scholarly journals Video Use in Reflective Practice: Experience from Educating Speech and Language Therapists

2013 ◽  
Vol 4 (7) ◽  
Author(s):  
Jane Stokes ◽  
Keena Cummins
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Education Professionals ◽  
The Core ◽  
Core Skills ◽  
Practice Experience

This case study shares the experiences of speech and language therapy lecturers in higher education using video with students and practitioners to support reflective practice. The authors believe that video forms a fundamental role in developing the core skills of health, social and education professionals. Frequently teachers in higher education and students alike present with a reluctance to engage with the use of video. Possible reasons for this are discussed. The importance of careful preparatory and debriefing sessions is emphasized, as is the need for an observation schedule. The key ingredients to ensuring that video is effective as a learning tool as well as the challenges are examined. The experience may well have resonance with others in higher education involved in the development of critical reflection associated with students’ communication and interaction.

Speech Technologies for Language Therapy

2011 ◽  
pp. 408-433
Author(s):  
Ingrid Kirschning ◽  
Ronald Cole
Keyword(s):  
Markov Models ◽  
Lessons Learned ◽  
Learning Tools ◽  
Speech And Language ◽  
Language Therapy ◽  
Effective Interactions ◽  
Speech And Language Therapy ◽  
Recognition Systems ◽  
Special Education School

This chapter presents the development and use of speech technologies in language therapy for children with hearing disabilities. It describes the challenges that must be addressed to design and construct a system to support effective interactions. The chapter begins with an introduction to speech and language therapy and discusses how speech-based systems can provide useful tools for speech and language therapy and to overcome the lack of sufficient human resources to help all children who require it. Then it describes the construction of adequate speech recognition systems for children, using artificial neural networks and hidden Markov models. Next, a case study is presented with the system we have been developing for speech and language therapy for children in a special education school. The chapter concludes with an analysis of the obtained results and the lessons learned from our experiences that will hopefully inform and encourage other researchers, developers, and educators to develop learning tools for individuals with disabilities.

Speech and language therapy in palliative care

2015 ◽  
Author(s):  
Tim Luckett ◽  
Katherine L.P. Reid
Keyword(s):  
Palliative Care ◽  
Multidisciplinary Care ◽  
Research Literature ◽  
Speech And Language ◽  
Language Therapy ◽  
Care Needs ◽  
Speech And Language Therapy ◽  
The Core ◽  
Specialist Services ◽  
Palliative Phase

Palliative care is an emerging specialty within the field of speech and language therapy (SLT); the discipline is currently under-represented both in specialist services and the research literature. This belies the fact that many patients in the palliative phase suffer problems with swallowing (dysphagia) and communication, the core domains of SLT practice. This chapter provides an overview of difficulties encountered in these domains by people with life-limiting conditions together with common approaches to assessment and management. Assessment and management should be person-centred, integrated into multidisciplinary care, and seek to maintain function via minimal intervention for maximum gain. More research is needed to inform appropriately integrated, person-centred models of SLT provision that enable difficulties with communication and swallowing to be addressed alongside other symptoms and care needs. It seems likely that difficulties in these domains are currently under-identified and under-treated in many cases.

Speech and language therapy intervention in schizophrenia: a case study

2007 ◽  
Vol 42 (s1) ◽  
pp. 81-101 ◽  
Author(s):  
Judy Clegg ◽  
Shelagh Brumfitt ◽  
Randolph W. Parks ◽  
Peter W. R. Woodruff
Keyword(s):  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Therapy Intervention

scholarly journals Cognitive linguistic Treatment in Landau Kleffner Syndrome: Improvement in Daily Life Communication

2021 ◽  
Vol 8 ◽  
pp. 2329048X2110221
Author(s):  
Ineke van der Meulen ◽  
Robert F. Pangalila ◽  
W. Mieke E. van de Sandt-Koenderman
Keyword(s):  
Language Production ◽  
Daily Life ◽  
Spoken Language ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
New Words ◽  
Cognitive Linguistic ◽  
Promising Treatment

We report a case study of cognitive linguistic treatment in a teenager with chronic severe Landau Kleffner Syndrome. The effect of speech and language therapy in LKS is rarely examined and our case is unique in that we use an effective approach in adult aphasia to treat language deficits in aphasia in LKS. The results show successful acquisition of a considerable amount of new words as well as improved communication in daily life. However, auditory verbal agnosia, the most prominent feature in LKS, persisted. Cognitive linguistic treatment seems a promising treatment to improve spoken language production in LKS, but more research is needed to optimize speech and language therapy of auditory verbal agnosia and auditory language comprehension in children with LKS

Speech and language therapy in palliative care

2021 ◽  
pp. 231-240
Author(s):  
Tim Luckett ◽  
Katherine L. P. Reid
Keyword(s):  
Palliative Care ◽  
Multidisciplinary Care ◽  
Speech And Language ◽  
Language Therapy ◽  
Care Needs ◽  
Minimal Intervention ◽  
Speech And Language Therapy ◽  
The Core ◽  
Specialist Services ◽  
Palliative Phase

Palliative care is an emerging specialty within the field of speech and language therapy. The discipline is currently under-represented both in specialist services and research. Many patients in the palliative phase suffer problems with swallowing (dysphagia) and communication, the core domains of speech and language therapy practice. This chapter provides an overview of difficulties encountered in these domains by people with life-limiting conditions together with common approaches to assessment and management. Assessment and management should be person-centred, integrated into multidisciplinary care, and seek to maintain function using minimal intervention for maximum gain. More research is needed to inform appropriately integrated, person-centred models of speech and language therapy provision that enable difficulties with communication and swallowing to be addressed proactively alongside other symptoms and care needs. Difficulties in these domains are currently under-identified and undertreated in many cases.

scholarly journals Reflective practice across speech and language therapy and education: a protocol for an integrative review

2021 ◽  
Vol 4 ◽  
pp. 29
Author(s):  
Jessica McCluskey ◽  
Aoife Gallagher ◽  
Carol-Anne Murphy
Keyword(s):  
Reflective Practice ◽  
Inclusive Education ◽  
Research Policy ◽  
Evidence Synthesis ◽  
Integrative Review ◽  
Qualitative Evidence Synthesis ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Shared Language

Effective co-practice is considered a linchpin of inclusive education. Speech and language therapists (SLT), in collaboration with teachers, are amongst the professionals who have a role in ensuring inclusion for students. The challenges of collaboration are well documented, with communication considered a potential antidote. Proposals for how collaborative communication can take place often align with models of reflection. Uncertainty around a shared language for reflection within and across the professions of teaching and SLT may pose a barrier to it occurring. Reflection has long been documented as a strategy used by effective clinicians to improve practice. Hence, teachers and SLTs reflecting together could be considered ‘a port of entry’ for effective collaborative practice. This study aims to synthesise literature and knowledge on the phenomenon of reflective practice across the professions to facilitate collaboration for inclusive education. The method of qualitative evidence synthesis will be an integrative review. A systematic search will be conducted to extract empirical studies, reviews and theoretical papers on the topic of reflection across both professions.  An adapted version of the PRISMA reporting guidelines will be used in the development, design and reporting of this review. Four databases will be searched: CINAHL, SCOPUS, Education Source and ERIC. A web-based search will also be conducted to retrieve relevant policy documents. Included literature will be appraised using the M-MAT and an adapted checklist from the Joanna Briggs Institute. Deductive content analysis will endeavour to determine if a shared language exists about reflection, across the professions of teaching and speech and language therapy. Establishing a shared language represents a first step towards the development of a framework for collaborative reflection between teachers and SLTs. This is turn serves to inform future research, policy and practice regarding how speech and language therapist can work collaboratively with teachers in schools.

A multiple-case study testing the implementation of a non-aphasia-specific app into evidence-based therapy

2021 ◽  
Vol 4 (Spring 2021) ◽  
Author(s):  
Grégoire Python ◽  
Giulia Krethlow ◽  
Daphné Chételat
Keyword(s):  
Treatment Plan ◽  
Evidence Based ◽  
Tablet Computers ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Multiple Case ◽  
Treatment Gains ◽  
Evidence Based Therapy

Digital treatments on tablet computers have become increasingly popular to deliver speech and language therapy. Practice guidelines have been proposed to successfully integrate non-aphasia-specific apps into rehabilitation, but few evidence-based reports are available yet. Three individuals with acquired language disorders trained at home with a mainstream app containing personalized material. The treatment plan was specific to each individual and supervised by a speech and language therapist. All three participants showed significant improvements in picture naming that were specific to the treated items and treatment gains were overall maintained after a couple of months. Treatments carefully designed and delivered in an app led to specific language improvements similar to those previously reported in the literature with or without technology. There is presently no proof that ready-to-go dedicated apps are more effective than this kind of mainstream app allowing the creation and adaptation of materials and tasks to evidence-based knowledge.

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