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.

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.

The Speech-Language Pathologist and Reading: Opportunities to Extend Services for the Children We Serve

2009 ◽  
Vol 10 (2) ◽  
pp. 38-44 ◽  
Author(s):  
Michaela J. Ritter
Keyword(s):  
Reading Disabilities ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
The Past ◽  
Speech Language Pathologist ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Reading Impairments

Abstract In recent years, major changes have occurred in the field of speech-language pathology and education. In the past 2 decades researchers, educators, and speech-language pathologists (SLPs) have increased their focus on the identification, assessment, and treatment of reading disabilities in children (Catts, 1991; Catts, Fey, Zhang, & Tomblin, 2001; Justice & Ezell, 2004; Kaderavek & Justice, 2004). The primary goal of this article is to discuss a variety of ways that the speech-language pathologist can be both directly and indirectly involved in working with children who present with language and reading impairments. For example, Baylor University's Department of Communication Sciences and Disorders has had the opportunity to be involved in the prevention, identification, and treatment of reading disabilities in children both in a direct and indirect way.

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.

Perspectives on Preparing Graduate Students To Provide Services to Diverse Populations in Schools

2010 ◽  
Vol 11 (2) ◽  
pp. 33-39 ◽  
Author(s):  
Rochel Lazewnik ◽  
Nancy Creaghead ◽  
Sandra Combs ◽  
Lesley Raisor-Becker
Keyword(s):  
Graduate Students ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Speech Language Pathology ◽  
Cultural Backgrounds ◽  
School Settings ◽  
Language Pathology ◽  
Practicum Experiences

Abstract In today's school settings, speech-language pathologists are likely to engage in assessment, intervention, and consultation for students from culturally and linguistically diverse populations. Therefore, speech-language pathology graduate programs must make changes that will prepare monolingual and bilingual graduate students to meet the needs of these children. Graduate students can learn information about cultural and linguistic diversity through independent courses and when these topics are incorporated into all courses. Practicum placements and experiences with children from culturally and linguistically diverse populations in the community can provide the necessary skills. When practicum experiences with diverse children are not available, faculty may consider simulated experiences, as well as experiences with typical speakers from other linguistic and cultural backgrounds.

How Graduate Students With Vocal Fry Are Perceived by Speech-Language Pathologists

2021 ◽  
pp. 1-12
Author(s):  
Sally K. Gallena ◽  
James A. Pinto
Keyword(s):  
Graduate Students ◽  
Online Survey ◽  
Voice Quality ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Chi Square ◽  
Work Settings ◽  
Language Pathology ◽  
Geographical Locations ◽  
Tests Of Independence

Purpose Vocal fry (VF), a low-pitched, grating voice quality, appears to be trending among young women. Current research lacks consensus of listeners' perceptions associated with VF. This study investigated practicing speech-language pathologists' (SLPs) perceptions of graduate speech-language pathology students who speak with VF. Method Thirty-two graduate students were recorded reading the Rainbow Passage and providing a brief monologue. VF was detected perceptually and acoustically for all 32 students' recordings. For the 127-syllable passage, percent of VF (%VF) ranged from 2.36% (three syllables) to 40.16% (51 syllables) with an average of 12.25% (15 syllables). Twelve recorded passages were selected and sorted into two statistically significant groups ( p = .001; seven with the most %VF and five with the least). Passage samples were randomly uploaded into a Qualtrics survey. Practicing SLPs listened to each sample and provided categorical and visual analog ratings for voice pleasantness and perceived speaker competence, education, hirability, and professionalism. Results The online survey was completed by 150 experienced SLPs who spanned differing geographical locations, work settings, and years of experience. Chi-square tests of independence and independent-samples t tests revealed statistically significant findings for all rated characteristics, indicating that VF samples were less pleasant, and their users less competent, hirable, educated, and professional. Conclusions These findings support those of Gottliebson et al. (2007), whereby 32% of our cohort had ≥ 15 instances of VF during passage reading, and those of Anderson et al. (2014), that VF negatively impacts how a speaker is perceived. Speech-language pathology graduate students should be cognizant of VF use, as they seek to secure competitive externships and jobs.

Normal Acquisition of Consonant Clusters

2001 ◽  
Vol 10 (2) ◽  
pp. 99-110 ◽  
Author(s):  
Sharynne McLeod ◽  
Jan van Doorn ◽  
Vicki A. Reed
Keyword(s):  
Normal Development ◽  
Speech Development ◽  
Consonant Clusters ◽  
Consonant Cluster ◽  
Speech Language Pathology ◽  
Speech Impairment ◽  
Speech Language Pathologists ◽  
The Past ◽  
Language Pathology ◽  
Children's Speech

Children’s acquisition of adult-like speech production has fascinated speech-language pathologists for over a century, and data gained from associated research have informed every aspect of speech-language pathology practice. The acquisition of the consonant cluster has received little attention during this time, even though the consonant cluster is a common feature of speech, its acquisition is one of the most protracted of all aspects of children’s speech development, and the production of consonant clusters is one of the most common difficulties for children with speech impairment. This paper reviews the literature from the past 70 years to describe children’s normal acquisition of consonant clusters. Articulatory, phonological, linguistic, and acoustic approaches to the development of consonant clusters are reviewed. Data from English are supplemented with examples from other languages. Consideration of the information on consonant cluster development revealed 10 aspects of normal development that can be used in speech-language pathologists’ assessment and analysis of children’s speech.

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.

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.

Perception of Hearing Loss by Graduate Students of Speech-Language Pathology

2004 ◽  
Vol 31 (Fall) ◽  
pp. 205-214
Author(s):  
Mary Aguila-Vinson ◽  
Jennifer Lister ◽  
Theresa Hnath-Chisolm ◽  
Patricia Blake-Rahter
Keyword(s):  
Hearing Loss ◽  
Graduate Students ◽  
Speech Language Pathology ◽  
Language Pathology

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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