scholarly journals Policies and Practices Regarding Students With Accents in Speech-Language Pathology Training Programs

2011 ◽  
Vol 34 (1) ◽  
pp. 59-68 ◽  
Author(s):  
Erika S. Levy ◽  
Catherine J. Crowley
Keyword(s):  
New York ◽  
Training Programs ◽  
New York State ◽  
Speech Language Pathology ◽  
Web Based ◽  
Foreign Accents ◽  
Language Pathology ◽  
Accent Modification ◽  
Nonnative Speakers Of English ◽  
Policies And Practices

Speech-language pathology (SLP) training programs are the initial gateway for nonnative speakers of English to join the SLP profession. An anonymous web-based survey in New York State examined policies and practices implemented when SLP students have foreign accents in English or in other languages. Responses were elicited from 530 students and 28 clinic and program directors. Few policies delineated criteria for determining how native like or intelligible students’ speech needed to be for them to work effectively or for determining when accent modification was required. Students with foreign accents in English were asked more often to undergo accent modification than were students with foreign accents in Spanish or other languages. Strategies for practices regarding SLP students with accents are proposed.

scholarly journals Beliefs Regarding the Impact of Accent Within Speech-Language Pathology Practice Areas

2012 ◽  
Vol 34 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Erika S. Levy ◽  
Catherine J. Crowley
Keyword(s):  
New York ◽  
Service Provision ◽  
New York State ◽  
The United States ◽  
Scope Of Practice ◽  
Speech Language Pathology ◽  
Web Based ◽  
Language Pathology ◽  
Demographic Shifts ◽  
The Impact

With the demographic shifts in the United States, it is increasingly the case that speech-language pathologists (SLPs) come from different language backgrounds from those of their clients and have nonnative accents in their languages of service. An anonymous web-based survey was completed by students and clinic directors in SLP training programs in New York State regarding their beliefs about the appropriate scope of practice of SLPs with accents in English and other languages. Responses were received from 28 directors and 530 students. Perceived appropriateness of service by accented clinicians depended on particular disorders serviced and degree of accent, with phonologically based services believed by the greatest number of respondents to require more native-like speech than other areas. Further efforts must be made to research effects of SLPs’ accents on service delivery and plan strategies, if needed, for successful service provision in SLPs’ diverse areas of practice when mismatches in language backgrounds occur.

Academic Edge: Are New York State CSD Programs Ready for Autism? Is Anyone?

ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 30-31
Author(s):  
Dana Battaglia ◽  
Robert Domingo ◽  
Gina-Marie Moravcik
Keyword(s):  
New York ◽  
New York State ◽  
Speech Language Pathology ◽  
York State ◽  
Language Pathology

How does autism-related content in New York graduate speech-language pathology programs stack up?

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

scholarly journals A Viewpoint on Accent Services: Framing and Terminology Matter

2021 ◽  
pp. 1-10
Author(s):  
Vikas Grover ◽  
Aravind Namasivayam ◽  
Nidhi Mahendra
Keyword(s):  
Scoping Review ◽  
Linguistic Diversity ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Speech Language Pathologists ◽  
Critical Attention ◽  
Language Pathology ◽  
Accent Modification ◽  
The Impact ◽  
The Way

Purpose: The purpose of this article is to offer a contemporary viewpoint on accent services and contend that an equity-minded reframing of accent services in speech-language pathology is long overdue. Such reframing should address directly the use of nonpejorative terminology and the need for nurturing global linguistic diversity and practitioner diversity in speech-language pathology. The authors offer their perspective on affirmative and least-biased accent services, an in-depth scoping review of the literature on accent modification, and discuss using terms that communicate unconditional respect for speaker identity and an understanding of the impact of accent services on accented speakers. Conclusions: Given ongoing discussions about the urgent need to diversify the profession of speech-language pathology, critical attention is needed toward existing biases toward accented speakers and how such biases manifest in the way that accent services are provided as well as in how clinicians conceptualize their role in working with accented speakers. The authors conclude with discussing alternate terms and offer recommendations for accent services provided by speech-language pathologists.

scholarly journals Use, Perceptions, and Awareness of LibGuides among Undergraduate and Graduate Health Professions Students

2020 ◽  
Vol 15 (3) ◽  
pp. 157-172
Author(s):  
John Carey ◽  
Ajatshatru Pathak ◽  
Sarah C. Johnson
Keyword(s):  
New York ◽  
Health Professions ◽  
Medical Laboratory ◽  
Physical Therapy Students ◽  
Speech Language Pathology ◽  
Public College ◽  
Academic Level ◽  
Library Research ◽  
Language Pathology ◽  
Study Participants

Abstract Objective – This study investigated usage, perceptions, and awareness of library research guides created using Springshare’s LibGuides among undergraduate and graduate health professions students. Methods – The researchers recruited 100 health professions students in April 2017 from Hunter College, a senior college within the City University of New York system. Participants were asked to complete a paper survey to ascertain their use, perceptions, and awareness of Springhare’s LibGuides. Results – Nearly two-thirds of study participants were not aware of library-created LibGuides and 68% had never used this tool. Compared to undergraduates, graduate students were more likely to be aware of LibGuides. The use of LibGuides was higher among graduate respondents (43%) than their undergraduate counterparts (30%). The study found low awareness and use of LibGuides among health professions students overall, regardless of age, gender, academic level, and health sciences concentration. Physical therapy students were more likely to use and be familiar with LibGuides than nursing, medical laboratory sciences, and speech-language pathology and audiology students. Participants reported using general subject guides more than course-specific guides, and the most commonly used page was the Databases guide. Of those participants who had used LibGuides, the vast majority (97%) said they found them useful in their studies. Conclusion – This study demonstrates low usage and awareness of LibGuides among health professions students at a large urban public college. Findings suggest a need for academic libraries serving such students to develop and implement strategies to promote awareness and increase usage of online research guides. The researchers recommend instructing with LibGuides during information literacy sessions and demonstrating their usefulness during reference consultations. Additional strategies include linking LibGuides to course sites through learning management systems such as Blackboard and collaborating with faculty members to better inform students about the guides.

Interprofessional Education for BSW Students: A Pilot Course

2019 ◽  
Vol 24 (1) ◽  
pp. 61-70
Author(s):  
Claire M. Edwards ◽  
Jason M. Newell
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Liberal Arts ◽  
Professional Training ◽  
Allied Health ◽  
Training Programs ◽  
Speech Language Pathology ◽  
Professional Programs ◽  
Health Professional Training ◽  
Language Pathology

The focus on interprofessional education (IPE) for professional training programs in allied health professions such as social work has increased recently. There is limited pedagogical literature regarding either the instruction or application of IPE in any given profession. Based on a co-teaching model of instruction, this article delineates the preparation and integration process of a pilot course on IPE. The pilot course was taught at a small liberal arts college where it was cross-listed in two undergraduate professional programs in social work and speech-language pathology. This article discusses the relevance of including IPE in allied health professional training programs. Additionally, this article outlines the timeline for developing and implementing the course, from conceptualization to the integration phases including implications from student evaluations of their experience in the course. Elements of the course including delivery, descriptions of assignments, and projects also are discussed.

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 Experience for Future Education Professionals: School Psychology and Speech-Language Pathology Students

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Shari DeVeney ◽  
Brian McKevitt
Keyword(s):  
School Psychology ◽  
Training Programs ◽  
Speech Language Pathology ◽  
Educational Training ◽  
Education Professionals ◽  
Midwestern University ◽  
Before And After ◽  
Language Pathology ◽  
Future Education ◽  
And Training

Educational training programs are tasked with addressing potential barriers to interprofessional practice through experiences that promote interprofessional collaborations. The present study of interprofessional experiences (IPE) had both research and pedagogical purposes. The research purpose was to describe graduate student self-perceptions related to interprofessional teaming/collaboration before and after an IPE involving two educational training programs, school psychology and speech-language pathology. The pedagogical purpose was to convey a detailed description of a case-based IPE offered as a course assignment and offer implementation suggestions. Participants in this course-based IPE were 109 students in the school psychology and speech-language pathology graduate programs at a medium-sized midwestern university over a four-year period. Students in both programs engaged in the IPE as part of a graded class assignment involving case studies. Pre- and post-IPE surveys were used to determine changes in students’ perceptions of their own profession and training, others’ professions, and collaboration and teaming. Results indicated that the perception of students from both programs significantly improved following the IPE. Improved perceptions of collaboration, teaming, and one another’s professions were sustained over four years of implementation. Implications for research, practice, and training are discussed.

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