The Impact of Diversity on Academic Skills: Considerations for the Speech-Language Pathologist

1995 ◽  
Vol 22 ◽  
pp. 72-79
Author(s):  
Sandra Damico ◽  
Jack Damico
Keyword(s):  
Academic Skills ◽  
Speech Language Pathologist ◽  
The Impact

The Impact of Subjective and Objective Hearing Loss on Cognition and Memory in Older Adults

2015 ◽  
Vol 20 (2) ◽  
pp. 49-57 ◽  
Author(s):  
Yvonne Rogalski ◽  
Amy Rominger
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Reading Aloud ◽  
Cognitive Testing ◽  
Professional Collaboration ◽  
Cognitive Screening ◽  
Speech Language Pathologist ◽  
Text Passage ◽  
The Impact ◽  
Audiologic Evaluation

For this exploratory cross-disciplinary study, a speech-language pathologist and an audiologist collaborated to investigate the effects of objective and subjective hearing loss on cognition and memory in 11 older adults without hearing loss (OAs), 6 older adults with unaided hearing loss (HLOAs), and 16 young adults (YAs). All participants received cognitive testing and a complete audiologic evaluation including a subjective questionnaire about perceived hearing difficulty. Memory testing involved listening to or reading aloud a text passage then verbally recalling the information. Key findings revealed that objective hearing loss and subjective hearing loss were correlated and both were associated with a cognitive screening test. Potential clinical implications are discussed and include a need for more cross-professional collaboration in assessing older adults with hearing loss.

scholarly journals The Effectiveness of Computer-Based Learning in Developing Academic Skills for Children with Intellectual Disabilities

2020 ◽  
Vol 1 (1) ◽  
pp. 79-99
Author(s):  
Faris Algahtani
Keyword(s):  
Intellectual Disabilities ◽  
Educational Program ◽  
Positive Impact ◽  
Development Program ◽  
Academic Skills ◽  
Skills Development ◽  
Control Group ◽  
Computer Based ◽  
The Impact ◽  
Experimental Group

Aim: The study aimed to investigate the effect of using a computer-based program in developing academic skills (reading, writing and arithmetic) for children with mild intellectual disabilities as compared to the conventional teaching instructions. Methods: The study was conducted in intellectual institutions in Jeddah, Saudi Arabia. A randomized controlled trial design was adopted in the study to determine the impact of the intervention. The study sample was composed of boys (n = 19) and girls (n = 21) aged 6 – 10 years who were selected purposively, and randomly assigned to the experimental group and control group. The two-division experimental group one for boys (n = 8) and the other for girls (n = 12) in the experimental group was studied by using an academic skills development program or a computer-based program. Results: The results indicated that there is a positive impact of the academic skills development program, which was applied to the experimental group to improve academic skills. The reason for the absence of gender differences in academic skills for the educational program is the similarity of the educational environment and the activities used in the educational program in terms of skills, activities, training methods, similar abilities and intellectual preparations for the genders, and for their interaction with the program itself. In addition, the program corresponds to the developmental characteristics of both genders, and there are no impediments to the application of the program in both genders.

scholarly journals Do text discussions improve the academic skills of students of HE? Andorra University case.

2020 ◽  
Author(s):  
Helena Prieto Sanz
Keyword(s):  
Text Comprehension ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Peer Interactions ◽  
Participant Observation ◽  
Core Competency ◽  
Academic Skills ◽  
Dialogic Reading ◽  
Student Groups ◽  
The Impact

Reading is a core competency in learning processes of higher education as a tool for accessing discipline-specific knowledge. The aim of this case study is to analyse the impact of text group discussions on the academic skills of students at the Universitat d’Andorra (UdA). Qualitative techniques -non-participant observation, interviews and discussion groups- were applied to UdA students and faculty. Five student groups belonging to the Bachelor of Teaching and Learning (BTL), Bachelor of Computer Science (BCS) and Bachelor of Business Administration (BBA) were studied. After processing the data with Atlas.ti, the first results were obtained. Evidences of a positive impact on the academic skills are identified. Firstly, both students and faculty indicated an improvement of the text comprehension mainly because of the peer interactions. Improvement of the critical and analitycal attitude, the own speech as well as the metacognitive learning are also highlighted as areas on which dialogic reading has positive impact.

scholarly journals Speech-Language Pathologist Perspectives of the Implementation of Telepractice-Delivered Stuttering Treatment for School-Age Children

2021 ◽  
pp. 1-14
Author(s):  
Shane Erickson ◽  
Kate Bridgman ◽  
Lisa Furlong ◽  
Hannah Stark
Keyword(s):  
School Setting ◽  
External Support ◽  
School Age Children ◽  
School Age ◽  
Safe Delivery ◽  
Speech Language Pathologist ◽  
Published Evidence ◽  
Indefinite Future ◽  
Training And Support ◽  
The Impact

Purpose: The impact of stuttering can be significant, and effective treatment is critical. Despite evidence supporting direct treatment approaches for school-age children who stutter, a complex set of barriers can prevent access at school. One potential solution is telepractice. To date, however, there is no published evidence regarding the use of telepractice to deliver the Lidcombe Program within a school setting. Method: In this pilot study, a telepractice service was established and the perspectives of the five treating speech-language pathologists (SLPs) were evaluated before, during, and after the trial through focus groups and recorded telesupervision sessions. Results: An inductive and reflexive thematic analysis identified four main themes: (a) Understanding and managing technology is critical; (b) logistical considerations can be time-consuming and challenging; (c) preparation and support are essential; and (d) family engagement, acceptance, and independence with telepractice services can be facilitated by external support and coaching. Initially, the SLPs shared feelings of uncertainty, fear, and apprehension. Yet, despite this concern, the SLPs ultimately reported that telepractice can play an important role in their service. Conclusions: In order to maximize the potential value of telepractice, SLPs require training and support to (a) manage the technology and troubleshoot problems that invariably arise, (b) have the opportunity to watch demonstrations of the technology, and (c) clearly explain the roles, responsibilities, and expectations of the parent engaging in treatment. These findings have particular relevance now, as schools and support services navigate a COVID-safe delivery model for the indefinite future.

Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study

2014 ◽  
Vol 45 (3) ◽  
pp. 204-219 ◽  
Author(s):  
Sandra Laing Gillam ◽  
Abbie Olszewski ◽  
Jamison Fargo ◽  
Ronald B. Gillam
Keyword(s):  
High Risk ◽  
Early Stage ◽  
Vocabulary Instruction ◽  
First Grade ◽  
Instructional Program ◽  
Low Risk ◽  
Classroom Setting ◽  
Speech Language Pathologist ◽  
Clinically Significant ◽  
The Impact

PurposeThis nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting.MethodForty-three children attending 2 first-grade classrooms participated in the study. Children in each classroom were divided into high- and low-risk subgroups on the basis of their performance on a narrative test. Narrative and vocabulary instruction was provided by an SLP in 1 classroom for three 30-min periods per week for 6 weeks.ResultsThe children in the experimental classroom made clinically significant improvements on narrative and vocabulary measures; children in the comparison classroom did not. Within the experimental classroom, children in the high-risk subgroup demonstrated greater gains in narration and fewer gains in vocabulary than children in the low-risk subgroup. There were no subgroup differences in the comparison classroom.ConclusionThese preliminary results provide early evidence of the feasibility of implementing a narrative instruction program in a classroom setting. Children at a high risk for language difficulties appeared to profit more from the narrative instruction than from the embedded vocabulary instruction. More extensive research on this instructional program is warranted.

A New Job Description and a New Task for the Public School Clinician

1988 ◽  
Vol 19 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Sol Adler
Keyword(s):  
Public School ◽  
Classroom Teacher ◽  
Job Description ◽  
The Public ◽  
Speech Language Pathologist ◽  
The Impact

This brief essay notes the impact upon our profession of our interactions with social dialect speakers. Specifically, the role of the speech-language pathologist as a consultant to the classroom teacher is discussed.

scholarly journals Embedding learning development; a model for collaborative practice

2018 ◽  
Author(s):  
Laura Minogue ◽  
Carole Murphy ◽  
Kim Salmons
Keyword(s):  
Academic Skills ◽  
Academic Learning ◽  
Small Scale ◽  
Structured Interviews ◽  
Teaching Excellence ◽  
Development Team ◽  
Self Evaluation ◽  
Development Teams ◽  
Learning Development ◽  
The Impact

In 2016, the Learning Development Team at St Mary’s University was awarded a prize for teaching excellence for its report on 'the collaborative delivery of embedded academic skills development programmes within subject modules’. The report detailed the planning and delivery of embedded activities across Schools in which academic skills were tailored to subject specific module content. The success of the report resulted in long-term investment in the Learning Development Team and positioned embedded academic learning as an integral part of the university’s corporate plan. This paper presents the results of a small-scale research study to evaluate an embedded academic skills module in Criminology and Sociology delivered at Level 4. The impact of this embedded module has been measured through semi-structured interviews with students, the subject lecturer and learning development lecturer. The final self-evaluation assessment was also analysed to understand more fully how students had developed over the course of the module. Results clearly demonstrate that embedding academic skills into the Criminology and Sociology programme had an impact on student confidence, belonging and retention. The outcome is an 'impact-tested' accredited skills module that can be adapted and used by other learning development teams.

Cow's Milk Protein Allergy and Pediatric Dysphagia: A Case Study

2016 ◽  
Vol 1 (13) ◽  
pp. 10-16
Author(s):  
Angela Melkonian ◽  
Michelle DiMattia
Keyword(s):  
Milk Protein ◽  
Aerodigestive Tract ◽  
Food Allergies ◽  
Allergy Diagnosis ◽  
Speech Language Pathologist ◽  
Swallowing Problems ◽  
Food Allergy Diagnosis ◽  
The Impact

Children with food allergies are challenging, particularly as the impact of allergy on the aerodigestive tract can affect swallowing and willingness to feed. The purpose of this article is to highlight the role of the speech-language pathologist (SLP) working with medically involved children in early stages of food allergy diagnosis, with comorbidities that complicate the process of diagnosing and managing dysphagia. Patients are often referred to the SLP at the onset of various feeding and swallowing problems. The SLP should be able to recognize the manifestations of allergy on the aerodigestive tract as it relates to dysphagia, assess for risk factors for allergy, understand the findings and limitations of allergy testing, and identify children who are appropriate for referral to other members of the pediatric interdisciplinary team, including allergists, gastroenterologists, pulmonologists, otolaryngologists, and nutritionists.

scholarly journals An investigation of a strength-based model as an approach to helping children cope with a learning disability

2021 ◽  
Author(s):  
Samantha Faith Saunders
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Life Experience ◽  
Academic Skills ◽  
Whole Child ◽  
The Public ◽  
Dependence Versus ◽  
Strength Based ◽  
Traditional Approaches ◽  
The Impact

Interventions used in helping children with learning disabilities (LD) should consider the impact on the whole child and not only on his/her academic success. This approach may foster the development of unique strengths in the child, unlike those approaches that focus only on the areas of difficulty that the child is experiencing. An approach of this nature focuses on competence generally and differs greatly from traditional approaches, which ignore the importance of non-academic skills in children. The following study investigated the experiences of children with LD and their parents who are enrolled in a strength-based program. Interviews on their perceptions about the program and evaluation of the literature indicated that a strength-based program is effective in helping children cope with LD. The major themes evoked from interviews included recognition of strengths, dependence versus independence in the public school, and life experience with an LD.

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