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The article discusses the main support that permits the performance of educational speech-language pathologist in educational context. It states that the specialty in Educational Speech-Language Pathology has been founded and recognized by the Federal Board of Speech (CFFa). It mentions that theoretical knowledge associated to the process of school learning, linked to child development.

Abstract: The purpose of this study was to determine (a) the general knowledge bases demonstrated by school-based speech-language pathologists (SLPs) in the area of genetics, (b) the confidence levels of SLPs in providing services to children and their families with genetic disorders/syndromes, (c) the attitudes of SLPs regarding genetics and communication disorders, (d) the primary sources used by SLPs to learn about genetic disorders/syndromes, and (e) the association between general knowledge, confidence, attitudes, the number of years of experience working as an SLP, and the number of children currently provided services with genetic disorders/syndromes on SLPs’ caseloads. Survey data from a nationwide sample of 533 SLPs was analyzed. Results showed SLPs earned a median knowledge score about genetics of 66% correct responses. Their mean confidence and attitude ratings were in the “unsure” categories while they reported they learned about genetics from three main sources, (a) self-study via web and internet-based searches, (b) on-the-job training and (c) popular press magazines and newspapers. Analyses revealed that Confidence summary scores, Attitude Summary scores, the number of children with genetic disorders/syndromes on SLPs’ caseloads are positively associated with the ratings of participants with the highest Knowledge scores. Learning outcomes: Readers will be able to (a) explain the important links between developmental and communication disabilities and genetics, (b) describe the associations between knowledge about genetics and confidence, attitudes, and the number of children with genetic disorders/syndromes on their caseloads, and (c) outline the clinical and theoretical implications of the results from this study. [Copyright &y& Elsevier]

Astin's Input-Environment-Outcome (I-E-O) model served as the theoretical foundation to assess (a) undergraduate GPA, (b) undergraduate Speech Language Pathology majors, and (c, d) GRE-Q and GRE-V scores (Input) as predictors of students' graduate GPA (Environment), and graduate GPA as a predictor of PRAXIS scores (Outcome). The sample for this study was 122 students who completed the Speech-Language Pathology Program in recent academic cycles at a graduate school in the northeastern United States. The sample was representative of other programs in the country in terms of gender, undergraduate GPA, and GRE scores. Results appear to support the predictive validity of the linear combination of the input predictors of the environment variable (GPA) and of the environment variable on the outcome, i.e., PRAXIS scores. [ABSTRACT FROM AUTHOR]

This study describes the backgrounds, diversity training, and professional perspectives reported by 154 Colorado speech-language pathologists in serving children from culturally and linguistically diverse (CLD) backgrounds. The authors compare the results of the current survey to those of a similar survey collected in 1996. Respondents reported that they were comfortable working with racially and culturally diverse students, but they felt less competence when working with linguistic minorities. They also reported using standardized English assessment less frequently with CLD students and reported using professionals for interpretation more often than family members. However, respondents also reported less confidence when using interpreters and reported that they had challenges in accessing interpreters. Challenges included a shortage of appropriate assessment tools and a lack of normative information about language development in linguistically diverse children. Based on these results the authors describe implications and future directions to continue to improve services to children from CLD backgrounds. [ABSTRACT FROM AUTHOR]

The article profiles the speech-language pathology program at the University of Akron in Akron, Ohio. The program was developed in order to provide specialty training for speech-language pathologists (SLPs) who work with hearing impaired and deaf infants, toddlers and children. The author describes the interdisciplinary educational approach used by the program which includes specialists in practice areas including early intervention, social work, audiology, special education and listening and spoken language.

The article profiles the master's degree speech-language pathology program at Nazareth College in Rochester, New York. The program was designed to provide specialty training for speech-language pathologists working with deaf and hard of hearing children. The author briefly describes the history, curriculum and the philosophy of the program. Speech-language pathologists who attend the program are better able to work with culturally diverse children who are deaf or hard of hearing and in particular, those who use cochlear implants and have differing experiences with spoken language.

In this article the author discusses specialty training programs for professionals in the field of deaf education and listening and spoken language therapy. The author describes the history of early education intervention programs for deaf children in Canada and the role that families of deaf and hearing impaired children played in the development of training programs for deaf education specialists. The Audiology and Speech-Language Pathology Program at the University of Ottawa is briefly described.

The article discusses collaborative script-based experiences for bilingual speech-language pathology trainees who must become competent as defined by the American Speech-Language-Hearing Association's Knowledge and Skills Assessment and be versed in bilingual service delivery. In collaborative script-based experience, new speech language clinicians work with expert clinicians towards common goals in service delivery. The trainee carries out specific intervention tasks that can be scripted in Spanish while the bilingual supervisor participates in intervention planning and delivery. The article states that collaborative learning scripts could shorten learning cycles because the graduate student clinicians have access to concrete feedback and can apply changes in their teaching activities.

The article discusses the processes of data collection used by several speech-language pathology students. The students wrote in journals, shared data sheets, and held weekly meetings about clinical therapy data. The strategies used by the students to collect data included their perceived struggle to integrate assessment results into forms for therapy goal development, also referred to as hypothetic-deductive reasoning. Another method used was therapy goal triage which is the process of ranking items by their urgency, followed by focus on pertinent information, closing circles of data, triangulation, experiencing uncertainty, creating readability, and the integration of the client's perspective.

The article discusses evidence-based practiced decision-making and offers a seven-step decision-making process for speech-language pathology graduate students. According to the article, evidence-based practice refers to clinical decisions based on knowledge integration from external evidence or published research and internal evidence or clinical experience and patient needs. The seven-step process includes teaching students how to ask a clinical question, how to locate published research, how to evaluate and prioritize research evidence, how to identify, evaluate and prioritize clinical experience related to parent and child factors.

The article discusses how university students' can integrate evidence-based practice (EBP) into the speech-language pathology clinical setting. According to the article, EBP derives from evidence based medicine which means integrating individual clinical expertise with the best available clinical evidence from research. Clinical supervisors can help students make a connection among the research they read, the research discussed in class, and the application of the research into the clinical setting by using principles of EBP. The patient characteristics, intervention program, comparison treatment, and outcome procedure used by students is discussed.

The article discusses several issues to address during planning and implementation of clinical speech language pathology training programs and integrate it from different learning models. Using a cookbook as a metaphor, the studies of learning under different conditions and the literature comparing new and expert learners are examined. A two-dimensional, phased model of clinical teaching is presented based on the learning studies. The benefit of a phased approach is that the theory-to-practice connection is strengthened when students have the opportunity to develop, implement, and test the assessment and intervention proposals.

The article discusses that learning about and applying clinical discourse analysis is one way to understand how speech-language clinicians interact with clients. How discourse analysis is incorporated into the curriculum setting of student-clinician education of speech-language pathologists in Ireland is presented. Examples are presented and discussed for using discourse extracts to teach and demonstrate the negotiation of therapy roles. Recommendations for changing how clinicians talk are outlined. In conclusion, the benefits of analyzing clinical discourse to explain therapy dynamics are described.

Purpose: The current study was designed to answer the following questions: (a) What knowledge do school-based speech-language pathologists (SLPs) have concerning autism? (b) What educational and clinical training do SLPs receive in autism? (c) Do SLPs have confidence in their ability to provide services to children with autism and their families? Method: An original 52-item survey was designed to answer the research questions. Participants were recruited through e-mail and were asked to respond to a Web-based survey. Results: Sixty-seven school-based SLPs practicing in 33 states across the United States responded to the survey. Most participants had accurate knowledge about the characteristics of children with autism; however, they had mixed perceptions of diagnostic criteria for autism. Although most participants did address autism at some level of their educational training, little time was spent discussing the topic. Additionally, some SLPs lack confidence in their abilities to provide services to children with autism. Conclusion: The return rate for participants was small, and it is difficult to generalize the results. However, the majority of respondents reported that they could have benefited from additional training in the area of autism. As a result, it may be necessary to consider strategies for providing this training. [ABSTRACT FROM AUTHOR]

Given the increasing globalization of healthcare services, the need to develop standards for international credentialing has arisen and has become an increasingly topical subject. A case example is presented of an effort under way, the so-called "Millennium Intent", to create an agreement between non-governmental national certification agencies in Australia, Canada, the United Kingdom, and the United States for the mutual recognition of the professional education and the credentials of speech/language pathologists. The insights gained and the principles developed have applicability in other healthcare fields. [ABSTRACT FROM AUTHOR]

Informal evidence suggests that many overseas speech and language therapists (SLTs) either do not return to their home country on qualification or do not work as SLTs in the public sector. Many factors may contribute to this situation. However, concern that it may result in part from a poor match between UK SLT education and the demands of the role in other countries, led the Royal College of Speech and Language Therapists (RCSLT) to fund a study of overseas SLT students' experiences of UK qualifying courses. The study involved questionnaires and interviews with current students and those qualifying since May 1994. The focus of this paper is the respondents' experiences of studying and working in the UK, their views of the advantages and disadvantages of working in their home countries and the UK and supportive strategies that UK universities and other agencies might adopt. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

This paper will present the results of a survey of clinical placement offers for one academic year in one particular region. The data presented confirm that there are issues of shortfall and inconsistency across speech and language therapy (SLT) service providers within this region. This information has been analysed in a variety of ways and presented to SLT managers within the region and the lead NHS Consortium responsible for purchasing SLT education in the context of a 'work force cycle'. Suggestions will be made as to possible ways forward using these data. [ABSTRACT FROM AUTHOR]

The needs of under-graduate students and newly qualified speech and language therapists (SLTs) are discussed. The results of a small-scale survey of final year SLT students and one of newly qualified therapists are presented. Similarities between clinical teaching of under-graduates and mentoring of newly qualified therapists are identified. The paper calls for a combined training course for experienced SLTs to acquire the core knowledge and skills required to carry out either or both roles effectively. [ABSTRACT FROM AUTHOR]

Describes a class research project by graduate speech-pathology students at Ball State University in Indiana on augmentative and alternative (AAC) communication. Description of the AAC course; Importance of replication in speech-language pathology; Investigation procedures; Role of science in clinical practice; Student investigator feedback.

Presents a critical review of nationally available data to explore the crisis of clinical placements for speech and language therapy (SLT) students in Great Britain. Relevant professional and educational policy; Commonly cited reasons for not offering student placement; Effect of the model of education adopted in Great Britain.

Discusses a qualitative study undertaken to gain deeper insight into the nature of learning opportunities afforded to speech and language therapy (SLT) students on clinical placement in Great Britain. Aim of the study to illuminate aspects of placement learning environment that have a positive or negative influence; Interviews with two groups of students, five clinical tutors and five National Health Service-based clinical supervisors; Concept of risk.

Focuses on Central Florida Speech-Language Consortium established by schools and community agencies. Use of the collaborative approach to provide graduate education to speech-language pathologists; Innovations of the program; Increase in culturally and linguistically diverse speech-language pathologists for employment.

In the article, the author discusses the importance of evidence-based approaches for the care and treatment of children with developmental language disorders (DLD), particularly in Great Britain. Also cited are the need for speech and language therapists (SLT) to cooperate with parents, schools, and other interested parties for better results, the prevalence of DLD in the country, as well as the importance of SLT professional training to effectively address the issue.

A preface to this issue of the journal Seminars in Speech and Language is presented.

This poster will educate participants on the Tobii C12, which is used in this institution review board-approved clinical trial in the intensive care unit (ICU). Use of this device allows occupational therapists and speech-language pathologists to explore an alternative intervention for patients admitted to the ICU with quadriplegia with partial or total loss of use of all limbs. [ABSTRACT FROM AUTHOR]