Communication Sciences and Disorders-CSD最新文献_第7页

Training University Students About Autism Spectrum Disorder Through Outreach to School-Based Speech-Language Pathologists 通过校外语言病理学家培训大学生自闭症谱系障碍

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Communication Sciences and Disorders-CSD Pub Date : 2020-01-01 DOI: 10.30707/TLCSD4.1/ZNRR1070

Joann P. Benigno, John W. Mccarthy, S. Taylor, H. Hamm, Bridget Wright

{"title":"Training University Students About Autism Spectrum Disorder Through Outreach to School-Based Speech-Language Pathologists","authors":"Joann P. Benigno, John W. Mccarthy, S. Taylor, H. Hamm, Bridget Wright","doi":"10.30707/TLCSD4.1/ZNRR1070","DOIUrl":"https://doi.org/10.30707/TLCSD4.1/ZNRR1070","url":null,"abstract":"Training preprofessional students about autism spectrum disorder (ASD) is crucial, particularly since students with ASD are represented on the caseloads of approximately 90% of school-based speech-language pathologists (SLPs). When this training can occur within the context of an outreach program, the results of such programming can be mutually beneficial for the individuals served as well as the students. Through the present program, six graduate students and four undergraduate students created materials for 15 SLPs working in the schools in a significantly underserved region of the United States. Students created nearly 800 materials for the SLPs to use in therapy with children with ASD. These included visual schedules and picture/icon cards and social stories. Students completed a survey and wrote a reflection paper about what they learned. Survey data from all participants indicated that the program met the needs of the SLPs and furthered students’ skills in creating materials and understanding more about the demands of working as an SLP in the schools. Implications for undergraduate and graduate training including increasing student knowledge and confidence as well as gaining student perspectives on the experience and collaboration are discussed. Future directions for extensions of this training program are proposed.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"1 1","pages":"4"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74745190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing Outcomes of Simulation in Communication Sciences and Disorders 评估通信科学和障碍模拟的结果

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Communication Sciences and Disorders-CSD Pub Date : 2020-01-01 DOI: 10.30707/TLCSD4.3/GZQR2615

Erin S Clinard

{"title":"Assessing Outcomes of Simulation in Communication Sciences and Disorders","authors":"Erin S Clinard","doi":"10.30707/TLCSD4.3/GZQR2615","DOIUrl":"https://doi.org/10.30707/TLCSD4.3/GZQR2615","url":null,"abstract":"Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research is in its beginning in CSD. Building the evidence to inform systematic integration of simulation into CSD curricula and to further best practices in our field is essential. Further, to advance the Scholarship of Teaching and Learning (SoTL) in simulation, researchers and instructors must disseminate their findings, measures and tools, assessment processes, and even simulation scenarios. Dissemination serves to enhance evidence-based education practices and further validate the assessment processes we are using to ensure quality simulation.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"10 1","pages":"7"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86651072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Developing an Acute Care Simulation Lab and Practicum 发展急症护理模拟实验室及实习

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Communication Sciences and Disorders-CSD Pub Date : 2020-01-01 DOI: 10.30707/TLCSD4.3/FXAP4522

E. Clark, Lori Lombard

{"title":"Developing an Acute Care Simulation Lab and Practicum","authors":"E. Clark, Lori Lombard","doi":"10.30707/TLCSD4.3/FXAP4522","DOIUrl":"https://doi.org/10.30707/TLCSD4.3/FXAP4522","url":null,"abstract":"The benefits of simulation-based education have been well-documented in health-related disciplines and are emerging in speech-language pathology. Several clinical training paradigms for acute care speech-language pathology skills have been successful when implemented in high fidelity, nursing simulation labs with price tags that are cost prohibitive for most speech-language pathology programs. Through funding support from a grant and a four-phased simulation development program, the authors developed an acute care simulation lab dedicated to speech-language pathology students for under $9,000 and simultaneously piloted a one-credit, acute care, adult- and geriatric-focused clinical practicum course. The clinical practicum was structured to scaffold student learning using task trainers, computer-based simulations, and live simulations with low fidelity manikins and standardized patients. The authors are hopeful that this article provides speech-language pathology programs a practical framework for structuring a dedicated, simulation space and course, while empowering faculty to more fully integrate simulation-based learning experiences into their curricula in a way that is evidence-based and in keeping with the best practice resources that are currently available in the field of speech-language pathology.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"61 1","pages":"5"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91220242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Clinical Reasoning Skills in AAC Intervention Planning: Investigating the Expert-Novice Gap 临床推理能力在AAC干预计划中的作用:专家-新手差距的调查

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Communication Sciences and Disorders-CSD Pub Date : 2020-01-01 DOI: 10.30707/TLCSD4.2/XNDO8764

Allison M. Sauerwein, Jane R. Wegner

{"title":"Clinical Reasoning Skills in AAC Intervention Planning: Investigating the Expert-Novice Gap","authors":"Allison M. Sauerwein, Jane R. Wegner","doi":"10.30707/TLCSD4.2/XNDO8764","DOIUrl":"https://doi.org/10.30707/TLCSD4.2/XNDO8764","url":null,"abstract":"Clinical reasoning skills underlie the decisions speech-language pathologists (SLPs) make during practice. Although clinical reasoning is included in speech-language pathology accreditation standards in the United States, there is limited research on preservice SLPs’ development or use of clinical reasoning skills. Because clinical reasoning skills specific to augmentative and alternative communication (AAC) service provision have not been identified or reported in depth, this qualitative study focused on two cases of children with developmental disabilities who used AAC systems. Eight novice (i.e. preservice) SLPs and eight expert SLPs completed think-aloud tasks while they developed intervention plans, which made their clinical reasoning skills observable. Responses were transcribed for qualitative analysis. Six clinical reasoning skills were identified: summarizing, interpreting, hypothesizing, rationalizing, comparing and deferring. Expert and novices used four of these clinical reasoning skills similarly; however, there were differences among the remaining two skills. Novices deferred more frequently during the tasks and were limited in their ability to make comparisons to the fictional cases as compared to the experts. The expert-novice gap in clinical reasoning presents implications for teaching preservice SLPs in the classroom and the clinic.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"41 1","pages":"7"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80924751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Guided Online Case Scenarios Support Development of Clinical Decision-Making Skills in Speech-Language Pathology Master’s Students 指导在线案例场景支持语言病理学硕士生临床决策技能的发展

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Communication Sciences and Disorders-CSD Pub Date : 2020-01-01 DOI: 10.30707/TLCSD4.2/ZHVO5761

Krystal L. Werfel, Gabriella Reynolds

引用次数: 0

Using Think-Alouds to Uncover Expert-Novice Gaps in AAC Intervention Planning Skills 用大声思考来发现专家和新手在AAC干预计划技能上的差距

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Communication Sciences and Disorders-CSD Pub Date : 2020-01-01 DOI: 10.30707/TLCSD4.2/CQJO9452

Allison M. Sauerwein, Jane R. Wegner

{"title":"Using Think-Alouds to Uncover Expert-Novice Gaps in AAC Intervention Planning Skills","authors":"Allison M. Sauerwein, Jane R. Wegner","doi":"10.30707/TLCSD4.2/CQJO9452","DOIUrl":"https://doi.org/10.30707/TLCSD4.2/CQJO9452","url":null,"abstract":"Because few studies have explored preservice speech-language pathologists’ (SLP’s) learning outcomes in augmentative and alternative communication (AAC) coursework and clinical practica, there is a need to investigate student learning in this area. This article represents a portion of a larger study that explored the expert-novice gap in planning for intervention with children who use AAC. The companion article reports clinical reasoning skills, whereas the present study revealed intervention planning skills. The methods are the consistent with those reported in the companion article. In summary, eight novice (i.e. preservice) SLPs and eight expert SLPs completed think-aloud tasks while they developed intervention plans. Verbal data were transcribed and analyzed qualitatively. Eight intervention planning skills emerged from the data: selecting treatment style, planning activities, selecting or developing materials, planning teaching strategies, selecting targets, goal setting, collecting data, and feature matching. Considerable overlap across expert and novice performance was observed in some areas, while minor differences were noted in other skills. Expert-novice gaps were identified in two areas, developing a treatment style and feature matching. Familiarity with expert-novice gaps in intervention planning has implications for preservice instruction in AAC.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"21 1","pages":"8"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81868946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Anatomy Word-Learning in Undergraduate Speech-Language Pathology Students 语言病理学本科学生的解剖学词汇学习

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Communication Sciences and Disorders-CSD Pub Date : 2020-01-01 DOI: 10.30707/TLCSD4.1/KQZG7225

Janie L. Kullmar, K. G. Blankenship

{"title":"Anatomy Word-Learning in Undergraduate Speech-Language Pathology Students","authors":"Janie L. Kullmar, K. G. Blankenship","doi":"10.30707/TLCSD4.1/KQZG7225","DOIUrl":"https://doi.org/10.30707/TLCSD4.1/KQZG7225","url":null,"abstract":"This study compared the effectiveness of a vocabulary list (i.e., explicit environment) to a textbook passage (i.e, authentic environment) for the initial exposure of domain-specific vocabulary from an anatomy textbook. Forty-two undergraduate Speech-Language Pathology students participated. The study's materials are from Anatomy and Physiology for Speech Language and Hearing, fifth edition (Seikel et al., 2016). The selection is a subtopic on the topic of the anatomy of the cerebrum. Twenty-five vocabulary words within this section are bolded by the textbook to emphasize their importance. These words were targeted in the two different conditions, authentic (textbook) and explicit (vocabulary list). The gain scores from pretest to posttest between groups (i.e., authentic vs. explicit) were similar, and this was true of students with both high and low reading abilities, as measured by the reading score from the American College Testing (ACT). Student performance was highly variable, and many students performed poorly regardless of condition. The results of the study revealed no significant differences between participants who were in conditions that received vocabulary words within the context of a textbook or isolated in a list. This poor performance may be related to research design or student reading habits in general.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"8 1","pages":"5"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76094478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Communication Sciences and Disorders Faculty Perceptions of Interprofessional Education 传播科学与疾病系跨专业教育的教师观念

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Communication Sciences and Disorders-CSD Pub Date : 2020-01-01 DOI: 10.30707/TLCSD4.2/MCHF8614

Janine L Schmedding-Bartley, C. Karasinski

{"title":"Communication Sciences and Disorders Faculty Perceptions of Interprofessional Education","authors":"Janine L Schmedding-Bartley, C. Karasinski","doi":"10.30707/TLCSD4.2/MCHF8614","DOIUrl":"https://doi.org/10.30707/TLCSD4.2/MCHF8614","url":null,"abstract":"Engagement in interprofessional collaborative practice is critical for communication disorders professionals to provide quality clinical services. Given limited research on implementation of interprofessional education (IPE) within communication disorders pre-professional training programs and research highlighting potential barriers to implementation of IPE, this investigation assessed communication sciences and disorders (CSD) faculty attitudes toward IPE. One hundred fifty-eight CSD faculty from accredited CSD graduate programs completed the Interprofessional Attitudes Scale (Norris, Carpenter, Eaton, Guo, Lassche, Pett, & Blumenthal, 2016). Collectively, the faculty supported CSD students learning from and with students from different disciplines and endorsed IPE as beneficial. Faculty with master’s degrees were more likely to believe that IPE would increase student’s effectiveness as clinical care team members, whereas more faculty with research doctorates indicated that biases toward other professionals could get in the way of providing intervention. Compared to faculty in colleges other than health sciences, faculty in colleges of health sciences reported experiencing more bias toward and from professionals of other disciplines. Despite group differences, a majority of CSD faculty overwhelmingly favored IPE for students suggesting that the attitudes of CSD faculty toward IPE may not be a barrier to implementation of IPE within pre-professional training programs.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"19 1","pages":"5"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79150875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Association between Pragmatic Language Competence and Emotional/Behavioral Outcomes of 3rd Graders in Elementary School 小学三年级学生语用能力与情绪/行为结果的关系

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Communication Sciences and Disorders-CSD Pub Date : 2019-12-31 DOI: 10.12963/csd.19671

Eun-Ju Lee, S. Oh

引用次数: 2

언어 친숙성 가설과 지연청각역입: 칸나다어(L1)-영어(L2) 이중언어사용 일반아동의 구어붕괴 语言熟悉性假设与延时听觉逆入:坎纳达语(L1)-英语(L2)双语儿童口语的崩溃

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Communication Sciences and Disorders-CSD Pub Date : 2019-03-31 DOI: 10.12963/CSD.18572

Bannuru Venkatanarayana Manjunatha Mahesh, Kempanapura Siddaraju Apoorva Prathibha, Srikantaswamy Vijayeshwari, Nanjundaswamy Kajol

引用次数: 0