Search

Copyright of Logopaedica Lodziensia is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Speech–language therapists use counselling to address the psychological well‐being of people affected by post‐stroke aphasia. Speech–language therapists report low counselling knowledge, skill and confidence for working in post‐stroke aphasia which may be related to a lack of counselling training specific to the needs of this client group. Aims: To identify current training in counselling for speech–language therapists to address psychological well‐being in people affected by post‐stroke aphasia. Specifically, the intent was to establish the objectives, content, amount, teaching methods and outcomes of counselling training provided to speech–language therapists working with people affected by post‐stroke aphasia. Methods & Procedures: Eleven databases were searched from inception to January 2018 using terms relating to counselling, psychological well‐being, speech–language therapy, stroke, aphasia and training. Studies using any research methodology and design were included. Nine studies were critically appraised and synthesized as a systematic review using the Search, AppraisaL, Synthesis and Analysis (SALSA) framework. Main Contribution: Information on counselling training came from the UK, United States and Australia. Student speech–language therapists received training in goal‐setting and generic counselling skills. After qualification, speech–language therapists received counselling training from mental health professionals within stroke workplaces, from external providers and further education. A range of teaching techniques and counselling approaches were described. Self‐report and themes from qualitative data were the primary measures of counselling training outcomes. Moderate correlations were reported between counselling training and levels of speech–language therapists' knowledge, comfort, confidence and preparedness to counsel people affected by post‐stroke aphasia. Conclusions: Research in counselling training for speech–language therapists working in post‐stroke aphasia is limited, with a small number of primarily low‐quality studies available. Training in generic counselling skills and brief psychological approaches with support from mental health professionals in the stroke workplace enabled speech–language therapists to feel knowledgeable, skilled and confident to address the psychological well‐being of people affected by post‐stroke aphasia. Evidence about the effectiveness of counselling training on speech–language therapists' confidence and competence in practice and on client outcomes in psychological well‐being in post‐stroke aphasia is required. [ABSTRACT FROM AUTHOR]

Purpose: This is a report of the data from a current survey of academic programs in the United States, which provide preservice training in augmentative and alternative communication (AAC) for speech-language pathologists in the United States. A comparison of these findings to the last reported survey was made to identify changes and areas in need of further improvement following implementation of the recent changes to the American Speech-Language-Hearing Association Certification Standards of Clinical Practice. Method: A survey was distributed to 279 speech-language pathology graduate training programs in the United States identified from the Council on Academic Accreditation program list. Results: A total of 79 survey responses were received for a 28.4% response rate. There was a statistically significant increase in the percentage of programs reported to provide at least 1 course with primary content in AAC compared to the last survey performed. The reported inclusion of AAC content in other courses has also increased, and several programs report multiple AAC courses are now offered for specialized training. The majority of the programs report that less than half of the students graduate with clinical hours in AAC. The number of training grants and doctoral training remains limited to a few programs. Conclusion: Academic programs have increased the preservice training in AAC over the past decade. Data indicate a critical need for clinical experience and doctoral training to meet the growing demands of speech-language pathologists. [ABSTRACT FROM AUTHOR]

Purpose: In this chapter, unilateral vocal fold paralysis is described, and treatment options are discussed with emphasis on recent developments in treatment. Conclusion: Unilateral vocal fold paralysis is a disorder commonly encountered by otolaryngologists and speech-language pathologists alike and is caused by dysfunction of one of the recurrent laryngeal nerves leading to dysphonia and dysphagia. The etiology of this disorder can include malignancy, iatrogenic injury, or traumatic injury or may be due to idiopathic causes, and evidence has suggested that the rates of different etiologies have changed over time. Treatment options include a variety of approaches and range from expectant management, voice therapy, as well as surgical and procedural approaches. Surgical approaches generally aim to augment the affected vocal fold to medialize its position, thereby reducing glottic insufficiency, and can include injection laryngoplasty and laryngeal framework surgery. Recurrent laryngeal nerve reinnervation is also an option for certain patients and can improve vocal fold bulk by restoring basal neurologic stimulation. Though it is a well-described phenomenon, with new developments in procedural interventions, unilateral vocal fold paralysis remains a dynamic entity in the field. [ABSTRACT FROM AUTHOR]

Purpose: Changes in both health care and education systems have placed a greater emphasis on collaboration among professionals engaged with both systems who serve populations of school-age children presenting with neurological conditions, developmental disability, or health needs. Interprofessional education (IPE) has been recognized as an essential component of preprofessional education of health care professionals. The Interprofessional Education Collaborative core competencies often used by preprofessional health care programs can be adapted for preprofessional preparation of individuals working in the education system. Conclusion: This IPE framework is described revealing similarities and differences between health care settings and education settings and then applied to the special education process for school-based professionals. Implications for incorporating IPE outcomes into preprofessional preparation programs for school personnel are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This study investigated current speech-language intervention practices with young children with social communication delays including autism and the educational experiences that shape these practices. Method: A 25-item web-based survey was completed by 264 speech-language pathologists who worked with children under the age of 3 years. Results: A majority of respondents reported targeting a variety of areas of social communication across daily activities, regularly utilizing the parent as the primary agent, and often providing in-home services; however, a minority of respondents reported only using materials available in families' homes. Previous clinical experiences and continuing education were reported to most influence clinical decision making. Results indicated the incorporation of many aspects of evidence-based naturalistic interventions into practice and the use of continuing education opportunities to expand clinical knowledge. Conclusion: Although speech-language pathologists reported promising directions toward recommended best practices, further research and training are needed to optimize services provided to young children and their families. [ABSTRACT FROM AUTHOR]

Background: There is increasing recognition that dysphagia has significant implications for a person's psychological well‐being, social participation and quality of life (QOL). However, a paucity of research exists regarding the clinical management of this area. To inform future research and the development of appropriate and beneficial resources and guidelines, a better understanding of the current practice of speech and language therapists (SLTs) in this area would be useful. This information will highlight current challenges to clinical practice and the ongoing development needs of the profession, which are, as of yet, undocumented. Aims: To determine the practices of SLTs when addressing QOL issues in individuals with dysphagia, the beliefs of SLTs regarding the impact of dysphagia on QOL, the current trends in assessing and managing QOL in dysphagia, and if variations in beliefs and practices in this area exist. Methods & Procedures: An anonymous cross‐sectional, non‐experimental survey study was used. The survey consisted of 18 questions exploring participants' beliefs and opinions regarding dysphagia and QOL, current clinical practice in the area, perceived facilitators and barriers, and education, training and development needs. The survey was created on Survey Monkey and disseminated by e‐mail link to SLT professional bodies. Purposive and snowball sampling were used and participants self‐selected based on the information provided alongside the e‐mail link. Inclusion criteria for the study were a qualification in speech and language therapy, proficiency in the English language, and access to a computer with the internet. Outcomes & Results: A total of 148 SLTs working across the UK, Ireland and South Africa completed the survey. Over 90% of respondents believe that dysphagia has a negative impact on QOL, but only 25% are currently satisfied with the amount of clinical time they can dedicate to this area. Staffing, resources, a lack of best‐practice guidelines and disease‐specific QOL assessment tools were cited as contributing factors. A number of facilitators and barriers to best practice were also highlighted. Based on these findings, professional development actions for the future are suggested. Conclusions & Implications: SLTs believe they have an important role to play in supporting QOL issues in dysphagia. However, it is reported that the area is currently under‐developed, under‐resourced and under‐supported. Increased awareness raising of the role of SLT, alongside the development of best‐practice guidelines and disease‐specific QOL assessment tools, will enhance the quality of care that can be offered in this area. [ABSTRACT FROM AUTHOR]

Purpose: To investigate how speech-language pathologists (SLPs) report involving parents in intervention for phonology-based speech sound disorders (SSDs), and to describe the home practice that they recommend. Further aims were to describe the training SLPs report providing to parents, to explore SLPs' beliefs and motivations for involving parents in intervention, and to determine whether SLPs' characteristics are associated with their self-reported practice. Method: An online survey of 288 SLPs working with SSD in Australia was conducted. Result: The majority of SLPs (96.4%) reported involving parents in intervention, most commonly in providing home practice. On average, these tasks were recommended to be completed five times per week for 10 min. SLPs reported training parents using a range of training methods, most commonly providing opportunities for parents to observe the SLP conduct the intervention. SLPs' place of work and years of experience were associated with how they involved and trained parents in intervention. Most (95.8%) SLPs agreed or strongly agreed that family involvement is essential for intervention to be effective. Conclusion: Parent involvement and home practice appear to be intricately linked within intervention for phonology-based SSDs in Australia. More high-quality research is needed to understand how to best involve parents within clinical practice. [ABSTRACT FROM AUTHOR]

A quiz concerning people with amyotrophic lateral sclerosis experiencing severe dysarthria, early referral for speech and language services, and caregivers' perceptions of young children's language disorders.

For many years, our health care system has been in a state of change, with most changes occurring as a result of economic issues and not clinical issues. Clinicians working in skilled nursing facilities (SNFs) have navigated a complex web of regulations and processes that are expected to change from a volume-driven system to a value-driven system. Such issues are challenging enough when clinicians are working with disorders with which they have received training and gained practical experience, but the growing population of residents in our facilities who are aging with autism will further complicate the SNF landscape. Because of the increases in prevalence of autism in the general population, the number of patients who will be entering our SNFs will only grow. New regulations and processes will require practice-based evidence and functional outcomes, data which do not exist with adults with autism. This article will discuss the impact of changes in our health care system, specifically in the SNF, and how these changes may impact the provision of care to a growing population of elders with autism. [ABSTRACT FROM AUTHOR]

Speech-language pathologists (SLPs) are treating an increasing number of bilingual clients, including those diagnosed with autism spectrum disorders (ASDs). There is not a clear consensus among professionals regarding which language should be used in intervention when treating bilingual children with ASD. For this reason, it is imperative that SLPs ensure that they are making evidence-based decisions. This article will review the current research that examines bilingualism in children with ASD along with research focused on the language of intervention in bilingual children with ASD. We present a clinical scenario with common concerns presented to SLPs in their work settings and outline how current evidence can be used to address these concerns. We also provide evidence-based recommendations for parents and professionals. [ABSTRACT FROM AUTHOR]

Purpose: This study examined intervention techniques used with children with autism spectrum disorder (ASD) by speechlanguage pathologists (SLPs) in the United States and Taiwan working in clinic/hospital settings. The research questions addressed intervention techniques used with children with ASD, intervention techniques used with different age groups (under and above 8 years old), and training received before using the intervention techniques. Method: The survey was distributed through the American Speech-Language-Hearing Association to selected SLPs across the United States. In Taiwan, the survey (Chinese version) was distributed through the Taiwan Speech-Language Pathologist Union, 2018, to certified SLPs. Results: Results revealed that SLPs in the United States and Taiwan used 4 common intervention techniques: Social Skill Training, Augmentative and Alternative Communication, Picture Exchange Communication System, and Social Stories. Taiwanese SLPs reported SLP preparation program training across these common intervention strategies. In the United States, SLPs reported training via SLP preparation programs, peer therapists, and self-taught. Conclusions: Most SLPs reported using established or emerging evidence-based practices as defined by the National Professional Development Center (2014) and the National Standards Report (2015). Future research should address comparison of SLP preparation programs to examine the impact of preprofessional training on use of evidence-based practices to treat ASD. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to recommend protocols for instrumental assessment of voice production in the areas of laryngeal endoscopic imaging, acoustic analyses, and aerodynamic procedures, which will (a) improve the evidence for voice assessment measures, (b) enable valid comparisons of assessment results within and across clients and facilities, and (c) facilitate the evaluation of treatment efficacy. Method: Existing evidence was combined with expert consensus in areas with a lack of evidence. In addition, a survey of clinicians and a peer review of an initial version of the protocol via VoiceServe and the American Speech-Language-Hearing Association's Special Interest Group 3 (Voice and Voice Disorders) Community were used to create the recommendations for the final protocols. Results: The protocols include recommendations regarding technical specifications for data acquisition, voice and speech tasks, analysis methods, and reporting of results for instrumental evaluation of voice production in the areas of laryngeal endoscopic imaging, acoustics, and aerodynamics. Conclusion: The recommended protocols for instrumental assessment of voice using laryngeal endoscopic imaging, acoustic, and aerodynamic methods will enable clinicians and researchers to collect a uniform set of valid and reliable measures that can be compared across assessments, clients, and facilities. [ABSTRACT FROM AUTHOR]

Purpose: Project Building Bridges is a federally sponsored program that prepares speechlanguage pathology graduate students to provide culturally and linguistically responsive services to school-age children with complex communication needs from diverse backgrounds. Project scholars receive evidence-based training in augmentative and alternative communication (AAC) assessment, AAC intervention, collaborative teaming, AAC applications supporting the language and literacy skills of culturally and linguistically diverse children, and professional development in collaborative AAC settings. Project content and needed competencies for practicing professionals who are interested in expanding their knowledge of culturally responsive services for children who benefit from AAC are described. Precompetency training and postcompetency training data from the perspectives of the scholars' self-assessment and the clinical educators' assessment supporting the growth and development of these competencies are presented. Direction for implementing culturally and linguistically responsive AAC services in educational settings is provided. Conclusion: Project Building Bridges responds to the need to train future licensed and certified speech-language pathologists to work effectively with culturally and linguistically diverse children between the ages of birth to 22 years who have significant disabilities and augmentative communication needs. Data collected indicate that knowledge and skills improved from both the perspective of the graduate student and the perspectives of the AAC speechlanguage pathology clinical educator in school settings as a result of the training. [ABSTRACT FROM AUTHOR]

Purpose: This article considers the following 3 realities facing augmentative and alternative communication (AAC) providers today: (a) Users are not homogeneous with respect to culture and language, (b) the traditional team-based AAC assessment process is not a necessary or preferred technology procurement route for many AAC users and their stakeholders, and (c) commonly held assumptions about AAC symbol transparency and display are not supported by data and can limit the effectiveness of AAC users. These realities represent a subset of many current issues in AAC and emerged as the authors participated in a doctoral seminar addressing critical AAC practice trends. Ideas are presented, and new directions for AAC providers are recommended. Conclusion: AAC providers must be aware of and responsive to ever-changing practice realities in AAC. [ABSTRACT FROM AUTHOR]

Preventable adverse events (AEs) lead to poorer patient outcomes, added patient suffering and dissatisfaction, longer hospital stays, and billions in additional annual health care spending. Patients facing barriers to communication are 3 times more likely to experience a preventable AE than patients who faced no communication barriers. National data on hospital admissions, incidence and cost of preventable AEs, and the odds ratio regarding the risk of preventable AEs in people facing communication barriers were used to estimate potential benefits of improving patient communication. Reducing communication barriers could lead to an estimated reduction of 671,440 preventable AE cases and a cost savings of $6.8 billion annually. Facilitating patient--provider communication is an ethical and financial imperative. A multipronged approach, including increased awareness of and support for speech-language pathology services, is essential to creating a communicationfriendly hospital culture, reducing patient suffering, and decreasing the financial cost of preventable AEs. Speech-language pathologists and allied health care professionals play a critical role in facilitating patient--provider communication and improving patient outcomes. [ABSTRACT FROM AUTHOR]

At its core, productive collaboration between speech-language pathologists and behavior analysts requires effective communication between both parties. Successful communication can be gained in part through mutual training on terminology, principles, and practices of each field. The purpose of this article is to familiarize speech-language pathologists with key behavior analytic terms and principles as they relate to practices in augmentative and alternative communication. Where possible, parallel terms and practices within speech-language pathology are presented to highlight commonalities between the fields. In addition, this article will detail important considerations for augmentative and alternative communication intervention as guided by the behavior analytic terms and principles discussed. [ABSTRACT FROM AUTHOR]

People with complex communication disabilities along with severe physical disabilities commonly need assistive technology to support access to augmentative and alternative communication (AAC) devices. Eye gaze techniques have become one of the solutions available to solve their access issues. An AAC system that can be used with eye gaze technology usually involves a computer-based device and an eye-tracking device. Although applying eye gaze as an alternative access method for AAC is promising for many people with both complex communication disabilities and physical disabilities, knowledge and skills of the clinician in gathering evidence to decide an eye gaze access is critical to achieve the desired outcome of effective communication. This article will review previous research evidence related to eye-tracking technologies and eye gaze techniques applied with different populations and, then, provide clinical guidance to readers. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine the attitudes, feelings, and practice characteristics of speechlanguage pathologists (SLPs) in Israel regarding the subject of delivering bad news. Method: One hundred and seventy-three Israeli SLPs answered an online survey. Respondents represented SLPs in Israel in all stages of vocational experience, with varying academic degrees, from a variety of employment settings. The survey addressed emotions involved in the process of delivering bad news, training on this subject, and background information of the respondents. Frequency distributions of the responses of the participants were determined, and Pearson correlations were computed to determine the relation between years of occupational experience and the following variables: frequency of delivering bad news, opinions regarding training, and emotions experienced during the process of bad news delivery. Results: Our survey showed that bad news delivery is a task that most participants are confronted with from the very beginning of their careers. Participants regarded training in the subject of delivering bad news as important but, at the same time, reported receiving relatively little training on this subject. In addition, our survey showed that negative emotions are involved in the process of delivering bad news. Conclusions: Training SLPs on specific techniques is required for successfully delivering bad news. The emotional burden associated with breaking bad news in the field of speech-language pathology should be noticed and addressed. [ABSTRACT FROM AUTHOR]

Instructors are increasingly integrating interprofessional education (IPE) activities into academic programs to address curricular demands. IPE aims to increase the quality of collaborative services provided to patients. This article describes a case-based IPE activity designed for occupational therapy and speech-language pathology graduate students. This activity was designed as a small-scale integration of IPE to compliment large scale, multi-discipline learning activities. Students from two courses participated in an IPE activity that included one online and one in-class activity. The purpose of the activity was for students to gain knowledge of their respective roles in augmentative and alternative communication services. Students perceived increased knowledge and skills following this activity. Despite the somewhat small scale of this educational intervention, the instructors viewed the activity a valuable addition to their courses. [ABSTRACT FROM PUBLISHER]

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, addition of social (pragmatic) communication disorder has underscored the need for development and refinement of clinical tools to accurately identify pragmatic language deficits in clinical populations. One of the 4 required social (pragmatic) communication disorder diagnostic criteria is difficulty following rules for conversation and storytelling. As such, language sample collection and analysis is an important assessment tool for identification of this disorder. This tutorial describes a language sampling protocol and reviews analysis techniques for the purpose of documenting pragmatic language skills in school-age populations. [ABSTRACT FROM AUTHOR]

Polish logopedics has been undergoing many dynamic changes, among others in the field of education of speech therapists. The article presents the history and present day of logopedic academic milieu in Łodź, in which the significant role has been played by the university.

Interprofessional education (IPE) can occur in many places and in many ways. In this article, we focus on the inclusion of standards from the Interprofessional Education Collaborative in several different environments. We consider traditional classrooms and classrooms that integrate clinical placements for varying amounts of instructional time. We also consider a various types of simulations, including virtual and augmented reality, and their potential for advancement of IPE. [ABSTRACT FROM AUTHOR]

The importance of interprofessional education and practice has been well documented for all health care disciplines. Our health care delivery system is challenged by the need to prepare health professions graduates with skills that get them ready to function as collaborative members of the health care team. Educators have long struggled to create interprofessional learning environments that would inculcate the needed values and competencies. The purpose of this article is to share one institution's path in developing an integrated context for learning across several disciplines to assure that graduates can fulfill their full professional roles in clinical care, education, advocacy, leadership, and quality improvement. Through a program called IMPACT Practice, the MGH Institute of Health Professions has developed an array of opportunities for students from different programs to interact with each other, emphasizing the collaborative skills that will benefit patients and clients as well as contribute to positive change within the health care system. These opportunities are based on core competencies developed by the Interprofessional Education Collaborative (IPEC) as well as institutional core competencies that go beyond IPEC to address the full professional role. In the second part of this article, the IMPACT experience will be described through the journey of one student in the Communication Sciences and Disorders program. [ABSTRACT FROM AUTHOR]

Responding to increasing calls for change in systems of care delivery and revisions in the way health professionals are educated, academic programs across the health professions, including speech-language pathology, are placing increased emphasis on interprofessional collaborative practice and interprofessional education. This article provides a foundation for understanding these changes and what is driving them. Using an example from one academic program, it provides a view of the shifting student experience and discusses implications for speech-language pathologists serving as educators and supervisors in external placements. The article concludes with suggestions for integrating competencies for collaborative practice into one's clinical teaching and maximizing effectiveness in fostering student readiness for practice in the complex medical and education environments in which speech language pathologists practice. [ABSTRACT FROM AUTHOR]

Existing research concludes that educators have varying levels of language knowledge. Educators' varying levels of language knowledge may be related to the type of content knowledge they received while in school. The purpose of this study was to compare the performance of pre-professional speech-language pathology (SLP) students who have taken language development coursework to preprofessional students who have not taken language development coursework on an explicit syntax knowledge task. Forty-four undergraduate and graduate students from speech language pathology, early childhood education, and education majors completed a 52 question explicit syntax knowledge task comprised of matching, counting, expressive, and receptive subtests. Pre-professional students performed the best on the expressive subtest, followed by the matching subtest, the receptive subtest, and the counting subtest. There was not a significant difference in total score, matching/counting composite score, or express/receptive composite score between pre-professional SLP students who have taken language development coursework and pre-professional students who have not taken language development coursework. The results suggest that language development coursework may not provide enough direct instruction about the structure of language, or at least not at the level that could provide pre-professional students with explicit syntax knowledge. This study contributes to the growing body of research investigating pre-professional students' and educators' explicit knowledge of language and the effects of coursework on that knowledge. [ABSTRACT FROM AUTHOR]

Purpose: This study reports on a training opportunity in endoscopy in which speech-language pathology graduate students use inanimate objects and cadavers. Best practices for transnasal endoscopy in vivo require a physician to be nearby, but many graduate programs do not have this access. Method: Endoscopy was offered as a graduate elective. Students (13 women) initially learned to manipulate the endoscope through the lumen of a swimming pool noodle that was embedded with trinkets. Endoscopic examination of inanimate objects became increasingly complex, followed by endoscopic examination of a cadaver. Results: Pre- and postexamination measures and qualitative data from the 13 students revealed that students increased in confidence and in interest in this aspect of the field. All students met practical competencies for handling the endoscope, passing the endoscope on a narrow tube, and visualizing objects. Some students had the opportunity to pass the endoscope on a peer and did so successfully. Conclusion: For programs with a cadaver lab available, this protocol offers an affordable option compared with purchasing a simulator. For those with neither a cadaver lab nor a simulation lab, passing the endoscope on inanimate objects alone is beneficial to student development and learning. [ABSTRACT FROM AUTHOR]

The purpose of this manuscript is to introduce the reader to voice and communication training with transgender (trans) individuals in terms of clinical competence, ethics, and scope of practice. Two first-person narratives are provided to detail lived experiences of the role of voice and communication in finding one's identity, as well as challenges to higher education and employment experienced by some trans people. [ABSTRACT FROM AUTHOR]

The health landscape is rapidly changing with health professionals needing to adapt to new and emerging environments, while still providing quality health care. Access to appropriate supervision can enable the workforce to deliver high-quality health care by supporting the development of knowledge and clinical skills in supervisees, thus improving client outcomes and reducing clinician stress and burnout. Recently, Speech Pathology Australia has been emphasising the importance of supervision for speech-language pathologists with new publications and website resources. Empirical evidence of the benefits of clinical supervision specifically for speech-language pathologists is largely lacking in the literature. This paper draws on relevant literature from other professions to build a case for the need for all practising speech-language pathologists (SLPs) to receive regular clinical supervision. From this literature a framework for undertaking supervision has been constructed, recommending a focus on reflection and relationships. Key points support SLPs in their implementation of supervision, to optimise the benefits and outcomes. A future article will more specifically explore supervision for students. [ABSTRACT FROM AUTHOR]

Recent research at the intersection between multicultural psychology and rehabilitation psychology has acknowledged the linguistic and cultural factors affecting therapeutic outcomes. For Hispanic patients, their growing population, limited access to adequate healthcare, and numerous risk factors present unique challenges to their therapists. Hispanic patients may require the use of a translator, whose ability to directly translate emotional meanings can be limited by their own experience with the patient's cultural background and specific dialect. Moreover, functional and cognitive assessments may be limited by their generalizability to a variety of Hispanic subpopulations. Religious considerations must also be met, as a patient's adherence to treatment may depend on their understanding and belief in the value of the therapeutic process. As a result of these cultural considerations, Hispanic patients often experience poor outcomes relative to non- Hispanic patients, including limited functional independence, fewer opportunities for on-the-job support, and a higher risk for related illnesses and conditions. Family support, an integral component of a Hispanic patient's neurorehabilitation team, may suffer similar negative outcomes, the result of a familial obligation to preserve the family unit. Therapists are encouraged to consider these linguistic and cultural factors of treatment in order to promote better outcomes for patients and their families. [ABSTRACT FROM AUTHOR]

This article discusses key issues that relate to bilingual aphasia and intervention techniques. The primary topics include: (a) an intervention roadmap that outlines diagnostic procedures and the importance of obtaining a comprehensive language profile for a bilingual person with aphasia, and (b) the theoretical underpinnings of bilingual language control, lexical access impairment, and bilingual control impairment. [ABSTRACT FROM AUTHOR]

The authors present assessment strategies, research results, and decision making in the process of building a website and formalizing management procedures for a library in Kerala, India serving a significant number of deaf students. The strategies include user interviews and developing user experience personas, collecting and incorporating examples from other library sites in building a new website, and communicating new methods of managing and promoting library resources to the university community. The co-presenters encountered difficulties and some resistance regarding their suggestions for changes in the website as well as the public and technical services offered by the library due to differences in infrastructure and expectations in academic culture. [ABSTRACT FROM AUTHOR]

Purpose: Speech-language pathologists know much more about children's development of fictional narratives than they do about children's development of personal narratives and the role these personal narratives play in academic success, social-emotional development, and self-regulation. The purpose of this tutorial is to provide clinicians with strategies for assessing and developing children's and adolescents' personal narratives. Method: This tutorial reviews the literature on (a) the development of autobiographical event narratives and life stories, (b) factors that contribute to development of these genres, (c) the importance of these genres for the development of sense of self-identity and self-regulation, (d) deficits in personal narrative genres, and (e) strategies for eliciting and assessing event narratives and life stories. Implications: To promote development of personal event narratives and life stories, speech-language pathologists can help clients retrieve information about interesting events, provide experiences worthy of narrating, and draw upon published narratives to serve as model texts. Clinicians can also address four interrelated processes in intervention: reminiscing, reflecting, making coherent connections, and signaling the plot structure. Furthermore, they can activate metacognitive awareness of how evaluations of experiences, coherence, and plot structure are signaled in well-formed personal event narratives and life stories. [ABSTRACT FROM AUTHOR]

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented. [ABSTRACT FROM AUTHOR]

A quiz related to articles in the issue is presented.

Simulation experiences offer students an opportunity to practice application of knowledge and skills in a safe, risk-free environment and to reflect on the experiences for enhanced learning. An interprofessional collaboration between speech-language pathology and nursing educators facilitated a high-fidelity mannequin simulation with 27 speech-language pathology graduate students. The clinical case evolved over four scenarios requiring a speaking valve assessment, bedside swallow exam (including oral mechanism and cranial nerve exam), and cognitive-speech-language screening in a 3-hour block of time. The focus of this article is to present an introductory template for using high-fidelity mannequin simulations with speech-language pathology graduate students and to encourage use of such methods in collaboration with nursing. [ABSTRACT FROM AUTHOR]

The article discusses a continuing education self-evaluation program approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA). It informs that the program aims to provide a forum for the acquisition of new knowledge, provide up-to-date professional information and foster ideas for improving delivery of clinical services.

Purpose: The purpose of the current investigation was to examine speech-language pathologists' (SLPs') knowledge and perceptions of bullying, with an emphasis on autism spectrum disorder (ASD). Method: A 46-item, web-based survey was used to address the purposes of this investigation. Participants were recruited through e-mail and electronic mailing lists for American Speech-Language-Hearing Association (ASHA) special interest divisions 1 (Language, Learning, and Education) and 16 (School-Based Issues). Also, an embedded link to the survey was posted on the ASHA Community website and ASHA Facebook page. Results: Participants demonstrated knowledge of many aspects of bullying research; however, they demonstrated weaknesses in others. All respondents agreed that SLPs should intervene in moments of bullying, but not all indicated that they feel comfortable intervening. Few participants indicated that their school district implemented antibullying campaigns specific to children with special needs, such as ASD. Conclusions: As recognized experts in working with children with communication deficits, including individuals with ASD, SLPs have the opportunity to play a key role in antibullying efforts. Results revealed, however, that school-based SLPs may benefit from more information on bullying in order to understand the nature, context, and extent of this issue, as well as ways in which to respond to bullying when it is observed. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this clinical forum is to provide a broad survey of up-to-date, evidence-based information about dyslexia that can be readily applied to clinical practice by speech-language pathologists. Topics include (a) theoretical and clinical frameworks for understanding dyslexia in relation to other language-based communication disorders, (b) the neurobiological basis of dyslexia, (c) the current state of dyslexia legislation, (d) issues around identification of dyslexia, (e) and evidence-based reviews of instruction for reading and writing. Conclusion: Though there have been numerous papers written on the topic of dyslexia, this clinical forum is unique in that it is the only combination of articles to focus on dyslexia with the speech-language pathologist in mind. [ABSTRACT FROM AUTHOR]

Many students currently are enrolled in colleges and universities across the country with language disorders and/or learning disabilities (LLD). The majority of these students struggle with writing, creating a need to identify' and provide them with writing intervention services. Speech-language pathologists (SLPs) may provide this intervention; however, many report lacking the confidence, training, and experience to assess and treat writing difficulties in this or any population (Fallon & Katz, 2011). Therefore, the purpose of this article is to provide information that will assist SLPs and other professionals to identify the writing problems of college students with LLD and develop individualized treatment plans for them. Specifically, information is provided relating to (a) the types of writing difficulties typically seen in this population, (b) the best methods of assessing the writing problems of this population, (c) how to develop and provide individualized therapy for these individuals, and (d) the types of accommodations that can be used with this population. [ABSTRACT FROM AUTHOR]

As more students identified with autism spectrum disorders (ASD) graduate high school and aspire to a college education, the need for intervention and support targeted to their needs has become apparent. Designing effective programs of support rests on comprehensive and appropriate assessment. This article provides a critical review of areas to consider in clinical assessment of language, communication, and related areas by the speech-language pathologist working with adolescents and young adults attending, or planning to attend, postsecondary education. Findings of this critical review indicate a growth in research investigating speech, language, communication, and social abilities in adults with ASD. Although the literature provides relatively little explicit evidence for selecting assessments for adults with ASD, the research does provide guidance on areas important to include in a comprehensive assessment. Guidance for planning an assessment, including both formal and informal tools, is provided. [ABSTRACT FROM AUTHOR]

Progressive supranuclear palsy (PSP) is a progressive neurological condition, whose main features include supranuclear gaze palsy, frequent falls, bradykinesia, axial rigidity, cognitive decline and communication impairments. Even though communication impairments are early and prominent manifestations, there is a significant lack of research on the nature of these impairments in PSP and the role of speech-language pathologists (SLPs). This tutorial article aims to describe the communication impairments observed in people with PSP; provide clinical guidelines for SLPs when assessing motor speech, language and other communication impairments; and to present facilitation and compensation approaches to treatment for people with PSP. The predominant motor speech impairment is mixed dysarthria, but there is a lack of consensus about the classification of language impairments. The involvement of SLPs in the assessment and treatment of people with PSP should be early, on-going and in collaboration with other health professionals, with the primary focus of maintaining quality of life for these patients and their family members. [ABSTRACT FROM AUTHOR]

Purpose: School-based speech-language pathologists (SLPs) are often asked to adopt new policies or practices at the school, district, or state level. Professional learning (PL) opportunities usually accompany these changes but are often delivered in a one-size-fits-all workshop format. The authors challenge school-based SLPs and district leadership to consider PL in a new light, guided by data-based decision making to ultimately improve student outcomes. Method: This article discusses the research supporting the assessment and delivery of high-quality PL for school professionals, including SLPs, and a specific model for measuring change: the concerns-based adoption model (CBAM; Hall & Hord, 2015). An example of how CBAM was used to examine the adoption process with school-based SLPs in a large school district is provided. Conclusion: Based on the review of the literature, the current approach to PL experienced by most SLPs is problematic. High-quality PL should target improvement in student outcomes and should be focused, ongoing, supported, and evaluated. [ABSTRACT FROM AUTHOR]

Purpose: to know the Biosecurity practices adopted by Speech Therapists working in the field of Audiology and relate these practices with continuing education and professionals' time of graduation. Methods: this study subjects were 70 speech therapists working in the field of Audiology in the cities of Belo Horizonte and Contagem. We administered a questionnaire on Biosafety in Audiology, based on Regulatory Norm 32, comprising 27 closed questions, covering aspects of hand hygiene, personal protective equipment, organization and cleanliness of working items and the environment. Results: most of the speech therapists interviewed reported adopting the following Biosafety actions: hand hygiene before patients care (71%), use of lab coats with long sleeves (74%) and buttoned (91%), hair tied (79%), nails cleaned and cut (91%), separation and disinfection of used items (83%), organization of the environment (97%). However only 40% of them reported washing their hands between patients' appointments and 9% reported glove use when carrying out meatoscopy. It was observed that the allocation of items for disinfection is a routine practice for most professionals with expertise (p <0.05). Professionals with longer time of graduation adhered better to the hand hygiene practice. Conclusion: washing the hands before the appointments, dressing properly, allocating the items intended for disinfection and organizing the work environment are Biosecurity practices adopted by most of speech therapists. Some factors such as time of graduation and continuous education positively influence the adoption of correct measures on Biosafety. [ABSTRACT FROM AUTHOR]

Purpose: reflecting about the political force of speech language pathologist in the contemporary time. Methods: two models of scientific epistemology are introduced focusing on the speech language pathologist, namely: the classic scientific acting and the contemporary scientific acting. Conclusion: the speech language pathologist exercises the political autonomy of its knowledge, put into context in the health area, disposing of her, since the speech language pathologist formation, until effectively its professional's practice. [ABSTRACT FROM AUTHOR]

Purpose: to investigate the formation pattern and performance of the audiologist in Audiology in the 6th Region, besides analyzing job satisfaction, and to verify the relationship between the degree of professional development and the degree of satisfaction with the speech therapist monthly income - salary. Methods: cross-sectional study with audiologists enrolled in the 6th Region Regional Speech Council, through the application of a questionnaire to analyze the variables: education, professional activity areas, salary and satisfaction with the profession, in the period of May to October 2012. Results: 857 audiologists were investigated. Of these, 63.8% work in Audiology, 53.7% graduated in Minas Gerais, 51.4% have specialization and 5.5% are masters, which was associated statistically with higher wage income (p <0.05) . With regard to the source of income, 84.1% reported having in Speech Therapy your only source of income and most receive from 2 to 5 minimum wages. Most work with occupational audiology. The ENT is the professional who most directs patients. From those investigated, 54.1% are not satisfied with their profession. There was a significant relationship between job satisfaction and income. Conclusion: there was little integration of the speech therapist in the areas of expertise, central auditory processing test, vestibular rehabilitation, hearing conservation program and labyrinthine tests. The importance of continuing studies is emphasized to assist in employability on the labor market and improve professional skills. It is evident the need to integrate academic and professional training. [ABSTRACT FROM AUTHOR]

This study explored the effectiveness of the Lidcombe Program for early stuttering in community clinics. Participants were 31 speech-language pathologists (SLPs) using the Lidcombe Program in clinics across Australia, and 57 of their young stuttering clients. Percentage of syllables stuttered (%SS) was collected 9 months after beginning treatment along with information about variables likely to influence outcomes. The mean %SS for the 57 children 9 months after starting treatment was 1.7. The most significant predictor of outcome was Lidcombe Program Trainers Consortium (LPTC) training. The children of trained SLPs (n = 19), compared to the children of untrained SLPs, took 76% more sessions to complete stage 1, but achieved 54% lower %SS scores, 9 months after starting treatment. Results suggest that outcomes for the Lidcombe Program in the general community may be comparable to those obtained in clinical trials when SLPs receive formal training and support. [ABSTRACT FROM AUTHOR]