Bachelor's-Level Speech-Language Pathology Assistants in California: A Clinical Practicum Course

2012 ◽  
Vol 39 (Spring) ◽  
pp. 1-11
Author(s):  
Jennifer A. Ostergren
Keyword(s):  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Language Pathology

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

Iranian Persian

2020 ◽  
Vol 2 (1) ◽  
pp. 137-164
Author(s):  
Narges Firouzshahi ◽  
Elena Babatsouli
Keyword(s):  
Culturally Diverse ◽  
Relevant Literature ◽  
Family Interactions ◽  
Phonological Development ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Language And Culture ◽  
Cultural Aspects ◽  
Language Pathology ◽  
Reference Manual

The present article proposes a sociolinguistic stance in the dissemination of information for use in the clinical context of speech language pathology (SLP) internationally. This practical guide to speech and culture aims to encourage the integration of linguistic and cultural facets in clinical practicum approaches, providing a useful and clinically relevant resource. This comes as a natural consequence of the systematic efforts worldwide to train and inform SLP workforces on providing equitable, targeted, and appropriate service to linguistically and culturally diverse clients such as minorities and immigrants. The specific focus of this guide is on Iranian Persian, a language and culture that is under-represented in published, clinically relevant literature. The paper provides an easily accessible reference manual on the phonological development and clinical assessment of Iranian Persian child speech in typical and atypical, monolingual and bilingual contexts, as well as on cultural aspects that may dictate the success of clinician and client/family interactions.

Academic, Clinical, and Educational Experiences of Self-Identified Fluency Specialists

2016 ◽  
Vol 1 (4) ◽  
pp. 16-43 ◽  
Author(s):  
Geoffrey A. Coalson ◽  
Courtney T. Byrd ◽  
Elizabeth Rives
Keyword(s):  
Professional Training ◽  
Online Survey ◽  
Student Experiences ◽  
Speech Language Pathology ◽  
Chi Square ◽  
Clinical Practicum ◽  
Fluency Disorders ◽  
Graduate Curriculum ◽  
Language Pathology

Purpose The purpose of the present study is to examine whether the academic, clinical, and fluency-related student experiences of professionals who self-identify as having specialized knowledge of fluency disorders differ from those who do not. Method An online survey was developed to identify the academic, clinical, and specific fluency-related experiences professionals had when they were undergraduate and graduate students. The survey was completed by 219 professionals within the field of speech-language pathology (122 self-identified specialists, 97 self-identified non-specialists). Results Considerable overlap was observed in training experiences of self-identified specialists and non-specialists. However, Chi-square analyses revealed a significantly greater proportion of self-identified specialists reported (a) completion of a dedicated course in fluency disorders during undergraduate and graduate curriculum, (b) interaction with five or more fluency clients during clinical practicum, and (c) exposure to specific fluency-related activities such as voluntary stuttering and attendance at a fluency-related support group. Conclusions Findings suggest that despite the degree of overlap between self-identified specialists' and non-specialists' pre-professional training, the quantity and quality of certain experiences may influence future decisions to focus more exclusively on working with persons who stutter.

What Are Graduate Students Really Thinking?: A Metacognitive Example

2009 ◽  
Vol 19 (3) ◽  
pp. 114-119 ◽  
Author(s):  
Christina Madix ◽  
Judith Oxley
Keyword(s):  
Graduate Students ◽  
Thinking Skills ◽  
First Year ◽  
Speech Language Pathology ◽  
Structured Interviews ◽  
Clinical Practicum ◽  
First Semester ◽  
Clinical Program ◽  
Language Pathology ◽  
Therapy Sessions

Abstract The ability to integrate academic and clinical knowledge to achieve a metacognitive level of performance is paramount to being a strong clinician in the field of speech-language pathology. The support and encouragement provided by supervisors strengthens the students' abilities to develop and integrate their knowledge and strategy use in the clinical setting. This article examines the development of metacognitive thinking skills of two first-year graduate students enrolled in a graduate-level speech-language pathology program during their first semester of clinical practicum. A pilot study utilizing a qualitative approach of semi-structured interviews and video-taped therapy sessions was conducted to illustrate how differently graduate clinicians can mature in their clinical program.

Student Perspectives of an Interdisciplinary Approach to Clinical Provision and Supervision

2012 ◽  
Vol 15 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Jessica J. Messersmith ◽  
Kyle Brouwer
Keyword(s):  
Faculty Member ◽  
Student Perceptions ◽  
Interdisciplinary Approach ◽  
Future Research ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Clinician Training ◽  
Language Pathology ◽  
Practicum Experiences ◽  
Supervisory Practices

We conducted a survey to investigate student perceptions of an interdisciplinary clinical practicum and to identify beneficial interdisciplinary supervisory practices. Seven speech-language pathology and audiology graduate students participated in an interdisciplinary clinical practicum supervised by 1 speech-language pathology faculty member and 1 audiology faculty member. During this experience, students collaborated with others outside of their department to plan and provide aural habilitation at a university speech and hearing clinic. Students’ responses to Likert-scale and open-ended questions indicated that the interdisciplinary practicum experience enhanced the students’ clinical knowledge and ability to work as a member of an interdisciplinary team. The results of the study provide support for increasing interdisciplinary practicum experiences within graduate clinician training, as well as conducting future research to identify best practices when providing cross-disciplinary supervision.

Speech-Language Pathology Graduate Student Experiences of Incivility, Bullying, and Intimidation in the Clinical Practicum Setting: An Exploratory Study

2021 ◽  
pp. 1-25
Author(s):  
James M. Mancinelli ◽  
Meredith Kneavel
Keyword(s):  
Nursing Education ◽  
Graduate Students ◽  
Graduate Student ◽  
Clinical Education ◽  
Phenomenological Study ◽  
Psychological Effects ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Language Pathology ◽  
Education Psychology

Purpose The purpose of this phenomenological study was to describe and interpret the experiences of graduate students in communication sciences and disorders who experienced forms of incivility in the clinical practicum setting. There is precedent for identifying and handling incivility, such as bullying, harassment, and intimidation, in the nursing education, psychology education, medical education, and physical therapy literature. A literature search for incivilities such as bullying, harassment, and intimidation in graduate student education in communication sciences and disorders did not yield any systematic studies. Method Nineteen participants who were interested in participating contacted the researcher; of those, nine participants were ultimately interviewed. A thematic analysis of videotaped semistructured interviews was used to measure outcomes based on the five questions posed to the participants. The participants responded to the five questions designed to understand the lived experience of incivility for graduate students in speech-language pathology practicum settings. Conclusions This study fills a gap in the clinical education literature in speech-language pathology. It was a qualitative study using a phenomenological approach that described and interpreted speech-language pathology graduate students' experiences of bullying, harassment, and/or intimidation during clinical practicums across practice settings. Data analysis yielded five themes based on the participants' responses during the interview. The themes were communication, physical and/or psychological effects, interpersonal dynamics, clinical instruction, and lingering physical and psychological effects of the experience. The authors make recommendations to reduce the probability that incivility, bullying, and/or intimidation will occur during a student's clinical practicum experience.

Role-Playing and its Carryover To Practice in Speech-Language Pathology

2012 ◽  
Vol 15 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Ana Claudia Harten
Keyword(s):  
Graduate Students ◽  
Classroom Instruction ◽  
Role Playing ◽  
Speech Language Pathology ◽  
Graduate Course ◽  
Clinical Practicum ◽  
Knowledge And Skills ◽  
Language Pathology

The value of a graduate course in the field of speech-language pathology is limited when students do not transfer the knowledge and skills they acquire to their clinical practicum. In this article, I describe the implementation of role-playing simulation into classroom instruction about aphasia and explore graduate students’ perceptions of this instructional method’s efficacy and carryover to a clinical practicum.

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