Speech-language Pathology Graduate Programs Research Articles

Opportunities to Learn Transgender Voice and Communication Therapy in Graduate Speech-Language Pathology Education: Preliminary E-Survey Findings

Purpose Clear guidelines are needed for the inclusion of transgender voice and communication services in speech-language pathology graduate curriculum. Standardized training on how to support gender diverse individuals' communication appears to be lacking in graduate curriculum. To better understand current trends in transgender voice and communication training in speech-language pathology graduate programs across the United States, this cross-sequential e-survey study assessed experience with, attitudes toward, and student learning opportunities in transgender voice and communication services among voice instructors and clinic directors. Method An open online survey distributed in 2015 was completed by 24 voice instructors and 13 clinic directors. The same survey was completed by 15 voice instructors in 2018. Results Based on 2015 findings, a majority of voice instructors and clinic directors in speech-language pathology graduate programs reported that services for transgender voice and communication were not addressed in their graduate education curriculum. Findings from 2018 were similar to results in 2015. Almost all voice instructors included transgender voice and communication therapy in their graduate voice course. There is unanimous agreement that transgender voice and communication services should be part of SLPs' scope of practice. Conclusions Findings from 2015 to 2018 suggested an improvement in instruction time spent on transgender voice and communication. Yet, some voice instructors continued to report that the topic was not covered in their coursework. A need exists to adjust guidelines on voice and communication services for gender diverse individuals and offer learning opportunities for this area in graduate speech-language pathology curriculum. Supplemental Material https://doi.org/10.23641/asha.12640409

Evidence of Internal Consistency in the Spectrographic Analysis Protocol

To verify the validity in the internal consistency in the spectrographic analysis protocol (SAP). Thirty-nine students of the Speech-Language Pathology graduate program and 38 speech-language pathologists, specialized in voice, participated in the study. The participants made visual inspections of 10 spectrograms and marked the items of the SAP. For analysis of the internal consistency in the SAP, the exploratory factor analysis (EFA) and confirmatory factor analysis were performed. Most items showed corrected item-total correlation above 0.3, indicating that the items have a good relationship with each other and with the SAP as a whole. Six items presented values below the average, suggesting the exclusion of these from the construct. However, three of these were maintained because they were judged as important parameters in clinical practice, requiring the training of judges when using the SAP to properly understand the items. The EFA regrouped the previous domains of the SAP into three factors. All items presented a factor load above 0.4, suggesting the retention of all, except for the items previously indicated, for exclusion. The confirmatory factor analysis corroborated with the EFA and its indexes. The SAP has good internal consistency. All items have a good degree of relationship with each other and contribute positively to the protocol as a whole. The final version of the SAP, at this stage, has 15 items (from the 25 items of the initial SAP version), distributed among three domains.

Predicting Clinical Success in Speech-Language Pathology Graduate Students

Purpose Admissions committees rely heavily on quantitative academic variables such as undergraduate grade point average (UGPA) and scores on the Graduate Record Examination (GRE). However, the ability of these factors to predict the clinical success of speech-language pathology (SLP) graduate students has not been substantiated. The purpose of the current study was to examine the relationship between academic variables (i.e., UGPA, major grade point average, GRE scores) and nonacademic variables (i.e., age, personality type, prior work experience in the field) and determine the degree to which each of these variables predicts clinical success. Method Data were extracted from academic records of 45 students enrolled in a graduate SLP program at a public institution of higher learning between 2014 and 2016. Descriptive statistics and correlation coefficients were used to identify the relationships between academic and nonacademic variables with clinical success. Results Correlation results did not identify a significant relationship between academic variables and clinical success as well as between nonacademic variables and clinical success. However, relationships between the academic variables and nonacademic variables were discovered. Predictive power of clinical success was not identified due to lack of correlations between the variables. Conclusions Academic variables (GRE, UGPA, major grade point average) nor nonacademic variables (age, personality type, previous work experience) were found to have a significant correlation to clinical success in SLP graduate students. There continues to be a lack of evidence in identifying individual variables as sole predictors for success in SLP graduate programs.

The Gendered Experiences of Male Students in a Speech-Language Pathology Graduate Program: A Multi-Case Study

The Gendered Experiences of Male Students in a Speech-Language Pathology Graduate Program: A Multi-Case Study

Survey of Speech-Language Pathology Graduate Program Training in Outer and Middle Ear Screening.

The purpose of this study was to determine the national training practices of speech-language pathology graduate programs in outer and middle ear screening. Directors of all American Speech-Language-Hearing Association-accredited speech-language pathology graduate programs (N = 254; Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2013) were surveyed on instructional formats in outer and middle ear screening. The graduate speech-language pathology program survey yielded 84 (33.1%) responses. Results indicated that some programs do not provide any training in the areas of conventional screening otoscopy using a handheld otoscope (15.5%; n = 13) or screening tympanometry (11.9%; n = 10), whereas close to one half (46.4%; n = 39) reported no training in screening video otoscopy. Outcomes revealed that approximately one third or more of speech-language pathology graduate programs do not provide experiential opportunities in screening handheld otoscopy (36.9%) or tympanometry (32.1%), and most (78.6%) do not provide experiential opportunities in video otoscopy. The implication from the graduate speech-language pathology program survey findings is that some speech-language pathologists will graduate from academic programs without the acquired knowledge or experiential learning required to establish skill in 1 or more areas of screening otoscopy and tympanometry. Graduate speech-language pathology programs should consider appropriate training opportunities for students to acquire and demonstrate skill in outer and middle ear screening.

Use of iPad Video-Review Feedback in the Supervision of SLP Student Clinicians

Clinical supervisors in speech-language pathology graduate programs are faced with the challenges of adapting to the learning styles of the current generation of student clinicians, and the necessity for increased efficiency and effectiveness of instruction with decreasing amounts of supervision time. Traditional methods of providing clinical feedback have been written and verbal; however, technological advances now allow for nearly effortless implementation of video-review feedback, which targets the current learning styles of student clinicians. This survey study examined student clinicians' and clinical supervisors' responses to the use of video-review feedback using iPads, in addition to traditional feedback methods, to determine efficacy of this instructional modality. Eighteen first year graduate clinicians and six clinical supervisors participated in this study, which was conducted over a six week period. iPads were used to record a minimum of twelve brief portions of sessions during this period and then these recordings were reviewed and discussed in collaboration between the student and supervisor. Results of survey responses following the six week period indicated that student clinicians and supervisors preferred the use of video-review feedback in additional to traditional methods, and students were in agreement that this feedback was beneficial to their clinical learning.

Student's Say: Craft a Stand-Out Application

Student's Say: Craft a Stand-Out Application

When Weaknesses Become Strengths

When Weaknesses Become Strengths

An Aphasia Mentoring Program: Perspectives of Speech-Language Pathology Students and of Mentors With Aphasia

In contrast to clinician-as-expert models, social models of clinical practice typically acknowledge people with aphasia as equal partners in intervention. Given this, there may be a place within speech-language pathology education for programs situating people with aphasia as experts. This paper describes an aphasia mentoring program that was implemented as part of a speech-language pathology graduate program. Qualitative research methods with thematic analysis of interviews, focus groups, questionnaires, and participant observation were used to develop a description of the mentoring program, including the experiences and perspectives of the participants-both mentors (people with chronic aphasia) and students. Five themes, including getting better, aphasia advocacy, group as versus for therapy, we're a team, and focus on mentoring, emerged from the mentors' data. Five themes, including shifting the power dynamic, getting to know the person, seeing members as mentors, making classroom learning real, and connecting with a community, emerged from the students' data. There were significant overlaps and intersections between the 2 data sets. Findings revealed how an aphasia mentoring program that positions people with aphasia as experts can make a significant contribution to student education while supporting mentors' own goals, with implications for improved quality of life.

Crossing Borders Without Leaving the University: MISTIC—An International Collaboration

International collaborations usually involve individuals from one country traveling to another country (Kuehn & Henne, 2003). However, for various reasons, students and faculty from the United States do not always have the option to travel to another country. This was the case when the Department of Communication Disorders Speech-Language Hearing Clinic at Texas State University was contacted by personnel from a clinic in Monterrey, México. Together, we developed an international collaboration that would be mutually beneficial to all parties involved. We developed goals for the clinical component of the speech-language pathology graduate program, the participating clients and their families, professionals employed at the private clinic in Monterrey, México, and research goals to document the effectiveness of the international collaboration we called the Multicultural Intensive Speech-Language Therapy Intervention Clinic (MISTIC). In this case, families and professionals from México traveled to the United States to participate in this international collaboration.

Multidimensional Student Assessment

Multidimensional Student Assessment

Perspectives on Preparing Graduate Students To Provide Services to Diverse Populations in Schools

Abstract In today's school settings, speech-language pathologists are likely to engage in assessment, intervention, and consultation for students from culturally and linguistically diverse populations. Therefore, speech-language pathology graduate programs must make changes that will prepare monolingual and bilingual graduate students to meet the needs of these children. Graduate students can learn information about cultural and linguistic diversity through independent courses and when these topics are incorporated into all courses. Practicum placements and experiences with children from culturally and linguistically diverse populations in the community can provide the necessary skills. When practicum experiences with diverse children are not available, faculty may consider simulated experiences, as well as experiences with typical speakers from other linguistic and cultural backgrounds.

Models of Instruction Used in Speech-Language Pathology Graduate Programs

To meet the needs of a diverse student population while addressing the knowledge and skills outcomes of the curriculum, faculty should develop a repertoire of instructional models. Research-based instructional models from the fields of education and health care have been developed to support various learner outcomes. Emphasis on evidence-based practice in the field of communication sciences and disorders should include increased study of research-based instructional practices in higher education. The present study examined the models of instruction currently implemented by professors in speech-language pathology graduate programs. Problem-based learning and induction were used most frequently, followed by direct instruction. Cooperative learning, memory strategy instruction, and role play were used less frequently. Results suggest that instructors are utilizing a variety of instructional models to meet learning outcomes. Implications for the use of models of instruction, as well as future directions for research, are discussed.

Academic and Clinical Preparation for Cultural and Linguistic Diversity in Speech-Language Pathology: Program Director Perspectives

Purpose: This investigation surveyed program directors of speech-language pathology graduate programs in the United States to determine their views on the academic instruction and clinical practicum experiences that are provided to prepare students to work with culturally and linguistically diverse populations. Method: An online survey was administered to program directors of accredited programs in speech-language pathology throughout the United States. Results: Overall, program directors felt that their programs prepared students to provide speech-language pathology services to culturally and linguistically diverse populations. Two survey questions yielded statistically significant differ- ences across geographic regions of the United States. The first related to the amount of academic instruction provided in cultural and language diversity (CLD), and the second to the adequacy of numbers of individuals from culturally and linguistically diverse backgrounds to participate in clinic practica. Responses to an open-ended question also sug- gested that some directors perceived challenges related to

Faculty/Staff Perceptions of a Standards-Based Exit Portfolio System for Graduate Students

New standards for certification were recently developed for speech–language pathology graduate training programs by the American Speech-Language-Hearing Association. The new standards are outcomes-based rather than process-based. Using a collective case study approach, this article highlights the perceptions of faculty and staff regarding use of a standards-based exit portfolio system for students in a Speech–Language Pathology graduate program at a medium-sized, public university after two semesters of use.

Knowledge of Autism Spectrum Disorders Among Connecticut School Speech—Language Pathologists

This study utilized a rating scale and random sampling of Connecticut school speech—language pathologists about their preprofessional education and current knoWledge of autism spectrum disorders (ASD). The participants had a minimal amount of preprofessional academic or clinical preparation in ASD, and no differences Were found in hoW speech—language pathologists Were trained over the past 30 years. School speech—language pathologists reported relatively stronger knoWledge of the general behavioral and communication characteristics associated With ASD and less knoWledge of educational assessment and intervention formats. Given the prevalence of schoolchildren With ASD, speech—language pathology graduate programs need to enhance their preprofessional curricula to provide school-based speech—language pathologists With specific training to meet the communication needs presented by children With ASD.