scholarly journals Non-Medical Use of Cognitive Enhancing Prescription Medications Among Occupational Therapy and Speech Language Pathology Health Care Students: A Pilot Study

2016 ◽  
Author(s):  
Randy McCombie ◽  
Hannah Slanina
Keyword(s):  
Pilot Study ◽  
Occupational Therapy ◽  
Prescription Drugs ◽  
Self Report ◽  
Future Research ◽  
Prescription Medications ◽  
Speech Language Pathology ◽  
Academic Cheating ◽  
Language Pathology ◽  
Return Envelope

Purpose: This research was designed to serve as a pilot study to generate baseline data on non-medical use of prescription drugs (NMUPD) for cognitive/academic enhancement purposes among students representing two healthcare professions, Occupational Therapy (OT) and Speech Language Pathology (SLP) and to assess students’ opinions regarding whether use of these medications constitutes academic “cheating.” Introduction: NMUPD, such as Adderall ® or Ritalin ®, to reduce fatigue, improve memory, and increase concentration to ultimately improve grades has increased among college students in recent years, with estimated use put as high as 35% on some campuses. These drugs appear to be readily available to those not prescribed them, with primary sources including family, friends, and classmates. Aside from health concerns stemming from ingesting non-prescribed medications is the ethical concern whether use of such cognitive enhancers is “cheating.” Methods: Following IRB approval, 150 OT and 150 SLP students, randomly selected from membership in their respective national associations, were mailed survey packets containing a cover letter, questionnaire, and return envelope. Results: A total of 51 completed surveys, including 25 OT and 26 SLP students, were returned and included in analyses. Of these, five (9.8%) reported using cognitive enhancing prescription medications. Four of these reported having a legal prescription, including one who admitted faking symptoms of ADHD to access the prescription. The fifth student had no prescription. Motives included recreational enjoyment, to improve attention/concentration, reduce hyperactivity/impulsivity, and to obtain higher grades. Four out of ten students indicated abuse of prescription medications was a problem at their institutions, with three out of ten believing it was easy to obtain such drugs. Students were visibly divided as to whether use of these medications was academic cheating. Conclusions: The percent of these healthcare profession students reporting to have used non-prescribed medications for academic enhancement purposes mirrors that of studies on the general college student population and reflects the division as to whether use constitutes cheating. As the survey is a self-report, the numbers using the prescription medications may be higher. Results indicate future research on NMUPD among healthcare students is warranted, along with a need to educate students on the risks of use of these medications for non-prescribed purposes.

Telepractice for Adult Speech-Language Pathology Services: A Systematic Review

2020 ◽  
Vol 5 (1) ◽  
pp. 326-338 ◽  
Author(s):  
Kristen Weidner ◽  
Joneen Lowman
Keyword(s):  
Systematic Review ◽  
Primary Progressive Aphasia ◽  
Future Research ◽  
Service Delivery Model ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Research Designs ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Screening Assessment

Purpose We conducted a systematic review of the literature regarding adult telepractice services (screening, assessment, and treatment) from approximately 2014 to 2019. Method Thirty-one relevant studies were identified from a literature search, assessed for quality, and reported. Results Included studies illustrated feasibility, efficacy, diagnostic accuracy, and noninferiority of various speech-language pathology services across adult populations, including chronic aphasia, Parkinson's disease, dysphagia, and primary progressive aphasia. Technical aspects of the equipment and software used to deliver services were discussed. Some general themes were noted as areas for future research. Conclusion Overall, results of the review continue to support the use of telepractice as an appropriate service delivery model in speech-language pathology for adults. Strong research designs, including experimental control, across multiple well-described settings are still needed to definitively determine effectiveness of telepractice services.

Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

2020 ◽  
Vol 5 (5) ◽  
pp. 1221-1230
Author(s):  
Jane Roitsch ◽  
Kimberly A. Murphy ◽  
Anastasia M. Raymer
Keyword(s):  
Executive Function ◽  
Academic Outcomes ◽  
Graduate Program ◽  
Performance Outcomes ◽  
Future Research ◽  
Speech Language Pathology ◽  
Grade Point ◽  
Praxis Ii ◽  
Language Pathology ◽  
Preliminary Study

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

scholarly journals Comorbidity of stuttering disordered phonology in young children

1990 ◽  
Vol 37 (1) ◽  
Author(s):  
Lesley Wolk ◽  
Edward G. Conture ◽  
Mary L. Edwards
Keyword(s):  
Young Children ◽  
Special Reference ◽  
Language Disorders ◽  
Future Research ◽  
Speech Language Pathology ◽  
Speech And Language ◽  
Phonological Disorders ◽  
Language Pathology ◽  
Prognostic Implications ◽  
Speech And Language Disorders

Young stutterers frequently exhibit concomitant speech and/or language disorders. The co-occurrence of these disorders is, however, not yet well understood. The purpose of this paper is to introduce the notion of "comorbidity" as it relates to the field of speech-language pathology specifically, to discuss comorbidity (coexistence) of stuttering and disordered phonology in young children. Literature on concomitant speech and language disorders in young stutterers is reviewed, with special reference to the prevalence of articulatory/phonological disorders in young stutterers. Future research on the coexistence of two speech and language disorders is encouraged, as well as the consideration of diagnostic treatment and prognostic implications for children who, exhibit both stuttering and disordered phonology as opposed to children who exhibit each disorder in isolation.

A pilot study of depression, stigma, and attitudes towards seeking professional psychological help among Arab adolescents

2016 ◽  
Vol 30 (4) ◽  
Author(s):  
Latefa A. Dardas ◽  
Susan Silva ◽  
Devon Noonan ◽  
Leigh Ann Simmons
Keyword(s):  
Public Schools ◽  
Depressive Symptoms ◽  
Pilot Study ◽  
Severe Depression ◽  
Self Report ◽  
Future Research ◽  
Mild Depression ◽  
Cross Sectional ◽  
Professional Help ◽  
Moderate Depression

Abstract The Arab region has the largest proportion of young people in the world and many of the factors that contribute to the onset of depression. Yet, very little is known about the current situation of depression and its associated stigma in this region. The purpose of this pilot study was to obtain preliminary data examining clinically significant depressive symptoms, depression stigma, and attitudes towards seeking professional help for depression among a sample of Arab adolescents from Jordan. Cross-sectional data were collected from 88 adolescents attending public schools in Jordan using self-report questionnaires that were available in, or translated into, Arabic. Among the 88 adolescents, 22% reported scores suggesting mild depression and 19% reported scores suggesting moderate depression, while 24% reported scores suggesting severe depression. The most frequently reported depressive symptoms were changes in sleep patterns (76%), changes in appetite (63%), agitation (62%), and crying (61%). The majority (73%) had moderate depression stigma, and 43% had negative attitudes towards seeking professional help. Yet, 67% believed they would find relief in psychotherapy if they ever had a serious emotional crisis. Findings suggest that the prevalence of depressive symptoms may be high among Jordanian adolescents. Further, many of these adolescents may experience depression-related stigma that affects their attitudes and willingness to seek professional help. To determine the true scope of these issues, including the prevalence of depression among Jordanian adolescents, future research should obtain data from a nationally representative sample.

scholarly journals Measuring Communicative Participation: A Review of Self-Report Instruments in Speech-Language Pathology

2006 ◽  
Vol 15 (4) ◽  
pp. 307-320 ◽  
Author(s):  
Tanya L. Eadie ◽  
Kathryn M. Yorkston ◽  
Estelle R. Klasner ◽  
Brian J. Dudgeon ◽  
Jean C. Deitz ◽  
...  
Keyword(s):  
Self Report ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Communicative Participation

The Impact of a Voice Counseling Procedure to Select Students With Normal Vocal Characteristics for Starting a Master Program in Speech Language Pathology: A Pilot Study

2012 ◽  
Vol 26 (5) ◽  
pp. 623-628 ◽  
Author(s):  
Kristiane M. Van Lierde ◽  
Evelien d’Haeseleer ◽  
Sophia Deley ◽  
Anke Luyten ◽  
Nele Baudonck ◽  
...  
Keyword(s):  
Pilot Study ◽  
Speech Language Pathology ◽  
Master Program ◽  
Language Pathology ◽  
The Impact

scholarly journals Clinical Education Outcomes and Research Directions in Speech-Language Pathology: A Scoping Review

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
George Wolford ◽  
Schea Fissel Brannick ◽  
Sarah Strother
Keyword(s):  
Outcome Measures ◽  
Scoping Review ◽  
Clinical Education ◽  
Self Report ◽  
Speech Language Pathology ◽  
Research Directions ◽  
Education Outcomes ◽  
Self Reports ◽  
Specific Outcome ◽  
Language Pathology

Purpose: To describe what researchers are investigating and how they are measuring the constructs of their investigations within the speech-language pathology (SLP) clinical education literature. Method: A scoping review methodology (Arksey & O’Malley, 2005) was employed to develop a picture of clinical education articles which reported a measured outcome. Articles that met criteria were categorized by the purpose of the investigation and the outcome measures reported. Result: 124 articles met inclusion criteria. Analysis of study purposes revealed a wide breadth of foci that were grouped into four broad clusters: Outcome Measures, Student Perspectives, Educational Contexts, and Teaching Methods. Most of the studies in the corpus relied only on student self-report measures. In addition, any specific outcome measure was typically used only once and not found in subsequent studies. Trends indicate a variety of constructs are being studied at an exploratory level with limited in-depth investigation. Conclusion: Given the inconsistency of outcome measures and reliance on self-report measures, more research is needed to validate recommendations of best practices in clinical education. Areas of need include developing and implementing validated outcomes, more frequent investigation of clinical education using measures other than student self-reports, and testing theories found in other fields.

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