One Measure of Supervisory Effectiveness in Speech-Language Pathology and Audiology

1989 ◽  
Vol 54 (4) ◽  
pp. 549-557 ◽  
Author(s):  
David A. Shapiro ◽  
Jean L. Anderson
Keyword(s):  
Direct Result ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Over Time

This investigation developed and utilized a methodology for studying the follow-through of student clinicians from supervisory conferences to later activities. Based upon an earlier investigation in which 1,389 commitments made by 64 supervisees were identified and analyzed, completion of each commitment was measured in this investigation to determine if specific behaviors of clinicians occur after making commitments in supervisory conferences. Results indicated that clinicians demonstrate greater completion of commitments when structured accountability (i.e., written agreement) is introduced early into and subsequently faded from supervisory conferences, and that the written agreement is more beneficial for beginning clinicians than for experienced clinicians. Of utmost importance was the demonstration that specific behaviors of supervisees can be followed and measured over time, and that certain behaviors of clinicians occur as a direct result of commitments made during conferences with a supervisor.

Working With Older Adults: Impact of the Affordable Care Act and Other Trends in Health Care

2011 ◽  
Vol 16 (1) ◽  
pp. 10-17
Author(s):  
Amy Hasselkus
Keyword(s):  
Older Adults ◽  
Health Care ◽  
Affordable Care Act ◽  
Care Delivery ◽  
Speech Language Pathology ◽  
Policy Changes ◽  
Patient Protection ◽  
Language Pathology ◽  
The Impact ◽  
Over Time

Rapidly increasing numbers in our aging population coupled with anticipated changes in reimbursement and health-care delivery have led to policy changes that will be implemented over time. This article will review the Patient Protection and Affordable Care Act of 2010 (ACA) and the Health Care and Education Reconciliation Act and will discuss the impact of health care changes on speech-language pathology practice with older adults.

Stimulability Measures and Dynamic Assessment of Speech Adaptability

2012 ◽  
Vol 19 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Amy M. Glaspey
Keyword(s):  
Speech Production ◽  
Dynamic Assessment ◽  
Preschool Age ◽  
Traditional Practices ◽  
Speech Language Pathology ◽  
Point Scale ◽  
Language Pathology ◽  
Over Time

Stimulability has a long history in the field of speech-language pathology. The purpose of this article is to show different procedures that have been used over time and how stimulability methodologies are variable across clinicians. Global correction, phoneme-based, and dynamic assessment of speech adaptability approaches are presented. These measures are illustrated using a case sample of a preschool-age girl with severe phonological disorder. Furthermore, dynamic assessment of speech adaptability is highlighted as a newer strategy that encompasses stimulability and expands traditional practices in the diagnostic and treatment phases of intervention. A 15-point scale is used to document a child’s ability to adapt speech production when given a systematic presentation of cues and linguistic environments.

scholarly journals Knowledge of the Poznan region citizens about speech therapy profession

2019 ◽  
Author(s):  
AGATA TRĘBACZ
Keyword(s):  
Everyday Life ◽  
Speech Therapy ◽  
Primary Objective ◽  
Speech Language Pathology ◽  
The Core ◽  
Language Pathology ◽  
Core Issue ◽  
The Subject ◽  
The City ◽  
Over Time

Agata Trębacz, Knowledge of the Poznan region citizens about speech therapy profession. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 197–221. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.10In recent years, the speech-language pathology has developed dynamically. It plays a growing role not only in the area of education but also in the field of medicine. Teaching correct articulation is just one of possible challenges faced by speechlanguage pathologists. The multidisciplinary context of that field of knowledge can be seen in various subfields of speech-language pathology which have evolved over time. Therefore, the primary objective of the conducted research was to assess the awareness of the importance of speech-language pathologists in everyday life of children and adults. The research was carried out among 50 respondents in the city of Poznań and provided the ground for discussion on the subject being the core issue of the presented paper.

Translating High-Resolution Manometry From Research to Clinical Practice

2019 ◽  
Vol 4 (4) ◽  
pp. 641-647 ◽  
Author(s):  
Molly A. Knigge
Keyword(s):  
Clinical Practice ◽  
High Resolution ◽  
Upper Esophageal Sphincter ◽  
Speech Language Pathology ◽  
High Resolution Manometry ◽  
Sphincter Function ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Esophageal Sphincter ◽  
Over Time

Purpose High-resolution manometry (HRM) is a developing evaluation and treatment modality within the scope of speech-language pathology clinical practice. HRM offers pressure measurement over time that can capture details of pharyngeal and upper esophageal sphincter function unattainable with current dysphagia imaging modalities. As the technology is being adapted from esophageal application to use in the pharynx, understanding the strengths and limitations of HRM is paramount to building valid models for clinical use. Conclusion This review of HRM translation from research to clinical practice aims to introduce the speech-language pathologist to this novel evaluation and treatment apparatus.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

A Family With Autosomal-Dominant Progressive Sensorineural Hearing Loss

1996 ◽  
Vol 5 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Chris Halpin ◽  
Barbara Herrmann ◽  
Margaret Whearty
Keyword(s):  
Speech Production ◽  
Hearing Aids ◽  
Role Models ◽  
Speech Intelligibility ◽  
Large Scale ◽  
Speech Language Pathology ◽  
The Family ◽  
Patient Will ◽  
Language Pathology

The family described in this article provides an unusual opportunity to relate findings from genetic, histological, electrophysiological, psychophysical, and rehabilitative investigation. Although the total number evaluated is large (49), the known, living affected population is smaller (14), and these are spread from age 20 to age 59. As a result, the findings described above are those of a large-scale case study. Clearly, more data will be available through longitudinal study of the individuals documented in the course of this investigation but, given the slow nature of the progression in this disease, such studies will be undertaken after an interval of several years. The general picture presented to the audiologist who must rehabilitate these cases is that of a progressive cochlear degeneration that affects only thresholds at first, and then rapidly diminishes speech intelligibility. The expected result is that, after normal language development, the patient may accept hearing aids well, encouraged by the support of the family. Performance and satisfaction with the hearing aids is good, until the onset of the speech intelligibility loss, at which time the patient will encounter serious difficulties and may reject hearing aids as unhelpful. As the histological and electrophysiological results indicate, however, the eighth nerve remains viable, especially in the younger affected members, and success with cochlear implantation may be expected. Audiologic counseling efforts are aided by the presence of role models and support from the other affected members of the family. Speech-language pathology services were not considered important by the members of this family since their speech production developed normally and has remained very good. Self-correction of speech was supported by hearing aids and cochlear implants (Case 5’s speech production was documented in Perkell, Lane, Svirsky, & Webster, 1992). These patients received genetic counseling and, due to the high penetrance of the disease, exhibited serious concerns regarding future generations and the hope of a cure.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

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