scholarly journals Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: The Qualitative View

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Janice K. Tucker
Keyword(s):  
Qualitative Interviews ◽  
Communication Disorders ◽  
Educational Setting ◽  
Professional Issues ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Language Pathology

Telepractice in speech-language pathology shows the potential to mitigate the current shortage of speech-language pathologists (SLPs) available to serve a growing number of persons with communication disorders.  Since a majority of American Speech-Language-Hearing Association (ASHA) certified SLPs work in schools and the population of communicatively impaired clients in schools continues to grow, research into the use of telepractice in the educational setting is warranted.  This article reports upon the perspectives of SLPs regarding the use of telepractice in school settings. In-depth qualitative interviews were conducted with five SLPs experienced in the delivery of telepractice. Four major themes emerged: barriers, benefits, reasons for acceptance and use of telepractice, and suggestions to resolve telepractice professional issues.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

Confidence and Training of Speech-Language Pathologists in Cognitive-Communication Disorders: Time to Rethink Graduate Education Models?

2021 ◽  
Vol 30 (2S) ◽  
pp. 986-992 ◽  
Author(s):  
Emily L. Morrow ◽  
Lyn S. Turkstra ◽  
Melissa C. Duff
Keyword(s):  
Graduate Education ◽  
Acute Care ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Communication Course ◽  
Graduate Curriculum ◽  
Language Pathology ◽  
And Training

Purpose The purpose of this article is to highlight the need for increased focus on cognitive communication in North American speech-language pathology graduate education models. Method We describe key findings from a recent survey of acute care speech-language pathologists (SLPs) in the United States and expand upon the ensuing discussion at the 2020 International Cognitive-Communication Disorders Conference to consider some of the specific challenges of training for cognitive communication and make suggestions for rethinking how to prepare future clinicians to manage cognitive-communication disorders. Results Results from the survey of acute care SLPs indicated inconsistent confidence and training in managing cognitive-communication disorders. We discuss the pros and cons of several avenues for improving the consistency of cognitive-communication training, including a standalone cognitive-communication course, integrating cognitive communication in all courses across the speech-language pathology undergraduate and graduate curriculum, and using problem-based learning frameworks to better prepare students as independent thinkers in the area of cognitive communication and beyond. Conclusions Cognitive-communication disorders cut across clinical diagnoses and settings and are one of the largest and fastest growing parts of the SLP's scope of practice. Yet, surveys, including the one discussed here, have repeatedly indicated that SLPs do not feel prepared or confident to work with individuals with cognitive-communication disorders. We propose several avenues for increasing educational emphasis on cognitive communication. We hope these ideas will generate discussion and guide decision making to empower SLPs to think critically and step confidently into their roles as leaders in managing the heterogeneous and ever-growing populations of individuals with cognitive-communication disorders.

The Speech-Language Pathologist's Role in Screening for Head and Neck Cancer

2012 ◽  
Vol 22 (1) ◽  
pp. 6-13
Author(s):  
Edie R. Hapner
Keyword(s):  
Head And Neck Cancer ◽  
Head And Neck ◽  
Neck Cancer ◽  
Healthcare Professionals ◽  
Screening Tool ◽  
Communication Disorders ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Cancer Screenings ◽  
Language Pathology

The American Speech-Language-Hearing Association (ASHA)'s Preferred Practice Patterns for the Profession of Speech-Language Pathology (ASHA, 2004) and Prevention of Communication Disorders (ASHA, 1988) advise speech-language pathologists to engage in activities to educate and prevent diseases and disorders that affect speech and swallowing. However, many speech-language pathologists may be unfamiliar with the use of head and neck cancer screening that can be easily integrated into oral mechanism examinations and perceptual voice evaluations. This paper reviews the problem created by the lack of knowledge and reduced risk perception by the general public and healthcare professionals regarding signs, symptoms, and risks for head and neck cancer. A simple six-step screening tool is included to aid the reader in integrating head and neck cancer screenings into a general oral mechanism and speech/voice evaluation.

scholarly journals Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: Quantitative Survey Results

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Janice K. Tucker
Keyword(s):  
Speech Language Pathology ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
Quantitative Survey ◽  
School Settings ◽  
School Based ◽  
Language Pathology ◽  
Northeastern State ◽  
Survey Results ◽  
Willingness To Use

This research surveyed 170 school-based speech-language pathologists (SLPs) in one northeastern state, with only 1.8% reporting telepractice use in school-settings. These results were consistent with two ASHA surveys (2002; 2011) that reported limited use of telepractice for school-based speech-language pathology. In the present study, willingness to use telepractice was inversely related to age, perhaps because younger members of the profession are more accustomed to using technology.  Overall, respondents were concerned about the validity of assessments administered via telepractice; whether clinicians can adequately establish rapport with clients via telepractice; and if therapy conducted via telepractice can be as effective as in-person speech-language therapy. Most respondents indicated the need to establish procedures and guidelines for school-based telepractice programs.

Bullying: What Speech-Language Pathologists Should Know

2014 ◽  
Vol 45 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Stephanie Hughes
Keyword(s):  
Communication Disorders ◽  
School Bullying ◽  
Childhood And Adolescence ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Effects Of Bullying ◽  
Language Pathology ◽  
Being Bullied ◽  
Education Psychology ◽  
Therapeutic Activities

Purpose The purpose of this tutorial is to introduce speech-language pathologists (SLPs) to the broad issues surrounding the problem of school bullying in childhood and adolescence. Specifically, types of bullying and their causes are considered, as are the roles students take when bullying occurs and the effects of bullying on students with communication disorders. Strategies and suggestions to help SLPs more effectively prevent and manage bullying of students with communication disorders are discussed. Method A review of the scholarly literature in education, psychology, child and adolescent development, and speech-language pathology was conducted. Recommendations for how SLPs can prevent and intervene in bullying incidences were extrapolated from the reviewed literature. Results Students with communication disorders are at particularly high risk for being bullied by peers. Some students with communication disorders are “provocative victims” in that they demonstrate impairments in social skills that draw the attention of bullies. Both provocative victims and typical students may react aggressively when bullied and bully others in retaliation. Conclusion SLPs can and should help to create an inclusive environment for all students while addressing bullying of students with communication disorders via therapeutic activities.

scholarly journals Speech-Language Pathologists with a PHD in Brazil: profile of professional training and scientific production in the voice area

Revista CEFAC ◽  
2019 ◽  
Vol 21 (6) ◽  
Author(s):  
Léslie Piccolotto Ferreira ◽  
Alice Prado de Azevedo Antunes ◽  
Andressa Medeiros Marinoni-Prado ◽  
Daniella Spacassassi Centurión ◽  
Lillian Gattelli Lima ◽  
...  
Keyword(s):  
Doctoral Degree ◽  
Communication Disorders ◽  
Scientific Production ◽  
Public Institution ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Growth Trend ◽  
Southeast Region ◽  
Language Pathology ◽  
The Voice

ABSTRACT Purpose: To investigate, among the Brazilian Speech-Language Pathologists with a doctoral degree, who analyzed voice-related aspects in their theses, the variables gender, year of defense of the thesis, type and location of the educational institution, inclusion of the program through which the thesis was developed, thesis’ theme and the authors' scientific production in the last 10 years. Methods: data collected through a survey on the Lattes Platform from 1986 to 2017. Inclusion criteria were having a degree in Speech-Language Pathology, being Brazilian and having a doctoral degree. The variables defined were recorded in the STATA/IC 14.2, a descriptive analysis of the data was performed, and the growth trend of the number of theses was determined. Results: Most of the 104 professionals who composed the sample were females, with a doctoral degree from a federal public institution located in the Southeast region, and who defended a thesis related to Clinical Voice in specific programs in the area (Human Communication Disorders; Speech-Language Pathology; Speech-Language Pathology, Physical therapy and Occupational Therapy). Article production included 1,458 articles published in the analyzed period, with 6,867 citations in various databases. Conclusion: There has been a steady growth in the number of theses defended in the voice area in the last 30 years, but still concentrated on clinical voice sub-areas, in federal public institutions, predominantly in the Brazilian Southeast region, and in specific programs for Speech-Language Pathology.

The Development of a New Era of Speech-Language Pathology in Greece

1995 ◽  
Vol 4 (1) ◽  
pp. 5-7 ◽  
Author(s):  
Marinella Tsoukala ◽  
Rebecca Tziorvas
Keyword(s):  
Communication Disorders ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
The Creation ◽  
The Government ◽  
Exciting Time ◽  
The Many

Speech-language pathology services in Greece continue to expand, and it is an exciting time to be a speech-language pathologist within the existing structure. The role of speech-language pathologists in Greece has changed over the years from therapist, to include educator, advocate, and politician. The many tasks facing speech-language pathologists in Greece have been difficult ones. It has taken patience and persistence to educate the general public about communication disorders and the role of speech-language pathologists in treating these problems. It has also been arduous to convince the government to recognize our profession and its value within the community. We believe that by the establishment of a speech-language department at a Greek university, our profession will be fortified and renewed. The development of a university-based training program will aid in the creation of posts in educational and hospital settings, as well as bridge the gap that exists between the current number of speech-language pathologists and the number of people requiring treatment. Furthermore, the creation of a university department will allow for much needed research within the Greek community. In particular, it may aid in the gathering of normative data and the standardization of tests for the Greek population. The path in establishing speech-language pathology education and services in Greece is a long one, but through our commitment and our energetic and earnest approach, we hope to reach our goals.

Perceived Gaps in Genetics Training Among Audiologists and Speech-Language Pathologists: Lessons From a National Survey

2019 ◽  
Vol 28 (2) ◽  
pp. 408-423 ◽  
Author(s):  
Beate Peter ◽  
Michael J. Dougherty ◽  
E. Kate Reed ◽  
Emily Edelman ◽  
Karen Hanson
Keyword(s):  
Communication Disorders ◽  
General Information ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Self Assessment ◽  
Additional Training ◽  
Clinical Scenarios ◽  
Language Pathology ◽  
Clinical Confidence ◽  
Perceived Relevance

Purpose The aim of this study was to assess knowledge, self-rated confidence, and perceived relevance of genetics in the clinical practice of audiologists and speech-language pathologists (SLPs) toward a better understanding of the need for genetics education, given that genetics plays a growing role in the diagnosis of hearing impairment and communication disorders. Method A survey consisting of 8 demographic items and 16 content questions was returned by 233 audiologists and 283 SLPs. Knowledge of applied genetics was queried with clinical scenarios in a multiple-choice format. Self-assessment of clinical confidence and perceived relevance of genetics in one's field was queried with questions and statements rated on 5-point Likert scales. The benefit of additional training in genetics was rated with a yes/no question, and if answered with yes, suggested topics were entered. Results A large significant gap between confidence in one's own genetics skills and the perceived relevance of genetics was evident, regardless of professional group. Over one third of the audiologists and over two thirds of the SLPs indicated low or somewhat low confidence in their own ability to implement principles of genetics, whereas over two thirds of both groups agreed that genetics is relevant for their field. Regardless of group, confidence scores were significantly and positively associated with relevance scores. Over 80% of respondents in both groups indicated that they would benefit from additional training in genetics. Most commonly suggested topics included genetic causes, general information about genetics, and making referrals. Conclusion Both audiologists and SLPs felt that genetics is relevant for their fields and that additional training in genetics would be beneficial. Future studies should evaluate the effect of genetics training on patient outcomes and the need for incorporating genetics more extensively into audiology and speech-language pathology training programs.

scholarly journals A Survey of Telepractice in Speech-Language Pathology and Audiology in India

2017 ◽  
Vol 9 (2) ◽  
pp. 69-80 ◽  
Author(s):  
Haritha S. Mohan ◽  
Ayesha Anjum ◽  
Prema K.S. Rao
Keyword(s):  
Mobile Phone ◽  
Communication Disorders ◽  
Healthcare Services ◽  
Clinical Services ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Privacy And Security ◽  
The World ◽  
Language Pathology ◽  
Mobile Phone Usage

Telepractice has emerged as a form of service delivery to assess and treat individuals with communication disorders. The present study surveyed speech-language pathologists and audiologists in India about the use of telepractice. Two hundred and five (N=205) speech-language pathologists and audiologists responded to a questionnaire, with 12.19% reporting their use of telepractice to deliver clinical services. Respondents also indicated an urgent shortage of professionals in India to deliver clinical services in speech-language pathology and audiology, and opined that these needs can be met via the use of telepractice. India is well known throughout the world for the advanced application of Information and Communication Technology (ICT), with 931.95 million telephone subscribers, over 900 million mobile phone users, and the second-largest mobile phone usage in the world.  India has also experienced a tremendous rise in the number of internet users. Therefore, India is well poised to fully develop telepractice to overcome the barriers of distance and amplify the availability of speech-language pathology, audiology and other healthcare services. But first, the widespread use of telepractice throughout the nation will require an improved infrastructure (e.g., to uphold privacy and security); training for professionals; and telepractice policies. While very promising, the deployment of telepractice throughout India will require the attention of policy makers and government organizations. Keywords: Audiology, India, Speech Language Pathology, Telehealth, Telepractice

Supervising Clinical Fellows: Preparation and Styles

2014 ◽  
Vol 24 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Connie Summers ◽  
Maria Resendiz ◽  
Roxanna Ruiz-Felter
Keyword(s):  
Graduate Students ◽  
Thinking Styles ◽  
Years Of Experience ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
School Settings ◽  
The Past ◽  
Language Pathology ◽  
Training Activities ◽  
Style Of Supervision

Purpose: The majority of supervision literature has focused on the supervision of graduate students. The purpose of this study was to examine the preparation of and explore the thinking styles of mentoring speech-language pathologists (SLPs) of Speech-Language Pathology graduates who are completing their clinical fellowship. Method: A questionnaire was sent to 1626 SLPs by email who reported working in school settings and 102 participants responded. They were asked questions about demographics, caseloads, supervisory experiences, knowledge of the American Speech-Language-Hearing Association (ASHA, 2008) standards for supervision, and thinking styles. Forty of the participants reported on the number of years of experience they had with supervision and reported mentoring a clinical fellow in the past 3 years. These 40 participants were divided into two groups: mentoring SLPs with less experience (LEM; 1–5 years) and mentoring SLPs with more experience (MEM; 6 or more years). Results: The LEM and MEM groups demonstrated different patterns in meeting and contacting their Clinical Fellows (CF) and in participating in training activities for mentoring SLPs. There were also differences in the thinking styles of the groups. The MEM group rated themselves as having preferences for tasks that allowed them to work on one thing at a time as well as tasks that had a more global focus more than those in the LEM group. Conclusions: Differences in thinking styles may affect the style of supervision and mentoring. These relationships warrant further examination.

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