Scope of practice in speech-language pathology. Ad Hoc Committee on Scope of Practice in Speech-Language Pathology (original) (raw)
Related papers
Scope of Practice in Speech-Language Pathology
Communication Disorders Quarterly, 2002
This scope of practice document is an official policy of the American Speech-Language-Hearing Association (ASHA) defining the breadth of practice within the profession of speech-language pathology. This document was developed by the ASHA Ad Hoc Committee on the Scope of Practice in Speech-Language Pathology. Committee members were Kenn Apel (chair),
Diagnosis and Evaluation in Speech Pathology
Topics in Language Disorders, 1988
All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks imply any affi liation with or endorsement of this book by such owners.
2001
Medical speech-language pathology is turning to the tools of evidence-based medicine and practice guidelines as a means of assisting in decision making and improving the quality of services to individuals with neurologic communication disorders. Evidence-based practice is an approach to decision making in which the clinician uses the best evidence available to decide upon the option that best suits their patients. Practice guidelines are explicit statements that assist practitioners and patients to make decisions about appropriate health care for specific clinical conditions. Trends leading to a proliferation of guidelines along with a critical review of their development and application to the field of speech-language pathology are provided. Development of evidence based practice guidelines for the management of dysarthria is reviewed including descriptions of the writing committee and the panel of experts, development of the questions to be addressed, types of evidence included, and methods for rating the evidence.
The perceived importance of anatomy and neuroanatomy in the practice of speech-Language pathology
2014
The purpose of this study was to examine the application of anatomy and neuroanatomy knowledge to current practice of speech-language pathology (SLP), based on the perceptions of practicing SLPs, and to elicit information on participants' experiences of learning these subjects in their primary SLP degree with a view to inform potential curriculum development. A qualitative approach was taken to the collection of data. Eight practicing SLPs from four settings were interviewed. The critical incident technique, together with further probing, was used to elicit information. Interviews were transcribed and later thematically analyzed. This study found that knowledge of anatomy and neuroanatomy was perceived to be important by SLPs across all settings, to varying degrees, with a greater application in acute hospital settings. Negative experiences in studying this material were reported across all settings regardless of country of study. Participants discussed ways to increase students' motivation to learn this challenging material. Relevance of material demanded by students may be enhanced if active learning methods were used to teach anatomy/neuroanatomy, including case-based learning and with vertical and horizontal integration of material to provide a cohesive, spiral curriculum. Anat Sci Educ 7: 28-37.
Language, Speech, and Hearing Services in Schools, 2006
Purpose The purpose of this article is to consider some of the ramifications that arise when a discipline newly endorses evidence-based practice (EBP) as a primary guiding principle. Although EBP may appear straightforward, events experienced by peer disciplines that have preceded us in the implementation of EBP raise questions about defining acceptable forms of evidence for treatment effectiveness and efficacy, the potential roles of nonspecific or common factors, therapist quality in achieving therapy outcomes, and eventual applications of EBP that may overly confine which treatments are considered acceptable and reimbursable. Method Through narrative review of the literature, the article examines valuable as well as controversial features of EBP in addition to obstacles that may impede the transition of evidence (research findings) to clinical practice. Conclusion EBP is a valuable construct in ensuring quality of care. However, bridging between research evidence and clinical pra...
Study carried out at the Speech-Language Pathology and Audiology Department, Universidade Federal de
2016
Signs and symptoms of autonomic dysfunction in dysphonic individuals Sinais e sintomas da disfunção autônoma em indivíduos disfônicos ABSTRACT Purpose: To verify the occurrence of signs and symptoms of autonomic nervous system dysfunction in individuals with behavioral dysphonia, and to compare it with the results obtained by individuals without vocal complaints. Methods: Participants were 128 adult individuals with ages between 14 and 74 years, divided into two groups: behavioral dysphonia (61 subjects) and without vocal complaints (67 subjects). It was administered the Protocol of Autonomic Dysfunction, containing 46 questions: 22 related to the autonomic nervous system and had no direct relationship with voice, 16 related to both autonomic nervous system and voice, six non-relevant questions, and two reliability questions. Results: There was a higher occurrence of reported neurovegetative signs in the group with behavioral dysphonia, in questions related to voice, such as frequent throat clearing, frequent swallowing need, fatigability when speaking, and sore throat. In questions not directly related to voice, dysphonic individuals presented greater occurrence of three out of 22 symptoms: gas, tinnitus and aerophagia. Both groups presented similar results in questions non-relevant to the autonomic nervous system. Reliability questions needed reformulation. Conclusion: Individuals with behavioral dysphonia present higher occurrence of neurovegetative signs and symptoms, particularly those with direct relationship with voice, indicating greater lability of the autonomic nervous system in these subjects. RESUMO Objetivo: Verificar a ocorrência de sinais e sintomas da disfunção do sistema nervoso autônomo em indivíduos com disfonia comportamental e compará-la com resultados obtidos por indivíduos sem queixa vocal. Métodos: Participaram 128 indivíduos adultos, com idades entre 14 e 74 anos, que foram divididos em dois grupos: disfonia comportamental (61 sujeitos) e sem queixa vocal (67 sujeitos). Foi aplicado o Protocolo de Disfunção Autônoma contendo 46 questões, sendo 22 relacionadas ao sistema nervoso autônomo e sem relação direta com a voz, 16 relacionadas tanto ao sistema nervoso autônomo quanto à voz, seis questões não-relevantes e duas questões de confiabilidade. Resultados: Nas questões relacionadas à voz, como pigarros constantes, necessidade de engolir frequentemente, cansaço ao falar e dor de garganta, houve maior ocorrência de alterações neurovegetativas no grupo com disfonia comportamental. Nas questões sem relação direta com a voz, os indivíduos disfônicos apresentaram maior ocorrência de três dos 22 sintomas: gases, zumbido e engole ar enquanto fala. Os dois grupos apresentaram resultados semelhantes nas questões consideradas não relevantes ao sistema nervoso autônomo. As questões de confiabilidade necessitaram de reformulação. Conclusão: Indivíduos com disfonia comportamental apresentam maior ocorrência de sintomas neurovegetativos, principalmente daqueles que possuem relação direta com a voz. Tais resultados indicam maior labilidade do sistema nervoso autônomo nesses indivíduos.
The thrust of this paper was to stress the fact that language and its acquisition are fundamental to human existence. But through Neurolinguistics, studies have variously showed that some children, and in some cases adults have complications producing certain speech sounds or having problems with voice features. These problems can be characterised by difficulties in the flow or rhythm of speech that are referred to as speech pathology. These speech problems can be the way sounds are articulated (phonological disorder) or difficulties with the volume, pitch or the quality of the sound so produced. People with speech disorders do have problems using some speech sounds which can also be a sign of delay thus causing some communication breakdown. Based on this, it was concluded that clinical assistance by way of preventing, 1 assessing, diagnosing, and treating speech, language, social-communication, cognitive communication, and swallowing disorders in children and adults were suggested.
Undergraduates and educational speech language pathology | 199 Rev. CEFAC
2020
Purpose: this study aims to discuss speech language pathology graduates views about educational speech language pathology actions, as well to verify the knowledge and the theoretical and practical experiences acquired during their graduation course. Methods: 78 graduates from speech language therapy last year graduation course participated in this study. They belong to five Brazilian universities and answered a questionnaire with open questions about their formation emphathizing speech language pathology in the educational context. Results: most graduates students understand that their graduation courses propitiate knowledge about speech language pathology in the educational context, 27,63% related that this knowledge represent a clinical perspective and 14,47% of them related that they receive during the graduation course informations about a speech language pathology actuation that empathizes language and learning promotion. 43,59% mentioned that speech language pathology function...