Graduate program for education in psychological acoustics at the Kyushu Institute of Design

Ryunen Teranishi

doi:10.1121/1.2025939

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0402.31 ◽

1995 ◽

Vol 4 (2) ◽

pp. 31-36 ◽

Cited By ~ 4

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.

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Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.64 ◽

2015 ◽

Vol 22 (2) ◽

pp. 64-76 ◽

Cited By ~ 7

Author(s):

Catherine J. Crowley ◽

Kristin Guest ◽

Kenay Sudler

Keyword(s):

New York ◽

New York City ◽

Public Schools ◽

Cultural Competence ◽

York City ◽

Cultural Sensitivity ◽

Graduate Program ◽

Language Disorder ◽

New York State ◽

Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

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Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00143 ◽

2020 ◽

Vol 5 (5) ◽

pp. 1221-1230

Author(s):

Jane Roitsch ◽

Kimberly A. Murphy ◽

Anastasia M. Raymer

Keyword(s):

Executive Function ◽

Academic Outcomes ◽

Graduate Program ◽

Performance Outcomes ◽

Future Research ◽

Speech Language Pathology ◽

Grade Point ◽

Praxis Ii ◽

Language Pathology ◽

Preliminary Study

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

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Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

Perspectives on Administration and Supervision ◽

10.1044/aas19.1.13 ◽

2009 ◽

Vol 19 (1) ◽

pp. 13-18

Author(s):

Corey L. Herd

Keyword(s):

Language Development ◽

Training Program ◽

Peer Interaction ◽

Graduate Program ◽

Peer Interactions ◽

Graduate Programs ◽

Communication Disorders ◽

Learning Opportunities ◽

Knowledge And Skills ◽

Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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