Speech-language Pathology Students Research Articles

Empathy, Post-Stroke Aphasia, and Speech-Language Pathology Students

ABSTRACT Background Empathy is a multidimensional construct potentially important in communicating with an individual with aphasia and for students pursuing a career in speech-language pathology. Unfortunately, little is known about empathy towards someone with aphasia among the general public and speech-language pathologists. Aims The aims of the current study are to explore whether (1) prior knowledge of aphasia predicts state and dispositional empathy after viewing a video of an adult with post-stroke aphasia; (2) state and dispositional empathy differs between a group of individuals seeking a profession in speech-language pathology and those who are not; (3) state and dispositional empathy differ between speech-language pathology undergraduate and graduate students. Methods Two hundred-six participants viewed a video of a male with aphasia engaged in three language tasks and then rated themselves with the Batson Empathy Adjectives (BEA) and the Interpersonal Reactivity Index (IRI; empathic concern and perspective taking). Results State empathy is not influenced by prior knowledge, however, knowledge does predict type of dispositional empathy. Furthermore, state and dispositional empathy does not differ between a group of individuals seeking a profession in speech-language pathology and those who are not seeking this profession. Additionally, state and dispositional empathy do not differ between undergraduate and graduate students in speech-language pathology. Conclusions These findings have implications for programs designed to increase public awareness of post-stroke aphasia as well as speech-language pathology graduate programs.

Perception of Children’s Productions of /l/: Acoustic Correlates and Effects of Listener Experience

Introduction: The aim of the current study was to examine the effect of listeners’ experience with child speech and phonetic training on perceptual judgment of children’s word-initial /l/ productions. The acoustic correlates of acceptable and misarticulated productions of /l/ and their relation to listeners’ experience with child speech were explored. Methods: Three listener groups listened to children’s word-initial /l/ productions embedded in monosyllabic words and judged the “/l/-likeness” of the productions using a Visual Analog Scale (VAS). Three listener groups included (a) speech-language pathologists with at least 10 years of experience (SLP group), (b) graduate students in speech-language pathology (GS group), and (c) naïve listeners with no clinical phonetics experience (NL group). Acoustic correlates (both static and dynamic measures) of listeners’ perception of /l/ sounds were also investigated. Results: While mean VAS ratings did not differ significantly by listener group, the SLP group used a wider range of the VAS than the GS and NL groups. Correlational analysis between the static measure (F2-F1 values) and mean listener ratings showed that listeners tend to perceive sounds with the highest F2-F1 values more as /j/ than /l/, while those with the lowest F2-F1 value were perceived more as /w/ than /l/, especially for sounds that are in between phonemic categories. Listener ratings were not highly correlated with dynamic measures. Conclusion: These results suggest that experienced listeners use the VAS more continuously than less experienced listeners to indicate perception of subphonemic features of children’s productions of /l/, and that their ratings correlate with acoustic measures. Furthermore, listeners with experience with child speech and phonetic training are more sensitive to subphonemic features of children’s productions of /l/, especially for misarticulated productions. This supports the clinical use of VAS for perceptual judgments of children's /l/ productions.

Willingness to persist

Purpose: This qualitative investigation studied children with language disorders engaged in remediation for literacy impairment. Specifically, we studied behavioral interactions between the speech-language pathology students and children when providing literacy intervention. Based on the study results, this article proposes a positive, strengths-based view of avoidance behaviors that re-frames avoidance behaviors used by children as compared to a traditional, deficit-based view. Method: Qualitative methods were employed; specifically, interactional analysis, a process derived from conversation analysis, was employed to analyze video transcripts of children engaged in remediation of literacy impairment. Results and conclusions: This study revealed six types of avoidance behaviors signaling a willingness to persist rather than a desire to quit. These avoidance behaviors include shadowing, delaying, making sound effects, producing related comments, and producing unrelated comments or questions. These behaviors indicate that these children remained engaged in the therapeutic contract, even though they avoided reading. This research indicates a shift in therapeutic perspective. We should view avoidance behaviors not as negative behavior to suppress, but rather as a sign of willingness to persist in the activity. In addition, these findings suggest that avoidance behaviors are signals for increased therapeutic support and shifts in instructional direction. The results suggest that even potentially problematic behaviors, if focused on engaging in the social action at hand, are a sign of motivation to read.

A Survey of Speech-Language Pathology Graduate Students' Perceptions of Telepractice Pre- and Posttraining During the COVID-19 Pandemic

Purpose: Many university programs in speech-language pathology that offer clinical training as part of their graduate training transitioned to a telepractice service delivery model in response to the COVID-19 pandemic. The purpose of this study was to survey speech-language pathology graduate student clinicians on their knowledge of and comfortability with telepractice before and after participation in a telepractice training program. Method: Graduate students in a speech-language pathology distance program participated in a remote summer clinical internship that included a 5-week telepractice training. Pre- and posttraining surveys were completed by 27 graduate students. Results: Results of a Wilcoxon signed-ranks test indicated that posttest telepractice knowledge question scores were significantly greater than pretest telepractice knowledge question scores. Likewise, posttest telepractice comfort question scores were significantly greater than pretest telepractice comfort question scores. Conclusions: These findings support the need to integrate a telepractice component to clinical education for speech-language pathology programs at the graduate level. Offering a specifically designed and hands-on telepractice training to graduate students in speech-language pathology can be an effective pedagogical piece to university degree programs.

Risk Factors for Voice Disorders in Undergraduate Speech Language Pathology Students

The aim of this research study is to determine the risk factors for voice disorders in SLP students in order to help us develop specific goals for a vocal hygiene education program specifically for SLP students. An online questionnaire was completed by 121 undergraduate SLP students. Participants were divided into two groups, students with no self-perceived voice disorders (NVD group) and students with self-perceived voice disorders (VD group). The Fisher Exact test (FET) was used to explore the differences in responses for each voice risk factor and the academic and occupational consequences between students with and without self-perceived voice disorders. Students in the VD group were more likely to experience vocal fold problems, hearing problems and throat clearing than in the NVD group. More students in the VD group reported to "sometimes' and "often" take medications that impact their voice, hear a "moderate" amount of noise generated from the passage of planes and the road and hear a "moderate" and "large" amount of noise generated within and outside the building than in the NVD group. Moreover, students in the VD group were more likely to limit their ability to perform certain tasks at school (eg, participating in lectures) and clinical practicum (eg, administering therapy sessions) and reduce their interactions annually due to voice problems. Health, voice use, lifestyle, and environmental factors are risk factors for voice disorders that were presented more frequently in SLP students with self-perceived voice disorders.

A Practice-Based Interprofessional Emergent Writing Intervention: Impacts on Graduate Students and Preschoolers

Despite the importance of collaboration in schools, few studies have examined interprofessional education (IPE) interventions for graduate speech-language pathology (SLP) students designed to prepare them with the skills necessary to effectively work on school-based teams. The current pilot study implemented a five-week practice-based IPE intervention with six SLP graduate students and three occupational therapy (OT) graduate students. Three SLP students were randomly assigned to the ‘unpaired’ condition and delivered emergent writing activities independently to a small group of preschoolers (n = 10). The other three SLPs were each randomly assigned an OT student to collaborate with in a ‘paired’ condition and conducted the same activities together with their assigned small groups of preschoolers (n = 11). Graduate students’ emergent writing knowledge and interprofessional competencies were supported throughout the study by facilitated discussions and structured debrief sessions with their clinical educators using the DEAL model of critical reflection. Results indicated that SLP students from both conditions demonstrated positive gains in emergent writing knowledge, but the paired SLP students had a greater gain in self-reported interprofessional competencies. Preschoolers in both conditions demonstrated improvement on emergent writing tasks. Implications of practice-based IPE interventions for both graduate students and children are discussed.

What Do You Expect? A Comparison of Perceptions on the Roles of Clinical Educators and Graduate Clinicians

In addition to explicitly defined pedagogical roles and responsibilities, shared perceptions of clinical educator and graduate clinician roles across both parties are essential for an effective supervisory relationship. Previous findings suggest subtle differences in expectations that could potentially impact the learning process. This study was designed to enable a within and across group comparison on perceived roles of supervisors and supervisees. A survey consisting of open-ended prompts, Likert-rating scale questions, and attribute rankings regarding their own and the others’ roles was completed by 90 clinical educators and 63 graduate students in speech-language pathology. Thematic analysis was the primary method of analysis; findings were compared with quantitative results. Although many perceptions were in agreement, subtle differences emerged regarding clinical educators’ role in facilitating learning and graduate clinicians’ role in promoting their own success. The findings in this study highlight subtle differences in expectations, that are useful for clinical faculty, educators and directors, as well as researchers in scholarship of teaching and learning for preparing graduate students to fully benefit from the clinical experience.

Repetition of anchor stimuli and nature of vocal samples in the perceptual auditory judgment performed by speech-language pathology students.

Verify the effect of anchor repetition in the perceptual auditory judgement of the type of vocal deviation performed by speech-language pathology (SLP) students; analyze the correlation between the amount of different vocal dimensions in the same stimuli and accuracy; investigate the correlation between type of vocal deviation and accuracy. 54 SLP students were divided in two groups: Group with repetition (GwR), 28 students; and, Group with no repetition (GnR), 26 students. The analyzed sample counted with 220 dysphonic human voices, vowel /ε/. The GwR heard three anchor stimuli before the judgement and every 20 voices during the assessment. The GnR heard the anchor only before beginning the judgement. The anchor stimuli counted with one rough, one breathy and one strain voice. These classifications were compared with reference judgements from three expert SLPs. The intra and inter-rater reliability, the correlation between the amount of different vocal dimensions in the same stimuli and type of vocal deviation with accuracy were assessed. The accuracy between type of deviation was similar among groups. The GwR presented slightly higher intra and inter-rater reliability. The student's accuracy was inversely proportional to the amount of different vocal dimensions in the stimuli. Breathiness presented the highest accuracy and strain presented the lowest accuracy. The repetition of anchor stimuli improved intra and inter-rater reliability. However, it was not effective in the accuracy of the type of vocal deviation. The amount of different vocal dimensions in the stimuli have influence in the students' accuracy.

Self-Care with Self-Compassion (SC2): A Program to Foster Well-Being in Graduate Speech-Language Pathology Students

This article describes elements of Self-Care with Self-Compassion (SC2), a novel program designed to foster well-being in graduate speech-language-pathology (SLP) students. Graduate SLP students experience elevated levels of perceived stress, which can ultimately impact their professional competence. University programs, faculty, and staff are uniquely positioned to help students learn to cope with stress. Self-care and self-compassion may buffer some of the effects of stress, and at the same time foster qualities in students that facilitate learning and promote healthy clinical practice. Twenty-five incoming SLP graduate students participated in SC2, a required, two-part workshop. Levels of perceived stress and self-compassion were collected, along with program evaluations and perceptions of/engagement with self-care pre- and post-program. Results confirm that graduate SLP students experience elevated levels of stress, along with moderate levels of self-compassion. Students value self-care, and most want to maintain or increase their engagement in self-care practices. However, students face several barriers in implementing and maintaining self-care plans. Students provided positive reviews of the program. Program limitations and possible future modifications of the program are discussed.

Positioning SLP Graduate Students to Meet the Needs of Vulnerable Children Virtually: Lessons from a Service Learning Project Implemented in the Fall of 2020

Service-learning is increasingly regarded as a high-impact pedagogy strategy in the field of speech-language pathology. It has been shown to mutually benefit speech-language pathology (SLP) graduate students and the communities they serve. The purpose of this study is to describe the process and impact of a service-learning-oriented assignment completed as part of a graduate-level class on school-age language disorders during the fall of 2020. Each of the 12 SLP students enrolled in the class volunteered to virtually tutor a child at risk for school failure for 10 hours. This role was a novel context for the graduate students. Analysis of student reflection papers suggested the SLP graduate students felt this experience positively influenced their ability to apply the course content and ultimately resulted in increased confidence entering the field as new clinicians.

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Background. The COVID-19 pandemic has forced higher education institutions to rethink delivery of education. Blended learning (BL), particularly online/eLearning, has become the life support for continued education. BL is a pedagogical approach that combines online asynchronous and/or synchronous and face-to-face (F2F) interaction between lecturers and students, enabling learning to occur independently of time or place. Perceptions and attitudes of students towards BL are important predictors of success. Objective. To determine the attitudes and perceptions of audiology and speech-language pathology students towards BL at the University of KwaZulu- Natal (UKZN), Durban, South Africa. Methods. A descriptive survey design with quantitative methods of analysis was used. Eighty-six participants completed an online questionnaire through Google forms. The tool demonstrated good internal consistency, with a Cronbach α score of 0.82. Results. Most participants agreed that combining traditional and eLearning – BL – improves learning skills and enables more student involvement in learning. Comparisons between attitudes and year of study yielded a statistically significant association, with senior students having a more positive attitude towards BL than second-year students (p=0.003). Attitudes between male and female participants were generally similar; however, females felt that BL helped them to understand lecture material better and to increase interaction (statistically significant; p=0.021). While 93% perceived the online platform, Moodle, which is used by UKZN, as being useful, only 51% indicated that it improved efficiency of learning to a great extent. Conclusion. Despite the challenges around connectivity, computer illiteracy, system and technical problems, students concluded that BL enhanced the learning experience and fostered a student-centred approach to teaching and learning.

Professional socialisation and professional fit: Theoretical approaches to address student learning and teaching in speech-language pathology

Purpose: The sociocultural and historical context and membership of the speech-language pathology (SLP) profession underpins our norms of practice and our discourses. This context also informs and defines the ways that we practice today, including who we legitimise to enter our profession and why. In this paper, we used theory as a tool to critically explore how this socioculturally constituted knowledge and practice influences how students experience learning in SLP practice placements. Method: We used the theory of Legitimate Peripheral Participation (1991) as a conceptual framework to interpret qualitative data from two separate programs of research that had explored the phenomena of student learning in SLP practice placements. Result: The analysis cast light on how our understanding and expectations of SLP students’ learning and competency development in placements is recursive and strongly legitimised in our profession. Students adjust to accommodate the professional knowledges, practices and expectations they encounter in their placements. This facilitates the perpetuation of practices proffered by the majority culture. Conclusion: The use of theory allowed us to explore the phenomena of student learning in placements in a new light, which unmasked new understandings of the longstanding challenge to increase diversity in the SLP community.

Traditional treatment approach for disordered articulation of sounds: evaluating clinical skills of Speech Language Pathology students by Direct Observation of Procedural Skills

Background and Objectives: One of the common disorders in Speech Language Pathology (SLP) is speech sound disorder. To increase students’ competence and objectively evaluate their clinical skills, we used the Direct Observation of Procedural Skills (DOPS) test in a clinical setting and examined its validity and reliability Methods: This research is a non-interventional descriptive study. Twenty students who participated in this study were selected by the census method. Traditional treatment approach skill for speech sound disorder was selected. Then an evaluation checklist of DOPS was prepared. After obtaining the consent of students and professors, they entered the study. Two professors observed the work of all student during the procedure on a real patient. Results were recorded in a checklist, and feedback was given to the students about their strengths and weaknesses. Results: The content validity index of the DOPS test was more than 0.8, and its content validity ratio was more than 0.62. The correlation coefficients of questions indicate the optimal internal structure of the test and its structural validity. The results showed that the test questions were related to the predetermined subject. Results confirmed high face validity. The obtained Cronbach α coefficient (0.865) confirmed DOPS reliability. There was a significant inter-rater correlation coefficient (0.901) between evaluators (P<0.001). Conclusion: According to the study, the use of DOPS for objective assessment of clinical skill has validity and reliability. This test can be used to evaluate the clinical work of SLP students, provide feedback, identify their strengths and weaknesses, and improve them.

How Graduate Students With Vocal Fry Are Perceived by Speech-Language Pathologists

Purpose: Vocal fry (VF), a low-pitched, grating voice quality, appears to be trending among young women. Current research lacks consensus of listeners' perceptions associated with VF. This study investigated practicing speech-language pathologists' (SLPs) perceptions of graduate speech-language pathology students who speak with VF. Method: Thirty-two graduate students were recorded reading the Rainbow Passage and providing a brief monologue. VF was detected perceptually and acoustically for all 32 students' recordings. For the 127-syllable passage, percent of VF (%VF) ranged from 2.36% (three syllables) to 40.16% (51 syllables) with an average of 12.25% (15 syllables). Twelve recorded passages were selected and sorted into two statistically significant groups ( p = .001; seven with the most %VF and five with the least). Passage samples were randomly uploaded into a Qualtrics survey. Practicing SLPs listened to each sample and provided categorical and visual analog ratings for voice pleasantness and perceived speaker competence, education, hirability, and professionalism. Results: The online survey was completed by 150 experienced SLPs who spanned differing geographical locations, work settings, and years of experience. Chi-square tests of independence and independent-samples t tests revealed statistically significant findings for all rated characteristics, indicating that VF samples were less pleasant, and their users less competent, hirable, educated, and professional. Conclusions: These findings support those of Gottliebson et al. (2007), whereby 32% of our cohort had ≥ 15 instances of VF during passage reading, and those of Anderson et al. (2014), that VF negatively impacts how a speaker is perceived. Speech-language pathology graduate students should be cognizant of VF use, as they seek to secure competitive externships and jobs.

Digital Health and Digital Learning Experiences Across Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary Survey Study.

BackgroundAdvances in digital health and digital learning are transforming the lives of patients, health care providers, and health professional students. In the interdisciplinary field of communication sciences and disorders (CSD), digital uptake and incorporation of digital topics and technologies into clinical training programs has lagged behind other medical fields. There is a need to understand professional and student experiences, opinions, and needs regarding digital health and learning topics so that effective strategies for implementation can be optimized.ObjectiveThis cross-sectional survey study aims to interdisciplinarily investigate professional and student knowledge, use, attitudes, and preferences toward digital health and learning in the German-speaking population.MethodsAn open-ended, web-based survey was developed and conducted with professionals and students in CSD including phoniatricians and otolaryngologists, speech-language pathologists (German: Logopäd*innen), medical students, and speech-language pathology students. Differences in knowledge, use, attitudes, and preferences across profession, generation, and years of experience were analyzed.ResultsA total of 170 participants completed the survey. Respondents demonstrated greater familiarity with digital learning as opposed to eHealth concepts. Significant differences were noted across profession (P<.001), generation (P=.001), and years of experience (P<.001), which demonstrated that students and younger participants were less familiar with digital health terminology. Professional (P<.001) and generational differences were also found (P=.04) in knowledge of digital therapy tools, though no significant differences were found for digital learning tools. Participants primarily used computers, tablets, and mobile phones; non–eHealth-specific tools (eg, word processing and videoconferencing applications); and digital formats such as videos, web courses, and apps. Many indicated a desire for more interactive platforms, such as virtual reality. Significant differences were found across generations for positive views toward digitalization (P<.001) and across profession for feelings of preparedness (P=.04). Interestingly, across profession (P=.03), generation (P=.006), and years of experience (P=.01), students and younger participants demonstrated greater support for medical certification. Commonly reported areas of concern included technical difficulties, quality and validity of digital materials, data privacy, and social presence. Respondents tended to prefer blended learning, a limited to moderate level of interactivity, and time and space–flexible learning environments (63/170, 37.1%), with a notable proportion still preferring traditional time and space–dependent learning (49/170, 28.8%).ConclusionsThis comprehensive investigation into the current state of CSD student and professional opinions and experiences has shown that incorporation of digital topics and skills into academic and professional development curricula will be crucial for ensuring that the field is prepared for the ever-digitalizing health care environment. Deeper empirical investigation into efficacy and acceptance of digital learning and practice strategies and systematic training and practical organizational supports must be planned to ensure adaptive education and practice.

Mentoring Underrepresented Students in Speech-Language Pathology: Effects of Didactic Training, Leadership Development, and Research Engagement.

The purpose of this study was to implement and track the outcomes of a yearlong, structured mentoring program aimed at enhancing the retention and success of underrepresented graduate and undergraduate students in speech-language pathology. Student participants were recruited following an open application process and based on meeting eligibility requirements and committing to program completion. The focus of this program was to provide didactic training on leadership development, culturally responsive practice, and research methods used in speech-language pathology. This program emphasized participant needs assessments and goal-setting, access to one-on-one and group mentoring by peers and professionals, and a culminating experience in which participant teams completed a supervised clinical research project or a community outreach and education project. Forty-six participants in three cohorts completed the yearlong program in three consecutive years. Positive outcomes included program completion, degree completion, student perceptions of program benefit, completion of innovative community-engaged and research projects, and dissemination of scholarly work. Our findings from implementing this program and tracking its outcomes have implications for using innovative, equity-minded, and evidence-based strategies for retaining and mentoring minoritized students in speech-language pathology.

Counselling education for speech-language pathology students in Australia: a survey of education in post-stroke aphasia

ABSTRACT Background Speech-language pathology practice guidelines recommend competency in counselling to support psychological adjustment and well-being in people with communication disability. However, there is limited information about what counselling education speech-language pathology students need or receive to attain this competency. Speech-language pathologists report that they frequently use counselling to support psychological well-being in people with post-stroke aphasia, a patient group particularly vulnerable to mood disorders, but they also report low knowledge, skill, and confidence in this practice. We aimed to describe the content, methods, duration, and evaluation of counselling education currently offered to Australian speech-language pathology students, including education specifically aimed at supporting the psychological well-being of people with post-stroke aphasia. Methods and Procedures Directors of all accredited speech-language pathology programs (N = 21) across 15 eligible Australian Universities were invited to participate in an online survey. Outcomes and Results Responses from 12 of the 21 eligible (57%) programs were obtained. Ten programs (83%) reported offering counselling education with four programs (33%) offering this specifically for people affected by post-stroke aphasia. Most programs provided over 10 hours of counselling coursework but provided less than 3 hours of counselling observation and practicum. Teaching on a variety of counselling topics was reported, most commonly general principles of counselling, while specific approaches included motivational interviewing and cognitive behavioural therapy. Counselling was taught using a range of methods, most frequently problem-based learning and role-play. Student counselling knowledge, skills, and competence were evaluated by written assignment, review of video/written transcripts of role-play, oral presentation, and problem-based learning (case studies) group discussion. Academics had mixed opinions on graduate competency for counselling. Conclusions While the majority of university programs reported providing counselling education, few offered education to support the psychological needs of people specifically affected by post-stroke aphasia. Some courses offered no counselling education. Minimum standards of counselling education for speech-language pathology students are required to ensure graduates are competent to provide counselling to support adjustment and well-being in people with communication disabilities.

Quality of Life and Sleep Among Brazilian Speech-Language Pathology Students During the COVID-19 Pandemic

PurposeThe aim of this study was to identify the factors that are related to the quality of life and sleep of Brazilian speech-language pathology students during the COVID-19 pandemic.MethodThis study adopted a cross-sectional, descriptive observational design. A total of 161 undergraduate speech-language pathology students participated in this study. The relationship between quality of life and sleep, socioeconomic characteristics, and health problems was examined using correlational analysis. Participant data were collected using an online form, which included questions that assessed their socioeconomic and health characteristics during the pandemic; the Pittsburgh Sleep Quality Index; and the first two questions of the World Health Organization Quality of Life–Brief Version.ResultsThere were relationships between sleep dysfunction, a reduction in household income during the pandemic, membership to a risk group, living with at-risk individuals, time spent on the Internet (hours), and the purpose underlying Internet use. Satisfaction with health was related to membership to a risk group. Perceptions of the negative impact of the pandemic on mental health were related to sleep dysfunction and quality of life during the pandemic.ConclusionThe present findings underscore the need for policies that promote health, prevent diseases, and address mental health problems during times of crisis, such as the COVID-19 pandemic.

Application of the Challenge Point Framework During Treatment of Speech Sound Disorders.

Purpose The purpose of this article is to provide trial-by-trial practice performance data in relation to learning (outcome probe data) as collected from 18 treatment sessions provided to children with severe speech sound disorders. The data illustrate the practice-learning paradox: Specific, perfect practice performance is not required for speech production learning. Method We detailed how nine student speech-language pathologists (SSLPs) implemented and modified the motor learning practice conditions to reach a proposed challenge point during speech practice. Eleven participants diagnosed with a severe speech sound disorder received high-intensity speech therapy 3 times per week for 6 weeks. SSLPs implemented treatment procedures with the goal of achieving at least 100 practice trials while manipulating practice parameters to maintain practice at the challenge point. Specifically, child performance was monitored for accuracy in five-trial increments, and practice parameters were changed to increase functional task difficulty when the child's performance was high (four or five correct responses) or to decrease functional task difficulty when the child's performance was low (fewer than four correct responses). The practice stimulus, type and amount of feedback, structure of practice, or level of support might be changed to ensure practice at the challenge point. Results On average, the children achieved 102 practice trials per session at a level of 58% correct responses. Fast achievement of connected speech with the lowest amount of support was associated with high scores on generalization probes. Even with high levels of error during practice, the children improved percent consonants correct with maintenance of learning 3 months posttreatment. Conclusion The results of this study show that it may not be necessary to overpractice or maintain a high degree of performance accuracy during treatment sessions to achieve transfer and retention of speech production learning.

Does a simulation-based learning programme assist with the development of speech-language pathology students' clinical skills in stuttering management?

Simulation-based learning can be used in university programmes to provide speech-language pathology students with essential clinical experiences. However, limited research has explored the use of simulation to support students' development of skills in clinical practice with people who stutter. (1) To evaluate students' clinical skills in managing stuttering within a simulation-based learning programme; (2) to develop an assessment tool, the Standardised Patient Interview Rating Scale for Stuttering (SPIRS-Stuttering); and (3) to conduct a preliminary investigation of its validity in measuring students' performance. Speech-language pathology students (n = 114) participated in a simulation-based stuttering programme in addition to academic coursework in fluency disorders. Students' clinical skills were assessed over two simulation sessions using the SPIRS-Stuttering tool, adapted from an earlier iteration of the SPIRS tool. Content validity, intra-rater reliability and internal consistency of the SPIRS-Stuttering tool were also explored. Students demonstrated a statistically significant improvement in stuttering clinical skills between sessions 1 and 4 of the simulation-based stuttering programme. Good content validity was achieved for the SPIRS-Stuttering tool with a low level of intra-rater reliability and variable internal consistency. This study identified that students' clinical skills in stuttering improved during participation in a simulation-based programme undertaken in conjunction with an academic course on fluency disorders. The results of this study support the inclusion of this learning modality in university programme curricula. Whilst the SPIRS-Stuttering tool enabled assessment of speech-language pathology students' clinical skills in stuttering management, further exploration of reliability is required. What is already known on this subject Within speech-language pathology, simulation-based learning is a teaching approach used in university clinical programme curricula. Simulation-based learning is used as an opportunity for students to gain specific clinical skills, particularly if clinical experiences are readily not available. Research in speech-language pathology has revealed that students value simulation because it provides a safe learning environment. What this study adds to existing knowledge There are fewer opportunities for students to gain clinical experience in the management of stuttering in adults. This study explored students' clinical skill development within a stuttering simulation-based learning programme. Additionally, it detailed the development and preliminary investigation of validity of the SPIRS-Stuttering, an assessment tool used in a simulation-based learning environment. What are the potential or actual clinical implications of this work? Students' clinical skills in the assessment and management of stuttering in adults, as measured by the SPIRS-Stuttering, improved during participation in the stuttering simulation-based learning programme. Further investigation of validity of the SPIRS-Stuttering tool is required to confidently measure students' performance. The stuttering simulation-based learning programme can be used to provide students with an opportunity to develop their clinical skills in stuttering, a practice area in speech-language pathology that is not always available to students.