Speech-language Pathology Graduate Students Research Articles

How to Teach Concern: Inspiring Speech-Language Pathology Graduate Students to Develop Empathy and Advocacy with the Power of Personal Stories

How to Teach Concern: Inspiring Speech-Language Pathology Graduate Students to Develop Empathy and Advocacy with the Power of Personal Stories

Bringing Interprofessional Case-Based Learning into the Classroom for Occupational Therapy and Speech-Language Pathology Students

ABSTRACTInstructors 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.

Impact of Virtual Simulation and Coaching on the Interpersonal Collaborative Communication Skills of Speech-Language Pathology Students: a Pilot Study

Communication between clinicians, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. However, graduate students in speech-language pathology (SLP) programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to explore the use of virtual-reality based rehearsal with coaching on the interpersonal collaborative communication skills of SLP graduate students when delivering information regarding a singular patient to different stakeholders. Three graduate students completing their third semester in a SLP program participated in the study. Each participant was provided a clinical case scenario and asked to deliver recommendations related to the client’s communication abilities to a single adult avatar portraying either a parent, teacher, or pediatrician. This task was repeated twice to allow assessment of performance across multiple trials. A brief reflection and coaching period was provided between trials with the same avatar. All interactions were scored using the Situation, Background, Assessment, Recommendation, and Communication (SBAR-C) tool. All participants demonstrated improved communication skills between their first and second trial with each avatar as measured by the SBAR-C. Social validity surveys with participants revealed that they found the intervention to be valid and acceptable.

Effectiveness of a Preexternship Hospital Orientation Program for Graduate Students in Speech-Language Pathology

Purpose A preexternship hospital orientation program was developed in response to clinical externship supervisors providing feedback that students were not well prepared when entering the medical setting for the 1st time. This program aimed to introduce students to different medical settings where they could observe patients with a range of communication and swallowing disorders and their interactions with a speech-language pathologist. Method Students shadowed speech-language pathologists for a half-day at 4 different medical locations throughout the program. Forty-two students filled out pre- and postorientation surveys detailing their experiences and learning outcomes. Results An analysis of pre–post surveys indicates that students perceived a gain in working knowledge of several key areas, including assessment protocols, job demands, documentation, and interprofessional collaboration. Students also reported that the experience allowed them to make an informed choice regarding the type of externship or job they wished to pursue in the future. Conclusion Students reported favorable outcomes as a result of this observational experience. Clinical exposure programs should be considered as a modality for learning for speech-language pathology students.

Clinical Decision-making in Speech-Language Pathology Graduate Students: Quantitative Findings

Clinical Decision-making in Speech-Language Pathology Graduate Students: Quantitative Findings

Traumatic Brain Injury: Investigating Misconceptions among Graduate Students in Physical Therapy, Occupational Therapy, and Speech-Language Pathology

Traumatic Brain Injury: Investigating Misconceptions among Graduate Students in Physical Therapy, Occupational Therapy, and Speech-Language Pathology

Project Building Bridges: Training Speech-Language Pathologists to Provide Culturally and Linguistically Responsive Augmentative and Alternative Communication Services to School-Age Children With Diverse Backgrounds

Purpose Project Building Bridges is a federally sponsored program that prepares speech-language pathology graduate students to provide culturally and linguistically responsive services to school-ag...

Changes in Speech-Language Pathology Students' Attitudes Toward Breastfeeding During a Pediatric Dysphagia Course.

Speech-language pathologists provide infant feeding assessment and intervention; their training in breastfeeding management is highly variable. Research aim: The purpose of this study was to evaluate student attitudes toward breastfeeding and self-identified factors in attitude change. Before and after their course in pediatric dysphagia, two cohorts of graduate students in speech-language pathology ( N = 36) completed an assignment designed to capture qualitative and quantitative data on changes in their attitudes toward breastfeeding. Students rated their reactions to two hypothetical breastfeeding scenarios before and after the class, which included multiple sources of information on the importance of human milk and on breastfeeding management. Additionally, they completed a postclass reflection describing the nature of any changes in their attitudes toward breastfeeding and their ideas about the factors that were responsible for these changes. Nonparametric statistical tests were used to assess quantitative results; the qualitative data were evaluated via content analysis to identify themes. Significant positive changes in student attitudes were measured at the completion of the course. Students identified parents' stories as a particularly compelling component of their increased openness to breastfeeding. Attitudes toward breastfeeding may improve significantly over a relatively short period of time following a targeted intervention. Implications for lactation consultants and continuing education providers are discussed.

Results of a Survey Offering Clinical Insights into Speech-Language Pathology Telepractice Methods.

A telepractice survey was administered to the American Speech-Language-Hearing Association Special Interest Group 18 Telepractice affiliates and attendees of the Waldo County General Hospital Speech-Language Pathology Telepractice Training program in Maine, USA over the summer of 2016. Sixty-seven respondents completed the survey. The survey explored demographics of clients and clinicians, costs and equipment, learning opportunities, use of the client’s environment and caregivers/e-helpers, and method adaptations in telepractice. The results of the survey provide information on the current state of telepractice methods in speech-language pathology from experienced practitioners. This information may be used to develop telepractice models and to prepare speech-language pathology graduate students in the delivery of telepractice methods.

Impact of Performance Feedback in Family-Centered and Culturally Responsive Interview Instruction.

Conducting culturally responsive and family-centered diagnostic interviews is an important part of speech and language services. However, there is limited information on the effective ways to teach speech-language pathology graduate students to acquire these skills. The purpose of this study was to examine the effect of performance feedback on graduate students' use of ethnographic principles, open-ended questions, and restating and summarizing comments in caregiver interviews. A randomized controlled crossover design (n = 26) was used to examine the differential effects of students receiving performance feedback or general feedback on role-play interviews. Ethnographic principles, open-ended questions, and restating and summarizing comments were measured at 3 time points: after class instruction (Groups 1 and 2), after the first feedback type allocation (Group 1: performance feedback; Group 2: general feedback), and after the second feedback type allocation (Group 1: general feedback; Group 2: performance feedback). Statistically significant increases, with large effect sizes, were found in students' use of ethnographic principles, open-ended questions, and restating and summarizing comments following the performance feedback conditions. These findings suggest that performance feedback is an effective and efficient instructional procedure to increase culturally responsive and family-centered interview skills through an ethnographic interview approach in preservice speech-language pathology students.

Interprofessional Peer-Assisted Learning as a Model of Instruction in Doctor of Audiology Programs.

This study reports on interprofessional peer-assisted learning (PAL) as a model of instruction in the preparation of doctoral audiology students. Ten Doctor of Audiology (AuD) students provided training in audiologic screening for 53 graduate speech-language pathology students in 9 individual PAL sessions. Pre- and post-surveys assessed the peer teaching experience for AuD students in 5 areas of their confidence in audiologic screening: knowledge, skill, making a referral based on outcomes, teaching, and supervising. Pre- and post-learning outcomes in audiologic screening for the speech-language pathology student trainees determined the effectiveness of training by their AuD student peers. Survey outcomes revealed significant (p < .001) improvement in the overall confidence of AuD student peer instructors. Speech-language pathology students trained by their AuD peers exhibited significant (p = .003) improvements in their knowledge and skill and making outcome-based referrals in audiologic screening, supporting the effectiveness of the PAL paradigm. In addition to meeting required accreditation and professional certification competency standards, the PAL instructional model offers an innovative curricular approach in interprofessional education and in the teaching and supervisory preparation of students in doctoral audiology programs.

Teaching Transnasal Endoscopy to Graduate Students Without a Hospital or Simulation Laboratory: Pool Noodles and Cadavers.

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. 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. 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. 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.

Lost in translation: Understanding Students' use of social networking and online resources to support early clinical practices. A National Survey of graduate speech-language pathology students

The Internet is a source of many resources for graduate speech-language pathology (SLP) students. It is important to understand the resources students are aware of, which they use, and why they are being chosen as sources of information for therapy activities. A national online survey of graduate SLP students was conducted to assess their awareness, use, and value of social networking and online resources. Participants also viewed original interface designs created to support the use of current literature in the development of therapy activities. A total of 683 students (348 first-year and 335 second-year) representing the national population in terms of region, ethnicity, and sex completed the survey. Students were highly aware of and active in social networking. High overall awareness was associated with high overall use. First-year students reported using online resource sites when unsure what to do more than second-year students. Students reported implementing activities obtained from social networking or online resource sites (92%) but few provided feedback (14%) or contributed materials (11%). Students supported integrations between social networking and research articles that created links between activities and the evidence base. Results of this survey have implications for clinical education and academic instruction in the era of digital technologies. Integrative features of online resources may help students to bridge the gap between evidence and daily therapy activities by supporting connections to research literature.

Use of Tablet Technology: A Pilot Program for Graduate Students in Speech-Language Pathology

The study purpose was to examine the associations between a 15-week intervention pilot program and a variety of self-reported measures of tablet technology use for graduate students in speech-language pathology (SLP) across classroom and clinical contexts. Participants were millennial-aged students (n = 9) in an accredited SLP graduate program in the Midwest. Participants each received an iPad Air 2 tablet and engaged with other participants and clinical educators to regularly discuss and demonstrate tablet use relative to classroom environments and evidence-based clinical contexts. Participants were anonymously surveyed at four different intervals using a 30-item questionnaire that addressed frequency, competency, and use of iPad applications. Surveys were administered at the beginning, middle, and end of the semester, and at one-month follow-up. Data were analyzed both quantitatively and qualitatively in a mixed-methods design. Quantitatively, the frequency of use for clinical and academic purposes increased over the course of participation, but only significantly for clinical purposes. Qualitative data was organized into three primary themes: (1) frequency of iPad use for clinical purposes; (2) perceived competence with clinically-related iPad use; and (3) overall experience with the iPad Pilot Program. Results and recommendations regarding the use of tablet technology are discussed.

Viability of Online Learning for Ensuring Basic Skills in Speech-Language Pathology

Students begin graduate school with a wide range of knowledge and disparate levels of skill established in undergraduate education and/or prerequisite courses. This study evaluated an online learning module for ensuring basic phonetic transcription knowledge and skill in matriculating graduate students. Students' knowledge of International Phonetic Alphabet symbols and their skill transcribing familiar and unfamiliar words improved after completing module activities, and gains maintained in the absence of module activities. Knowledge and skill discrepancies diminished between students who had previously taken a phonetics class and students who had not. Online learning may be a viable solution for ensuring foundational knowledge in speech-language pathology graduate students.

Impact of a Pre-Professional Clinical Education Experience with Adults with Autism Spectrum Disorder: Preparation of Future Speech-Language Pathologists

The purpose of this study was to (1) investigate the impact of a clinical experience with adults with autism spectrum disorder (ASD) on graduate speech-language pathology (SLP) students’ knowledge about ASD, and (2) explore the nature of the clinical experience and its impact on students’ preparation to work with adults with ASD. This study used a mixed-methods design. Quantitative methods were used to identify statistically significant changes in student knowledge about ASD following participation in a clinical experience with adults with ASD. Qualitative methods were used to explore student narratives to uncover details of the clinical experience and its impact. Participants (n=17) were first year SLP master’s students. Results indicate significantly increased knowledge about ASD following participation in the clinical experience with adults with ASD. Coding of themes from student narratives revealed details about key aspects of the experience and its impact. Results point to the positive impact of an immersive, group-based clinical education experience with adults with ASD. Results may guide efforts to create programs to prepare clinicians to serve the growing population of adults with ASD. Next steps include comparison of similar clinical experiences, as well as longitudinal tracking of student outcomes.

Child Maltreatment: What Attitudinal Factors Drive Graduate Students in Speech-Language Pathology to Report?

Purpose: To understand the factors that predict the likelihood graduate students in speech-language pathology will report maltreatment in order to assist in minimizing its occurrence and child mortality. Method: Graduate students in speech-language pathologists (N=148) attending accredited programs in the United States were surveyed regarding their attitudes (e.g., commitment, confidence, and concern) toward child maltreatment, including the likelihood they will report alleged abuse and neglect. The study was controlled for ethnicity and gender. The results of the survey were analyzed using hierarchical multiple regression and showed the strength of the relationship between the predictor variables (e.g., commitment, confidence, and concern), including the covariates (e.g., gender and ethnicity) on the criterion variable (e.g., reporting practices). The Theory of Reasoned Action served as the theoretical framework. Results: The results of the study suggested that the attitudinal dimensions of commitment and concern, including the covariate gender, have a statistically significant contribution to the likelihood that graduate students in speechlanguage pathology will report alleged child maltreatment. Conclusions: As the attitudinal dimensions of commitment and concern increase, so does the likelihood that graduate students in speech-language pathology will report suspected maltreatment, especially females.

Availability of pre-admission information to prospective graduate students in speech-language pathology

ABSTRACTAn extensive Internet search was conducted to obtain pre-admission information and acceptance statistics from 260 graduate programmes in speech-language pathology accredited by the American Speech-Language-Hearing Association (ASHA) in the United States. ASHA is the national professional, scientific and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language and hearing scientists; audiology and speech-language pathology support personnel and students. Data were collected for analysis from Internet websites of individual academic programmes and ASHA’s EdFind, an online directory for undergraduate and graduate programmes in communication sciences and disorders in the United States. Frequency counts were used to analyse the data. Since graduate programmes are not required by ASHA to report or publish entrance requirements, the information included on the individual websites and ASHA’s EdFind varies widely among the programmes with some information incomplete or not reported at all.

Building Collaborative Competencies for Speech Language Pathologists and Deaf Educators: Review of a Pilot Project

Collaboration between professionals is widely recognized as best practice, although in serving students who are deaf/hard of hearing, deaf educators and speech-language pathologists often function in parallel roles rather than in cooperative partnerships. Interactions between graduate students in speech-language pathology and deaf education are explored during a pilot project in which students from separate programs engaged together in online learning activities and in practicum settings. Rather than previous works, which have primarily documented shared content between the disciplines, this project applies a transformative learning model to the development of competencies related specifically to the practice of collaborating. Archives of online live discussions, student discussion boards, interviews with students, videos from shared clinic sessions, and supervisor notes were used to classify areas of student growth. Positive changes were documented in professional disposition as related to the other discipline, confidence in negotiating “role sharing” and “role release” with colleagues, skills in managing multiple tasks and objectives, and broadened skill sets related to the other discipline.

Using High-Fidelity Simulation to Facilitate Graduate Student Clinical Learning

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.