scholarly journals What is vocology?

2021 ◽  
Vol 3 (2) ◽  
pp. 1-2
Author(s):  
Ingo R. Titze
Keyword(s):  
Professional Practice ◽  
Sound Production ◽  
Speech Language Pathology ◽  
Human Speech ◽  
Language Pathology ◽  
Animal Vocalization ◽  
Definition Of

In its broadest definition, Vocology is the study of vocalization, much like audiology is the study of hearing. Vocology includes the exploration of the full capability of human and animal sound production, some of which is embedded in human speech. For professional practice, a secondary definition of Vocology is the science and practice of voice habilitation, concept that has been in existence for more than two decades. The emphasis is on habilitation rather than re-habilitation, so that the field does not infringe on speech-language pathology. Besides, it does include the important area of animal vocalization.

Deliberate Supervision: Practical Strategies for Success

2020 ◽  
Vol 5 (1) ◽  
pp. 206-215
Author(s):  
Kelly A. Kleinhans ◽  
Christina Brock ◽  
Lauren E. Bland ◽  
Bethany A. Berry
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Practice ◽  
Clinical Education ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Practice Experience ◽  
Certification Standards ◽  
Language Pathology

Purpose Clinical supervisors play a fundamental role in enabling students to transform knowledge into clinical skills. The 2020 changes to Speech-Language Pathology Certification Standards will require speech-language pathologists who want to serve as clinical supervisors of applicants for certification to complete a minimum of 9 months of practice experience postcertification and 2 hr of professional development in the professional practice domain of supervision postcertification prior to overseeing a student in a clinical supervisor capacity. Conclusion This article describes a framework for clinical supervisors of graduate students to use based on the premise that supervision should be an intentional reflective activity. The authors describe how to plan for clinical education across practice settings, provide appropriate feedback, and use questions effectively. Supplemental Material https://doi.org/10.23641/asha.11528250

Ethical Considerations in Supervision: Familiarity Is Your Friend

2019 ◽  
Vol 4 (6) ◽  
pp. 1473-1477
Author(s):  
Melissa Passe
Keyword(s):  
Social Media ◽  
Professional Practice ◽  
Code Of Ethics ◽  
Speech Language Pathology ◽  
Ethical Considerations ◽  
Language Pathology ◽  
The Continuum

Purpose This article will discuss the ASHA Code of Ethics and its application to the supervision of various individuals throughout the continuum of professional practice. Additionally, it will discuss the pitfalls of social media where ethics is concerned. Although the focus of this article will remain in the field of speech-language pathology, the Code and circumstances surrounding such can easily be applied to the supervision/precepting of audiologists as well. Conclusion Applying the Code to a variety of scenarios, the reader will be able to identify where violations occur and describe possible solutions to each case.

A New Focus on Supervision: Looking to the Future

2008 ◽  
Vol 18 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Lisa Cabiale O’Connor
Keyword(s):  
Clinical Supervision ◽  
Clinical Education ◽  
Formal Education ◽  
Speech Language Pathology ◽  
Specialty Area ◽  
Distinct Area ◽  
Language Pathology ◽  
Supervisory Process ◽  
Definition Of

Abstract This article examines some of our assumptions about clinical supervision, such as, good clinicians automatically make good supervisors, the major role of the supervisor is evaluation, and formal education is not necessary for engaging in supervision. It is important to examine what actions or future directions are necessary so that we do more than just say we recognize supervision as a distinct area of practice. It is time to identify actions professionals and/or the professions need to take in order to ensure quality supervision and, as a result, more effective clinical education. Suggestions include, among others, focusing on increased knowledge and understanding of the supervisory process in speech-language pathology and audiology, acknowledging that education in supervision makes a difference and creates opportunities for professionals to obtain such education, developing and distributing new professional policy documents that focus on supervision, recognizing and promoting a comprehensive definition of the supervisory process, developing tools to evaluate the effectiveness of supervisors, and promoting research that supports the efficacy of supervision in the professions. Supervision is necessary; it is guided by competencies that require training; it is both an art and a science; and, it is a specialty area of the professions.

Advancing Workplace Diversity Through the Culturally Responsive Teamwork Framework

2021 ◽  
pp. 1-13
Author(s):  
Suzanne C. Hopf ◽  
Kathryn Crowe ◽  
Sarah Verdon ◽  
Helen L. Blake ◽  
Sharynne McLeod
Keyword(s):  
Social Justice ◽  
Professional Practice ◽  
International Research ◽  
Culturally Responsive ◽  
Workplace Diversity ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Culturally Responsive Practice ◽  
Language Pathology ◽  
Linguistic Groups

Purpose Diversification of the profession is an important element of combating racism, bias, and prejudice in the speech-language pathology workforce at national and systemic levels. However, national and systemic change needs to be combined with equipping individual speech-language pathologists to adapt to the challenges that they face to engaging in culturally responsive practice. This paper presents four interacting levels of practice within the Culturally Responsive Teamwork Framework (CRTF): (a) intrapersonal practices, (b) interpersonal practices, (c) intraprofessional practices, and (d) the interprofessional practices. Conclusion CRTF is a practical, strengths-based framework that draws on international research and expertise to expand personal and professional practice and describe critical behaviors within the workplace that can be used to promote principles of evidence-based practice and social justice, especially when working with people from nondominant cultural or linguistic groups.

The Case for Holistic Review in Communication Sciences and Disorders Admissions

2021 ◽  
pp. 1-6
Author(s):  
Kerry Callahan Mandulak
Keyword(s):  
Faculty Perceptions ◽  
Current Knowledge ◽  
Collaborative Work ◽  
Clinical Care ◽  
Current Evidence ◽  
Speech Language Pathology ◽  
Successful Student ◽  
Holistic Review ◽  
Language Pathology ◽  
Definition Of

Purpose The purpose of this article is to review the foundational tenets and current evidence regarding holistic review for graduate admissions that can be applied specifically to the field of communication sciences and disorders (CSD). Holistic review represents a paradigm shift from expecting the best students as those with the highest academic metrics to those who are a best fit with the mission, values, and goals of any program. This shift may be challenging for widespread adoption by the CSD field. It requires reconsideration of long-standing traditions and beliefs about admissions criteria, and a strong definition of what makes a successful student and future practitioner. Conclusions A comprehensive exploration of current knowledge around holistic review and faculty perceptions or hesitations could inform future policies, create a unified effort across the fields of speech-language pathology and audiology, and inspire collaborative work among graduate programs. We have the opportunity to facilitate changes that will ultimately result in a workforce that reflects the world in which we live and the populations we serve. Graduate CSD programs must be training students who are both academically successful and who provide culturally sensitive, responsive, and competent clinical care.

scholarly journals Trastorno Específico del Lenguaje: Marcadores psicolingüísticos en semántica y pragmática en niños españoles

2015 ◽  
Vol 31 (3) ◽  
pp. 879
Author(s):  
Juan J. Buiza ◽  
María J. Rodríguez-Parra ◽  
José A. Adrián
Keyword(s):  
Discriminant Analysis ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Group Performance ◽  
Speech Language Pathology ◽  
Canonical Function ◽  
Spanish Speaking ◽  
Task Definition ◽  
Language Pathology ◽  
Definition Of

<p>The aim of this study is to determine which semantics and pragmatics markers best discriminate Spanish-speaking children with Specific Language Impairment (SLI) from children with typical language development. This study analyzes the performance of 31 Spanish-speaking children with SLI on a battery of 9 psycholinguistic tasks. The performance of the SLI children was compared with that of two subgroups of controls: aged-matched (CA) and linguistically matched (CL).</p><p>The data show that the SLI group performed more poorly than the CA subgroup on most of the tasks (8/9). However, the SLI group performance only was significantly worse that of the CL subgroup on one of the tasks. A first Discriminant Analysis SLI vs CA established canonical function with Sensitivity 93,5% and Specificity 87,1%. A second Discriminant Analysis  SLI vs CL identified a canonical function with Sensitivity 77,4%  and Specificity only 54,8%. One semantic task (Definition of words) and another pragmatic task (Scene language) appear to be the best variables for establishing an SLI profile in this psycholinguistics areas. Discuss the implications of these findings for the clinical diagnosis and speech-language pathology.</p>

Collecting Outcomes Data in Schools

1998 ◽  
Vol 29 (4) ◽  
pp. 250-256 ◽  
Author(s):  
Tanya M. Gallagher ◽  
Nancy B. Swigert ◽  
Herbert M. Baum
Keyword(s):  
Cost Effectiveness ◽  
Treatment Outcomes ◽  
Measurement System ◽  
Task Force ◽  
Speech Language Pathology ◽  
Outcomes Measurement ◽  
School Settings ◽  
Language Pathology ◽  
Definition Of ◽  
K 12

The definition of treatment outcomes, its interpretive limitations, and the need for this type of information are discussed. The activities of the American Speech-Language-Hearing Association’s (ASHA’s) Task Force on Treatment Outcomes and Cost-Effectiveness and the development of the National Outcomes Measurement System for Speech-Language Pathology and Audiology (NOMS) are reviewed, with an emphasis on the NOMS: K-12 (Education) component. How outcomes data can be used and the challenges its collection presents in school settings are also discussed.

Dementia Management: A Practice Update for Speech-Language Pathologists

2015 ◽  
Vol 25 (4) ◽  
pp. 158-164 ◽  
Author(s):  
Mary Beth Mason-Baughman ◽  
Renee Kinder
Keyword(s):  
Older Adults ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Medicare Benefit ◽  
Language Pathology ◽  
Definition Of

Most clinicians working with older adults have assessed and treated patients with cognitive-communicative deficits associated with dementia. Dementia management can be challenging at times, even for the most seasoned clinician. This article will provide a framework for dementia management focusing on assessment, treatment, and documentation to ensure that speech-language pathology services are reimbursable by meeting Medicare's definition of reasonable and necessary services as set forth by the Medicare Benefit Policy Manual. The goal of sharing this information is to help clinicians shape management programs to meet the needs of their patients with dementia and ensure compliance with current healthcare regulations.

Qualitative Research and Speech-Language Pathology

2003 ◽  
Vol 12 (2) ◽  
pp. 131-143 ◽  
Author(s):  
Jack S. Damico ◽  
Nina N. Simmons-Mackie
Keyword(s):  
Social Sciences ◽  
Qualitative Research ◽  
Operational Definition ◽  
Research Paradigm ◽  
Speech Language Pathology ◽  
The Social ◽  
Language Pathology ◽  
History Of ◽  
Definition Of ◽  
History Of Use

As an analytic paradigm, qualitative research offers much to clinical speech-language pathology. This paradigm has a long history of use in the social sciences, and it is well suited to address the complex issues of speech, language, and communication. As an introduction to this forum on qualitative research, this article provides an operational definition of qualitative research, discusses the primary distinguishing traits of this research paradigm, and describes six viable traditions of inquiry for our application. Additionally, numerous qualitative studies within our field are considered, and five potential reasons for the increased use of qualitative research studies in our discipline are discussed.

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