Building speech-language pathologist capacity for evidence-based practice: A unique graduate course approach

A speech-language pathology graduate-level course using the systematic review and meta-analytic process as a learning tool is described. The course design, content, activities, and pedagogical methods are discussed in depth. Three groups of students worked collaboratively to produce three systematic reviews in the area of language and literacy. This course provided a framework for the completion of the reviews and the development of the students as expert consumers of research. It is suggested that this course framework be used as a tool for building speech-language pathologist capacity in the use of evidence-based decision making.

from Evidence-Based Communication Assessment and Intervention

Australian Speech-Language Pathologists’ Perceptions and Experiences of Augmentative and Alternative Communication in Early Childhood Intervention

Speech-language pathologists (SLPs) working in early childhood intervention are expected to have knowledge and skills across a number of areas and to engage in evidence-based practice. We explored the knowledge and perceptions of SLPs working with young children within Australian early childhood settings about augmentative and alternative communication (AAC), evidence-based practice, and barriers to such practice. Fourteen clinicians participated in group or individual interviews. Thematic analysis of the transcripts of these discussions revealed that they had a broad view of AAC and its benefits. Their reported assessment and intervention approaches reflected best practice as documented in the literature. The exception was in the implementation of family-centred practice. Although the participants involved families in their children’s intervention, many appeared to use a directive approach. There was also evidence of struggling with families’ negative attitudes about the use of AAC. A major barrier for these clinicians in implementing AAC and best practice was limited time in light of the many demands and expectations. Despite some frustration, these participants were passionate about their work and belief in the benefits of AAC for young children with varied communication difficulties. The results suggest that many expectations placed on clinicians within early childhood intervention settings may fail to take into account the everyday demands on their time, in a context of varied resources and support.

from AAC: Augmentative and Alternative Communication

Current and prospective speech-language pathology students’ reports of exposure to speech-language pathology

This paper presents findings of an investigation into the amount of exposure to the speech-language pathology profession that is reported by current and prospective speech-language pathology students. This study investigated both therapeutic and social exposures to speech-language pathology (SLP) as both were considered to play a role in providing information about the profession (e.g., work settings, professional demographics and caseloads). The results showed that the greater majority of both the current and prospective speech-language pathology students had some type of exposure to speech-language pathology either prior to entering or prior to considering entering the speech-language pathology program. Furthermore, both the current and prospective speech-language pathology students reported being influenced by their prior exposure the speech-language pathology profession. Finally, the results showed that parents played a large role in career choice for the current and prospective students, and this may have also included influence through parents’ own exposure to speech-language pathology through work settings.

from the International Journal of Speech-Language Pathology

Roles of speech-languge pathologists and nurses in providing communication intervention for nonspeaking adults in acute care: A regional pilot study

This study investigated current practice patterns and opinions of best practice standards of nurses and speech-language pathologists (S-LPs) regarding management of nonspeaking adult patients in acute care. Data was comprised of questionnaires completed by 85 nurses and 34 hospital-based acute care S-LPs. Nurse respondents reported that they frequently facilitate hands-on communication intervention for nonspeaking patients. Most nurses agreed that quality of care would be enhanced if S-LPs were more involved in facilitating communication for acute care patients. Forty-eight percent of S-LPs and 49% of nurses reported that at their facilities, less than half of nonspeaking patients are routinely referred to speech-language pathology (S-LP), whereas 94% of S-LPs and 66% of nurses felt that nonspeaking patients should be referred to S-LP most of the time. Results suggest that S-LPs are spending increasing amounts of time in the area of dysphagia management and relatively minimal amounts of time providing communication intervention.

from the Canadian Journal of Speech-Language Pathology and Audiology

Speech-language pathologists’ views on attrition from the profession

The aim of this study was to identify common themes in speech-language pathologists’ perceptions of factors that increase and decrease their experiences of job stress, their satisfaction with their jobs and the profession, and their opinions about why people chose to leave the speech-language pathology profession. The participants’ perceptions about the relationships between job stress, work satisfaction and job and profession retention were also explored. Sixty members of Speech Pathology Australia from a range of geographical and professional contexts were asked to participate in telephone interviews. Eighteen speech-language pathologists agreed to participate (30% response rate), and took part in semi-structured telephone interviews. Two researchers independently coded transcripts of the interviews for themes. Eight major themes were identified. These were positive aspects of the profession, workload, non-work obligations, effectiveness, recognition, support, learning and autonomy. The themes that emerged from analysis of these interviews provide new evidence about the positive and negative aspects of working as a speech-language pathologist, and provide preliminary insights into potential reasons as to why speech-language pathologists choose to remain in or leave the profession.

from the International Journal of Speech-Language Pathology

Roles of speech-languge pathologists and nurses in providing communication intervention for nonspeaking adults in acute care: A regional pilot study

Most nurses agreed that quality of care would be enhanced if S-LPs were more involved in facilitating communication for acute care patients. Forty-eight percent of S-LPs and 49% of nurses reported that at their facilities, less than half of nonspeaking patients are routinely referred to speech-language pathology (S-LP), whereas 94% of S-LPs and 66% of nurses felt that nonspeaking patients should be referred to S-LP most of the time. Results suggest that S-LPs are spending increasing amounts of time in the area of dysphagia management and relatively minimal amounts of time providing communication intervention.

from the Canadian Journal of Speech-Language Pathology and Audiology

Clinical supervision of speech-language pathology students: Comparison of two models of feedback

Clinical practicum is a critical component of the education of speech-language pathologists. Various models of clinical supervision have been proposed but there have been few systematic studies comparing models. In this study, 19 speech-language pathology students were randomly assigned to two groups, one with immediate verbal feedback in a group format and the other with delayed written feedback in an individual format. Both had the same clinical supervisor and clinical placement. Student feedback on a questionnaire indicated perceived advantages and disadvantages with both supervision methods. Both groups showed significantly better performance in treatment skills, interpersonal skills and evaluation skills in an end-block evaluation than at mid-block. However, students in the immediate verbal feedback group achieved significantly higher ratings on the clinic evaluation form than students in the delayed written feedback group. Students in the immediate verbal feedback group also scored higher on a self-rated questionnaire modified from Motivated Strategies for Learning Questionnaire (MSLQ) than those in the other group, both in the first and last clinical sessions. Further directions for studies of clinical supervision and clinical education are identified.

from the International Journal of Language and Communication Disorders

Augmentative and alternative communication: scope and peculiarities of terms and concepts in Brazil

CONCLUSION: it is important for a given version/term, besides being adopted by its own use, to maintain the original intended sense and to be in consonance with recommendations/policies of the field it belongs, such as those proposed by Isaac. This is a relevant discussion for the consolidation and strengthening of AAC in Brazil and also for the establishment of descriptors in the field of Health Sciences.

from Pró-Fono Revista de Atualização Científica

Incidence and clinical presentation of dysarthria and dysphagia in the acute setting following paediatric traumatic brain injury

Conclusion Despite the low incidence of dysarthria and dysphagia across the entire TBI cohort, this sub-group may place longer-term burden on SLP services, having prolonged periods of ventilation, extended periods of hospitalization and a complex co-morbid clinical presentation compared with controls. The prevalence of co-morbid communication and swallowing impairments suggests a need for integrated rather than single discipline (i.e. dysphagia stream only) SLP services.

from Child: Care, Health and Development

Facing challenges head-on

from Topix.net

Speech Therapist Laura Keehner works with Emery Veltstra, 5, during a therapy session Tuesday, September 2, 2008.

First Nations English dialects in Canada: Implications for speech-language pathology

from Clinical Linguistics and Phonetics

The current study reports preliminary information gathered about First Nations English dialects in Canada and considers implications for speech-language pathology practice. Information was gathered from literature searches and forums of First Nations and non-First Nations speech-language pathologists, developmentalists, and linguists. The exploratory findings suggest that First Nations English dialects are shaped both by transference of features from the ancestral languages and by cultural patterns of communication. The dialects likely represent late stages of depidginization and decreolization. Examples of phonological and syntactic dialectal features illustrate the importance of recognizing non-standard varieties of English when assessing speakers of First Nations communities and setting up goals and strategies for treatment. Research is urgently needed to identify features of First Nations English dialects both for linguistic documentation and to help speech-language pathologists and other educators to distinguish between language impairments and dialect differences and to develop culturally relevant assessment and intervention practices.

Speech therapists, audiologists are you listening?

from Topix.net

One out of every thousand children is hearing impaired in India, according to a WHO report.

Academic and Clinical Training in Cleft Palate for Speech-Language Pathologists

from the Cleft Palate-Craniofacial Journal

Objective: The purpose of this study was to obtain information about academic and clinical training of speech-language pathology students in cleft palate (CP).

Methods: Representatives of 232 accredited graduate programs in speech-language pathology were invited via e-mail to complete a web-based 32-item questionnaire. Questions focused on the type and nature of courses offered related to CP, availability of clinical practica, and number of hours of clinical experience by students. An item-by-item analysis was conducted and descriptive statistics obtained.

Results: A total of 127 (54.7%) of the programs responded. Sixty-seven percent offered coursework exclusively devoted to CP, and for 53% of these it was a required course. For the programs that did not offer an exclusive course on CP, 35% indicated that CP was covered in other courses such as articulation, voice, or anatomy and physiology. Fifty-four percent of the programs offered clinical practica in CP. For these, a median of five students of a median graduate speech-language pathology class of 43 were enrolled in practica involving CP (range = 0–21), and students spent a median of 2 hours in practica involving CP (range = 0–100).

Conclusions: Cleft palate is a complex disorder to which many students have limited exposure and for which more graduate training is unlikely since the 1993 American Speech-Language-Hearing Association (ASHA) certification changes. As a result, there is a need to look towards alternative methods to enhance the educational and clinical experiences of students and practitioners in cleft palate.

Current and prospective speech-language pathology students’ reports of exposure to speech-language pathology

from the International Journal of Speech-Language Pathology

This paper presents findings of an investigation into the amount of exposure to the speech-language pathology profession that is reported by current and prospective speech-language pathology students. This study investigated both therapeutic and social exposures to speech-language pathology (SLP) as both were considered to play a role in providing information about the profession (e.g., work settings, professional demographics and caseloads). The results showed that the greater majority of both the current and prospective speech-language pathology students had some type of exposure to speech-language pathology either prior to entering or prior to considering entering the speech-language pathology program. Furthermore, both the current and prospective speech-language pathology students reported being influenced by their prior exposure the speech-language pathology profession. Finally, the results showed that parents played a large role in career choice for the current and prospective students, and this may have also included influence through parents’ own exposure to speech-language pathology through work settings.

Australian Speech-Language Pathologists’ Knowledge and Practice of Radiation Protection While Performing Videofluoroscopic Swallowing Studies

from Dysphagia

Abstract During a videofluoroscopic swallowing study (VFSS), speech and language pathologists (SLPs) are potentially exposed to radiation. To effectively limit unnecessary exposure, SLPs performing VFSS are encouraged to actively shield themselves and to be monitored by radiation-monitoring badges. The aim of this research was to assess the level of current knowledge and practice of radiation protection among SLPs performing this procedure. A questionnaire was distributed via Speech Pathology Australia (SPA) and the Australasian Dysphagia Newsletter (ADN). Sixty-nine questionnaires were returned. The results revealed that participants had received some radiation protection training, which provided them with general knowledge on radiation protection. Participants indicated a lack of formal education and were unsure of the adequacy of the information provided. Ninety-seven percent of participants always wore lead aprons, 76% always wore thyroid shields, and 36% wore radiation-monitoring badges. The researchers recommend that education on radiation protection and safety be provided for SLPs at university level to educate them before they enter the workplace. It is also recommended that SLPs always wear lead aprons, thyroid shields, and radiation-monitoring badges.