Case Studies in Pre-Service AAC Instruction: Comforting the Client While Stressing the Student

2011 ◽  
Vol 20 (2) ◽  
pp. 75-80 ◽  
Author(s):  
Albert M. Cook
Keyword(s):  
Case Studies ◽  
Speech Language Pathology ◽  
Team Members ◽  
Wide Range ◽  
Language Pathology ◽  
Alternative And Augmentative Communication ◽  
Graduating Students ◽  
Implementation Plans ◽  
Answering Questions ◽  
Clinical Problems

Abstract Teaching speech-language pathology (SLP) students about alternative and augmentative communication (AAC) through case studies can provide a more meaningful experience than found in a more traditional didactic approach. Case studies give students a clinical context for the material presented in class. They also enable consideration of a wide range of factors, including family dynamics, school or work contexts, and the participation of other team members (e.g., POT, PT, and teachers). In this course, case studies are the focus, but material is also presented through lecture/discussion, labs (where various AAC devices are used and evaluated by the students), and readings. The focus on case studies presents a number of challenges. For the students, this is one of the first times they are forced to deal with complex clinical problems for which the answers are not readily available in a textbook. They complain that the assignments are vague and that the cases require too much time to complete. For the instructors, the course requires much more time in providing information to the students, answering questions about the cases, and generally supporting the students. In the end, the students manage to “pull it all together” and present thoughtful and thorough implementation plans for their cases. After entering into practice or graduating, students report that the course prepared them for working with a client with AAC needs.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

scholarly journals Medical Speech-Language Pathology in Bulgaria – a Comparative Study of the Current Status and Development

2021 ◽  
Vol 4 (1) ◽  
pp. 8-16
Keyword(s):  
Comparative Analysis ◽  
The United States ◽  
Scope Of Practice ◽  
Current Status ◽  
Clear Understanding ◽  
Speech Language Pathology ◽  
Medical Environment ◽  
Wide Range ◽  
The Usa ◽  
Language Pathology

Introduction: The complexity of ever-changing health standards, new health policies, changes in the healthcare environment, necessitates an advanced level of professional expertise in Medical Speech-Language Pathology (MSLP). Objective: This study presents the current status, opportunities, and perspectives for the development of MSLP in Bulgaria. Method Theoretical overview and comparative analysis of the data and literature on MSLP as it exists in the USA and is developing in Bulgaria, where it is most often referred to as Clinical Logopedics. In this article, we present: (i) a comparative analysis of the development of this dynamic, expanding, and continuously developing health profession in the USA (the country with the most innovative and highly evolved practice of MSLP) and Bulgaria; (ii) brief historical notes related to the development of Speech-Language Pathology in the United States and Bulgaria; (iii) the scope of practice of MSLP in the USA and Bulgaria, which is a key problem for the prospects for the development of this specialty in Bulgaria, and (iv) the problems associated with establishing a master’s degree program in MSLP. Conclusion: MSLP has perspective for development in Bulgaria only if it is studied as a health specialty within medical or health faculties, but necessarily housed within a medical university. A clear understanding of the scope of practice is fundamental for the development of MSLP, but it should not overlap the purview of other professions. The MSLP master’s program should be innovative, manageable, and comprehensive, providing for a wide range of specialized clinical experiences that prepare students to practice effectively in a medical environment.

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.

Understanding Cognitive Communication Needs in Pediatric Traumatic Brain Injury: Issues Identified at the 2020 International Cognitive-Communication Disorders Conference

2021 ◽  
pp. 1-10
Author(s):  
Angela Ciccia ◽  
Jennifer P. Lundine ◽  
Katy H. O'Brien ◽  
Jessica Salley ◽  
Sarah Krusen ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Case Studies ◽  
Service Provision ◽  
Communication Disorders ◽  
Interdisciplinary Teams ◽  
Speech Language Pathology ◽  
Pediatric Traumatic Brain Injury ◽  
Language Pathology ◽  
Communication Needs

Purpose In early 2020, the second International Cognitive-Communication Disorders Conference was held to provide an opportunity for researchers and clinician-scientists to discuss the most recent advances and pressing issues in the care of individuals with cognitive-communication disorders (CCDs). Presentations and discussions resulted in the identification of four areas in need of attention: (a) terminology, (b) training, (c) interdisciplinary teams, and (d) pediatrics. We will explore the four themes identified at ICCDC, specifically expanding on how terminology, training, and teams intersect in pediatric traumatic brain injury care. Additionally, we will provide two case studies to highlight the integration of these themes and suggest ways to advance clinical service provision across medical and educational settings for persons with CCDs through the lens of pediatrics. Conclusion While speech-language pathology has come a long way since the original discussion of CCD over 30 years ago, clinicians and researchers have ongoing opportunities to help advance the ways in which speech-language pathologists offer support to persons, specifically children, with CCDs and to continue to advance the profession.

Assessment of Reliable Change Using 95% Credible Intervals for the Differences in Proportions: A Statistical Analysis for Case-Study Methodology

2015 ◽  
Vol 58 (3) ◽  
pp. 728-739 ◽  
Author(s):  
Rachael Unicomb ◽  
Kim Colyvas ◽  
Elisabeth Harrison ◽  
Sally Hewat
Keyword(s):  
Statistical Analysis ◽  
Case Studies ◽  
Clinical Significance ◽  
Communication Disorders ◽  
Speech Language Pathology ◽  
Reliable Change ◽  
Case Study Methodology ◽  
Language Pathology ◽  
Study Methodology

Purpose Case-study methodology studying change is often used in the field of speech-language pathology, but it can be criticized for not being statistically robust. Yet with the heterogeneous nature of many communication disorders, case studies allow clinicians and researchers to closely observe and report on change. Such information is valuable and can further inform large-scale experimental designs. In this research note, a statistical analysis for case-study data is outlined that employs a modification to the Reliable Change Index (Jacobson & Truax, 1991). The relationship between reliable change and clinical significance is discussed. Example data are used to guide the reader through the use and application of this analysis. Method A method of analysis is detailed that is suitable for assessing change in measures with binary categorical outcomes. The analysis is illustrated using data from one individual, measured before and after treatment for stuttering. Conclusions The application of this approach to assess change in categorical, binary data has potential application in speech-language pathology. It enables clinicians and researchers to analyze results from case studies for their statistical and clinical significance. This new method addresses a gap in the research design literature, that is, the lack of analysis methods for noncontinuous data (such as counts, rates, proportions of events) that may be used in case-study designs.

Ethics: A Model Curriculum for Teaching Professional Issues in University Speech-Language Pathology and Audiology Programs

2010 ◽  
Vol 20 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Mary Lou Poole ◽  
Barbara Solomon
Keyword(s):  
Clinical Education ◽  
The United States ◽  
Professional Issues ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Course Content ◽  
Daunting Task ◽  
Wide Range ◽  
Language Pathology ◽  
Teaching Professional

Abstract Educating graduate level speech-language pathology and audiology students has become a truly daunting task. As the American Speech-Language Hearing Association (ASHA's) Scope of Practice (ASHA, 2007) expanded over the last 15 years, so did demands and challenges placed on universities to offer a wide range of disorder classes and clinical experiences. With regards to the area of professional issues, many programs struggle with balancing and providing appropriate pedagogical learning and clinical experience. This article offers a Model Professional Issues Curriculum for educational programs in speech-language pathology and audiology that was developed by a consortium of representatives from several universities throughout the United States. The course content, which consists of 13 core topics, is presented using Bloom's Taxonomy as a guideline for teaching the learning outcomes addressed. Educators in clinical education will find this model useful for developing a course in Professional Issues or supplementing existing courses.

Multidisciplinary Management of Collegiate Sports-Related Concussions

2019 ◽  
Vol 40 (01) ◽  
pp. 003-012 ◽  
Author(s):  
Fofi Constantinidou ◽  
Jennifer Beardslee ◽  
Stephen Dailey ◽  
Kelly Knollman-Porter
Keyword(s):  
Complex Nature ◽  
Speech Language Pathology ◽  
Collegiate Sports ◽  
Team Members ◽  
Impact Performance ◽  
Concussion Management ◽  
Management Procedures ◽  
Assessment And Treatment ◽  
Varsity Athletes ◽  
Language Pathology

Purpose Collegiate varsity athletes are at risk for sustaining a sports-related concussion, which can negatively impact performance during academic, social, work, and athletic endeavors. Because of the complex nature of concussions and high rates of underreporting by athletes, concussion education, identification, and postinjury care require a collaborative, multidisciplinary approach. Therefore, the purpose of this paper is to describe the specific responsibilities of the team members along with the established pre- and postconcussion procedures of one of the oldest university-based multidisciplinary concussion management programs that is coordinated by speech-language pathology. Method The authors provide a theoretical review of current best practices for the multidisciplinary team along with a discussion of baseline and postconcussion neurocognitive assessment and management procedures directly involving speech-language pathology. Included is a case example illustrating the postinjury procedures utilized by the team. Conclusion Management of the complex sequelae of sports-related concussion for the varsity collegiate athlete necessitates implementation of a multidisciplinary, collaborative approach. Speech-language pathologists' training in the assessment and treatment of brain injury provides the team with an objective perspective in the evaluation and postinjury management of the injured student athlete. While our understanding of concussions has improved greatly over the past two decades, researchers and clinicians on the front lines of care recognize that continued voids exist in our knowledge, with the need to continually explore new methods to identify and manage the complex immediate and potentially long-term ramifications of concussion.

scholarly journals Evidence Based Practice in Speech Language Pathology/Audiology in India

2008 ◽  
Vol 55 (1) ◽  
pp. 13-15
Author(s):  
Geeta Mukundan
Keyword(s):  
Academic Research ◽  
Clinical Settings ◽  
Clinical Expertise ◽  
Speech Language Pathology ◽  
Clinical Practices ◽  
Wide Range ◽  
Language Pathology ◽  
Ebp Implementation ◽  
Implementation Problems ◽  
Opinion Article

This opinion article addresses the issue of EBP in academic, research and clinical settings in India. EBP is not an alien concept for Speech-Language Pathologists/Audiologists in the country.  Most professionals in practice are acquainted with the idea of integrating current research evidence with clinical expertise in the context of the client's own life situation. With the aim of eliminating nonstandard practice patterns in both assessment and intervention, experts in the field have developed guidelines for working with a wide range of clinical populations in India. Monographs and journals are being published periodically by academic institutions and professional bodies in an effort to bridge the research-to-practice gap. This opinion article reviews the EBP implementation problems unique to the sub continent including diverse languages and dialects, lack of standard tools for assessment in different languages, financial constraints, illiteracy, nonavailability of specialized centers and the lack of a mechanism to monitor clinical practices in India.

Current Issues: Camp JumpStart: Clinical Training in Prevention

2011 ◽  
Vol 21 (3) ◽  
pp. 87-92
Author(s):  
Peggy C. Agee
Keyword(s):  
Emergent Literacy ◽  
Clinical Training ◽  
Language Disorders ◽  
Written Language ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Wide Range ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Training Opportunities

The American Speech-Language-Hearing Association (ASHA) has expanded the scope of practice in speech-language pathology to include a focus on prevention (2007). Similarly, the knowledge and skills required of speech-language pathologists have broadened to include the prevention, assessment, and treatment of written language disorders. University training programs have a responsibility to provide graduate student clinicians with a wide range of clinical training opportunities that prepare them to enter the profession of speech-language pathology with the requisite knowledge and skills. Therefore, university programs must be creative in designing training opportunities that fulfill this mandate. This article explores one clinical training approach for the prevention of written language disorders through a systematic focus on emergent literacy.

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