Jane Roitsch | University of Nebraska at Kearney (original) (raw)

Papers by Jane Roitsch

Research paper thumbnail of Transitioning from High School to Adulthood: Optimizing Outcomes for Students with Autism Spectrum Disorder

Research paper thumbnail of Effectiveness of Constraint-Induced Language Therapy for Aphasia: Evidence From Systematic Reviews and Meta-Analyses

American Journal of Speech-Language Pathology

Purpose: Constraint-induced language therapy (CILT) is an aphasia treatment that incorporates neu... more Purpose: Constraint-induced language therapy (CILT) is an aphasia treatment that incorporates neuroplasticity principles of forced verbal use and high-intensity training to facilitate language recovery in individuals with stroke-induced aphasia (Pulvermüller et al., 2001). The burgeoning CILT literature has led to systematic reviews (SRs) that summarize treatment results. In this project, we appraised the quality and examined findings reported in several SRs to draw conclusions about the effectiveness of CILT. Method: We searched multiple databases for SRs that summarized CILT research for poststroke aphasia. We identified six SRs, among which three summarized findings qualitatively and three included meta-analysis (MA) to quantify results. We rated each SR for methodologic quality using the A MeaSurement Tool to Assess Systematic Reviews (AMSTAR 2; Shea et al., 2017) and extracted findings across the six SRs. Results: Two reviewers reliably applied the AMSTAR 2 to the six SRs. Alth...

Research paper thumbnail of Constraint-Induced Language Therapy for Aphasia: Evidence from Systematic Reviews and Meta-Analyses

Archives of Physical Medicine and Rehabilitation

Research paper thumbnail of Dyslexia and the Speech Pathologist

Dyslexia, 2021

Dyslexia is a complex condition. Timely identification of this disorder is imperative to its opti... more Dyslexia is a complex condition. Timely identification of this disorder is imperative to its optimal management. Students benefit most when the skill sets of specialists trained to recognize markers and characteristics of dyslexia are effectively utilized. This chapter provides a real-life case study describing the process by which a student with a language literacy disorder such as dyslexia was assessed by a speech-language pathologist (SLP). Supporting literature is embedded throughout the case study to enhance learning and support the decisions made by the SLP. The role that the SLP can take in working with students with language literacy disorders such as dyslexia is also discussed. Therefore, the aims of this chapter are threefold: to (a) provide guidance for SLPs who may work with students with language literacy disorders such as dyslexia; (b) educate parents of children, with language literacy disorders such as dyslexia, about SLPs; and (c) support teachers and educational pr...

Research paper thumbnail of Risk Factors for Severe Dysphagia in Patients with Respiratory Etiologies Following Prolonged Intubation

Academia letters, May 3, 2022

Research paper thumbnail of Word Retrieval Treatments in Aphasia: A Survey of Professional Practice

Research paper thumbnail of Executive Functions and Student Success During Physical Therapist Education an Exploratory Study

Journal of allied health, 2021

Pile-supported structures are important in port infrastructure. They essentially comprise piles s... more Pile-supported structures are important in port infrastructure. They essentially comprise piles supporting a deck and the embankment, and can be classified as wharves, piers, or jetties depending on the type of structure. Pile-supported wharves lie parallel to the coast with little width in the offshore direction, and are constructed on inclined embankments sloping down towards the sea (Fig. 1). Conversely, pile-supported piers and jetties are constructed perpendicular to the shore and can be particularly long, projecting 0.5-5.0 km out to sea. These structures encounter flatter embankments than wharves, mainly along the sea floor [1, 2, 12]. Generally, pile foundation such as pile-supported structures, can be affected by force components during an earthquake shown in Fig. 2. The pile foundations can be affected by inertial forces acting on superstructure and piles, by subgrade reaction force by p-y spring or coefficient of subgrade reaction, and through kinematic forces generated by ground movement [17]. In particular, it has been reported that the effect of the kinematic forces of the ground due to slope failure can cause severe

Research paper thumbnail of Risk Factors for Severe Dysphagia in Patients with Respiratory Etiologies Following Prolonged Intubation

Academia Letters, 2022

It is well-documented that swallowing problems or dysphagia can occur in critically ill patients,... more It is well-documented that swallowing problems or dysphagia can occur in critically ill patients, and much research has shown that dysphagia often appears in Intensive Care Unit (ICU) patients following prolonged intubation (i.e., 7 days or longer; [1, 2]. In fact, moderate and severe dysphagia in patients who are critically ill has been shown to be related to the duration of their mechanical ventilation [3]. The COVID-19 pandemic compromised the respiratory systems of many infected patients. Many individuals diagnosed with SARS-CoV-2 required mechanical ventilation, some for prolonged periods of time. Thus, patients with COVID-19 who are post-extubation following mechanical ventilation may have a higher likelihood of demonstrating swallowing difficulties or dysphagia. Specific predictors of dysphagia in this population remain relatively unknown. Therefore, we sought to investigate risk factors for severe dysphagia in patients with respiratory etiologies, including but not limited to those occurring following a diagnosis of COVID-19, following prolonged intubation. We conducted a retrospective analysis of patients who received objective swallowing assessments following prolonged intubation to determine what, if any, patterns existed in these patients. Our hope was to provide information that may assist in identification and management of severe dysphagia in patients with respiratory etiologies. We analyzed the swallowing severity and outcomes of patients following prolonged intubation in 23 patients, 10 of whom were recovering from SARS-CoV-2 by analyzing results of length of intubation, swallow evaluations, diet levels and dysphagia severity ratings, age, and gender. The study utilized deidentified data from patients intubated for 7 days or more at a medical care facility who received swallowing assessments. To control for selection bias, patients originated from the same general population. Inclusion criteria were adult patients

Research paper thumbnail of Predicting Speech-Language Pathology Graduate Student Success: Executive Functions and Standardized Admission Tests

PREDICTING SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENT SUCCESS: EXECUTIVE FUNCTIONS AND STANDARDIZ... more PREDICTING SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENT SUCCESS: EXECUTIVE FUNCTIONS AND STANDARDIZED ADMISSION TESTS Jane E. Roitsch Old Dominion University, 2018 Director: Dr. Anastasia Raymer Within the next three years, the number of available speech-language pathology (SLP) jobs is projected to increase by 18% (Bureau of Labor Statistics, 2018). The most logical response to the escalating market demand would be to increase the number of students admitted into SLP graduate programs. However, this may not be as simple as it sounds. Successful training of graduate SLP clinicians requires the professional, emotional, financial, and time commitments of the program’s clinical and academic faculty. The accreditation status of graduate SLP programs is based in part on graduation completion rates and students passing the national examination in SLP, the Praxis II. Such benchmarks and the pressure to increase a program’s admission class size place greater importance on the need to ensure t...

Research paper thumbnail of Constant time delay to teach reading to students with intellectual disability and autism: a review

International journal of developmental disabilities, 2021

Research paper thumbnail of Lessons learned: what the COVID-19 global pandemic has taught us about teaching, technology, and students with autism spectrum disorder

Purpose: The purpose of this paper is to examine the impact of the abrupt transition from attendi... more Purpose: The purpose of this paper is to examine the impact of the abrupt transition from attending school face-to-face to participating in online learning in response to the COVID-19 pandemic as reported by a parent of a student with autism spectrum disorder (ASD). Design/methodology/approach: A phone interview was conducted with the parent of a child with ASD. The semi-structured interview focused on how the child’s family was impacted when classes shifted to virtual from face-to-face learning in response to the COVID-19 pandemic. Findings: A total of four themes emerged from the interview. Three of these included adjustments to changes in routines and roles, instruction, and social interactions. A final theme involved the benefits and challenges that emerged following the transition to online learning for students with ASD. While we are in an unprecedented time with the COVID-19 global pandemic presenting understandable challenges, opportunities for and examples of effective virt...

Research paper thumbnail of Developing Speech-Language Pathology Students’ Grammatical Identification Skills Through Gamification

Research paper thumbnail of Dyslexia and the Speech Pathologist

Dyslexia is a complex condition. Timely identification of this disorder is imperative to its opti... more Dyslexia is a complex condition. Timely identification of this disorder is imperative to its optimal management. Students benefit most when the skill sets of specialists trained to recognize markers and characteristics of dyslexia are effectively utilized. This chapter provides a real-life case study describing the process by which a student with a language literacy disorder such as dyslexia was assessed by a speech-language pathologist (SLP). Supporting literature is embedded throughout the case study to enhance learning and support the decisions made by the SLP. The role that the SLP can take in working with students with language literacy disorders such as dyslexia is also discussed. Therefore, the aims of this chapter are threefold: to (a) provide guidance for SLPs who may work with students with language literacy disorders such as dyslexia; (b) educate parents of children, with language literacy disorders such as dyslexia, about SLPs; and (c) support teachers and educational pr...

Research paper thumbnail of The Self-Reported Roles of Executive Functions, Behavior Experiences and Locus of Control in Adults Who Stutter

Communication, Society and Media

Purpose: Myriad studies have endeavored to determine why people stutter. It has been suggested th... more Purpose: Myriad studies have endeavored to determine why people stutter. It has been suggested that prior experiences, self-perceptions, specific cognition abilities (i.e., executive functions), and/or whether a person perceives their stuttering to be controlled internally or externally can provide insight into stuttering behaviors. What is not known is whether a relationship exists between these variables has more influence on persons who stutter than another. This preliminary study used the Locus of Control of Behavior scale (LCB; Craig et al., 1984), Overall Assessment of the Speaker’s Experience of Stuttering; (OASES; Yaruss & Quesal, 2006, Yaruss & Quesal, 2008), and the Comprehensive Executive Function Inventory, (CEFI-A-SR; Naglieri & Goldstein, 2013) to better understand what relationships, if any, exist between locus of control of behavior, stuttering experiences, and executive functions in persons with fluency disorders.Method: A total of 116 adults who stutter completed o...

Research paper thumbnail of Cognitive Assessments for Patients With Neurological Conditions: A Preliminary Survey of Speech-Language Pathology Practice Patterns

American Journal of Speech-Language Pathology

Purpose Speech-language pathologists (SLPs) are often responsible for assessing cognitive disorde... more Purpose Speech-language pathologists (SLPs) are often responsible for assessing cognitive disorders that affect communication for individuals with diagnosed or suspected acute or degenerative neurological conditions. However, consensus on appropriate assessment tools for various neurological disorders remains elusive. This preliminary survey was conducted to study current practices in the use of published and unpublished tools by SLPs when assessing cognitive-communication impairments across common neurologic conditions. Method An 18-item web-based survey was sent to SLPs through ASHA Communities and social media, asking them to select which cognitive assessment tools they use to evaluate the cognitive-communication status of individuals with Parkinson's disease, multiple sclerosis, dementia, stroke (i.e., cerebrovascular accident), and traumatic brain injury. The 100 SLPs who completed the online survey represent a spectrum of professionals seeing neurologic patients across the...

Research paper thumbnail of Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups

Purpose The purpose of this study was to investigate executive function measures as they relate t... more Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of obj...

Research paper thumbnail of Providing performance-based feedback to teachers in real-time using Bug-in-Ear technology

Coaching: An International Journal of Theory, Research and Practice

Research paper thumbnail of Writing Instruction for Students with Learning Disabilities: Quality Appraisal of Systematic Reviews and Meta-Analyses

Reading & Writing Quarterly

Research paper thumbnail of An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention

Science Journal of Education

Research paper thumbnail of Predictors of Comfort Level in Speech-Language Pathologists Working With Students With Attention-Deficit/Hyperactivity Disorder

Perspectives of the ASHA Special Interest Groups

Purpose Students with attention-deficit/hyperactivity disorder (ADHD) often demonstrate language ... more Purpose Students with attention-deficit/hyperactivity disorder (ADHD) often demonstrate language deficits requiring speech-language pathologist (SLP) interventions. With the number of students diagnosed with ADHD on the rise, SLPs are being called upon increasingly to address the needs of these students. Ensuring SLPs are comfortable treating students with ADHD is of growing importance. To date, there is limited evidence examining what factors may predict how comfortable SLPs are working with students with ADHD. This study investigated the relationships between variables to better predict comfort levels of school SLPs in their management of students with ADHD. Method A total of 86 school SLPs from the American Speech-Language-Hearing Association's Special Interest Groups 1 (Language, Learning and Education) and 16 (School-Based Issues) whose clinical caseloads included students diagnosed with ADHD participated in an anonymous, online survey to determine the relationship between ...

Research paper thumbnail of Transitioning from High School to Adulthood: Optimizing Outcomes for Students with Autism Spectrum Disorder

Research paper thumbnail of Effectiveness of Constraint-Induced Language Therapy for Aphasia: Evidence From Systematic Reviews and Meta-Analyses

American Journal of Speech-Language Pathology

Purpose: Constraint-induced language therapy (CILT) is an aphasia treatment that incorporates neu... more Purpose: Constraint-induced language therapy (CILT) is an aphasia treatment that incorporates neuroplasticity principles of forced verbal use and high-intensity training to facilitate language recovery in individuals with stroke-induced aphasia (Pulvermüller et al., 2001). The burgeoning CILT literature has led to systematic reviews (SRs) that summarize treatment results. In this project, we appraised the quality and examined findings reported in several SRs to draw conclusions about the effectiveness of CILT. Method: We searched multiple databases for SRs that summarized CILT research for poststroke aphasia. We identified six SRs, among which three summarized findings qualitatively and three included meta-analysis (MA) to quantify results. We rated each SR for methodologic quality using the A MeaSurement Tool to Assess Systematic Reviews (AMSTAR 2; Shea et al., 2017) and extracted findings across the six SRs. Results: Two reviewers reliably applied the AMSTAR 2 to the six SRs. Alth...

Research paper thumbnail of Constraint-Induced Language Therapy for Aphasia: Evidence from Systematic Reviews and Meta-Analyses

Archives of Physical Medicine and Rehabilitation

Research paper thumbnail of Dyslexia and the Speech Pathologist

Dyslexia, 2021

Dyslexia is a complex condition. Timely identification of this disorder is imperative to its opti... more Dyslexia is a complex condition. Timely identification of this disorder is imperative to its optimal management. Students benefit most when the skill sets of specialists trained to recognize markers and characteristics of dyslexia are effectively utilized. This chapter provides a real-life case study describing the process by which a student with a language literacy disorder such as dyslexia was assessed by a speech-language pathologist (SLP). Supporting literature is embedded throughout the case study to enhance learning and support the decisions made by the SLP. The role that the SLP can take in working with students with language literacy disorders such as dyslexia is also discussed. Therefore, the aims of this chapter are threefold: to (a) provide guidance for SLPs who may work with students with language literacy disorders such as dyslexia; (b) educate parents of children, with language literacy disorders such as dyslexia, about SLPs; and (c) support teachers and educational pr...

Research paper thumbnail of Risk Factors for Severe Dysphagia in Patients with Respiratory Etiologies Following Prolonged Intubation

Academia letters, May 3, 2022

Research paper thumbnail of Word Retrieval Treatments in Aphasia: A Survey of Professional Practice

Research paper thumbnail of Executive Functions and Student Success During Physical Therapist Education an Exploratory Study

Journal of allied health, 2021

Pile-supported structures are important in port infrastructure. They essentially comprise piles s... more Pile-supported structures are important in port infrastructure. They essentially comprise piles supporting a deck and the embankment, and can be classified as wharves, piers, or jetties depending on the type of structure. Pile-supported wharves lie parallel to the coast with little width in the offshore direction, and are constructed on inclined embankments sloping down towards the sea (Fig. 1). Conversely, pile-supported piers and jetties are constructed perpendicular to the shore and can be particularly long, projecting 0.5-5.0 km out to sea. These structures encounter flatter embankments than wharves, mainly along the sea floor [1, 2, 12]. Generally, pile foundation such as pile-supported structures, can be affected by force components during an earthquake shown in Fig. 2. The pile foundations can be affected by inertial forces acting on superstructure and piles, by subgrade reaction force by p-y spring or coefficient of subgrade reaction, and through kinematic forces generated by ground movement [17]. In particular, it has been reported that the effect of the kinematic forces of the ground due to slope failure can cause severe

Research paper thumbnail of Risk Factors for Severe Dysphagia in Patients with Respiratory Etiologies Following Prolonged Intubation

Academia Letters, 2022

It is well-documented that swallowing problems or dysphagia can occur in critically ill patients,... more It is well-documented that swallowing problems or dysphagia can occur in critically ill patients, and much research has shown that dysphagia often appears in Intensive Care Unit (ICU) patients following prolonged intubation (i.e., 7 days or longer; [1, 2]. In fact, moderate and severe dysphagia in patients who are critically ill has been shown to be related to the duration of their mechanical ventilation [3]. The COVID-19 pandemic compromised the respiratory systems of many infected patients. Many individuals diagnosed with SARS-CoV-2 required mechanical ventilation, some for prolonged periods of time. Thus, patients with COVID-19 who are post-extubation following mechanical ventilation may have a higher likelihood of demonstrating swallowing difficulties or dysphagia. Specific predictors of dysphagia in this population remain relatively unknown. Therefore, we sought to investigate risk factors for severe dysphagia in patients with respiratory etiologies, including but not limited to those occurring following a diagnosis of COVID-19, following prolonged intubation. We conducted a retrospective analysis of patients who received objective swallowing assessments following prolonged intubation to determine what, if any, patterns existed in these patients. Our hope was to provide information that may assist in identification and management of severe dysphagia in patients with respiratory etiologies. We analyzed the swallowing severity and outcomes of patients following prolonged intubation in 23 patients, 10 of whom were recovering from SARS-CoV-2 by analyzing results of length of intubation, swallow evaluations, diet levels and dysphagia severity ratings, age, and gender. The study utilized deidentified data from patients intubated for 7 days or more at a medical care facility who received swallowing assessments. To control for selection bias, patients originated from the same general population. Inclusion criteria were adult patients

Research paper thumbnail of Predicting Speech-Language Pathology Graduate Student Success: Executive Functions and Standardized Admission Tests

PREDICTING SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENT SUCCESS: EXECUTIVE FUNCTIONS AND STANDARDIZ... more PREDICTING SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENT SUCCESS: EXECUTIVE FUNCTIONS AND STANDARDIZED ADMISSION TESTS Jane E. Roitsch Old Dominion University, 2018 Director: Dr. Anastasia Raymer Within the next three years, the number of available speech-language pathology (SLP) jobs is projected to increase by 18% (Bureau of Labor Statistics, 2018). The most logical response to the escalating market demand would be to increase the number of students admitted into SLP graduate programs. However, this may not be as simple as it sounds. Successful training of graduate SLP clinicians requires the professional, emotional, financial, and time commitments of the program’s clinical and academic faculty. The accreditation status of graduate SLP programs is based in part on graduation completion rates and students passing the national examination in SLP, the Praxis II. Such benchmarks and the pressure to increase a program’s admission class size place greater importance on the need to ensure t...

Research paper thumbnail of Constant time delay to teach reading to students with intellectual disability and autism: a review

International journal of developmental disabilities, 2021

Research paper thumbnail of Lessons learned: what the COVID-19 global pandemic has taught us about teaching, technology, and students with autism spectrum disorder

Purpose: The purpose of this paper is to examine the impact of the abrupt transition from attendi... more Purpose: The purpose of this paper is to examine the impact of the abrupt transition from attending school face-to-face to participating in online learning in response to the COVID-19 pandemic as reported by a parent of a student with autism spectrum disorder (ASD). Design/methodology/approach: A phone interview was conducted with the parent of a child with ASD. The semi-structured interview focused on how the child’s family was impacted when classes shifted to virtual from face-to-face learning in response to the COVID-19 pandemic. Findings: A total of four themes emerged from the interview. Three of these included adjustments to changes in routines and roles, instruction, and social interactions. A final theme involved the benefits and challenges that emerged following the transition to online learning for students with ASD. While we are in an unprecedented time with the COVID-19 global pandemic presenting understandable challenges, opportunities for and examples of effective virt...

Research paper thumbnail of Developing Speech-Language Pathology Students’ Grammatical Identification Skills Through Gamification

Research paper thumbnail of Dyslexia and the Speech Pathologist

Dyslexia is a complex condition. Timely identification of this disorder is imperative to its opti... more Dyslexia is a complex condition. Timely identification of this disorder is imperative to its optimal management. Students benefit most when the skill sets of specialists trained to recognize markers and characteristics of dyslexia are effectively utilized. This chapter provides a real-life case study describing the process by which a student with a language literacy disorder such as dyslexia was assessed by a speech-language pathologist (SLP). Supporting literature is embedded throughout the case study to enhance learning and support the decisions made by the SLP. The role that the SLP can take in working with students with language literacy disorders such as dyslexia is also discussed. Therefore, the aims of this chapter are threefold: to (a) provide guidance for SLPs who may work with students with language literacy disorders such as dyslexia; (b) educate parents of children, with language literacy disorders such as dyslexia, about SLPs; and (c) support teachers and educational pr...

Research paper thumbnail of The Self-Reported Roles of Executive Functions, Behavior Experiences and Locus of Control in Adults Who Stutter

Communication, Society and Media

Purpose: Myriad studies have endeavored to determine why people stutter. It has been suggested th... more Purpose: Myriad studies have endeavored to determine why people stutter. It has been suggested that prior experiences, self-perceptions, specific cognition abilities (i.e., executive functions), and/or whether a person perceives their stuttering to be controlled internally or externally can provide insight into stuttering behaviors. What is not known is whether a relationship exists between these variables has more influence on persons who stutter than another. This preliminary study used the Locus of Control of Behavior scale (LCB; Craig et al., 1984), Overall Assessment of the Speaker’s Experience of Stuttering; (OASES; Yaruss & Quesal, 2006, Yaruss & Quesal, 2008), and the Comprehensive Executive Function Inventory, (CEFI-A-SR; Naglieri & Goldstein, 2013) to better understand what relationships, if any, exist between locus of control of behavior, stuttering experiences, and executive functions in persons with fluency disorders.Method: A total of 116 adults who stutter completed o...

Research paper thumbnail of Cognitive Assessments for Patients With Neurological Conditions: A Preliminary Survey of Speech-Language Pathology Practice Patterns

American Journal of Speech-Language Pathology

Purpose Speech-language pathologists (SLPs) are often responsible for assessing cognitive disorde... more Purpose Speech-language pathologists (SLPs) are often responsible for assessing cognitive disorders that affect communication for individuals with diagnosed or suspected acute or degenerative neurological conditions. However, consensus on appropriate assessment tools for various neurological disorders remains elusive. This preliminary survey was conducted to study current practices in the use of published and unpublished tools by SLPs when assessing cognitive-communication impairments across common neurologic conditions. Method An 18-item web-based survey was sent to SLPs through ASHA Communities and social media, asking them to select which cognitive assessment tools they use to evaluate the cognitive-communication status of individuals with Parkinson's disease, multiple sclerosis, dementia, stroke (i.e., cerebrovascular accident), and traumatic brain injury. The 100 SLPs who completed the online survey represent a spectrum of professionals seeing neurologic patients across the...

Research paper thumbnail of Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups

Purpose The purpose of this study was to investigate executive function measures as they relate t... more Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of obj...

Research paper thumbnail of Providing performance-based feedback to teachers in real-time using Bug-in-Ear technology

Coaching: An International Journal of Theory, Research and Practice

Research paper thumbnail of Writing Instruction for Students with Learning Disabilities: Quality Appraisal of Systematic Reviews and Meta-Analyses

Reading & Writing Quarterly

Research paper thumbnail of An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention

Science Journal of Education

Research paper thumbnail of Predictors of Comfort Level in Speech-Language Pathologists Working With Students With Attention-Deficit/Hyperactivity Disorder

Perspectives of the ASHA Special Interest Groups

Purpose Students with attention-deficit/hyperactivity disorder (ADHD) often demonstrate language ... more Purpose Students with attention-deficit/hyperactivity disorder (ADHD) often demonstrate language deficits requiring speech-language pathologist (SLP) interventions. With the number of students diagnosed with ADHD on the rise, SLPs are being called upon increasingly to address the needs of these students. Ensuring SLPs are comfortable treating students with ADHD is of growing importance. To date, there is limited evidence examining what factors may predict how comfortable SLPs are working with students with ADHD. This study investigated the relationships between variables to better predict comfort levels of school SLPs in their management of students with ADHD. Method A total of 86 school SLPs from the American Speech-Language-Hearing Association's Special Interest Groups 1 (Language, Learning and Education) and 16 (School-Based Issues) whose clinical caseloads included students diagnosed with ADHD participated in an anonymous, online survey to determine the relationship between ...