Speech-Language Pathology Students' Perceptions of Supervisory Feedback During Their Clinical Training

1991 ◽  
Vol 8 (2) ◽  
pp. 109-123 ◽  
Author(s):  
Joyce C. Vest ◽  
Gerald L. Culton
Keyword(s):  
Clinical Training ◽  
Speech Language Pathology ◽  
Language Pathology

Different Clinical Perspectives of Good and Poor Therapy Sessions

1987 ◽  
Vol 30 (3) ◽  
pp. 335-342 ◽  
Author(s):  
Joanne Erwick Roberts ◽  
Vicki McCready
Keyword(s):  
Graduate Student ◽  
Clinical Training ◽  
Causal Attributions ◽  
Therapy Session ◽  
Speech Language Pathology ◽  
Training Process ◽  
Observer Bias ◽  
Language Pathology ◽  
Therapy Sessions

This study investigated differences in causal attributions made by student clinicians taking actor and observer roles in good and poor therapy Sessions. One hundred thirty-four graduate student clinicians in speech-language pathology were asked to imagine a hypothetical good or poor therapy session in which they took either the role of a clinician working with a client in a session or that of a clinician observing the session. To account for the session's hypothesized outcomes, clinicians taking the actor role cited client causes more frequently than other causes while clinicians taking the observer role cited clinician causes. These results are consistent with the actor-observer bias documented extensively in the psychological and educational literatures. Clinicians' causal attributions also differed for good and poor therapy sessions. Implications are discussed in terms of possible impact on the clinical training process in speech-language pathology.

Update on Academic and Clinical Training in Cleft Palate/Craniofacial Anomalies for Speech-Language Pathology Students

2019 ◽  
Vol 4 (5) ◽  
pp. 870-877 ◽  
Author(s):  
Brooke Mills ◽  
Mary Hardin-Jones
Keyword(s):  
Cleft Palate ◽  
Clinical Training ◽  
Academic Programs ◽  
Craniofacial Anomalies ◽  
Speech Language Pathology ◽  
Master's Programs ◽  
Legitimate Concern ◽  
Language Pathology ◽  
Elective Course ◽  
Survey Responses

Purpose The purpose of this study was to survey speech-language pathology master's programs regarding their academic and clinical coverage of cleft palate/craniofacial anomalies. Method A link to a 19-item survey was sent via e-mail to the program directors of 271 accredited graduate programs in speech-language pathology. Information was also obtained via university websites to verify survey responses. Results The response rate was 86% with 232 of 271 programs completing all or part of the survey. Twenty-four percent of respondents indicated their program offers a dedicated and required course in cleft palate/craniofacial anomalies, 22% offer an elective course, and 51% embed this content in other courses. Respondents reported that their students frequently (7%), sometimes (58%), or rarely (34%) receive clinical experience with this population. Conclusion Our findings suggest that an increasing number of academic programs are eliminating dedicated coursework in cleft palate/craniofacial anomalies and are embedding such content in other courses. A legitimate concern resulting from this consolidation of coursework is the degree to which feeding, articulation, and resonance difficulties associated with cleft palate/craniofacial anomalies are being addressed elsewhere in the curriculum.

Successful Supervisory Training Initiatives in Formative Assessment

2008 ◽  
Vol 18 (3) ◽  
pp. 87-93 ◽  
Author(s):  
Danielle Varnedoe ◽  
Crystal Murphree-Holden ◽  
Sharon Dixon
Keyword(s):  
Formative Assessment ◽  
Clinical Training ◽  
Speech Language Pathology ◽  
Training Requirements ◽  
Technological Advances ◽  
Site Supervisors ◽  
Language Pathology ◽  
Crucial Information ◽  
Primary Focus ◽  
University Training

Abstract Effective training of external practicum site supervisors is a challenge to university training programs. The number of sites and supervisors, distance, time and cost factors all contribute to the need to find efficient methods of providing supervisors with crucial information pertinent to clinical training. The key components to training supervisors on current certification standards and principles of formative assessment learning are the primary focus of this article. Successful methods for providing this information using both traditional formats and technological advances are described in detail. All methods are easily replicable in order to meet the specific training requirements of individual programs in speech-language pathology and audiology.

Technology Training in Speech-Language Pathology: A Focus on Tablets and Apps

2017 ◽  
Vol 2 (10) ◽  
pp. 33-48 ◽  
Author(s):  
Jeffrey Edwards ◽  
Elena Dukhovny
Keyword(s):  
Clinical Training ◽  
Systematic Approach ◽  
Training Programs ◽  
California State University ◽  
Technology Selection ◽  
Tablet Computers ◽  
State University ◽  
Speech Language Pathology ◽  
Critical Thought ◽  
Language Pathology

Use of tablet computers has become ubiquitous in speech-language pathology assessment and intervention. With hundreds of applications of variable quality available, clinical training programs have the added responsibility of teaching students systematic, critical-thought-driven approaches to technology selection and evaluation. The purpose of this article is two-pronged: (1) we describe a systematic approach to tablet/app implementation piloted within the Norma S. and Ray R. Rees Speech, Language, and Hearing Clinic at California State University, East Bay and, (2) we present the results of a survey that identifies current practices in app selection in other university clinics.

Augmenting College Students' Study of Speech-Language Pathology Using Computer-Based Mini Quiz Games

2016 ◽  
Vol 25 (3) ◽  
pp. 416-425 ◽  
Author(s):  
Lisa A. Vinney ◽  
Les Howles ◽  
Glen Leverson ◽  
Nadine P. Connor
Keyword(s):  
College Students ◽  
Clinical Training ◽  
Voice Disorder ◽  
Speech Language Pathology ◽  
Immediate Recall ◽  
Term Retention ◽  
Posttest Performance ◽  
Language Pathology ◽  
Computer Based ◽  
Retention Of Knowledge

Purpose This study examined whether undergraduate college students' immediate recall and longer-term retention of introductory voice disorder concepts improved by using mini quiz games (MQGs; interactive knowledge tests in game format) compared with (a) traditional study alone, (b) MQGs and traditional study together, or (c) a no-study control condition. Method Ninety-three college students participated in proctored sessions in which they were given a pretest, viewed an online lecture on introductory voice disorder concepts, and then engaged in either no intervention or interventions including traditional study, MQG play, or both MQG play and traditional study, followed by an immediate recall posttest and longer-term retention follow-up test. Results Analyses suggested that the effects of all interventions (traditional study, MQG play, and the combination of the 2) were equivalent and resulted in significantly greater improvements from pretest to immediate recall posttest performance than the control condition. In contrast, MQGs and MQGs with traditional study, but not traditional study alone, showed better results for long-term retention than no study. Conclusion Results provide preliminary support for the idea that there may be multiple effective learning modes, beyond traditional study, that enhance recall and retention of knowledge foundational to speech-language pathology clinical training and practice.

scholarly journals Is Speech-Language Pathology’s Clinical Training Responsive to the South African Context?

2021 ◽  
Vol 1 (2) ◽  
pp. 52-70
Author(s):  
Skye Adams ◽  
Anniah Mupawose ◽  
Che Kelly ◽  
Sharon Moonsamy
Keyword(s):  
South African ◽  
Clinical Training ◽  
Power Dynamics ◽  
Community Settings ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Language Pathology ◽  
African Context ◽  
Clinical Curriculum ◽  
Mind Set

The absence of equitable speech- language pathology services for South Africa’s black majority has triggered a need to decolonise the clinical curriculum. The purpose of this study was to describe the experiences of clinical educators when supervising diverse students in various community settings. A qualitative approach was employed, including interviewing seven clinical educators in speech-language pathology, in a focus group. The responses from the discussions were analysed using thematic content analysis. The participants highlighted themes and certain challenges (i) Differences (ii) discomfort (iii) clinical preparation and (iv) critical engagement. These results highlight a mismatch between the efforts of the department to transform and the experiences of the clinical educators. The results further highlight the need for the department to support clinical educators in developing a mind-set of change, of shifting the power dynamics and valuing intercultural communication.

Current Issues: Camp JumpStart: Clinical Training in Prevention

2011 ◽  
Vol 21 (3) ◽  
pp. 87-92
Author(s):  
Peggy C. Agee
Keyword(s):  
Emergent Literacy ◽  
Clinical Training ◽  
Language Disorders ◽  
Written Language ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Wide Range ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Training Opportunities

The American Speech-Language-Hearing Association (ASHA) has expanded the scope of practice in speech-language pathology to include a focus on prevention (2007). Similarly, the knowledge and skills required of speech-language pathologists have broadened to include the prevention, assessment, and treatment of written language disorders. University training programs have a responsibility to provide graduate student clinicians with a wide range of clinical training opportunities that prepare them to enter the profession of speech-language pathology with the requisite knowledge and skills. Therefore, university programs must be creative in designing training opportunities that fulfill this mandate. This article explores one clinical training approach for the prevention of written language disorders through a systematic focus on emergent literacy.

Current Issues: RiteCare Family Autism Camp at Radford University: An Innovative Clinical Education Model for Speech-Language Pathology Students

2010 ◽  
Vol 20 (2) ◽  
pp. 59-63
Author(s):  
Elizabeth Lanter ◽  
Diane Millar ◽  
Patricia Rossi
Keyword(s):  
Clinical Education ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Training Programs ◽  
Autism Spectrum ◽  
Speech Language Pathology ◽  
Graduate Level ◽  
Children With Asd ◽  
Language Pathology ◽  
Education Model

The “unique learning style and social communication challenges” experienced by children with autism spectrum disorders (ASD) necessitate that speech-language pathologists (SLPs) receive education specific to this disability (American Speech-Language-Hearing Association [ASHA], 2006a, p.18). Graduate training programs often provide this education through classroom instruction and clinical education (also referred to as clinical teaching or supervision). Clinical education has a long-standing tradition in the field of speech-language pathology and is considered “an essential component in the education of students” (ASHA, 2008a, p. 1). This article presents a description of clinical education experience, specific to serving children with ASD, that is offered to graduate level speech-language pathology students at Radford University. The RiteCare Family Autism Camp, hosted by the Department of Communication Sciences and Disorders, provides graduate level clinical training in a model of service delivery amendable to many best practices when serving this population, such as intensive services, a partnership with parents, development of social communicative competence through the use of peer mediators, and a focus on literacy. This article describes the role of the SLP working with ASD and the RiteCare camp and seeks to inspire other graduate speech-language pathology training programs to consider an intensive, family-based day program for children with ASD as a clinical education model for its speech-language pathology students.

Preparing Students to Understand and Honor Families as Partners

1998 ◽  
Vol 7 (3) ◽  
pp. 85-94 ◽  
Author(s):  
Melissa C. Bruce ◽  
Nancy DiVenere ◽  
Cathy Bergeron
Keyword(s):  
Service Delivery ◽  
Clinical Training ◽  
Service Providers ◽  
Class Discussion ◽  
Speech Language Pathology ◽  
First Semester ◽  
Service Training ◽  
Language Pathology ◽  
Students Attitudes ◽  
Family Centered

As service providers, speech-language pathologists are in the midst of a transition from the “expert” model of intervention to forming partnerships with families and serving as resources. Although the shift from client-centered to family-centered service delivery is underway, little information has been made available on steps being taken at the pre-service training level to accomplish this change and the success of such efforts. This paper describes an innovative approach to preparing speech-language pathology students to be family centered in their professional interactions and service delivery. Over a 4-year period, 41 students embarking on their first semester of clinical training were paired with families of children with special needs for a family visit of 2 to 4 hours in length. The components of the training included pre-visit classroom exercises focused on personal values clarification and language sensitivity, visit orientation for the students and families, a family visit, journal writing by students about the visit experience, and post-visit class discussion of the visit experiences and learning outcomes. Pre- and post-measurement of students’ attitudes regarding a family’s role in intervention reflected a statistically significant change in students’ responses to questionnaire items. The students’ responses indicated an increase in family-centered attitudes and demonstrated the effectiveness of this approach in shaping those attitudes.

scholarly journals Developing an Acute Care Simulation Lab and Practicum

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Erin Clark ◽  
Lori Lombard
Keyword(s):  
Acute Care ◽  
Clinical Training ◽  
Best Practice ◽  
Development Program ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Simulation Based ◽  
Health Related ◽  
Language Pathology ◽  
Computer Based

The benefits of simulation-based education have been well-documented in health-related disciplines and are emerging in speech-language pathology. Several clinical training paradigms for acute care speech-language pathology skills have been successful when implemented in high fidelity, nursing simulation labs with price tags that are cost prohibitive for most speech-language pathology programs. Through funding support from a grant and a four-phased simulation development program, the authors developed an acute care simulation lab dedicated to speech-language pathology students for under $9,000 and simultaneously piloted a one-credit, acute care, adult- and geriatric-focused clinical practicum course. The clinical practicum was structured to scaffold student learning using task trainers, computer-based simulations, and live simulations with low fidelity manikins and standardized patients. The authors are hopeful that this article provides speech-language pathology programs a practical framework for structuring a dedicated, simulation space and course, while empowering faculty to more fully integrate simulation-based learning experiences into their curricula in a way that is evidence-based and in keeping with the best practice resources that are currently available in the field of speech-language pathology.

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