBPs. Further, clinicians in schools are encouraged to adopt EBPs with active involvement in research collaboration whenever possible.

scholarly journals Developing Cultural Intelligence in Preservice Speech-Language Pathologists and Educators

2007 ◽  
Vol 29 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Mona R. Griffer ◽  
Susan M. Perlis
Keyword(s):  
Cultural Competence ◽  
Cultural Intelligence ◽  
Role Play ◽  
Speech Language Pathologists ◽  
Global Workforce ◽  
Guiding Principles ◽  
Postsecondary Educators

Postsecondary educators preparing future clinicians and teachers have an important responsibility to develop cultural competence of their students in order to meet the increasing and ever-changing demands of today's global workforce and diverse workplace. In this article, the authors discuss key components to developing cultural intelligence. These include an awareness of multiperspective identity, an understanding of the concepts of privilege and difference, the development of one's diversity consciousness, and an understanding of and respect for the guiding principles of cultural competence that lead to an understanding of others. Application to practice is presented through multiperspective identity and role-play activities and a case study with questions for facilitating discussion.

scholarly journals Augmentative and Alternative Communication Telepractice During the COVID-19 Pandemic: A National Survey of Speech-Language Pathologists

2021 ◽  
pp. 1-19
Author(s):  
Elizabeth E. Biggs ◽  
Michelle C. S. Therrien ◽  
Sarah N. Douglas ◽  
Melinda R. Snodgrass
Keyword(s):  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
The Novel ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Five Dimensions ◽  
Know How ◽  
School Based ◽  
Aided Aac ◽  
Novel Coronavirus

Purpose: The novel coronavirus (COVID-19) pandemic has led to sudden, widespread use of telepractice, including providing services to children who use aided augmentative and alternative communication (AAC). This exploratory study examined speech-language pathologists' (SLPs) experiences using telepractice to provide services to children and youth aged 3–21 years who used aided AAC during the earlier months of the pandemic (May–June 2020). Method: Three hundred thirty-one SLPs responded to an online survey. Closed- and open-ended survey items were analyzed quantitatively and qualitatively and mixed at the point of interpretation to understand the experiences of SLPs related to the use of telepractice with children who use aided AAC, including how they perceived effectiveness. Results: Most SLPs were using telepractice to provide both direct and consultation/coaching services to children who used aided AAC. There was fairly wide variation in perceptions of effectiveness of both types of services, but SLPs were more likely to rate consultation/coaching services as being more effective than direct services. SLPs identified factors impacting effectiveness across five dimensions: broader factors, practice-based factors (i.e., technology, the type of services), the child, parents and family members, and professionals. School-based SLPs perceived telepractice as being less effective than non–school-based SLPs. Conclusions: The use of telepractice during the COVID-19 pandemic has unfolded quite differently for different SLPs and the children who use aided AAC that they serve. Although AAC telepractice offers promise for the future, particularly for partnering with families, further research is needed to know how to overcome challenges experienced by SLPs. Supplemental Material https://doi.org/10.23641/asha.17139434

scholarly journals Dysphagia Management in Schools: A Survey of Speech-Language Pathologists

2020 ◽  
Vol 5 (2) ◽  
pp. 527-546
Author(s):  
Catherine Felicetti ◽  
Kelly Richardson ◽  
Angela Mansolillo
Keyword(s):  
Service Provision ◽  
Treatment Plan ◽  
The United States ◽  
Speech Language Pathologists ◽  
School Based ◽  
Study Results ◽  
Wide Range ◽  
Pediatric Feeding ◽  
Survey Responses

Purpose To date, few studies have examined school-based pediatric feeding and swallowing practices across the United States. This study aims to (a) identify barriers to feeding and swallowing service provision in an educational setting and (b) identify the types of service suggested by school-based speech-language pathologists in response to a fictional case study. Method School-based speech-language pathologists and clinical fellows were invited to participate in a 15-min web-based survey. The survey questions addressed demographic and vocational information and perceived barriers to service provision. Survey respondents were also asked to develop a treatment plan in response to a fictional case study. In total, 200 anonymous survey responses were coded and analyzed using qualitative analysis methods. Results A number of barriers to practice were identified, which include academic and/or clinical preparedness and concerns related to the educational relevance of service. Analysis of the case study results indicated a wide range of treatment plans. The most common type of direct intervention suggested was an oral motor exercise regime, followed by diet modifications, and the implementation of safe swallow strategies. Conclusions Information gained in this study may be used to support policies and protocols related to the assessment and treatment of pediatric feeding and swallowing impairment in school settings.

Stuttering in Preschool Children: Direct Versus Indirect Treatment

2018 ◽  
Vol 49 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Marilyn A. Nippold
Keyword(s):  
Preschool Children ◽  
Research Evidence ◽  
Treatment Approach ◽  
Speech Language Pathologists ◽  
Realistic Case ◽  
Controversial Topic ◽  
Indirect Treatment ◽  
The Individual

Purpose The purpose of this article is to discuss the controversial topic of stuttering in preschool children and how to evaluate the options for treatment, emphasizing the role of external research evidence. Method A hypothetical but realistic case study of a 3-year-old boy who stutters is described. Two contrasting approaches to treatment are presented, the Lidcombe Program (LP) and the demands and capacities model (DCM). Studies published in peer-reviewed research journals that have examined the effectiveness of each approach are summarized and critiqued. Results The review indicates that the LP is the preferred treatment approach for stuttering in preschool children and that it offers the best opportunity for rapid success. Conclusion The LP should be carried out by knowledgeable, experienced, and flexible speech-language pathologists who are able to accommodate the individual needs and differences of every child and family.

A Bioethics Primer for Speech-Language Pathologists and Audiologists Working With Older Adults

2015 ◽  
Vol 20 (1) ◽  
pp. 4-11
Author(s):  
Janet Simon Schreck
Keyword(s):  
Older Adults ◽  
Decision Making ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Dilemmas ◽  
Clinical Care ◽  
Speech Language Pathologists ◽  
Geriatric Settings

Speech-language pathologists and audiologists practicing in geriatric settings often encounter ethical dilemmas associated with clinical care. This article defines and discusses the four principles of bioethics: autonomy, non-maleficence, beneficence, and justice. Using a case study, the bioethical framework is applied to demonstrate the overlap between the principles and the complexity of ethical decision-making by the geriatric clinician.

A Clinical Hypothesis for Intermittent Unintelligibility in Two English Language Learners

2008 ◽  
Vol 15 (3) ◽  
pp. 82-91
Author(s):  
Deborah Rhein
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Speech Language Pathologists ◽  
Speech Pattern ◽  
English Only ◽  
School Based ◽  
Academic Settings ◽  
English Speaking

Abstract Purpose: This article reports an unusual speech pattern produced by two English Language Learners (ELLs), who developed intermittent unintelligibility shortly after placement in English-only academic settings. Method: In order to determine if this speech pattern had been observed by other speech-language pathologists (SLPs), 123 school-based speech language pathologists (SLPs) were surveyed as to their experience with the pattern in both monolingual English-speaking and bilingual (languages unspecified) students aged 3-21 years. Results: The majority (76%) of SLPs reported having observed the pattern in school-age monolingual and bilingual children. Conclusions: A theoretical framework to explain the sudden development of intermittent unintelligibility in the two children in the case study as well as other children who produce the speech pattern as reported by the survey respondents is presented. Different clinical implications are suggested for different clinical populations and areas in need of further study are also discussed.

Extending the Considering Work Model to Persons With Aphasia

2020 ◽  
Vol 34 (3) ◽  
pp. 206-219
Author(s):  
Chaleece W. Sandberg ◽  
Liza M. Conyers
Keyword(s):  
Theoretical Foundation ◽  
Barriers And Facilitators ◽  
Rehabilitation Counselors ◽  
Speech Language Pathologists ◽  
Returning To Work ◽  
Communication Challenges ◽  
Work Model

PurposeThe purpose of this article is to show how the client-focused considering work model (CFCWM) can be adapted to persons with aphasia as a way to provide a framework for rehabilitation counselors to use when helping persons with aphasia assess their readiness to work.MethodThis article first provides a basic overview of aphasia and the communication challenges that persons with aphasia experience. We then provide a review the CFCWM as well as a rationale for extending it to persons with aphasia. Finally, we present a case study that walks through the barriers and facilitators to returning to work for persons with aphasia, framed within the CFCWM.ResultsExtending the CFCWM to persons with aphasia provides much needed guidelines for professionals working with this population, creates opportunities for education among stakeholders, and provides a theoretical foundation for needed research aimed at understanding and better addressing the vocational needs of persons with aphasia.ConclusionsThis article shows how the CFCWM can be extended to the population of persons with aphasia and highlights how vocational counselors and speech-language pathologists can work together to better serve this population.

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