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Perspectives of the ASHA Special Interest Groups
Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working... more Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working in schools have a distinct opportunity to collaborate and serve students with communication and movement needs. Method Twenty-three preservice APE teachers were given a brief presentation led by SLPs and then rated using a fidelity checklist during the duration of a summer physical activity camp for children with disabilities. A cumulative link mixed model was used to determine APE preservice teachers' ability to facilitate peer engagement and social interaction among children with disabilities within tasks related to their discipline following speech-language pathology training and live coaching. Results Following intervention, preservice APE teachers demonstrated significant gains in increasing peer engagement between campers with disabilities. In addition, observers rated the preservice APE teachers as more skilled in demonstrating comprehension of and implementing the engagement...
<b>Purpose: </b>Cultural competence is an essential tool for speech-language patholog... more <b>Purpose: </b>Cultural competence is an essential tool for speech-language pathologists and other allied health care professionals in providing ethical and clinically competent care. Determining pedagogical approaches to teaching cultural competence skills to students training in preprofessional programs is imperative to effectively convey the importance of cultural awareness prior to students embarking on their professional careers.<b>Method:</b> Forty-five (45) speech-language pathology graduate students were administered a multicultural knowledge quiz before and after a targeted, asynchronous learning module on cultural competence and again 2 months later.<b>Results: </b>Quiz scores indicated significant findings immediately following a cultural competence learning module with an additional increase in scores at follow-up. Scores were not significant for minority background but were significant for clinical experience.<b>Conclusions: </b>Evidence indicates a brief, targeted video module can positively impact cultural competence skills for speech-language pathology graduate students regardless of clinical experience. Results suggest a combination of targeted instruction along with repeated clinical experience produces the most significant improvement over time. As the current pilot study was employed to test methodology and results are not generalizable, implications for future pedagogical approaches and research studies with comprehensive methodological approaches are provided.<br><b>Supplemental Material S1. </b>An example of the style and delivery of the module. <br>Daughrity, B. (2021). Exploring outcomes of an asynchronous learning module on increasing cultural competence for speech-language pathology graduate students. <i>American Journal of Speech-Language Pathology.</i> Advance online publication. https://doi.org/10.1044/2021_AJSLP-20-00196<br><b>Publisher Note: </b>This article is part of the Forum: Increasing Diversity in the Communication Sciences and Disorders Workforce.
American Journal of Speech-Language Pathology, 2021
Purpose Cultural competence is an essential tool for speech-language pathologists and other allie... more Purpose Cultural competence is an essential tool for speech-language pathologists and other allied health care professionals in providing ethical and clinically competent care. Determining pedagogical approaches to teaching cultural competence skills to students training in preprofessional programs is imperative to effectively convey the importance of cultural awareness prior to students embarking on their professional careers. Method Forty-five (45) speech-language pathology graduate students were administered a multicultural knowledge quiz before and after a targeted, asynchronous learning module on cultural competence and again 2 months later. Results Quiz scores indicated significant findings immediately following a cultural competence learning module with an additional increase in scores at follow-up. Scores were not significant for minority background but were significant for clinical experience. Conclusions Evidence indicates a brief, targeted video module can positively impa...
Perspectives of the ASHA Special Interest Groups, 2020
Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working... more Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working in schools have a distinct opportunity to collaborate and serve students with communication and movement needs. Method Twenty-three preservice APE teachers were given a brief presentation led by SLPs and then rated using a fidelity checklist during the duration of a summer physical activity camp for children with disabilities. A cumulative link mixed model was used to determine APE preservice teachers' ability to facilitate peer engagement and social interaction among children with disabilities within tasks related to their discipline following speech-language pathology training and live coaching. Results Following intervention, preservice APE teachers demonstrated significant gains in increasing peer engagement between campers with disabilities. In addition, observers rated the preservice APE teachers as more skilled in demonstrating comprehension of and implementing the engagement...
Leader Mag Digital Object Group, 2020
Communication Disorders Quarterly, 2018
This current study explores parent perceptions of barriers to friendship development for highly v... more This current study explores parent perceptions of barriers to friendship development for highly verbal children with autism spectrum disorders (ASD) in mainstream academic settings. Participants were 10 parents of school-age children with ASD in mainstream classrooms. Findings from semistructured interviews and qualitative analysis pointed to five central themes regarding barriers to friendship development: propinquity, attempts at social exposure, common social problems within ASD, siblings as a protective factor, and parent networks. Results suggest parent networks among parents with mainstreamed children may help to facilitate social opportunities both in and out of school. Further investigation is needed to explore possible solutions to help parents to better support friendship development.
Background: Children with ASD frequently display deficits in pragmatic language skills and social... more Background: Children with ASD frequently display deficits in pragmatic language skills and social communication. Research on early skills that are associated with later conversation skills in children with ASD may inform targets for early intervention. Methods: This longitudinal study includes 23 children with ASD. At ages 3-4, play skills and joint attention skills were assessed. At age 8-9, children were given a conversation quality rating from ADOS, Module 3 interviews and interviews were coded for pragmatic skills using the Yale Adaptation of the Pragmatic Rating Scale (Y-PRS). Results: Analyses revealed significant associations between symbolic play type (p = .387) and frequency (p = .388). Other play skills and early social communication variables were non-significant. Conclusions: Symbolic play skills represent flexibility in play skills. The flexibility in play may allow children to further develop their representational, and social conversational abilities through multiple interactions with adults and peers.
Perspectives of the ASHA Special Interest Groups
Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working... more Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working in schools have a distinct opportunity to collaborate and serve students with communication and movement needs. Method Twenty-three preservice APE teachers were given a brief presentation led by SLPs and then rated using a fidelity checklist during the duration of a summer physical activity camp for children with disabilities. A cumulative link mixed model was used to determine APE preservice teachers' ability to facilitate peer engagement and social interaction among children with disabilities within tasks related to their discipline following speech-language pathology training and live coaching. Results Following intervention, preservice APE teachers demonstrated significant gains in increasing peer engagement between campers with disabilities. In addition, observers rated the preservice APE teachers as more skilled in demonstrating comprehension of and implementing the engagement...
<b>Purpose: </b>Cultural competence is an essential tool for speech-language patholog... more <b>Purpose: </b>Cultural competence is an essential tool for speech-language pathologists and other allied health care professionals in providing ethical and clinically competent care. Determining pedagogical approaches to teaching cultural competence skills to students training in preprofessional programs is imperative to effectively convey the importance of cultural awareness prior to students embarking on their professional careers.<b>Method:</b> Forty-five (45) speech-language pathology graduate students were administered a multicultural knowledge quiz before and after a targeted, asynchronous learning module on cultural competence and again 2 months later.<b>Results: </b>Quiz scores indicated significant findings immediately following a cultural competence learning module with an additional increase in scores at follow-up. Scores were not significant for minority background but were significant for clinical experience.<b>Conclusions: </b>Evidence indicates a brief, targeted video module can positively impact cultural competence skills for speech-language pathology graduate students regardless of clinical experience. Results suggest a combination of targeted instruction along with repeated clinical experience produces the most significant improvement over time. As the current pilot study was employed to test methodology and results are not generalizable, implications for future pedagogical approaches and research studies with comprehensive methodological approaches are provided.<br><b>Supplemental Material S1. </b>An example of the style and delivery of the module. <br>Daughrity, B. (2021). Exploring outcomes of an asynchronous learning module on increasing cultural competence for speech-language pathology graduate students. <i>American Journal of Speech-Language Pathology.</i> Advance online publication. https://doi.org/10.1044/2021_AJSLP-20-00196<br><b>Publisher Note: </b>This article is part of the Forum: Increasing Diversity in the Communication Sciences and Disorders Workforce.
American Journal of Speech-Language Pathology, 2021
Purpose Cultural competence is an essential tool for speech-language pathologists and other allie... more Purpose Cultural competence is an essential tool for speech-language pathologists and other allied health care professionals in providing ethical and clinically competent care. Determining pedagogical approaches to teaching cultural competence skills to students training in preprofessional programs is imperative to effectively convey the importance of cultural awareness prior to students embarking on their professional careers. Method Forty-five (45) speech-language pathology graduate students were administered a multicultural knowledge quiz before and after a targeted, asynchronous learning module on cultural competence and again 2 months later. Results Quiz scores indicated significant findings immediately following a cultural competence learning module with an additional increase in scores at follow-up. Scores were not significant for minority background but were significant for clinical experience. Conclusions Evidence indicates a brief, targeted video module can positively impa...
Perspectives of the ASHA Special Interest Groups, 2020
Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working... more Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working in schools have a distinct opportunity to collaborate and serve students with communication and movement needs. Method Twenty-three preservice APE teachers were given a brief presentation led by SLPs and then rated using a fidelity checklist during the duration of a summer physical activity camp for children with disabilities. A cumulative link mixed model was used to determine APE preservice teachers' ability to facilitate peer engagement and social interaction among children with disabilities within tasks related to their discipline following speech-language pathology training and live coaching. Results Following intervention, preservice APE teachers demonstrated significant gains in increasing peer engagement between campers with disabilities. In addition, observers rated the preservice APE teachers as more skilled in demonstrating comprehension of and implementing the engagement...
Leader Mag Digital Object Group, 2020
Communication Disorders Quarterly, 2018
This current study explores parent perceptions of barriers to friendship development for highly v... more This current study explores parent perceptions of barriers to friendship development for highly verbal children with autism spectrum disorders (ASD) in mainstream academic settings. Participants were 10 parents of school-age children with ASD in mainstream classrooms. Findings from semistructured interviews and qualitative analysis pointed to five central themes regarding barriers to friendship development: propinquity, attempts at social exposure, common social problems within ASD, siblings as a protective factor, and parent networks. Results suggest parent networks among parents with mainstreamed children may help to facilitate social opportunities both in and out of school. Further investigation is needed to explore possible solutions to help parents to better support friendship development.
Background: Children with ASD frequently display deficits in pragmatic language skills and social... more Background: Children with ASD frequently display deficits in pragmatic language skills and social communication. Research on early skills that are associated with later conversation skills in children with ASD may inform targets for early intervention. Methods: This longitudinal study includes 23 children with ASD. At ages 3-4, play skills and joint attention skills were assessed. At age 8-9, children were given a conversation quality rating from ADOS, Module 3 interviews and interviews were coded for pragmatic skills using the Yale Adaptation of the Pragmatic Rating Scale (Y-PRS). Results: Analyses revealed significant associations between symbolic play type (p = .387) and frequency (p = .388). Other play skills and early social communication variables were non-significant. Conclusions: Symbolic play skills represent flexibility in play skills. The flexibility in play may allow children to further develop their representational, and social conversational abilities through multiple interactions with adults and peers.