Perspectives of the ASHA Special Interest Groups最新文献

{"title":"Enhancing Adult Hearing Screening Skills for Speech-Language Pathology Students Through Simulation","authors":"Jordan Tinsley, Mary P. Mitchell, Amanda Stead, Paul Michael, AJ DiMicco","doi":"10.1044/2024_persp-24-00020","DOIUrl":"https://doi.org/10.1044/2024_persp-24-00020","url":null,"abstract":"\u0000 \u0000 This study evaluated student performance and perception of a simulated hearing screening utilizing an adult standardized patient (SP). It explored the relationship between student performance and student perception of the simulation.\u0000 \u0000 \u0000 \u0000 Sixty-nine first-year speech pathology graduate students completed a high-fidelity simulation to demonstrate competency in hearing screening administration with an adult SP. Student performance was assessed by supervising educators through standardized rubrics in the following domains: (a) explaining the task, (b) following the university screening protocol, (c) demonstrating clinical and critical thinking, and (d) using the audiometer efficiently. Students also completed surveys to provide feedback regarding their simulation experience.\u0000 \u0000 \u0000 \u0000 \u0000 The median rating for student performance across the four domains evaluated was determined using nonparametric tests, while a one-sample\u0000 t\u0000 test was used to determine average ratings. Additionally, central tendency and dispersion measures were computed using rubric ratings of students' performance in each domain evaluated. Overall, students performed well in this simulation, with nearly all students demonstrating competency in explaining the task and demonstrating clinical/critical thinking. Following the screening protocol and using the audiometer efficiently showed the most room for improvement. Student survey responses generally indicated that this was a positive and beneficial learning experience and provided constructive feedback for future iterations of this simulation.\u0000 \u0000 \u0000 \u0000 \u0000 Hearing screening simulations effectively train graduate speech-language pathology students in the necessary skills. Student perceptions of this simulation were resoundingly positive.\u0000","PeriodicalId":509907,"journal":{"name":"Perspectives of the ASHA Special Interest Groups","volume":"57 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358436","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}

{"title":"Diet Outcomes in Patients With COVID-19 Who Were Intubated and Proned","authors":"Maureen F. Napoli, Stephanie J. Scibilia, Matthew Naunheim, Tessa Goldsmith","doi":"10.1044/2024_persp-23-00130","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00130","url":null,"abstract":"\u0000 \u0000 During the first wave of the COVID-19 (SARS CoV-2) pandemic, patients being treated for acute respiratory distress syndrome were proned while intubated with mechanical ventilation. In this study, we aimed to compare the diet outcomes at the time of acute hospital discharge of patients with COVID-19 who were proned while endotracheally intubated (ETT-proned) with those who were intubated with but not proned (ETT-supine).\u0000 \u0000 \u0000 \u0000 The design used is a single-center, retrospective, descriptive study.\u0000 \u0000 \u0000 \u0000 \u0000 Between March 1, 2020, and August 2020, 193 critically ill adult patients with severe COVID-19 requiring endotracheal intubation with mechanical ventilation were referred for a swallowing evaluation at our acute care tertiary hospital; 114 of these patients were ETT-proned. At the time of discharge from the hospital, there was no significant difference in diet level between ETT-proned and ETT-supine patients. Significant factors associated with restricted diet at discharge included older age (\u0000 p\u0000 < .001) and non–English-speaking status (\u0000 p\u0000 = .05).\u0000 \u0000 \u0000 \u0000 \u0000 In this study, diet levels at the time of discharge did not differ significantly between the patient groups by time of discharge. These results should be interpreted with caution in relation to the clinical swallow evaluation, which was curtailed by practice restrictions imposed by pandemic protocols. Future research should objectively assess swallow function in patients who were proned during intubation with mechanical ventilation, utilizing evidence-based swallow screening protocols, standardized assessment of physiology via imaging (videofluoroscopic swallow studies or flexible endoscopic evaluation of swallowing), and long-term follow-up to directly and objectively determine the impact proning has on swallow physiology.\u0000","PeriodicalId":509907,"journal":{"name":"Perspectives of the ASHA Special Interest Groups","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355895","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}

{"title":"Student Reflections on Roles Related to Augmentative and Alternative Communication and Perceived Preparedness for Practice","authors":"Allison M. Sauerwein, Olivia A. Buente, Kevin M. Pitt, K. Weissling","doi":"10.1044/2024_persp-24-00028","DOIUrl":"https://doi.org/10.1044/2024_persp-24-00028","url":null,"abstract":"\u0000 \u0000 Although the scholarship of teaching and learning literature in the area of augmentative and alternative communication (AAC) continues to grow, there is a need for research focused on preservice speech-language pathologists' (SLPs') preparedness for practice and the roles related to AAC they will assume as professionals. The purpose of this study was to explore students' perceptions of learning outcomes and perceived preparedness for roles related to AAC service provision.\u0000 \u0000 \u0000 \u0000 Forty master's level speech-language pathology students enrolled in two graduate-level AAC courses read about, discussed, and reflected on roles related to AAC at the beginning and end of the course. A mixed-methods approach was used to analyze and compare participants' (a) perceived level of preparedness, self-rated using a Likert scale; (b) reflections on preparedness at the beginning and end of the course; (c) learning priorities at the beginning of the course; and (d) perceptions of learning outcomes at the end of the course.\u0000 \u0000 \u0000 \u0000 Overall, participants' perceived preparedness improved from the beginning to the end of the course for all roles. Improvements in ratings for the roles of general practice SLP, AAC finder, AAC facilitator/communication partner, and AAC clinical specialist were statistically significant. The data revealed what and how students wanted to learn and the impact of course learning activities on their professional identity development, particularly related to the roles they envision taking on as practicing professionals.\u0000 \u0000 \u0000 \u0000 The findings have direct implications for teaching and learning in AAC coursework and advancing preservice education in the area of AAC. This study adds to the literature by describing a low-stakes, efficient reflection task that has the potential to impact professional identity development among students and perhaps practitioners as well.\u0000","PeriodicalId":509907,"journal":{"name":"Perspectives of the ASHA Special Interest Groups","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373486","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}

{"title":"My Perspective: Auditory Evoked Potentials Using Speech","authors":"Barbara K. Cone","doi":"10.1044/2023_persp-23-00198","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00198","url":null,"abstract":"\u0000 \u0000 The purpose of this tutorial is to clarify the use of speech sounds as stimuli for auditory evoked potentials and how these might contribute to our understanding of speech, language, learning, and hearing disorders. Speech-evoked auditory brainstem responses (ABRs), auditory steady-state responses, auditory middle latency responses, mismatch negativity, P300, cortical onset responses, and the acoustic change complex are reviewed.\u0000 \u0000 \u0000 \u0000 The author drew upon her scholarship in this area from over 4 decades of research and teaching to summarize the major findings when using speech stimuli to evoke auditory potentials that have been used in clinical contexts.\u0000 \u0000 \u0000 \u0000 Speech-evoked auditory potentials contribute to our understanding of how the brain processes the acoustic features of speech sounds, providing information that is complementary to psychophysical tests. When psychophysical tests cannot be performed owing to neurodevelopmental immaturity or disability, or cognitive disability, speech-evoked auditory potentials may be used to estimate the benefit of amplification or implantation for speech, language, and hearing.\u0000 \u0000 \u0000 \u0000 The benefit of using auditory evoked potentials for evaluation is that they provide insight into the brain mechanisms underlying hearing and listening disorders that audiologists aim to treat. While we can use the known correlations between perceptual and electrophysiological responses for “cross-checking” our evaluation results, examining when discrepancies occur is also especially meaningful. For example, the complex ABR reveals subcortical issues in temporal processing that would not be evident in ABRs to clicks or tone bursts, nor in behavioral testing. P300 can document slower neural processing of speech stimuli that may be relevant to the rehabilitation of older adults, even when word recognition scores appear to be congruent with the pure-tone audiogram. In these ways, auditory evoked potentials for speech provide audiologists with tools for demonstrating to clients how their brain responds to speech and opening the conversation for rehabilitation.\u0000","PeriodicalId":509907,"journal":{"name":"Perspectives of the ASHA Special Interest Groups","volume":"42 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139598164","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}

{"title":"Self-Determination Theory Applications in Culturally Responsive Voice Therapy","authors":"M. E. Castro, Hillary Enclade, Michael Biel","doi":"10.1044/2023_persp-23-00168","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00168","url":null,"abstract":"\u0000 \u0000 Voice is a cultural construct directly linked to identity. Given the degree of cultural diversity that exists, clinicians cannot be expected to comprehend the intricacies of every culture in their patient population. This observation emphasizes the necessity of a universal approach. Research suggests that self-determination theory (SDT) can serve this purpose. SDT is a macrotheory of human motivation and personality supported by over 4 decades of empirical research that focuses on innate, universal psychological processes and needs. The primary aim of this clinical focus article is to propose the application of SDT as an evidence-based framework to guide clinicians in the provision of culturally responsive voice care.\u0000 \u0000 \u0000 \u0000 When SDT is used as a framework, it allows clinicians to foster an environment that supports the patient's basic psychological needs while being mindful of cultural diversity. This approach leads to more autonomous forms of motivation, which has been shown to result in better outcomes in the domain of health behavior change, contributing to a more satisfying and meaningful intercultural therapeutic experience.\u0000","PeriodicalId":509907,"journal":{"name":"Perspectives of the ASHA Special Interest Groups","volume":"37 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139601084","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}

{"title":"The Role of Prosody in Reading Comprehension for Individuals on the Autism Spectrum","authors":"Orla C Putnam, Karen A. Erickson","doi":"10.1044/2023_persp-23-00170","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00170","url":null,"abstract":"\u0000 \u0000 The purposes of this clinical focus article are to describe differences in expressive prosody among autistic individuals, describe the role of prosody in reading comprehension, highlight the potential contribution of prosody to the reading comprehension difficulties experienced by many autistic individuals, discuss interventions that target prosody, and make clinical recommendations.\u0000 \u0000 \u0000 \u0000 We describe differences in expressive prosody that many autistic individuals experience; review the existing body of literature surrounding reading comprehension, prosody, and autism; and discuss interventions that target prosody as it applies to reading comprehension.\u0000 \u0000 \u0000 \u0000 Based on the review of the literature and presentation of the challenges that currently exist, we make clinical recommendations regarding the integration of interventions addressing prosody in expressive communication and reading comprehension for autistic individuals who have strong word reading skills and poor reading comprehension.\u0000","PeriodicalId":509907,"journal":{"name":"Perspectives of the ASHA Special Interest Groups","volume":"69 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139604269","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}

{"title":"What Do Adults Who Stutter Think About the Nature of Stuttering Treatment?","authors":"M. Vanryckeghem, Sabine Van Eerdenbrugh","doi":"10.1044/2023_persp-23-00030","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00030","url":null,"abstract":"\u0000 \u0000 Worldwide, there is an abundance of different treatment strategies, mechanisms, and constituents for individuals who stutter. This study explored what adults who stutter (AWS) think about the nature of stuttering treatment and its components and whether they feel stigmatized.\u0000 \u0000 \u0000 \u0000 A survey containing nine statements about components of stuttering treatment and one question related to stigmatization was sent to AWS around the world. In total, 213 respondents were included in the study, spread out over North America, South America, Asia, Europe, and Australia/Oceania. Finally, three open-ended questions explored their opinion about important treatment aspects, the qualities of a speech-language pathologist (SLP), and what an ideal treatment looks like.\u0000 \u0000 \u0000 \u0000 The nine statements referring to stuttering treatment were all seen as key components by more than half of the respondents. Nearly 80% found it very or extremely important that an SLP helps them with stuttering-related anxiety and thoughts, feeling more comfortable in different speaking situations, introducing them to speech strategies, and providing assistance in accepting themselves as a speaker. Three of these four statements were found more important by men than women. Especially respondents from North America and Europe found that (self) acceptance is important. About 50% think they are stigmatized.\u0000 \u0000 \u0000 \u0000 The survey unveiled that AWS particularly found treatment components focusing on speech and underlying thoughts important. However, it is also clear that AWS' individual opinions vary relative to what they think are important treatment components. Translating these findings to daily practice entails that SLPs should be trained in different treatment programs or approaches to meet the individual needs of each AWS. One size does not fit all. It seems crucial that researchers who conduct clinical trials for stuttering treatments employ more than stuttering reduction as an outcome measure.\u0000","PeriodicalId":509907,"journal":{"name":"Perspectives of the ASHA Special Interest Groups","volume":"45 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608501","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}

{"title":"Reflecting on Relationally Focused Critical Incidents: Investigating the Use of Reflective Writing to Support Conflict-Handling Skills During Speech-Language Pathology Student Internships","authors":"Julia E. Hollister, Keralyn A. Kadir, Noha S. Daher","doi":"10.1044/2023_persp-22-00268","DOIUrl":"https://doi.org/10.1044/2023_persp-22-00268","url":null,"abstract":"\u0000 \u0000 Handling conflict successfully is an important professional competency. This study examined whether integrating relationally focused critical-incident reflections into graduate speech-language pathology student internships improved conflict-handling skills. The study also analyzed the breadth and depth of reflections and identified student variables associated with improved conflict handling.\u0000 \u0000 \u0000 \u0000 Participants were a convenience sample of 49 graduate speech-language pathology students. A quasi-experimental design was used to compare participant conflict-handling skills at baseline, after a 7-week control period, and after 7 weeks of biweekly reflections. Students were provided with an orientation and writing prompt to guide their reflections. Relationships were examined between participant conflict-handling abilities, reflective capacity, emotional intelligence, number of reflections completed, and years of speech-language pathology–related experience.\u0000 \u0000 \u0000 \u0000 Significant changes did not occur in conflict-handling skills after completing 7 weeks of relationally focused critical-incident reflections. Students demonstrated measurable ability to reflect on their experiences but appeared unable to achieve deep reflection. Significant correlations were revealed between emotional intelligence, number of reflections completed, and changes in conflict handling. Students with 2–4 years of prior speech-language pathology–related experience appeared to increase their conflict-handling skills during the clinical internship.\u0000 \u0000 \u0000 \u0000 Students were unable to critically reflect with guided questions and a training session alone. Reflection did not result in changes to conflict-handling skills, although individual student variables did impacted conflict handing. Implications for clinical education are discussed.\u0000","PeriodicalId":509907,"journal":{"name":"Perspectives of the ASHA Special Interest Groups","volume":"114 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139616179","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}

{"title":"Court Accommodations for People With Aphasia (1915–2021)","authors":"Sue Sherratt","doi":"10.1044/2023_persp-23-00049","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00049","url":null,"abstract":"\u0000 \u0000 Ensuring effective access to justice for persons with disabilities on an equal basis with others may include the provision of reasonable and appropriate accommodations or modifications to the court process. The major barriers facing people with aphasia when accessing court may be more about accessing information about the law and the communication and language barriers while interacting with the court and judicial personnel. This study aims to determine what accommodations to the court process are reported when people with aphasia access the U.S. court system.\u0000 \u0000 \u0000 \u0000 Using the LexisNexis and Google Scholar case law databases, a systematic review of all U.S. court cases (1915–2021) documenting aphasia/dysphasia revealed 1,295 case reports, excluding duplicates. After elimination for exclusion criteria, 389 were searched for accommodation/modification, resulting in a total of 15 cases being identified. Data software was used to identify aphasia description, health professionals, and accommodations provided. Quantitative descriptive statistics are provided and exemplified with quotes.\u0000 \u0000 \u0000 \u0000 Accommodations to allow greater participation for people with aphasia were rarely permitted. Analysis revealed limited descriptions of aphasia and demonstrated that the court, the judge, or psychologists determined modifications with no speech-language pathology input. Accommodations reported related to modifications to the court proceedings, questioning, alternative responses, presence of a support person, and preparation for the trial.\u0000 \u0000 \u0000 \u0000 People with aphasia are at continued risk of being unable to access and participate in the court system without appropriate accommodations. Based on these findings and disability literature, a preliminary provisional list of accommodations and modifications relevant to people with aphasia is presented. The aim of this list is to expedite and promote the use of courtroom accommodations for these individuals.\u0000","PeriodicalId":509907,"journal":{"name":"Perspectives of the ASHA Special Interest Groups","volume":"53 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139531636","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}

{"title":"Increasing Student Self-Efficacy in Aphasia Through a Simulated Escape Room","authors":"Jordan Tinsley, Amanda Stead, Brittany Halladay","doi":"10.1044/2023_persp-23-00147","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00147","url":null,"abstract":"\u0000 \u0000 This study aimed to explore students' learning outcomes as a result of participating in a simulated aphasia escape room related to (a) the development of aphasia assessment and treatment self-efficacy, (b) students' perceptions of the experience, and (c) overall student performance on escape room tasks.\u0000 \u0000 \u0000 \u0000 \u0000 Thirty-six first-year graduate students were guided through simulation procedures, including prelearning, prebrief, simulation, and debriefing for an educational\u0000 escape room\u0000 with puzzles related to aphasia knowledge and skills. Assessment measures for student outcomes included pre- and postsimulation self-efficacy surveys, a survey for instructor feedback, and clinical educator judgment of student completion of escape room tasks.\u0000 \u0000 \u0000 \u0000 \u0000 \u0000 The students' self-efficacy ratings, pre- and postsimulation, were assessed using paired-samples\u0000 t\u0000 tests. In addition, central tendency and dispersion measures were computed for specific items assessing the students' perception of the simulation. Students demonstrated a statistically significant increase in self-efficacy across all targeted tasks. Student survey responses overall were favorable toward the simulated escape room experience and provided constructive feedback for design improvements.\u0000 \u0000 \u0000 \u0000 \u0000 Escape room simulations have the pedagogical ability to expose students to low-stakes clinical tasks and require them to evaluate their own experiences within the clinical simulation. In addition, the gamified atmosphere of the escape room positively contributes to student learning. This work has implications for student teaching and training and the potential for carryover to clinical contexts to improve effective communication, assessment, and treatment skills for patients with aphasia in early career speech-language pathologists.\u0000","PeriodicalId":509907,"journal":{"name":"Perspectives of the ASHA Special Interest Groups","volume":"1 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532501","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}