The Effect of Learning Motivation on Language Therapy Competency in Pre-service Speech-Language Pathologists

2018 ◽  
Vol 27 (4) ◽  
pp. 197-203
Author(s):  
Hye Seong Shin ◽  
Moon Jeoung Kim
Keyword(s):  
Learning Motivation ◽  
Language Therapy ◽  
Speech Language Pathologists

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

Down Syndrome and Autism Spectrum Disorder Dual Diagnosis: Important Considerations for Speech-Language Pathologists

2020 ◽  
pp. 1-13
Author(s):  
Theresa M. Versaci ◽  
Laura J. Mattie ◽  
Laura J. Imming
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Service Delivery ◽  
Dual Diagnosis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Evidence ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
Therapy Services

Purpose Individuals with Down syndrome (DS) often receive speech-language therapy services starting in infancy or toddlerhood. When providing speech-language therapy services for children with DS, speech-language pathologists (SLPs) need to consider the impact of other developmental and comorbid disorders that can affect language development, such as the presence of a dual diagnosis of DS and autism spectrum disorder (DS + ASD). The prevalence rate of ASD in DS is ~20%, which is higher than in the general population. Method This clinical focus article aims to provide SLPs with additional knowledge about DS + ASD to improve service delivery and support parents' ability to advocate for their child with confirmed or suspected DS + ASD. This is accomplished by summarizing the current evidence base on the presence of ASD in DS and discussing implications of a DS + ASD diagnosis for clinical practice with SLPs. Conclusions SLPs play a key role in supporting families of those with DS + ASD by advocating and educating. By understanding the unique profiles of strengths and weaknesses of individuals with DS + ASD, SLPs can provide appropriate service delivery (i.e., treatment and intervention approaches) and advocacy for their clients and their families.

Aphasia and Friendship: The Role and Perspectives of Speech-Language Pathologists

2021 ◽  
pp. 1-13
Author(s):  
Michelle C. S. Therrien ◽  
Elizabeth B. Madden ◽  
Lauren Bislick ◽  
Sarah E. Wallace
Keyword(s):  
Clinical Practice ◽  
Online Survey ◽  
Treatment Plan ◽  
Well Being ◽  
The United States ◽  
Communicative Interaction ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
Treatment Practices ◽  
Friendship Development

Purpose Speech-language pathologists (SLPs) who work with people with aphasia focus on assessment and intervention to support improved communication outcomes for their clients. Friendship, a key component of quality of life, often depends on communicative interaction, and many people with aphasia report having reduced social circles. The purpose of this study was to explore the perceptions of SLPs working with clients with aphasia on their role in supporting friendship development and maintenance. Method An online survey composed of questions addressing SLP perspectives and goal setting, assessment, and treatment practices related to aphasia and friendship was distributed to SLPs across the United States. Survey data were analyzed using both quantitative and qualitative methods. Results Forty-seven SLPs completed the survey. While many SLPs reported that the friendships of their clients with aphasia were impacted by aphasia and that it was within their scope of practice to support friendship development and maintenance, many did not specifically assess or target friendship and friendship outcomes in the treatment plan. SLPs identified barriers and facilitators to focusing on friendship within the context of speech and language therapy. Conclusions Findings suggest the majority of participating SLPs were interested in addressing friendship with clients with aphasia; however, they experienced barriers in practice. Further examination of SLP perspectives and clinical practice regarding friendship and aphasia is warranted. Additionally, research investigating effective assessment and therapeutic methods that target friendship in aphasia is needed to support clinical practice and the well-being of clients with aphasia. Supplemental Material https://doi.org/10.23641/asha.15032217

scholarly journals Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: Quantitative Survey Results

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Janice K. Tucker
Keyword(s):  
Speech Language Pathology ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
Quantitative Survey ◽  
School Settings ◽  
School Based ◽  
Language Pathology ◽  
Northeastern State ◽  
Survey Results ◽  
Willingness To Use

This research surveyed 170 school-based speech-language pathologists (SLPs) in one northeastern state, with only 1.8% reporting telepractice use in school-settings. These results were consistent with two ASHA surveys (2002; 2011) that reported limited use of telepractice for school-based speech-language pathology. In the present study, willingness to use telepractice was inversely related to age, perhaps because younger members of the profession are more accustomed to using technology.  Overall, respondents were concerned about the validity of assessments administered via telepractice; whether clinicians can adequately establish rapport with clients via telepractice; and if therapy conducted via telepractice can be as effective as in-person speech-language therapy. Most respondents indicated the need to establish procedures and guidelines for school-based telepractice programs.

scholarly journals Design and Evaluation of a Spanish Language Therapy Support System

2021 ◽  
Vol 12 (6) ◽  
pp. 853-863
Author(s):  
Karla I. Arce-Ruelas ◽  
Omar Alvarez-Xochihua ◽  
José A. Gonzalez-Fraga ◽  
Evelio Martinez-Martinez ◽  
Patricia Paez-Manjarrez
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Speech Therapy ◽  
Language Disorder ◽  
Language Skills ◽  
Spanish Language ◽  
Language Therapy ◽  
Accuracy Rate ◽  
Speech Language Pathologists ◽  
Part Of Speech

Specific Language Impairment (SLI) is a language disorder that delays progress in mastering speech-language skills, and typically occurs in childhood. Most speech-language pathologists commonly use paper-based instruments to diagnose and treat this problem. This article describes the design, implementation, and evaluation of SATEL, an ontology-based system used both in diagnosing this condition and as part of speech therapy for children with SLI. With the help of a Kinect sensor, SATEL is able to recognize and classify pronounced words. The proposed system was designed and evaluated by a team of four speech-language pathologists and 26 children diagnosed with SLI. Results showed an accuracy rate of 94.42% and 97.75% in recognizing syllables and words correctly and incorrectly pronounced in the diagnostic and treatment modules, respectively.

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