Factors Affecting the Implementation of Specialized Skills of Therapist in Special Education Centers

2021 ◽  
Vol 15 (8) ◽  
pp. 2107-2112
Author(s):  
Aqsa Mumtaz ◽  
Bareera Saeed ◽  
M. Sikander Ghayas Khan ◽  
Hafsa Noreen ◽  
Rashid H. M ◽  
...  
Keyword(s):  
Special Education ◽  
Sample Size ◽  
Professional Knowledge ◽  
Assessment Tools ◽  
Speech Language Pathologists ◽  
Professional Skills ◽  
Factors Affecting ◽  
Speech Language Pathologist ◽  
Significant Difference ◽  
Speech Therapists

Background: The present study is about the factors affecting the professional skills implementation in special education centers. Speech-language pathologists (SLPs) are responsible for the evaluation and treatment of speech language impediments, however they offer multiple services, such as evaluation and treatment of swallowing problems, impaired cognition, and hearing problems. The failure to maintain an effective professional skills implementation in special education centers so many irreversible, fatal consequences among the speech-language pathologist (SLP). Objectives: To study the factors affecting the implementation of professional skills in special education centers. To conduct comparisons between female and male regarding the implementation of professional skills in special education centers. Method: This observational cross sectional study was conducted in special educational centers of district Lahore, Mandibahudin, Sahiwal, Okara and Shekhupura Punjab, Pakistan. The sample size of this research study was consisting of 73 speech therapists. Age range of participants are 21 to 50 years. There are 61 (81.3%) male participants and 14 (18.7%) female participants sample size as per topic need participate in survey. To draw the sample from population, purposive sampling technique was used. Instrument was developed with the help of the literature review and expert opinion about the topic. Content analysis was done to find out reliability and validity of the questionnaire. Duration of research was nine months from May 2020 to January 2021. Study is approved from the institutional review board of The University of Lahore, Ref No: IRB-UOL-FAHS/745-II/2020. Results: All the factor professional knowledge, Environmental factors affecting professional skills, workload and assessment tools are the positively corralled. The result depicted that significant difference in t (-1.424) p<.000) between the male and female speech-language pathologist. One way ANOVA was used for analysis result showed that there was significant difference (t(198)=-.434 ,sig=.00) among speech therapists responses on the above mentioned factor. Conclusion: Factors affecting the professional skills implementation in special education like availability, professional knowledge, workload, and assessment tools was significantly difference among male and females speech-language pathologist. In future such detailed studies are recommended to further enhance the factors affecting the professional skills implementation in special education centers. There is also need to improve the policies regarding vaccination and its implementations all over the country. Keywords: Professional Skills, Speech-language pathologists (SLPs), Special Education Centers, Gender

scholarly journals Professional skills of speech therapist in special education centres of Punjab, Pakistan

2021 ◽  
Vol 2 (1) ◽  
pp. 10-23
Author(s):  
Aqsa Mumtaz ◽  
Bareera Saeed ◽  
Muhammad Aurangzeb Khan
Keyword(s):  
Special Education ◽  
Sampling Technique ◽  
Total Sample ◽  
Assessment Tools ◽  
Professional Skills ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Study Results ◽  
Speech Therapist ◽  
Speech Therapists

Speech-Language Pathologists (SLPs) are responsible for evaluating and treating speech language impairments through professional knowledge and skills, but they also provide other resources such as evaluating and treating swallowing issues, impaired memory, and hearing issues. The present study is about the factors affecting the professional skills of speech therapists in special education centres of Punjab. A cross-sectional research design was used. A total sample of 75 speech therapists was drawn through purposive sampling technique in special educational centres of Punjab included districts of Lahore, Mandibahudin, Sahiwal, Okara, and Shekhupura. There were 68 (90.7%) participants between the ages of 20 to 30. There were 61 (81.3%) male participants and 14 (18.7%) female participants in the study. Results shows that majority of female participants (39.3%) strongly agreed that speech therapist are not sufficient in special educations centres and its caused work burnout among 49.5% female participants but there is no gender association value of p>0.001. 50.8 % females participants agreed training and latest assessment tools are required for desired outcomes in therapeutic sessions. This research concluded that failure to ensure efficient technical skills of speech and language pathologist in special education centres has resulted in a slew of permanent, deadly effects for SLP.

How Do I Work With the Reading Teacher Without Becoming One?

2009 ◽  
Vol 10 (2) ◽  
pp. 45-50 ◽  
Author(s):  
Susan E. Angel ◽  
Yolonda G. Butler ◽  
Deborah L. Cichra ◽  
Cheriee C. Moore ◽  
Judith Simonet
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Public Schools ◽  
Orange County ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Impaired ◽  
Speech Language Pathologist ◽  
Orange County Public Schools ◽  
Reading Teacher

Abstract The Speech-Language Program of Orange County Public Schools (OCPS), Orlando, FL has provided ongoing intensive professional development and support to their speech-language pathologists to facilitate inclusive services for students who are identified as speech-language impaired. However, providing inclusive services in the general and special education classrooms often raises the question, “How should speech-language pathologists provide services in the classroom, focusing on classroom curriculum without becoming the reading teacher?” This article discusses how a speech-language pathologist differentiates his/her services from the responsibilities of the reading teacher.

Abstract 2284: Reliability and Validity of the MGHS Dysphagia Screening Tool for Stroke Patients

Stroke ◽  
2012 ◽  
Vol 43 (suppl_1) ◽  
Author(s):  
Jeanette Stebelton ◽  
Diane Savolainen ◽  
Margo Carli ◽  
Roxanne Filizetti ◽  
Barb Massey
Keyword(s):  
Screening Tool ◽  
Randomized Study ◽  
Reliability And Validity ◽  
Stroke Patients ◽  
Early Screening ◽  
Rater Reliability ◽  
Speech Language Pathologist ◽  
Significant Difference ◽  
Patients At Risk ◽  
Speech Therapists

Background Dysphagia occurs in approximately 55% of acute stroke patients and is associated with aspiration pneumonia. Clinical practice guidelines recommend that all patients who are admitted with the diagnosis of stroke or suspected stroke should be screened for dysphagia utilizing a validated screening tool prior to receiving any food, fluid, or medication by mouth. Purpose The purpose of the study is to determine the reliability and validity of the Marquette General Health Systems Dysphagia Screen for identifying patients at risk for aspiration. Method This non-randomized study utilized a collaborative tracking tool that compared results of the Nursing Dysphagia Screen (NDS) to the Speech Language Pathologist Swallow Evaluation (SLPSE). Two Registered Nurses rated each patient utilizing the NDS and then the patient was rated on the SLPSE. The NDS includes10 items: and the Speech Language Pathologist portion of the tool consisted of 8 items. Results One hundred subjects ranged in age from 20-94 (M=70.31, SD=14.6). There were more males (n=58) than females (n=42). The majority were admitted to the medical unit (64%), followed by cardiac (14%), ICU (12%) and CCU (10%). Length of stay ranged from 1-15 days (M=3.73, SD=2.8). NIH scores ranged from 0-20 (M=6.8, SD=7.4). Kappa was calculated to determine inter-rater reliability. For 63 pairs of ratings between two staff nurses, Kappa=.81 indicates strong reliability. Scores on the Nursing Dysphagia Screen were compared to 86 Speech Language Pathologist Swallow Evaluations. The Phi Coefficient was not significant indicating that the nurses’ and speech therapists ratings’ were similar. In addition, when there were differences it was false positives by nurses. Conclusion The MGHS NDS is a quick screening tool used by nursing in an effort to prevent aspiration. Prior to implementing the use of the tool, it was important to establish the reliability and validity of the tool. Results indicate that there is strong inter-rater reliability. Validity was established given that there were no significant difference in ratings between the nurses and speech therapists. It appears that the MGHS NDS is an effective early screening tool for dysphagia.

Writing Funding Proposals for Speech-Language Staff Development Projects

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws
Keyword(s):  
Staff Development ◽  
Development Project ◽  
Project Manager ◽  
State Funding ◽  
Service Needs ◽  
School Environments ◽  
Speech Language Pathologists ◽  
Service Programs ◽  
Speech Language Pathologist ◽  
Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

Language Test Content

1983 ◽  
Vol 14 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Robert E. Owens ◽  
Martha J. Haney ◽  
Virginia E. Giesow ◽  
Lisa F. Dooley ◽  
Richard J. Kelly
Keyword(s):  
Test Item ◽  
Language Assessment ◽  
Assessment Tools ◽  
Language Test ◽  
Speech Language Pathologists ◽  
Diagnostic Aid ◽  
Item Content

This paper examines the test item content of several language assessment tools. A comparison of test breadth and depth is presented. The resultant information provides a diagnostic aid for school speech-language pathologists.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

A Survey of Speech-Language Pathologists' Approaches to Assessing Social Communication Disorders in Children

2020 ◽  
pp. 1-17
Author(s):  
Kristen Izaryk ◽  
Robin Edge ◽  
Dawn Lechwar
Keyword(s):  
Best Practices ◽  
Communication Disorders ◽  
Assessment Tools ◽  
Self Report ◽  
Speech Language Pathologists ◽  
Teacher Report ◽  
Formal Assessment ◽  
Language Sampling ◽  
Specific Assessment ◽  
Social Communication Disorders

Purpose The purpose of this article is to explore and describe the approaches and specific assessment tools that speech-language pathologists are currently using to assess social communication disorders (SCDs) in children, in relation to current best practices. Method Ninety-four speech-language pathologists completed an online survey asking them to identify which of the following approaches they use to assess children with SCD: parent/teacher report, naturalistic observation, formal assessment, language sample analysis, interviews, semistructured tasks, and peer/self-report. Participants were also asked to identify specific assessment tools they use within each approach. Results Participants most commonly assess SCDs by combining interviews, naturalistic observation, language sampling, parent/teacher report, and formal assessment. Semistructured tasks and peer/self-report tools were less frequently utilized. Several established parent/teacher report and formal assessment tools were commonly identified for assessing SCDs. Most participants use an informal approach for interviews, language sampling, and naturalistic observations in their SCD assessment process. Conclusions Generally, participants follow best practices for assessing SCDs by combining several different approaches. Some considerations for future assessment are identified, including the use of established protocols in the place of informal approaches in order to make the assessment of SCDs more systematic. Future directions for research are discussed.

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.

Holistic Communication Assessment for Young Children With Cleft Palate Using the International Classification of Functioning, Disability and Health:Children and Youth

2020 ◽  
Vol 51 (4) ◽  
pp. 914-938
Author(s):  
Anna Cronin ◽  
Sharynne McLeod ◽  
Sarah Verdon
Keyword(s):  
Young Children ◽  
Cleft Palate ◽  
Case History ◽  
Significant Others ◽  
International Classification ◽  
Assessment Tools ◽  
International Classification Of Functioning ◽  
Speech Language Pathologists ◽  
Holistic Assessment

Purpose Children with a cleft palate (± cleft lip; CP±L) can have difficulties communicating and participating in daily life, yet speech-language pathologists typically focus on speech production during routine assessments. The International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY; World Health Organization, 2007 ) provides a framework for holistic assessment. This tutorial describes holistic assessment of children with CP±L illustrated by data collected from a nonclinical sample of seven 2- to 3-year-old children, 13 parents, and 12 significant others (e.g., educators and grandparents). Method Data were collected during visits to participants' homes and early childhood education and care centers. Assessment tools applicable to domains of the ICF-CY were used to collect and analyze data. Child participants' Body Functions including speech, language, and cognitive development were assessed using screening and standardized assessments. Participants' Body Structures were assessed via oral motor examination, case history questionnaires, and observation. Participants' Activities and Participation as well as Environmental and Personal Factors were examined through case history questionnaires, interviews with significant others, parent report measures, and observations. Results Valuable insights can be gained from undertaking holistic speech-language pathology assessments with children with CP±L. Using multiple tools allowed for triangulation of data and privileging different viewpoints, to better understand the children and their contexts. Several children demonstrated speech error patterns outside of what are considered cleft speech characteristics, which underscores the importance of a broader assessment. Conclusion Speech-language pathologists can consider incorporating evaluation of all components and contextual factors of the ICF-CY when assessing and working with young children with CP±L to inform intervention and management practices.

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