Using Qualitative Methodologies in Speech-Language Pathology: An Example From Serving Students With Hearing Loss

2020 ◽  
Vol 42 (2) ◽  
pp. 100-110
Author(s):  
Carol E. Westby
Keyword(s):  
Hearing Loss ◽  
General Education ◽  
Qualitative Methods ◽  
Intervention Program ◽  
Speech Language Pathology ◽  
School Students ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Interpretive Method ◽  
Qualitative Methodologies

This article demonstrates the use of qualitative methodologies to provide a description of an intervention framework and goals for students with hearing loss in general education. Because of advances in technology, the majority of students with hearing loss are now educated in general education classrooms. Many of these students are not eligible for special education services although their hearing loss does compromise their functioning in many areas of daily life. This investigation employed two qualitative methods—the biographical narrative interpretive method and ethnography—to provide insight into the personal experiences of a speech-language pathologist with a hearing loss and the way her experiences influenced the nature, rationale for, and content of the intervention program she implemented for students with hearing loss in general education programs. The qualitative methods are described, examples of qualitative analyses are provided, and the components of the program for elementary school students are presented.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

Perception of Hearing Loss by Graduate Students of Speech-Language Pathology

2004 ◽  
Vol 31 (Fall) ◽  
pp. 205-214
Author(s):  
Mary Aguila-Vinson ◽  
Jennifer Lister ◽  
Theresa Hnath-Chisolm ◽  
Patricia Blake-Rahter
Keyword(s):  
Hearing Loss ◽  
Graduate Students ◽  
Speech Language Pathology ◽  
Language Pathology

Dual Task, Noise, and The Speech-Language Pathologist: A Clinical Guideline for Adult Multi-Tasking Intervention With Noise

2017 ◽  
Vol 2 (15) ◽  
pp. 32-41
Author(s):  
Jennine Harvey ◽  
Scott Seeman ◽  
Deborah von Hapsburg
Keyword(s):  
Dual Task ◽  
Clinical Guideline ◽  
Older Individuals ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
Hearing In Noise ◽  
Hearing Function ◽  
Language Pathology ◽  
Relationship Of ◽  
The Relationship

The field of Cognitive Hearing Science examines the relationship between cognitive, linguistic, and hearing functions. Although these areas are of particular importance to speech-language pathology, few studies have investigated applications of cognitive hearing science to clinical practice. The purpose of this review article is to (1) explore and present a summary of cognitive hearing science techniques for dual-task and hearing-in-noise procedures and implications to speech-language pathology, and (2) provide a clinical guide for speech-language pathology in adult multitasking intervention with noise. It is well understood that areas of cognitive skill and hearing function decline with age; therefore, additional understanding of the relationship of these functions is of particular importance to speech-language pathologists working with older individuals. This article meets the American Speech-Language-Hearing Association's (ASHA's) Special Interest Group (SIG) 15's mission of “research-to-practice” professional development by “promoting understanding of the effects of normal and pathological aging on cognition, language […] and hearing” (ASHA, 2017), and is intended to be of interest to the SIG 15 readership.

scholarly journals The Time Has Come for Speech-Language Pathology License Portability!

2011 ◽  
Vol 3 (2) ◽  
pp. 27-30
Author(s):  
Melissa Jakubowitz
Keyword(s):  
Public Schools ◽  
Private Practice ◽  
Language Disorders ◽  
Vice President ◽  
Speech Language Pathology ◽  
Past President ◽  
The Public ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Managerial Experience

This Letter to the Editor on the topic of speech-language pathology license portability for telepractice, was authored by Melissa Jakubowitz M.A. CCC-SLP, Vice President of SLP Services at PresenceLearning. A speech-language pathologist with over 20 years of clinical and managerial experience, Ms. Jakubowitz is a Board Recognized Specialist in Child Language. Ms. Jakubowitz began her career working in the public schools and has also operated a successful, multi-office private practice.  She is a past Director of the Scottish Rite Institute for Childhood Language Disorders in Stockton, CA. Jakubowitz is also a past-president of the California Speech-Language-Hearing Association, which, with over 5,000 SLP members, is one of the largest speech-language pathologist state associations in the country. Active in the American Speech-Language-Hearing Association (ASHA), Ms. Jakubowitz served as a Legislative Counselor for 12 years.

Beyond Services in the United States of America: Fulbright U.S. Scholar Experience in Vietnam

2021 ◽  
pp. 1-7
Author(s):  
Sue Ann S. Lee
Keyword(s):  
Cultural Exchange ◽  
The United States ◽  
Current Status ◽  
Outreach Program ◽  
Speech Pathology ◽  
Speech Language Pathology ◽  
Department Of State ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Consultation Services

Purpose: This article addresses my experience as a speech-language pathologist in a cultural exchange and global outreach program in Vietnam. The importance and various types of cultural exchange and global outreach programs available through the U.S. Department of State, the current status of educational speech-language pathology programs in Vietnam, and a brief introduction of the country as well as its unique cultural characteristics are also discussed. Conclusions: As a Fulbright U.S. scholar, I resided 6 months in Hue, Vietnam, to provide education and consultation services to children who needed speech-language pathology services and their families. The speech pathology profession in Vietnam is significantly underdeveloped. However, several international nongovernmental organizations and foreign universities have assisted Vietnam in developing speech pathology and audiology professions. Among many opportunities to serve the needs of speech pathology and audiology preprofessional education and service delivery in Vietnam, one of the most prestigious opportunities is the Fulbright U.S. Scholar Program. It is my hope that my personal and professional experiences can encourage fellow speech-language pathology and audiology professors and practitioners to apply for a Fulbright scholarship to pursue a rich volunteer experience in a foreign country as well as to improve their cultural competency upon return to their own academic institutions.

scholarly journals Telemedicine and the Interdisciplinary Clinic Model: During the COVID-19 Pandemic and Beyond

2020 ◽  
Vol 163 (4) ◽  
pp. 673-675 ◽  
Author(s):  
Lisa A. Zughni ◽  
Amanda I. Gillespie ◽  
Jeanne L. Hatcher ◽  
Adam D. Rubin ◽  
John Paul Giliberto
Keyword(s):  
Care Delivery ◽  
Upper Airway ◽  
The Novel ◽  
Speech Language Pathology ◽  
Patient Centered ◽  
Speech Language Pathologist ◽  
Centered Care ◽  
Language Pathology ◽  
Novel Coronavirus ◽  
Improve Access

The emergence of the novel coronavirus disease 2019 (COVID-19) and the subsequent need for physical distancing have necessitated a swift change in health care delivery. Prior to the COVID-19 outbreak, many institutions utilized an interdisciplinary clinic model including both a laryngologist and a speech-language pathologist for the evaluation of patients with voice, swallowing, and upper airway disorders. To improve access, many providers are pursuing the use of interdisciplinary telemedicine to provide individualized patient-centered care while allowing for physical distancing. The purpose of this commentary is to review the current literature regarding telemedicine in laryngology and speech-language pathology as well as the current and future states of practice for interdisciplinary tele-evaluations.

The Speech-Language Pathologist and Reading: Opportunities to Extend Services for the Children We Serve

2009 ◽  
Vol 10 (2) ◽  
pp. 38-44 ◽  
Author(s):  
Michaela J. Ritter
Keyword(s):  
Reading Disabilities ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
The Past ◽  
Speech Language Pathologist ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Reading Impairments

Abstract In recent years, major changes have occurred in the field of speech-language pathology and education. In the past 2 decades researchers, educators, and speech-language pathologists (SLPs) have increased their focus on the identification, assessment, and treatment of reading disabilities in children (Catts, 1991; Catts, Fey, Zhang, & Tomblin, 2001; Justice & Ezell, 2004; Kaderavek & Justice, 2004). The primary goal of this article is to discuss a variety of ways that the speech-language pathologist can be both directly and indirectly involved in working with children who present with language and reading impairments. For example, Baylor University's Department of Communication Sciences and Disorders has had the opportunity to be involved in the prevention, identification, and treatment of reading disabilities in children both in a direct and indirect way.

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.

Never Assume! Mentoring the Connections Between Theory and Practice

2010 ◽  
Vol 11 (4) ◽  
pp. 145-148
Author(s):  
Jill Parmenter ◽  
Paula McGraw
Keyword(s):  
Theory And Practice ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
The Future ◽  
Language Pathology

Abstract Mentoring is one of the most important services experienced speech-language pathologists can provide to the profession of speech-language pathology. The mentoring we provide today will impact the future of the profession. This article will examine the roles and responsibilities of a mentoring speech-language pathologist, considering the specific needs of a Clinical Fellow (CF) as well as the mentoring needed for professionals throughout their careers.

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