People with dementia (PWD) are one of the fastest-growing clinical populations for speech-language pathologists. Self-reported quality of life (QoL) assessments are critical patient-reported outcome ...measures that align with person-centered care principles. However, proxy-reporting is most often used due to assumptions that PWD cannot provide reliable self-report. Visual analog scales (VASs) have been successfully used with people with expressive and cognitive deficits to measure subjective constructs such as QoL, mood, and pain. The purpose of this project is to evaluate the feasibility and reliability of a VAS QoL assessment tool.
Twenty older adults free of cognitive impairment were assessed using the quality of life in Alzheimer's disease (QoL-AD) and the QoL-AD in combination with a VAS (VAS QoL-AD). The construct validity, internal consistency, and test-retest reliability of the VAS QoL-AD were assessed by performing both assessments twice, 4 weeks apart.
Significant correlations between the overall VAS QoL-AD and the QoL-AD scale ratings, between most of the QoL-AD and VAS QoL-AD subtests, and between the first and second assessment scores were observed.
Results indicated strong construct validity, internal consistency, and test-retest reliability of the VAS QoL-AD in people without dementia. These results warrant further research into the development of a dementia-specific, self-reported VAS QoL scale for PWD.
Background
Research suggests that some speech–language pathologists are uncomfortable treating people who stutter. Accessing quality clinical education experiences in stuttering is difficult given ...the ongoing rise in students enrolled in speech–language pathology programmes and the limited number of stuttering‐specific placements available. Simulation‐based learning is a viable option for providing speech–language pathology students with practical experience in a safe learning environment. Whilst research has found that simulation‐based learning experiences in stuttering assist in the development of students’ clinical skills, students’ perceptions of participating in stuttering simulation‐based learning are yet to be explored.
Aims
To investigate speech–language pathology students’ comfort, anxiety, knowledge and confidence in the management of stuttering at the commencement of an academic stuttering course and before and following participation in a stuttering simulation‐based learning programme.
Methods & Procedures
This study used a cross‐sectional survey design. Participants were 105 undergraduate and graduate entry masters speech–language pathology students enrolled at an Australian university. Students engaged in a stuttering simulation‐based learning programme embedded within an existing academic course on the management of stuttering. A purposefully developed survey was administered at three time points: pre‐course (T1), pre‐simulation (T2) and post‐simulation (T3) in order to explore students’ comfort and anxiety levels, and perceptions of their knowledge and confidence in stuttering management. Descriptive statistics were used to report the medians and range of students’ responses. Changes across all time points and between each of the time points were determined using the Friedman test and the Wilcoxon signed rank test, respectively.
Outcomes & Results
Statistically significant differences (p < 0.001) were observed on all matched survey items (n = 96) across all time points. Between each time point, a significant difference in students’ perceived knowledge levels was found with small to large effect sizes. However, there was no difference in students’ perceived comfort and anxiety levels between the time points of pre‐course and pre‐simulation. Open‐ended responses on the post‐simulation survey revealed that students valued learning about stuttering within a simulation‐based learning environment.
Conclusions & Implications
Simulation‐based learning experience in stuttering management was valued by students. When accompanied by theoretical content, participation in a stuttering simulation‐based learning programme supported students to feel more comfortable and less anxious about working with people who stutter. This finding has implications for the development of clinical skills in the assessment and treatment of adults who stutter.
WHAT THIS PAPER ADDS
What is already known on this subject
Simulation is a teaching approach used within speech–language pathology to support the development of students’ clinical skills. Simulation provides a safe learning environment for students, an opportunity for repeated practice and is valued by students.
What this paper adds to existing knowledge
This study explored students’ perceptions of their comfort, anxiety, knowledge and confidence in working with people who stutter before and following participation in a simulation‐based learning programme. It describes a stuttering simulation‐based learning programme that can be embedded into speech–language pathology programme curricula.
What are the potential or actual clinical implications of this work?
The stuttering simulation‐based learning programme detailed in this study can be applied and embedded in speech–language pathology curricula. It can be used to support the development of students’ confidence in the assessment and management of stuttering.
Successful intervention outcomes and comprehensive assessment is important for people who rely on augmentative and alternative communication (AAC). However, the literature surrounding AAC assessment ...remains sparse. The purposes of this project were to describe the AAC assessment process followed by speech-language pathologists (SLPs) and to suggest areas for a comprehensive assessment. The research questions were (1) to identify the training received and (2) to explore the key elements of the assessment process. A questionnaire was developed based on the Participation Model and completed by 89 SLPs. The findings show that SLPs base their AAC assessment on clinical decisions, taking into consideration a number of elements, such as language, communication, and social skills. However, the process uncovered through this research cannot be characterized as either comprehensive or systematic. The findings indicate that further training on AAC assessment is warranted, thus ensuring high quality of services for people with complex communication needs.
Background
Phonological memory (PM) plays a significant role in language development but is impaired in individuals with Down syndrome (DS). Without formal recommendations on how to address PM ...limitations in clients with DS, it is possible speech–language pathologists (SLPs) find ways to do so in their practices.
Aims
This study asked if and how SLPs address PM in language therapy with clients who have DS. It also asked about SLPs’ opinions of the importance, practicality and difficulty of addressing PM in clients with DS.
Methods & Procedures
SLPs participated in an online survey that asked if they address PM in clients with DS and, if so, how often and with which techniques. The survey also asked SLPs to rate their opinions of addressing PM in clients with DS with Likert scales. To contrast clients with DS, SLPs were asked about their practices and opinions with clients who have specific language impairment (SLI) and autism spectrum disorders (ASD). SLPs were recruited through e‐mails sent from state organizations and researchers. To compare SLPs’ practices and opinions across client types, frequency analyses and analyses of variance (ANOVAs) were run.
Outcomes & Results
In all, 290 SLPs from 28 states completed the survey. Nearly all SLPs were currently practising at the time data were collected, and all worked with at least one of the three client types. Findings indicated SLPs less often addressed PM and used less variety when addressing PM with clients who have DS compared with clients who have SLI or ASD. Further, SLPs considered it less important, less practical and more difficult to address PM in clients who have DS when compared with clients who have SLI, whereas a similar pattern was found with clients who have ASD.
Conclusions & Implications
SLPs’ opinions could be one reason they under‐address PM with clients who have DS. Other reasons include there are no evidence‐based practice (EBP) guidelines on this topic, and there is not enough familiarity with the DS phenotype among SLPs. Future research on ways to address PM in clients with DS successfully are essential so that EBP guidelines can be established and language therapy can be made more effective.
During a videofluoroscopic swallowing study (VFSS), speech and language pathologists (SLPs) are potentially exposed to radiation. To effectively limit unnecessary exposure, SLPs performing VFSS are ...encouraged to actively shield themselves and to be monitored by radiation-monitoring badges. The aim of this research was to assess the level of current knowledge and practice of radiation protection among SLPs performing this procedure. A questionnaire was distributed via Speech Pathology Australia (SPA) and the Australasian Dysphagia Newsletter (ADN). Sixty-nine questionnaires were returned. The results revealed that participants had received some radiation protection training, which provided them with general knowledge on radiation protection. Participants indicated a lack of formal education and were unsure of the adequacy of the information provided. Ninety-seven percent of participants always wore lead aprons, 76% always wore thyroid shields, and 36% wore radiation-monitoring badges. The researchers recommend that education on radiation protection and safety be provided for SLPs at university level to educate them before they enter the workplace. It is also recommended that SLPs always wear lead aprons, thyroid shields, and radiation-monitoring badges.
The objective of this study was to analyze speech and language pathologists’ (SLPs) and parents’ attitudes toward the behavior of children with speech and language disorders. The research was ...conducted in the SUVAG Polyclinic kindergarten. Examinees were parents and speech and language pathologists who on daily basis encourage language development of twenty-two children with speech and language disorders. The study examined to what extent SLPs and parents agree in the assessment of child’s attention, impulsiveness and activity. A questionnaire developed solely for the purpose of this research was administered. It gathered information regarding child’s attention, impulsiveness and activity. Results have shown that parents and speech and language pathologists differed in their attitudes toward the behavior of children with speech and language disorders.
In the 30 years since the establishment of federal law mandating special education, the voices of school personnel (special education teachers, speech and language pathologists, and school ...psychologists) charged with implementing these laws and regulations have been largely silent in the national research. Yet, these front line school district personnel serve as “intermediaries” and have responsibility to implement special education policy. This is an exploratory study that provided a forum for rural special education teachers, speech and language pathologists, and school psychologists to share their experiences and ideas regarding implementation of the Individuals with Disabilities Education Act (IDEA) prior to the reauthorization in 2004. Recommendations regarding practice, research, and policy in the administration of rural special education programs are provided.
Among the plenty of educational software, therapeutic software for dyslexia is not so abundant. The paper considers two different approaches to development of software for supporting specific ...learning difficulties. One could be offering of visual end user programming tools to speech and language pathologists so that they could develop specific software applications customized for their patients. The other approach could be the engagement of students majoring in educational sciences who are studying informatics as their secondary discipline to develop applications. Paper presents concept of end user development environment aimed for speech and language pathologistsas well as educational pilot-applications developed by the students.
Spremnost za školu podrazumijeva određeni stupanj zrelosti u više područja, koji je potreban djeci za svladavanje zahtjeva u školskom sustavu (UNICEF, 2006). Za polazak u osnovnu školu su, uz ostale, ...važne djetetove komunikacijske, jezične i govorne sposobnosti, ali i usvojene predvještine čitanja, pisanja te predmatematičke vještine, kao preduvjeti za uredno usvajanje vještina čitanja, pisanja i matematike. U ovom istraživanju analiziran je uzorak od 79 školskih obveznika iz Požeško-slavonske županije, koje su uputile dvije specijalistice školske medicine na logopedsku procjenu u Opću županijsku bolnicu Požega. Podaci su obrađeni deskriptivnom statistikom, u SPSS programu. Rezultati pokazuju da najveći broj djece, njih 89 %, ima poremećaj izgovora, 10 % djece ima teškoće s razumijevanjem jezika, 29 % djece postiže ispodprosječne rezultate na receptivnom testu rječnika, 20 % djece ima odstupanja u morfosintaksi, 54 % djece nema usvojenu fonemsku svjesnost, 28 % djece je slabije u grafomotoričkim sposobnostima, 27 % djece ima neusvojene predmatematičke vještine te 32 % djece ima slabije slušno razlikovanje. Ovakav rezultat upućuje na potrebu sustavnih pregleda djece u predškolskoj dobi, radi pravodobnog otkrivanja teškoća i poremećaja i uključivanja u logopedsku terapiju. Osim toga, neusvojenost predvještina čitanja i pisanja te predmatematičkih vještina – pokazatelj je potrebe za stvaranjem strukturiranog i točno određenog programa predškolskog odgoja i obrazovanja, koji bi ciljanim aktivnostima, među ostalim, poticao predvještine čitanja, pisanja i matematike.
School readiness is defined by a certain level of maturity in multiple areas necessary for overcoming school's demands (UNICEF, 2006). Important abilities for school entry, among others, are children's communication, language and speech abilities, as well as pre-reading skills, pre-writing skills and pre-mathematical skills, which are considered fundamental for children to be able to learn to read, write and master math skills. In this research, 79 children from Požega-Slavonia County obligated to enter elementary school underwent a speech-language pathologist's evaluation in County Hospital Požega. Data were analyzed using descriptive statistics in SPSS. The results show that the largest number of children have articulation disorder (89 %), 10 % have difficulty understanding language, 29 % have below average receptive vocabulary, 20 % have errors in morphosyntax, 54 % are unsuccessful in phonemic awareness tasks, 27 % have poor pre-mathematical skills, while 28 % of children have poor graph motor skills. Moreover, 32 % of children have poor speech perception. Such results indicate the need for a systematic evaluation by a speech-language pathologist in preschool age in order to detect children with difficulties so they can be included in speech and language therapy. Moreover, the lack of good pre-reading, pre-writing and pre- mathematical skills indicates the need for creating a structured preschool program that will develop and enhance pre-reading, pre-writing and pre- mathematical skills.
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