A self-learning module for students of speech-language pathology in phonetic transcription of Tamil

2016 ◽  
Vol 30 (1) ◽  
pp. 17
Author(s):  
Roopa Nagarajan ◽  
RP Sharmila Devi ◽  
VH Savitha ◽  
Lakshmi Venkatesh
Keyword(s):  
Speech Language Pathology ◽  
Learning Module ◽  
Phonetic Transcription ◽  
Language Pathology ◽  
Self Learning

Viability of Online Learning for Ensuring Basic Skills in Speech-Language Pathology

2017 ◽  
Vol 2 (10) ◽  
pp. 49-58 ◽  
Author(s):  
Hannah Krimm ◽  
Melanie C. Schuele ◽  
Cynthia Brame
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Speech Language Pathology ◽  
International Phonetic Alphabet ◽  
Learning Module ◽  
Phonetic Transcription ◽  
Viable Solution ◽  
Wide Range ◽  
Language Pathology ◽  
Prerequisite Courses

Students begin graduate school with a wide range of knowledge and disparate levels of skill established in undergraduate education and/or prerequisite courses. This study evaluated an online learning module for ensuring basic phonetic transcription knowledge and skill in matriculating graduate students. Students' knowledge of International Phonetic Alphabet symbols and their skill transcribing familiar and unfamiliar words improved after completing module activities, and gains maintained in the absence of module activities. Knowledge and skill discrepancies diminished between students who had previously taken a phonetics class and students who had not. Online learning may be a viable solution for ensuring foundational knowledge in speech-language pathology graduate students.

Exploring Outcomes of an Asynchronous Learning Module on Increasing Cultural Competence for Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-9
Author(s):  
Belinda Daughrity
Keyword(s):  
Graduate Students ◽  
Cultural Competence ◽  
Clinical Experience ◽  
Health Care Professionals ◽  
Cultural Awareness ◽  
Asynchronous Learning ◽  
Speech Language Pathology ◽  
Learning Module ◽  
Language Pathology ◽  
Pedagogical Approaches

Purpose Cultural competence is an essential tool for speech-language pathologists and other allied health care professionals in providing ethical and clinically competent care. Determining pedagogical approaches to teaching cultural competence skills to students training in preprofessional programs is imperative to effectively convey the importance of cultural awareness prior to students embarking on their professional careers. Method Forty-five (45) speech-language pathology graduate students were administered a multicultural knowledge quiz before and after a targeted, asynchronous learning module on cultural competence and again 2 months later. Results Quiz scores indicated significant findings immediately following a cultural competence learning module with an additional increase in scores at follow-up. Scores were not significant for minority background but were significant for clinical experience. Conclusions Evidence indicates a brief, targeted video module can positively impact cultural competence skills for speech-language pathology graduate students regardless of clinical experience. Results suggest a combination of targeted instruction along with repeated clinical experience produces the most significant improvement over time. As the current pilot study was employed to test methodology and results are not generalizable, implications for future pedagogical approaches and research studies with comprehensive methodological approaches are provided. Supplemental Material https://doi.org/10.23641/asha.14569482

Phonetic Transcription for Speech-Language Pathology in the 21st Century

2019 ◽  
Vol 72 (Suppl. 2) ◽  
pp. 75-83 ◽  
Author(s):  
Joseph Paul Stemberger ◽  
Barbara May Bernhardt
Keyword(s):  
21St Century ◽  
Speech Language Pathology ◽  
Phonetic Transcription ◽  
Language Pathology

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.

A Family With Autosomal-Dominant Progressive Sensorineural Hearing Loss

1996 ◽  
Vol 5 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Chris Halpin ◽  
Barbara Herrmann ◽  
Margaret Whearty
Keyword(s):  
Speech Production ◽  
Hearing Aids ◽  
Role Models ◽  
Speech Intelligibility ◽  
Large Scale ◽  
Speech Language Pathology ◽  
The Family ◽  
Patient Will ◽  
Language Pathology

The family described in this article provides an unusual opportunity to relate findings from genetic, histological, electrophysiological, psychophysical, and rehabilitative investigation. Although the total number evaluated is large (49), the known, living affected population is smaller (14), and these are spread from age 20 to age 59. As a result, the findings described above are those of a large-scale case study. Clearly, more data will be available through longitudinal study of the individuals documented in the course of this investigation but, given the slow nature of the progression in this disease, such studies will be undertaken after an interval of several years. The general picture presented to the audiologist who must rehabilitate these cases is that of a progressive cochlear degeneration that affects only thresholds at first, and then rapidly diminishes speech intelligibility. The expected result is that, after normal language development, the patient may accept hearing aids well, encouraged by the support of the family. Performance and satisfaction with the hearing aids is good, until the onset of the speech intelligibility loss, at which time the patient will encounter serious difficulties and may reject hearing aids as unhelpful. As the histological and electrophysiological results indicate, however, the eighth nerve remains viable, especially in the younger affected members, and success with cochlear implantation may be expected. Audiologic counseling efforts are aided by the presence of role models and support from the other affected members of the family. Speech-language pathology services were not considered important by the members of this family since their speech production developed normally and has remained very good. Self-correction of speech was supported by hearing aids and cochlear implants (Case 5’s speech production was documented in Perkell, Lane, Svirsky, & Webster, 1992). These patients received genetic counseling and, due to the high penetrance of the disease, exhibited serious concerns regarding future generations and the hope of a cure.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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