An Instructional Strategy to Facilitate Pre-Professional Training in Removing Language Access Barriers

2021 ◽  
pp. 224-244
Author(s):  
RaMonda Horton ◽  
Elia Olivares
Keyword(s):  
Service Delivery ◽  
Instructional Strategy ◽  
Professional Training ◽  
Standardized Patients ◽  
Multicultural Training ◽  
Clinical Service ◽  
Speech Language Pathology ◽  
Pedagogical Strategies ◽  
Language Access ◽  
Language Pathology

Cross-CCCR and responsiveness (CCCRR) is an important aspect of clinical service delivery in speech-language pathology (SLP). Beyond the issue of CCCR, there is also a need to address how professional practices can facilitate justice in traditionally marginalized populations. Limited language access can facilitate inequities and disparities within institutions and systems when it is not considered in clinical service delivery. However, within the field of SLP there is a limited amount of information available on the effectiveness of pedagogical strategies needed to facilitate student CCCR and train SLPs in how to minimize barriers posed by language access. Simulation, using standardized patients, is a strategy from the medical field that has been used for such purposes. There are few published reports on the use of simulation for fostering various aspects of CCCR development among SLP students. Therefore, the purpose of this chapter is to provide an overview of a research project examining the effectiveness of a simulated interpreter encounter for multicultural training.

Perceptions of telepractice pedagogy in speech-language pathology: A quantitative analysis

2016 ◽  
Vol 23 (5) ◽  
pp. 550-557 ◽  
Author(s):  
Megan S Overby ◽  
Annette Baft-Neff
Keyword(s):  
Service Delivery ◽  
Nonverbal Communication ◽  
Role Playing ◽  
Healthcare Services ◽  
Speech Language Pathology ◽  
Delivery Methods ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Exploratory Investigation ◽  
Language Pathology

Introduction Despite the growth of telecommunication applications to provide clinical healthcare services, there has been little attention to the pedagogical framework needed to train healthcare students to deliver these services. Methods In this exploratory investigation, perceptions of speech-language pathology/therapy (SLP/SLT) faculty ( n = 31), graduate students ( n = 16), and telehealth (“telepractice”) clinicians ( n = 16) were examined with a 15-item survey regarding the 1) comparative pedagogical importance of four skills common to telepractice and face-to-face service (f2f) delivery, and 2) relative pedagogical value of seven skills and competencies unique to telepractice. Results Statistical analyses revealed nonverbal communication skills and knowledge of the literature related to service delivery methods were more important in telepractice than in f2f service delivery. Among seven skills unique to telepractice, participants believed the most important was solving problems related to the Internet and recommended at least two hours of instruction each in telepractice technology, patient confidentiality, and role-playing telepractice. Results suggest that SLP/SLT students may need additional and/or focused academic training in nonverbal communication, telepractice literature, and in solving connectivity issues to enter the telepractice marketplace with sufficient preparation. Discussion Further study is needed to compare the relative importance of additional SLP/SLT skills and competencies, describe components of effective healthcare training telepractice programs, and explore effective pedagogical strategies for healthcare telepractice instruction.

First-Year Graduate Clinicians' Perceptions of Synchronous Telepractice Delivery

2021 ◽  
pp. 1-9
Author(s):  
Aaron M. Roman ◽  
Sojung Kim ◽  
Jennifer W. Means
Keyword(s):  
Service Delivery ◽  
Graduate Training ◽  
Clinical Service ◽  
Comfort Level ◽  
First Year ◽  
Speech Language Pathology ◽  
Preservice Training ◽  
Language Pathology ◽  
Therapeutic Services ◽  
Insight Into

Purpose Telepractice in speech-language pathology is a continually evolving part of clinical service delivery. Despite its popularity, little evidence exists on how to educate beginning-level student clinicians in telepractice provision. The purpose of this study is to assess the perceived comfort level of first-year graduate clinicians providing telepractice services during the COVID-19 pandemic. Identifying these perceptions and potential challenges allows faculty and clinic supervisors to improve their instruction for telepractice service delivery. Method Survey data were collected from graduate clinicians ( n = 23) during the onset of the COVID-19 pandemic regarding their perceptions of telepractice-based clinical service delivery. Results All student clinicians surveyed had accrued between 1 and 15 hr of telepractice hours during the Spring 2020 semester (February–May 2020). Student clinicians were largely comfortable finding evidence to support therapies, providing basic therapeutic services, and completing clinical documentation for telepractice sessions. They noted challenges in using cloud-based computing software and selecting appropriate therapeutic intervention approaches for telepractice services. Conclusion The findings from this study may provide insight into preservice training using telepractice and yield recommendations in integrating telepractice into early graduate training curricula.

Reimbursement and Telepractice

2013 ◽  
Vol 3 (2) ◽  
pp. 35-40
Author(s):  
Carol Dudding
Keyword(s):  
Service Delivery ◽  
Healthcare Services ◽  
Speech Language Pathology ◽  
Delivery Method ◽  
Quality Healthcare ◽  
Service Delivery Models ◽  
Private Lives ◽  
Language Pathology ◽  
Delivery Models

Whether in our professional or private lives, we are all aware of the system wide efforts to provide quality healthcare services while containing the costs. Telemedicine as a method of service delivery has expanded as a result of changes in reimbursement and service delivery models. The growth and sustainability of telehealth within speech-language pathology and audiology, like any other service, depends on the ability to be reimbursed for services provided. Currently, reimbursement for services delivered via telehealth is variable and depends on numerous factors. An understanding of these factors and a willingness to advocate for increased reimbursement can bolster the success of practitioners interested in the telehealth as a service delivery method.

Systems-Based Approaches to Speech-Language Pathology Service Delivery for School Age Children

2020 ◽  
pp. 113-136
Author(s):  
RaMonda Horton
Keyword(s):  
Service Delivery ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathology ◽  
School Based ◽  
Language Pathology ◽  
Culture Environment ◽  
Culture And Development ◽  
The Relationship

This chapter will provide readers with an overview of how a systems-based approach can be used to understand the relationship between culture, environment, language, and disability. It will identify a useful model of ecology, culture, and development that can and should be considered in conjunction with the WHO-ICF framework to guide service delivery in school-based settings. This chapter will also provide an overview of systems-based approaches that can be used when working with children from traditionally marginalized backgrounds. Finally, a case study example will be used to provide guidance on the application of systems-based approaches to service delivery for children in school-based settings.

scholarly journals Speech-language pathology and audiology: transformation in teaching, research and service delivery

1997 ◽  
Vol 2 (2) ◽  
pp. 23-29 ◽  
Author(s):  
Isabel C Uys ◽  
Rene Hugo
Keyword(s):  
Service Delivery ◽  
Full Text ◽  
Speech Language Pathology ◽  
Teaching Research ◽  
Language Pathology

Tins article aims at a presentation of transformation in communication pathology. OpsommingDie doel van hierdie artikel is om transformasie in kommunikasiepatologie voor te hou. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Secondary School Support Teachers’ Perception of Speech-language Pathology Services to Adolescents

2006 ◽  
Vol 30 (1) ◽  
pp. 51-71
Author(s):  
Karen Hollands ◽  
Sandra McMahon ◽  
Christina E. van Kraayenord
Keyword(s):  
Secondary School ◽  
Professional Training ◽  
Language Disorder ◽  
School Support ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Teachers Perceptions ◽  
Language Difficulties ◽  
Language Pathology ◽  
Need For Support

AbstractA survey was conducted to investigate secondary school support teachers’ perceptions of speech-language pathology services to students experiencing language difficulties. Information was sought regarding support teachers’ understanding of language disorder, their experience with students who have language difficulties and their involvement with speech-language pathologists with regard to these students. Support teachers’ views on supporting adolescents who are experiencing language difficulties were also sought as well as information regarding their satisfaction with speech-language pathology services to adolescents. Findings indicated variations in support teachers’ perceptions, including mixed views regarding how speech-language pathologists should offer assistance to students. The need for support teachers and speech-language pathologists to offer each other professional training was indicated.

scholarly journals Vocal effectiveness of speech-language pathology students: Before and after voice use during service delivery

2015 ◽  
Vol 62 (1) ◽  
Author(s):  
Stephanie Couch ◽  
Dominique Zieba ◽  
Jeannie Van der Linde ◽  
Anita Van der Merwe
Keyword(s):  
Service Delivery ◽  
Voice Quality ◽  
Severity Index ◽  
Quality Data ◽  
Measured Parameter ◽  
Speech Language Pathology ◽  
Test Measurement ◽  
Post Test ◽  
Language Pathology ◽  
Voice Use

Background: As a professional voice user, it is imperative that a speech-language pathologist’s(SLP) vocal effectiveness remain consistent throughout the day. Many factors may contribute to reduced vocal effectiveness, including prolonged voice use, vocally abusive behaviours,poor vocal hygiene and environmental factors.Objectives: To determine the effect of service delivery on the perceptual and acoustic features of voice.Method: A quasi-experimental., pre-test–post-test research design was used. Participants included third- and final-year speech-language pathology students at the University of Pretoria(South Africa). Voice parameters were evaluated in a pre-test measurement, after which the participants provided two consecutive hours of therapy. A post-test measurement was then completed. Data analysis consisted of an instrumental analysis in which the multidimensional voice programme (MDVP) and the voice range profile (VRP) were used to measure vocal parameters and then calculate the dysphonia severity index (DSI). The GRBASI scale wasused to conduct a perceptual analysis of voice quality. Data were processed using descriptive statistics to determine change in each measured parameter after service delivery.Results: A change of clinical significance was observed in the acoustic and perceptual parameters of voice.Conclusion: Guidelines for SLPs in order to maintain optimal vocal effectiveness were suggested.

Interprofessional Education for BSW Students: A Pilot Course

2019 ◽  
Vol 24 (1) ◽  
pp. 61-70
Author(s):  
Claire M. Edwards ◽  
Jason M. Newell
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Liberal Arts ◽  
Professional Training ◽  
Allied Health ◽  
Training Programs ◽  
Speech Language Pathology ◽  
Professional Programs ◽  
Health Professional Training ◽  
Language Pathology

The focus on interprofessional education (IPE) for professional training programs in allied health professions such as social work has increased recently. There is limited pedagogical literature regarding either the instruction or application of IPE in any given profession. Based on a co-teaching model of instruction, this article delineates the preparation and integration process of a pilot course on IPE. The pilot course was taught at a small liberal arts college where it was cross-listed in two undergraduate professional programs in social work and speech-language pathology. This article discusses the relevance of including IPE in allied health professional training programs. Additionally, this article outlines the timeline for developing and implementing the course, from conceptualization to the integration phases including implications from student evaluations of their experience in the course. Elements of the course including delivery, descriptions of assignments, and projects also are discussed.

Telehealth applications in speech-language pathology: a modified narrative review

2009 ◽  
Vol 15 (6) ◽  
pp. 310-316 ◽  
Author(s):  
Andrea Leigh Reynolds ◽  
Jessica Lindsay Vick ◽  
Nancy Jeanne Haak
Keyword(s):  
Service Delivery ◽  
Social Services ◽  
Narrative Review ◽  
Scottish Intercollegiate Guideline Network ◽  
Speech Language Pathology ◽  
Level Of Evidence ◽  
Complete Replacement ◽  
Face To Face ◽  
Study Results ◽  
Language Pathology

We conducted a modified narrative review of the literature on telehealth applications used in speech-language pathology assessment and treatment. The following databases and information resources were used: MEDLINE, CINAHL, PSYCInfo, ERIC, Digital Dissertations, CSA Social Services Abstracts, CSA Sociological Abstracts, On-line ASHA publications and personal contacts. Sixty-two full-text documents were located. Twenty-eight provided sufficient detail to be reviewed using a checklist adapted from the Scottish Intercollegiate Guideline Network (SIGN) recommendations for level of evidence rankings and quality assessment ratings. Five of the 28 studies received a ranking indicating a high level of evidence (larger sample sizes, assessed outcomes with valid and reliable measures, performed statistical analysis of study results, measured reliability of study results, ensured internal and external validity, and ensured randomization of participants to groups). These five studies concluded that the service delivery results from telehealth were equivalent to traditional face-to-face results. However, telehealth was not a complete replacement for face-to-face service delivery and further research is required.

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