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McKinney (2018) has argued that for the scholarship of teaching and learning (SoTL) to advance within a discipline, the integration of SoTL must be closely examined and opportunities for growth in SoTL must be recognized and discussed. To that end, this paper reflects on the degree to which SoTL is integrated into communication sciences and disorders (CSD) by examining a variety of topics: perspectives and theories historically valued by our discipline, existing supports for SoTL at various levels (i.e., individual teacher-scholars, departments, institutions, and the CSD discipline as a whole), the application of SoTL findings in teaching and learning. Four specific recommendations are made because of this examination and reflection.

A common challenge for clinical training programs is helping students apply academic knowledge to clinical settings. Authentic assessment using simulation offers a unique approach to bridging this gap. Miller's pyramid provides a framework for competency-based education that integrates formative assessment and feedback at each stage of student learning. A multi-part assignment that builds from gathering data following a specific protocol (i.e., basic level), moves through interpretation of data (i.e., intermediate level), and then using that data to direct next steps (i.e., advanced level) scaffolds student learning toward clinical practice. Review of past student assignments indicated better performance on intermediate and advanced skills when using a video-based, multicomponent assignment as compared to the original assignment design. Incorporating video components allows simulation of rare clinical populations, while also replicating current telepractice service provision. By simulating patient interactions, the instructor replicates real world challenges, allowing the students to demonstrate in-the-moment problem solving and clinical responsiveness.

Several investigations have established the benefits of undergraduate student research experiences, including improved understanding of the research process, development of research skills, improved ability to interpret research, interest in future research experiences, and considering academic/research careers. Unfortunately, some students are intimidated by the research process and avoid such opportunities for growth. Such student perceptions may limit engagement in research, compromising knowledge and skills to critically evaluate research so necessary for clinical practice. The present investigation examined the student mindset perceptions pre- and post-course and student perspectives towards research following an undergraduate research course. A mixed quantitative and qualitative design was employed. While student mindsets were primarily growth based at the outset, students reported gains in perspectives on mindsets and confidence following the course. Qualitative findings further highlight the development of applications to the profession, understanding the research process, research skills, and the challenges of research. Intentional scaffolding of a research course may reduce intimidation and foster positive attitudes towards the importance of research in the discipline.

Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate students' perceptions of teaching and learning following an Instructional Internship experience, where they served as teaching assistants for foundational knowledge courses in the major. Using a qualitative research design, we coded 31 participants' statements from pre- and post-internship essays and identified major themes and sub-themes. Our results indicate that by participating in a teaching experience, students develop a deeper appreciation for the relationships between classroom pedagogy, their own learning, and clinical practice. While this study focuses on a pedagogical experience for undergraduate students in a Communication Sciences and Disorders program, the principles and results are generalizable to other professions that train students to provide clinical and educational services.

Background: Counseling is a part of the scope of practice for speech-language pathologists (SLPs), however training has been inconsistent across programs. Students, clinical fellows, and practicing SLPs alike report feeling under-prepared to address the counseling needs of clients and their families. Research evidence about counseling training and practices specific to addressing the psychological well-being of individuals with aphasia and their families is even more limited. While practicing SLPs feel confident and prepared to address communication-specific interventions for aphasia, they feel ill prepared to address the counseling needs that arise on a regular basis. Aims: The present investigation was part of a two-part investigation that included an online survey to practicing SLPs throughout the United States (US) and follow-up interviews with a subgroup of those participants. This paper addresses the counseling practice interview portion and addresses two research questions: How confident do SLPs feel using counseling with individuals with aphasia? To what extent are SLPs implementing counseling in practice with individuals with aphasia and their family members? Methods & Procedures: Eight practicing SLPs who participated in the part 1 counseling practices survey agreed to participate in the part 2 counseling practices intervention. They varied by years of practice, region of practice, and practice setting (acute, subacute, and chronic). Participants engaged in the Counseling Practices Interview (CPI) via the BlueJeans video conferencing application. Interviews were transcribed and coded qualitatively using open and axial coding methods. Multiple rounds of iterative coding were conducted to ensure rigor and coding stability. Outcomes & Results: Multiple rounds of coding resulted in the following overarching themes: confidence in aphasia-specific skills/ techniques, SLPs encounter emotional and psychosocial discussions regularly, confidence with educational counseling, not prepared for psychosocial adjustment counseling, taking the perspective of individuals with aphasia and their family, referrals/ interprofessional practices and scope of practice issues, and SLP self-care. SLPs reported a clear difference between knowledge and skills for which they feel prepared and confident, versus addressing psychological well-being of individuals with aphasia and understanding practice boundaries. Conclusions: SLPs recognize the importance of counseling skills for working with individuals with aphasia because counseling moments arise regularly. They use a variety of techniques but lack intentionality and specialised training. Academic training was deemed to be inadequate in scope and instructional methods. Postacademic training was identified as hard to access but useful. SLPs reported a lack of clarify on scope of practice, practice boundaries, and referrals. [ABSTRACT FROM AUTHOR]

Background: Rehabilitation for cognitive‐communication impairments following brain injury can be complex given the heterogenous nature of impairments post injury. Project‐based intervention has the potential to improve communication skills and create a meaningful real‐life context where individuals collaborate to develop a concrete product, which benefits others. While evidence for this intervention is emerging, the COVID‐19 pandemic prompted increased use of telehealth interventions to serve people with brain injury. This paper aims to describe a framework for the delivery of project‐based intervention via telehealth within community rehabilitation settings; and present several case studies of telehealth groups completed in the United Kingdom and the United States during the COVID‐19 pandemic. Methods: A working group was formed to map the components of project‐based intervention onto the rehabilitation treatment specification system (RTSS). This system is a conceptual framework that helps to explain the link between treatment theory and ingredients, allowing a clinician to clearly understand how and why a treatment works. First, a literature search was completed to identify eligible studies on project‐based intervention after brain injury. Second, those studies were thematically mapped onto the RTSS to identify important intervention components. Third, the presence of these components was assessed for community brain injury groups delivered via telehealth in the United Kingdom and United States. These groups were further described using a taxonomy of social activities that help to describe the degree of meaningful social engagement. Results: The literature was described with a thematic RTSS summary. Treatment aims focus on skills training and self‐efficacy, advocacy and self‐empowerment, emotional well‐being and quality of life, and collaboration and community belonging. Treatment ingredients involve a range of cognitive and behavioural supports to deliver meaningful activities and contexts to complete a project. Mechanisms of action involve learning by doing and cognitive and affective information processing. All four telehealth groups conducted in the United Kingdom and United States involved at least three treatment aims, >7 targets, and >8 treatment ingredients. All groups reported positive experiences from activities that involve working collaboratively to help others and contribute to society. Conclusions: Project‐based intervention delivered via telehealth has the potential for supporting people with acquired brain injury to improve their communication skills and engage in meaningful, collaborative activity. Application of the RTSS helps clinicians to understand the aims and therapeutic ingredients (or clinician activities) through which a person with brain injury may achieve specific treatment targets during the rehabilitation process. What this paper adds: What is already known on the subject: Project‐based interventions have the potential to improve cognitive, self‐regulatory, behavioural and social communication skills, renegotiate identity and reaffirm sense of self, providing a positive impact on quality of life for persons with acquired brain injuries. Projects serve as a context for meaningful engagement for individuals in the chronic phase of traumatic brain injury recovery, without fulfilling work, family or social responsibilities. However, most published research has involved in‐person projects and few projects have been delivered via telehealth. What this paper adds to existing knowledge: While past published works have shared core principles of intervention, a variety of projects, durations, dosages and methods have been employed. The current paper provides a framework to support more consistent implementation. By mapping previous project‐based interventions to the RTSS, clinicians will have a better understanding of the aims, targets, ingredients and theoretical underpinnings of project‐based interventions. In the wake of the COVID‐19 pandemic, the shift to telehealth moved interventions to a virtual context. The four case projects in this paper demonstrate that it is possible to conduct project‐based interventions via telehealth and provides a clear description to guide clinicians in their delivery. What are the potential or actual clinical implications of this work?: This work begins to build the foundation for more rigorous, empirical examination of project‐based interventions. By mapping project‐based interventions to the RTSS, core aims, targets and ingredients are established that can be objectively examined. This investigation also provides a road map for clinicians who wish to implement this complex intervention. [ABSTRACT FROM AUTHOR]

Purpose: The third International Cognitive-Communication Disorders Conference was held in early 2022, providing an opportunity for researchers and clinicians to discuss management of cognitive-communication disorders (CCDs). Presentations that addressed social discourse initiated broader conversations about implementing sociolinguistic methods in research and clinical contexts. Given the heterogeneity of CCDs and sociocultural contexts, a person-centered approach is needed. Sociolinguistic methods are inherently relevant and salient to the individual’s communication context and partners. Sociolinguistic analyses provide information about language skills, cognitive-communication skills, and social cognition. The purpose of this article is to share a model of social communication and provide descriptions of current methods that can be used by researchers and clinicians to capture the complexity of social communication, thereby advancing our knowledge and practice. Conclusion: Although there is a growing literature base that supports the inclusion of sociolinguistic methods, there remains a disconnect between the literature and clinical application that current researchers and practitioners have an opportunity to address. [ABSTRACT FROM AUTHOR]

Purpose: This study examined the perceptions of health care experiences by individuals with traumatic brain injuries (TBIs) across the recovery continuum, regarding care received by a variety of health care providers following their TBI. It sought to identify whether perceptions differed across mild, moderate, and severe participants, as well as acute, subacute, and chronic recovery. Method: Eighteen individuals with TBI were interviewed, using the Sydney Psychosocial Reintegration Scale–Second Edition (SPRS-2) and a semistructured interview about health care perceptions. A qualitative investigation employing two methods, interpretive phenomenological analysis (IPA) and Systemic Functional Linguistics (SFL; modality and appraisal analysis), provided a micro and macrolevel discourse analysis. Results: IPA analyses of SPRS-2 interviews differed across severity levels but included changes to relationships, identity, and changes to social engagement and activity. IPA results revealed three core themes related to the health care experiences across severity that encompassed (a) frustrations with providers and (b) lack of support in the chronic phase, and (c) that finding support is crucial. SFL results provided insight into how individuals appraised such experiences in light of their identity and personal perspectives. Key differences between individuals with mild, moderate, and severe TBI diagnoses were found, with those who experienced a mild TBI expressing the most discontent with services received. Participants were most satisfied with acute care and least satisfied with chronic phase support. Conclusions: The results of this study have significant implications for health care professionals interacting with individuals who have experienced a TBI. Facilitating improved communication, referrals, increased access to mental health counseling, and resources such as groups to support identity expression could improve the health care experience. [ABSTRACT FROM AUTHOR]

Background: Physical, communication, geographic, and attitudinal factors place individuals with aphasia at risk for social isolation. Social networking applications may reduce the impact of such factors, providing an accessible context that reduces isolation. While individuals with aphasia desire to use social networking technologies, high linguistic demands and complex interface design constrain participation. Modified social networking applications may scaffold successful participation, capitalizing on multimodality communication tools, including photograph-based exchange to support participation. Aims: This study examined the ability of individuals with aphasia to share daily experiences using Snapchat. The utility of the Snapchat platform in facilitating social exchange opportunities among individuals with aphasia was also explored. Methods & Procedures: Six participants with aphasia participated in a 1-month trial of peer-to-peer social networking via Snapchat, using iPods equipped with Snapchat. Following hands-on training and an aphasia-friendly reference manual, participants posted images using Snapchat. Technology support was provided throughout the trial. Screenshots of posted images with or without text or other modalities were collected during the 1-month trial. Qualitative coding characterized the nature of posted images. Post-trial interviews were recorded from five out of the six participants. Outcomes & Results: A total of 126 posts were collected (0-20 per day, 4-47 per person). Images, unaccompanied by text or drawing features, accounted for 79% of posts. Three participants accounted for almost 50% of the posts. Qualitative analyses generated three schemes for characterizing images: objective, engagement, and identity. Post-trial interviews revealed unanimous dissatisfaction with Snapchat as a social networking tool. While participants reported minor difficulties with technology and access to application, the primary barriers were a lack of reciprocity with other participants. Conclusions: Although the participants reported difficulty with Snapchat, they each used posts to share about themselves. Participants shared meaningful images, sometimes augmented with text or drawing. Our research team concluded that there is a need for individualized, ongoing access to technology support for troubleshooting. Further, participants need to feel comfortable in utilizing that support. Constraints on use, necessary for data collection, complicated implementation and reduced participation. Our team believes that offering individuals with aphasia more freedom to use the application features, such as friend-to-friend communication, would reduce challenges with viewing and responding to peer posts. Individuals with aphasia express a desire for a reviewable timeline of posts that they can revisit as many times as they like, at their own pace. Despite dissatisfaction expressed by participants, Snapchat and related applications hold promise as universally available social networking tools given some adjustments. [ABSTRACT FROM AUTHOR]

Background: Individuals with aphasia are at risk for social isolation, given physical, attitudinal, environmental, and communication constraints. Social networking platforms may be one means to connect individuals with aphasia with others with aphasia and family or friends without aphasia. Individuals with aphasia express a desire to engage with others using technologies such as social networking. Aims: Examine the posting patterns of individuals with aphasia in an aphasia-friendly social networking application (AphasiaWeb), as they interact with other individuals with aphasia. Identify participant feedback on interface design at pre-development, in response to prototype version, and after a 2-month trial period. Methods & Procedures: Interdisciplinary developers including speech-language pathologists, computer scientists, and individuals with aphasia designed and implemented an aphasia-friendly social networking application (AphasiaWeb) by altering the interface to facilitate participation and communication. The investigation followed a participatory action model, involving four individuals with aphasia in application design. Among the design elements identified by a predesign focus group were a linguistically and visually simplified layout and multimodality input/output features. The interface provided forums for group sharing as well as commenting on individual posts. A mixed methods design was used to collect quantitative and qualitative data for a 2-month trial of the application among seven individuals with aphasia. Outcomes & Results: Quantitative data identified preferred exchange topics, such as sharing about family, personal identity, and living with aphasia (accessed through aCommunity Areafeature). Evidence also suggests that threads initiated with a photograph generate more response threads, are preferred as a means to initiate interactions, and are easier to respond to by other participants. Qualitative findings characterised a range of information shared concerning identity, daily experiences, and shared perspectives. Individuals with aphasia identified a desire to interact with others with aphasia in an aphasia-friendly context but also value more universal platforms for interacting with friends and family. Conclusions: AphasiaWeb may serve as a model for aphasia-friendly and accessible social exchange platform interfaces. Individuals with aphasia value social exchange platforms that are accessible and where they can connect exclusively with other individuals affected by aphasia. Participants also expressed an interest in access to more universally available social networking platforms for interactions with friends and family without aphasia. While they value more aphasia-friendly interfaces for universal social networking platforms, a few were willing to confront this barrier in order to interact on social networking. [ABSTRACT FROM PUBLISHER]

Collegiate Bridge (CB) is a one-year academic support program that provides small classes and a structured introduction to the university to first-year students. Participants are admitted to the University of Wisconsin-Eau Claire through the CB program because they demonstrate the potential to succeed but may need additional support as they transition to college. All participants are either first-generation college students and/or students of color and are considered academically at-risk at the point of admission due to relatively low ACT scores (average composite ACT: 19) and high-school class ranks (average rank in class: 61st percentile). There are many facets to the CB program including out-of-class activities and events, course tutoring, and academic coaching; however, this article is focused on the Collegiate Bridge Research Experience (CBRE), a course-based introduction to undergraduate research offered to students in the CB program. The research-related content is embedded within the larger context of two required study-skills courses and occurs over the course of two sequential semesters. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]