scholarly journals Proactive changes in clinical practice as a result of the COVID‐19 pandemic: Survey on use of telepractice by Quebec speech‐language pathologists

2021 ◽  
Vol 56 (5) ◽  
pp. 1086-1096
Author(s):  
J. Macoir ◽  
C. Desmarais ◽  
V. Martel‐Sauvageau ◽  
L. Monetta
Keyword(s):  
Clinical Practice ◽  
Speech Language Pathologists

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

Implicit Bias and Multilingual Assessment in School-Based Speech-Language Pathologists

2021 ◽  
pp. 1-15
Author(s):  
Marisa Nelson ◽  
Laura Wilson
Keyword(s):  
Clinical Practice ◽  
Best Practices ◽  
Implicit Association Test ◽  
Implicit Bias ◽  
Demographic Factors ◽  
Speech Language Pathologists ◽  
Attitudes Toward Immigrants ◽  
School Based ◽  
Implicit Biases ◽  
The Impact

Purpose: The purpose of this research was (a) to examine school-based speech-language pathologists' (SLPs') implicit attitudes toward immigrants and how these relate to prioritization and use of best practices when assessing multilingual children and (b) to determine if key demographic factors relate to the use and prioritization of these best practices. Method: Eighty-six certified SLPs ranked how they prioritize and use best practices in multilingual assessments and completed an online immigrant Implicit Association Test. Results: The majority of participants exhibited a strong implicit bias against immigrants (median D-score of 0.84, interquartile range: 0.49), but no significant relationship was found between increasing bias and lower prioritization or use of best practices. Increased years working as an SLP and increasingly distant personal relationships to immigration were related to lower prioritization and use of some best practices. An unexpected association included increased reported use of interpreters with increasing implicit bias against immigrants. Conclusions: This research found a strong implicit bias against immigrants among participating school-based SLPs, consistent with previous work detailing health professionals' preferences for ingroups over outgroups. It adds to the call for further research into the impact of implicit biases on clinical practice, and the methods and merits of addressing implicit biases in targeted populations such as SLPs. This study also identified demographic factors associated with decreased prioritization and use of certain best practices when assessing multilingual children. More work is needed to learn how to mitigate these factors to ensure culturally sensitive clinical practice. Supplemental Material https://doi.org/10.23641/asha.16799638

Speech-Language Pathologists' Use of Intelligibility Measures in Adults With Dysarthria

2017 ◽  
Vol 26 (3) ◽  
pp. 873-892 ◽  
Author(s):  
Naomi Gurevich ◽  
Sydney L. Scamihorn
Keyword(s):  
Clinical Practice ◽  
Speech Intelligibility ◽  
Online Survey ◽  
Cranial Nerves ◽  
Veterans Affairs ◽  
Standardized Assessments ◽  
Speech Language Pathologists ◽  
Work Settings ◽  
Veterans Affairs Hospitals ◽  
Physical Examinations

Purpose Speech-language pathologists (SLPs) who work with adults with dysarthria were surveyed to investigate trends of clinical practice for assessing speech intelligibility. Method Two hundred ninety-six SLPs responded to an online survey October 22–November 30, 2015. Results Findings showed that 35% of SLPs lacked access to any standardized assessments of intelligibility, with 66% of these implicating cost as the main reason. Work settings played a role, as all SLPs working in Veterans Affairs hospitals and 97% of SLPs working in university or research clinics reported access to at least one formal assessment. Even with access to formal tools to measure intelligibility, most SLPs preferred less formal measures. It is surprising to note that many SLPs reported using physical examinations (e.g., of cranial nerves and oral mechanisms) to measure speech intelligibility. Conclusions Results indicate the need to increase SLP familiarity with, and access to, currently available standardized assessments, as well as to improve education regarding the fundamental need to rate speech to assess intelligibility. Clinicians may also benefit from new standardized methods to objectively assess intelligibility that are accessible, practical, and efficient.

scholarly journals Inappropriate sexual behaviours experienced by Speech-Language Pathologists and Audiologists in South Africa

2006 ◽  
Vol 53 (1) ◽  
Author(s):  
Karen Levin ◽  
Loren Traub
Keyword(s):  
South Africa ◽  
Clinical Practice ◽  
New Zealand ◽  
Healthcare Professionals ◽  
Family Members ◽  
Legal Rights ◽  
Speech Language Pathologists ◽  
Work Related ◽  
Sexual Behaviours ◽  
Training Institutions

The experience of inappropriate sexual behaviours (ISB) by healthcare professionals has been identified internationally as a serious issue. This study investigated the extent of ISB directed towards speech-language pathologists and/or audiologists (SLP/As) in South Africa. As well as the sources and the effects of ISB, the responses of the SLP/As, and the perceptions of the SLP/As with regard to their ability to manage ISB experiences. Fifty-six qualified SLP/As and 62 student SLP/As completed a questionnaire based on similar studies conducted in Canada and New Zealand. Most of the respondents had experienced ISB, mostly of a mild to moderate nature, at some point in their careers, and some had experienced severe ISB in the workplace. ISB occurred in a variety of work contexts. The sources of ISB included clients and/or their family members, as well as colleagues and employers. A range of personal and work-related effects resulted and the respondents took the least assertive strategy' in the management of their ISB experiences. The results reflected that SLP/As in South Africa are poorly informed with regard to their legal rights and responsibilities, as well as strategies to deal with unwanted sexually related experiences. ISB ought to be recognised as a serious issue in clinical practice in South Africa by SLP/As, professional bodies as well as training institutions. The results are in line with previous research on ISB experiences by SLP/As and other healthcare professionals.

School-Based Speech-Language Pathologists' Knowledge/Use of Morphological Awareness Instruction: Results of a Survey

2019 ◽  
Vol 4 (4) ◽  
pp. 696-703 ◽  
Author(s):  
Joy E. Good
Keyword(s):  
Clinical Practice ◽  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Morphological Awareness ◽  
Speech Language Pathologists ◽  
School Based ◽  
Level Of Satisfaction ◽  
Language Learning Disability ◽  
High Level

Purpose This study was conducted to gain a better understanding of the role that morphological awareness instruction plays in school-based speech-language pathologists' (SLPs) clinical practice. Issues related to their knowledge and use of morphological awareness instruction and their overall level of satisfaction with this type of treatment were examined in the survey. Method Members of the School-Based Issues Special Interest Group 16 responded to an invitation to complete an electronic survey related to morphological awareness instruction. Results The majority of the survey participants did report using morphological awareness instruction within their clinical practice. SLPs were most likely to provide morphological awareness instruction to clients in the elementary grades diagnosed with either a language learning disability or specific language impairment. Specific activities used varied across survey participants, but the majority expressed a high level of satisfaction with this type of intervention. Conclusion Data from the current survey reveal that many SLPs recognize the benefits of morphological awareness instruction. Educational and clinical implications are discussed.

Current Issues: Incorporating Counseling Into Graduate Education

2010 ◽  
Vol 20 (2) ◽  
pp. 54-58 ◽  
Author(s):  
Diane C. Millar ◽  
Kori L. Harrow ◽  
Ashley A. Morgan
Keyword(s):  
Clinical Practice ◽  
Service Delivery ◽  
Graduate Education ◽  
Preliminary Data ◽  
Research Study ◽  
Graduate Programs ◽  
Counseling Skills ◽  
Critical Component ◽  
Speech Language Pathologists ◽  
Effective Counseling

Counseling is considered a critical component of effective clinical practice. As such, speech-language pathologists and audiologists should receive explicit preparation in counseling as part of their graduate education. However, counseling is often a neglected area of instruction in many graduate programs. A research study was designed to assess perceptions of the effectiveness of a set of counseling strategies (i.e., nonverbal approaches) that have been described in the literature. Interestingly, preliminary data suggest that individuals may have differing opinions on effective counseling approaches. In part, these differences may be based on experiences and education. Implications for improving counseling skills of professionals and service delivery effectiveness are discussed.

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