scholarly journals Speech-language Pathology Services Delivered by Telehealth in a Rural Educational Setting: the School’s Perspective

2018 ◽  
Vol 6 ◽  
Author(s):  
Natalie K Bradford ◽  
Liam J Caffery ◽  
Monica Taylor ◽  
Judith Meiklejohn ◽  
Anthony Smith C C Smith ◽  
...  
Keyword(s):  
Program Implementation ◽  
Service Providers ◽  
Rural School ◽  
School Staff ◽  
Teaching Staff ◽  
Speech Language Pathology ◽  
Structured Interviews ◽  
Activity Data ◽  
School Teaching ◽  
Language Pathology

Introduction: Access to speech-language pathology services for children in rural and remote communities is often limited. Telehealth is increasingly used to provide these services to schools, demonstrating high satisfaction with both service providers and recipients, but the requirements for successful program implementation are as yet unclear. We aimed to explore the implementation requirements for a telehealth speech-language pathology service for children from the perspective of a rural school. Methods: A qualitative approach, supplemented by program activity data, was used to understand the experiences and perceptions of the benefits, limitations, enablers and barriers of a telehealth speech-language pathology program delivered to a school servicing approximately 400 children in a small rural town in the state of Queensland, Australia. Thematic analysis was conducted of transcripts of individual semi-structured interviews with nine school teaching staff and field notes of informal discussions regarding 85 speech-language pathology telehealth sessions (n = 9 children) during program establishment and implementation. Results: The speech-language pathology telehealth service was acceptable to teaching staff at the rural school, who cited improved access, the suitability of the technology for child engagement, and perceived effectiveness. Implementation issues were highlighted as critical to program success and scalability, particularly staff workload, technological issues, communication processes, and sustainability. Conclusion: School-based speech-language pathology services delivered via telehealth were perceived as a suitable way of increasing access for children by rural school staff. Future implementations of telehealth speech-language pathology programs should prospectively consider workload implications and develop strategies to communicate with and involve school staff.      

Talking Across Cultures in Early Intervention: Finding Common Ground to Meet Children's Communication Needs

2009 ◽  
Vol 16 (3) ◽  
pp. 79-85 ◽  
Author(s):  
Elizabeth D. Peña ◽  
Christine Fiestas
Keyword(s):  
Early Intervention ◽  
Cultural Values ◽  
Common Ground ◽  
Service Providers ◽  
Cultural Orientation ◽  
Speech Language Pathology ◽  
Provider Perspectives ◽  
Language Pathology ◽  
Communication Needs ◽  
Caregiver Role

Abstract In this paper, we explore cultural values and expectations that might vary among different groups. Using the collectivist-individualist framework, we discuss differences in beliefs about the caregiver role in teaching and interacting with young children. Differences in these beliefs can lead to dissatisfaction with services on the part of caregivers and with frustration in service delivery on the part of service providers. We propose that variation in caregiver and service provider perspectives arise from cultural values, some of which are instilled through our own training as speech-language pathologists. Understanding where these differences in cultural orientation originate can help to bridge these differences. These can lead to positive adaptations in the ways that speech-language pathology services are provided within an early intervention setting that will contribute to effective intervention.

Augmentative and Alternative Communication Assessment in Adults With Amyotrophic Lateral Sclerosis: Results of Semi-Structured Interviews

2021 ◽  
pp. 152574012110171
Author(s):  
Miechelle McKelvey ◽  
Kristy S. E. Weissling ◽  
Shelley K. Lund ◽  
Wendy Quach ◽  
Aimee Dietz
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Augmentative And Alternative Communication ◽  
Assessment Process ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Communication Assessment ◽  
Language Pathology ◽  
Method Of Assessment ◽  
Lateral Sclerosis

This phenomenological qualitative study explored how eight speech-language pathology specialists in augmentative and alternative communication (AAC) (who self-identified as adult-focused) would approach the AAC assessment process when presented with a case study of an adult with amyotrophic lateral sclerosis (ALS). The general research questions were (a) What areas are assessed by AAC specialists evaluating individuals with ALS and (b) How do specialists evaluate the areas identified. In all, four themes emerged: (a) Area of Assessment, (b) Method of Assessment, (c) Patient Education, and (d) Decision Criteria. These results support authoritative models of AAC assessment. AAC assessment is a complex task and understanding the behaviors of specialists, as outlined in this article, may be a first step in assisting general practice SLPs to complete AAC assessments for individuals with ALS with greater confidence and comfort.

scholarly journals Attitude Survey of Medical School Staff After Simulated Patient Experiences

2021 ◽  
Author(s):  
Yoshimi Harada ◽  
Yuki KUBOTA ◽  
Yoji HIRAYAMA ◽  
Junji OTAKI ◽  
Hiroshi MITOMA
Keyword(s):  
Medical School ◽  
Medical Professional ◽  
School Staff ◽  
Simulated Patients ◽  
Teaching Staff ◽  
Communication Education ◽  
Structured Interviews ◽  
Large Numbers ◽  
Tokyo Medical ◽  
Medical University

Abstract Background: With the spread of medical communication education and objective structured clinical examination (OSCE), greater numbers of simulated patients/standardized patients (SPs) will likely be needed throughout Japan. At Tokyo Medical University, non-medical professional medical school staff have acted as SPs in post-clinical clerkship OSCE. There are no reports of any staff other than teaching staff and medical staff acting as SPs. The significance of large numbers of medical school staff acting as SPs needs to be clarified. Methods: We conducted a questionnaire survey of staff after acting as SPs. The questionnaire was developed from semi-structured interviews. Results: The majority of responses were positive, saying that they had learned about the testing and students and that they felt the importance of communication for doctors. Many respondents said that staff of a medical school should experience being an SP and that many staff should try it. Conclusions: For medical school staff, being an SP is one way to learn about student education. Japan has problems with SPs becoming older and fewer in number nationwide, but SP numbers may be supplemented by staff.

What Are Graduate Students Really Thinking?: A Metacognitive Example

2009 ◽  
Vol 19 (3) ◽  
pp. 114-119 ◽  
Author(s):  
Christina Madix ◽  
Judith Oxley
Keyword(s):  
Graduate Students ◽  
Thinking Skills ◽  
First Year ◽  
Speech Language Pathology ◽  
Structured Interviews ◽  
Clinical Practicum ◽  
First Semester ◽  
Clinical Program ◽  
Language Pathology ◽  
Therapy Sessions

Abstract The ability to integrate academic and clinical knowledge to achieve a metacognitive level of performance is paramount to being a strong clinician in the field of speech-language pathology. The support and encouragement provided by supervisors strengthens the students' abilities to develop and integrate their knowledge and strategy use in the clinical setting. This article examines the development of metacognitive thinking skills of two first-year graduate students enrolled in a graduate-level speech-language pathology program during their first semester of clinical practicum. A pilot study utilizing a qualitative approach of semi-structured interviews and video-taped therapy sessions was conducted to illustrate how differently graduate clinicians can mature in their clinical program.

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.

Parents' Perspectives on Tele-AAC Support for Families with a New Speech Generating Device: Results from an Australian Pilot Study

2014 ◽  
Vol 4 (2) ◽  
pp. 52-60 ◽  
Author(s):  
Kate Anderson ◽  
Susan Balandin ◽  
Roger J. Stancliffe ◽  
Claire Layfield
Keyword(s):  
Cost Effective ◽  
Support Program ◽  
Service Access ◽  
Speech Language Pathology ◽  
Home Practice ◽  
Structured Interviews ◽  
Speech Generating Device ◽  
Language Pathology ◽  
Training And Support ◽  
Learning Options

Telepractice is rapidly gaining popularity as a cost-effective and convenient alternative to in-person services for a range of speech-language pathology (SLP) applications. To date, there has been little research investigating the use of telepractice to support families with a new speech generating device (SGD). This paper reports on the outcomes of a novel online training and support program, trialed with 4 underserviced Australian families of children with a new SGD. The program consisted of 6 video-narrated lessons on SGD use, along with an online supervision and practice component conducted via videoconference. Semi-structured interviews were undertaken with parents following their completion of the program. Parents noted the telepractice support model offered a range of benefits, including convenient service access and flexible learning options. Challenges included technology limitations and increased pressure on parents to coordinate home practice. Overall, parents reported that the telepractice program was a positive experience for them and their children. Findings indicated that telepractice is a promising mode of service delivery for those learning to use a new SGD. Further research in this area is warranted.

Rural school system recruitment and retention of speech-language pathologists

1986 ◽  
Vol 7 (3) ◽  
pp. 14-16 ◽  
Author(s):  
Marilyn Condon ◽  
Johnny Simmons ◽  
Elsa Simmons
Keyword(s):  
Special Education ◽  
School System ◽  
Rural School ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Recruitment And Retention ◽  
Language Pathology ◽  
Education Personnel ◽  
Rural School System ◽  
Special Education Personnel

Rural school systems often have encountered difficulty in the recruitment and retention of special education personnel. The situation has been particularly evident in the area of speech-language pathology. Strategies which administrators can utilize to enhance recruitment and retention of speech-language pathologists are proposed.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

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.

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