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PurposeThis project used a reflective practice framework to examine outcomes of an undergraduate student–faculty collaborative research project. The project examined benefits of undergraduate contributions to a large-scale systematic review and explore benefits to the students.ConclusionsThroughout a large literature search process, two student researchers documented their reflections, including field notes and written reflections about their personal learning. Students completed searches of articles about speech and language impairments associated with right hemisphere damage. In the process, a repository of articles was created for further examination by a writing committee of the Academy of Neurologic Communication Disorders and Sciences. Student accuracy in identifying potential articles that met inclusion criteria was measured by comparing student inclusions to those identified by committee members. Authors examined student reflection outcomes in the context of existing research about student–faculty collaborative research outcomes. Broad-based student outcomes included improvements in understanding the research process, collaboration skills, and confidence, along with opportunities to network/disseminate findings, focus career interests, and foster continued interest in research. Outcomes specific to the project included an increase in topic knowledge and increased accuracy in identifying articles that met inclusion criteria. The two undergraduate student researchers were able to search and identify potential articles for the systematic review. This provided an opportunity to become more proficient in searching databases and interpreting articles. Beyond direct contributions to the systematic review project, both undergraduates reported growth as student learners, researchers, and future clinicians. The students also report ongoing interests in research and considering academic careers.

PurposeThis review article examines potential approaches for teaching and mentoring students in the Life Participation Approach to Aphasia (LPAA). The authors review applications of a variety of evidence-based pedagogies, including both course-based and non–course-based teaching interventions. The intent is to create a cohesive and comprehensive resource for teaching and mentoring in the LPAA framework.ConclusionMultiple pedagogical strategies are available to support LPAA inside and outside of the classroom. A model for the LPAA teaching and learning framework is introduced, which identifies crucial elements of a comprehensive teaching and mentoring approach. Experiential learning, development of learner knowledge and service delivery perspectives, exposure to the lived experience, and authentic, relationship-based learning are emphasized. A multipronged approach is necessary to develop commitment to an LPAA framework.

Individuals with aphasia experience impairments in communication that can be exacerbated by environmental and task demands. This investigation examined the interaction between physical-demands, social-engagement, and environment. An interdisciplinary team, including speech language pathologists and a kinesiologist measured the activities of individuals with aphasia at the Chippewa Valley Aphasia Camp. Accelerometers were used to measure degree of physical exertion as an indication of physical demands. The Clinical Discourse Assessment (Damico, 1991), Measure of Participation in Conversation and Measure of Skill in Supported Conversation (Kagan et al., 2004), qualitative analyses, and investigator field notes served as indicators of social engagement. The International Classification of Disease Functioning (ICF) was used to code environmental factors, which either served as a facilitator or barrier to participation. Qualitative analyses indicate that the presence of physical environmental barriers and more strenuous physical exertion sometimes serve to decrease social engagement and exchange. However, partners who served as facilitators enabled participants to overcome high environmental and/or physical task demands to support successful social engagement and exchange. These analyses suggest that participants with aphasia can overcome physical environmental barriers and/or high physical task demands, given effective partner supports. This investigation contributes to a small body of research regarding the interaction between environmental demands and social communication among individuals with aphasia. Further, the investigation contributes empirical information about the environment and social communication context of a rustic Aphasia Camp.

The “Flipped Classroom” has garnered much popularity as an instructional pedagogy over the past several years. At times, popular press and less empirical descriptions have superseded data driven descriptions of the technique. Further, many of the publications, which describe the flipped classroom approach, provide limited information about implementation or a vague overview of the principle. Nonetheless, the approach has thrived and is used broadly given gains in engagement and academic performance reported in a few key investigations. Several shortcomings have been identified but not evaluated systematically, in terms of potential solutions. This paper attempts to summarise previous empirical research findings, describe a modified version of the pedagogy referred to as the “sandwich approach,” and provide detailed information regarding implementation. A multi-year, cross-sectional, and mixed qualitative-quantitative design was employed to analyse comparisons of traditional versus flipped versus sandwich pedagogies in an undergraduate neuroanatomy course. Variables included student performance, influence of each pedagogy on student confidence, and student perceptions regarding each pedagogy. In quantitative comparisons of final grades, the sandwich approach out-performed traditional instruction . Student confidence ratings were generally better in the flipped contexts, as opposed to traditional. Qualitative analyses compared barriers and facilitators across pedagogies. Perceived barriers were highest for the flipped classroom approach, whereas barriers were lowest for the sandwich pedagogy and facilitators were the highest for the sandwich approach. Previous evidence suggested that the flipped classroom approach improved grade performance but was perceived less favourably by students. The sandwich approach appears to improve grade performance at a level equivalent or exceeding flipped classroom approach, while improving student perceptions. Since student perceptions are likely related to their motivation and engagement, addressing concerns identified in previous research regarding student perceptions within the flipped classroom approach is an important finding.

Corticobasal degeneration (CBD) is a progressive neurological disorder, which compromises an individual’s ability to communicate and engage in personally relevant activities given severe linguistic, cognitive, motoric, and behavioral impairments. These deficits can lead to social isolation for the individual with CBD and primary caregivers. Previous research has discussed the common linguistic, cognitive, and physical impairments in CBD but has provided limited discussion of interventions to foster continued engagement in meaningful activities and communication. The current case study follows the interactions of an individual with CBD and her spouse through a partner training program. In addition to discussing the cognitivelinguistic profile of the individual with CBD, training methods and outcomes are reviewed. A novel partner training approach employed video and direct othermodeling (VOM/DOM), along with education about communication impairments associated with CBD. Gains on measures of communication support (MSC) and exchange productivity (MPC) were noted from pre-training to post-training and maintained at a six-week follow-up. Non-supportive behaviours such as quizzing decreased post-training and supportive techniques of acknowledging and revealing competence increased. Subsequently, interaction by the individual with CBD increased, however; transaction remained constrained. The conclusions suggest that participatory action research can be useful in tailoring an intervention approach to an individual. VOM/DOM training approaches appear to have value as tools for an individualized communication partner training approach.