Pre-professional students’ explicit syntax knowledge: Preliminary analysis

2017 ◽  
Vol 33 (3) ◽  
pp. 255-266 ◽  
Author(s):  
Danielle Brimo ◽  
Tina Melamed
Keyword(s):  
Language Development ◽  
Explicit Knowledge ◽  
Composite Score ◽  
Education Majors ◽  
Speech Language Pathology ◽  
Professional Students ◽  
Significant Difference ◽  
Language Knowledge ◽  
Language Pathology ◽  
Knowledge Of Language

Existing research concludes that educators have varying levels of language knowledge. Educators’ varying levels of language knowledge may be related to the type of content knowledge they received while in school. The purpose of this study was to compare the performance of pre-professional speech-language pathology (SLP) students who have taken language development coursework to pre-professional students who have not taken language development coursework on an explicit syntax knowledge task. Forty-four undergraduate and graduate students from speech language pathology, early childhood education, and education majors completed a 52 question explicit syntax knowledge task comprised of matching, counting, expressive, and receptive subtests. Pre-professional students performed the best on the expressive subtest, followed by the matching subtest, the receptive subtest, and the counting subtest. There was not a significant difference in total score, matching/counting composite score, or express/receptive composite score between pre-professional SLP students who have taken language development coursework and pre-professional students who have not taken language development coursework. The results suggest that language development coursework may not provide enough direct instruction about the structure of language, or at least not at the level that could provide pre-professional students with explicit syntax knowledge. This study contributes to the growing body of research investigating pre-professional students’ and educators’ explicit knowledge of language and the effects of coursework on that knowledge.

scholarly journals Knowledge and Attitudes of Jordanian Dentists toward Speech Language Pathology

2019 ◽  
Vol 10 (6) ◽  
pp. 1298
Author(s):  
Hana Nawaf Mahmoud ◽  
Abdelhameed N. Mahmoud
Keyword(s):  
Language Development ◽  
Language Disorders ◽  
Health Profession ◽  
Speech Language Pathology ◽  
Web Based ◽  
Knowledge And Attitudes ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Insufficient Knowledge ◽  
Normal Speech

This study was conducted to assess dentists’ knowledge of normal speech-language development (NSLD), speech-language disorders (SLD), and speech-language pathology (SLPy) and to determine their general attitudes toward speech-language pathology (SLPy). A self-administered, web-based questionnaire was emailed to all members of the Jordanian Dental Association Council. 191 completed questionnaire were entered in excel sheet and statistically analyzed with IBM SPSS version 20 software. The respondents demonstrated insufficient knowledge regarding normal speech-language development and speech-language disorders. Additionally, the major¬ity of respondents reported a general impression that the speech-language pathologist has an important role in a health profession team (86.8%). However, they did poorly on the normal speech-language development questions (26%) as well as the speech-language disorders questions (18%). There were no statistically significant differences between different variables - age, gender, years of practice, place of practice and specialty of dentists and dentists’ knowledge of speech-language pathology.

scholarly journals Interprofessional Education and Practice: Perspectives from Students in Speech-Language Pathology and Recreational Therapy

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
David Hajjar ◽  
Jan Elich-Monroe ◽  
Susan Durnford
Keyword(s):  
Interprofessional Education ◽  
Core Competencies ◽  
Recreational Therapy ◽  
Discussion Forums ◽  
Speech Language Pathology ◽  
Interprofessional Communication ◽  
Clinical Supervisors ◽  
Professional Students ◽  
Collaborative Therapy ◽  
Language Pathology

Interprofessional education and practice (IPE/IPP) are important components for undergraduate and graduate students to experience during their programs of study in speech-language pathology and related health professions. The American Speech-Language Hearing Association (ASHA) is a member organization of the Interprofessional Education Collaborative (IPEC) which promotes four core competencies required for effective practice: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. The purpose of this study was to gather the lived experiences from eight pre-professional students, four from speech-language pathology (SLP) and four from recreational therapy(RT), during focus groups and discussion forums conducted before, during, and after a 14-week IPE/IPP clinical experience. Students shared perspectives about providing collaborative therapy services as part of a team supporting adults with stroke or other acquired neurological conditions. Thematic analysis conducted from pre and post focus group transcripts revealed six primary themes: roles and responsibilities; interprofessional communication; collaborative teamwork; values and mutual respect; challenges to IPE/IPP; and benefits & impact of IPE/IPP. Students shared their clinical experiences engaging with students from SLP and RT, but also working with students from physical and occupational therapy. The qualitative data from this study provides important information to assist future students, educators, and clinical supervisors how to effectively access and engage in IPE/IPP learning experiences with a specific focus in the areas of teamwork, leadership, and conflict resolution.

scholarly journals An investigation into maternal use of telegraphic input to children with Down syndrome

2019 ◽  
Vol 47 (1) ◽  
pp. 225-249 ◽  
Author(s):  
Emily LORANG ◽  
Courtney E. VENKER ◽  
Audra STERLING
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Child Language ◽  
Speech Language Pathology ◽  
Language Abilities ◽  
Lexical Diversity ◽  
Children With Down Syndrome ◽  
Maternal Input ◽  
Language Pathology ◽  
Future Work

AbstractMaternal input influences language development in children with Down syndrome (DS) and typical development (TD). Telegraphic input, or simplified input violating English grammatical rules, is controversial in speech–language pathology, yet no research to date has investigated whether mothers of children with DS use telegraphic input. This study investigated the quality of linguistic input to children with DS compared to age-matched children with TD, and the relationship between maternal input and child language abilities. Mothers of children with DS simplified their input in multiple ways, by using a lower lexical diversity, shorter utterances, and more telegraphic input compared to mothers of children with TD. Telegraphic input was not significantly correlated with other aspects of maternal input or child language abilities. Since children with DS demonstrate specific deficits in grammatical compared to lexical abilities, future work should investigate the long-term influence of maternal telegraphic input on language development in children with DS.

scholarly journals Moving Beyond Traditional Understandings of Evidence-Based Practice: A Total Evidence and Knowledge Approach (TEKA) to Treatment Evaluation and Clinical Decision Making in Speech-Language Pathology

2019 ◽  
Vol 40 (05) ◽  
pp. 370-393 ◽  
Author(s):  
Arlene McCurtin ◽  
Carol-Anne Murphy ◽  
Hazel Roddam
Keyword(s):  
Decision Making ◽  
Explicit Knowledge ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Clinical Decision ◽  
Total Evidence ◽  
Management Approach ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Language Pathology

AbstractEvidence-based practice (EBP) is a well-established framework for supporting clinical decision making in the discipline of speech-language pathology. The benefits of using evidence to inform clinical practice are acknowledged by clinicians and researchers alike. Even so, after over two decades of EBP advocacy, much clinical uncertainty remains and models supporting the evaluation of interventions require review and reconsideration. The EBP model, while promoting positive principles, can be argued to be conceptually flawed because it suffers from a lack of attention to and explicit valuing of other forms of knowledge crucial to the formation of realistic and judiciously informed decisions. We propose that the evaluation of interventions would be better supported by an explicit knowledge management approach reflecting a range of evidence and knowledge. One worked example is presented to demonstrate what using such an approach can produce in terms of intervention information.

School-Age Children and Adolescents

1995 ◽  
Vol 26 (4) ◽  
pp. 320-325 ◽  
Author(s):  
Marilyn A. Nippold
Keyword(s):  
Language Development ◽  
Children And Adolescents ◽  
Language Use ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathology ◽  
Normative Database ◽  
Current Trends ◽  
Language Pathology ◽  
Word Definition

Word definition, as it is usually examined, is a prime example of decontextualized language use. Current trends in speech-language pathology emphasize the use of contextualized activities for assessing language development, and increasingly view decontextualized activities as outmoded. Word definition, however, should represent an exception to this trend, particularly with respect to school-age children and adolescents. This article describes various types of word definitions, explains the importance of the ability to define words, and reviews the growth of word definition during the school-age and adolescent years. It also offers suggestions for expanding the normative database for this sophisticated semantic ability.

scholarly journals Socioeconomic and Experiential Influences on the Neurobiology of Language Development

2019 ◽  
Vol 4 (6) ◽  
pp. 1229-1238
Author(s):  
Rachel R. Romeo
Keyword(s):  
Socioeconomic Status ◽  
Language Development ◽  
Speech Language Pathology ◽  
Early Experiences ◽  
Brain Structure And Function ◽  
Language Pathology ◽  
Research Findings ◽  
Development Of Language ◽  
And Function ◽  
Genetically Determined

Purpose The process by which young children acquire language is an incredible feat subserved by neurobiological language circuitry. Although the foundations of brain structure and function are genetically determined, children's experiences during sensitive periods in early life have a significant influence on the development of language systems. The purpose of this review is to provide practitioners with a comprehensive summary of foundational and recent research on the ways that children's early experiences—both favorable and adverse—may influence the neuroanatomy and neurophysiology underlying language development. A specific focus is given to the burgeoning neuroimaging evidence of relationships between socioeconomic status and brain development, as well as to emerging research on proximal experiences that may serve as the direct mechanisms by which socioeconomic status influences language development. Conclusion Findings from the neuroscience field have direct implications for practice in speech-language pathology. Specifically, clinicians can have immense influence on crafting supportive language environments during windows of maximal neural influence, both via direct intervention and parent coaching. Practical suggestions are provided for translating research findings to practice.

Perceptual Judgment of Voice Pitch during Pitch-Matching Tasks

2002 ◽  
Vol 94 (3) ◽  
pp. 967-974 ◽  
Author(s):  
Marianne Schueller ◽  
Donald Fucci ◽  
Z. S. Bond
Keyword(s):  
Perceptual Judgment ◽  
Speech Language Pathology ◽  
Voice Pitch ◽  
Pitch Range ◽  
Male And Female ◽  
Female Speaker ◽  
Pitch Matching ◽  
Group I ◽  
Significant Difference ◽  
Language Pathology

This study investigated the perceptual judgment of voice pitch. 24 individuals were assigned to two groups to assess whether there is a difference in perceptual judgment of voice during pitch-matching tasks. Group I, Naïve listeners, had no previous experience in anatomy, physiology, or voice pitch-evaluation methods. Group II, Experienced listeners, were master's level speech-language pathologists having completed academic training in evaluation of voice. Both groups listened to identical stimuli, which required matching audiotaped voice-pitch samples of a male and female voice to a note on an electronic keyboard. The experiment included two tasks. The first task assessed pitch range, which required marching of the lowest and highest voice pitch of both a male and female speaker singing /a/ to a note on a keyboard. The second task assessed habitual pitch, which required matching of the voice pitch of a word spoken by a male and female speaker to a note on a keyboard. A one-way analysis of variance indicated a significant difference between groups occurred for only one of four conditions measured, perceptual judgment of the female pitch range. No differences between groups were found in the perceptual judgments of the male pitch range or during perceptual judgment of the female or male habitual pitch, suggesting that the skill possessed by speech-language pathology students is no different from that of inexperienced listeners.

The Cognitive Hypothesis and Its Influence on Speech-Language Services in Schools

1992 ◽  
Vol 23 (3) ◽  
pp. 198-202 ◽  
Author(s):  
Michael W. Casby
Keyword(s):  
Cognitive Development ◽  
Language Development ◽  
Child Language ◽  
Strong Form ◽  
Speech Language Pathology ◽  
Language Services ◽  
Language Pathology ◽  
Cognitive Revolution

In the area of child language development and disorders, the 1970s ushered in the "cognitive revolution." One of the prime aspects of this revolution was the cognitive hypothesis. In its strong form it was argued that cognitive development is a prerequisite to, and that it accounts for, language development. This article presents an illustrative overview of the literature addressing the cognitive hypothesis and language development and disorders. It identifies a significant, early, and continuing influence that the cognitive hypothesis has had on students’ eligibility for speech-language pathology services in schools.

scholarly journals Audiology and Speech-Language Pathology Services in Pediatric Population During COVID Pandemic in Nepal

2020 ◽  
Vol 3 (2) ◽  
pp. 398-401
Author(s):  
Prabuddha Bhatarai ◽  
Biraj Bhattarai ◽  
Sureshwor Lal Karna
Keyword(s):  
Language Development ◽  
Critical Period ◽  
Pediatric Population ◽  
Transmission Risk ◽  
Speech Language Pathology ◽  
Language Pathology

The pandemic has affected the daily working of people worldwide, including Audiology and speech languageservices. The Audiology and speech-language pathology services require proximity to the patients and hence increases the risk for transmission of the virus. These services are required during this time are immense to utilize a critical period of language development. Teleservices are a suitable option to assess and rehabilitate the client at this time. In a country like Nepal, where limited professionals are working in this fi eld, telehealth not only reduces transmission risk but also could be useful for patients who cannot attend clinics regularly due to the unavailability of services near their reach. The Speech and Hearing Association and all professionals working in this field should be ready to accept the changes that will eventually lead to the growth of the fi eld and the reach of the services for the patients in need.

The Speech-Language Pathologist and the Classroom Teacher: A Team Approach to Language Development

1978 ◽  
Vol 9 (1) ◽  
pp. 43-49 ◽  
Author(s):  
Marisue Pickering ◽  
Patricia Kaelber
Keyword(s):  
Language Development ◽  
Classroom Teacher ◽  
Development Program ◽  
First Grade ◽  
Clinical Instructor ◽  
Regular Classroom ◽  
Team Approach ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
Language Pathology

This project was designed to enable kindergarten and first-grade teachers in a rural school to integrate principles of language development into regular classroom curriculum. In the absence of a school clinician, a university clinical instructor in speech-language pathology served as a consultant to help the teachers define, design, and implement a language-development program. This article reviews the nature and scope of the project and the consultative model on which it was based.

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