Newsletter Diversity Issues Committee: California Speech-Language Hearing Association 2013 (original) (raw)
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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...
Voice Problems of Future Speech-Language Pathologists
Journal of Voice, 2007
Students training to be educators frequently exhibit voice disorders prior to employment. To date, there exist no similar studies of future speech-language pathologists (SLPs). The study is designed as a prospective, nonrandomized survey. The objective of this study is to determine the voice problems of first year graduate students training to be SLPs. Participants were 104 first year graduate students majoring in speech-language pathology at two universities. The Quick Screen for Voice was administered. Participants who failed completed a questionnaire regarding voice problems, medical history, daily habits, and voice use. When responses further indicated voice-related problems, endoscopic examination was completed. Fourteen percent (N = 15) of the participants failed the screening by demonstrating two or more abnormal voice characteristics. These included persistent glottal fry (present in all who failed), low habitual pitch, juvenile resonance, hoarse, breathy, or strained phonation, abnormally low pitch on sustained vowels, and voice breaks during the frequency range. Twelve percent (N = 12) failed both the screening and follow-up questionnaire. Responses included self-reported dysphonia, medical history with voice-related side effects, difficulty with excessive voice use, and voice problems occurring daily or weekly. Endoscopic evaluation showed one participant with bilateral vocal nodules. The results suggest that voice problems among future SLPs (12%) are more common than the 3-9% reported in the general population and similar to the 11% previously reported for teachers. However, future SLP voice problems are less frequent than those reported among education majors (21%) and all college students (17%). Faculty should identify students with voice problems and emphasize optimal voice use in classroom and clinical settings.
Revue canadienne d'orthophonie et d'audiologie
Despite the important role that speech-language pathologists (S-LPs) play in laryngeal cancer rehabilitation, there appears to be little training or continuing education for practitioners in this specialized area. This is a particularly demanding area of practice, and practitioners frequently encounter challenging situations with no clear pathway for treatment. Practitioners working in this area frequently appear to use processes of refl ection to monitor the outcomes of their professional actions, to determine actions, and to become more skillful in practice. This paper examines how refl ective processes may inform clinical decision-making and foster the development of professional practice knowledge for speech rehabilitation of clients who underwent tracheoesophageal (TE) voice restoration following total laryngectomy. A retrospective case study using a refl ective practice framework was undertaken. Clinical problems encountered by an S-LP during the postlaryngectomy voice rehabilitation of two patients were analyzed and recorded. The fi ndings suggest that a practitioner's processes of refl ection on both general and specifi c issues of practice are important for advancing professional practice knowledge and for the development of expertise in head and neck cancer rehabilitation.
ASHA. Supplement, 1996
This scope of practice in speech-language pathology statement is an official policy of the American Speech-Language-Hearing Association (ASHA). It was developed by the Ad Hoc Committee on Scope of Practice in Speech-Language Pathology: Sarah W. Blackstone, chair; Diane Paul-Brown, ex officio; David A. Brandt; Rhonda Friedlander; Luis F. Riquelme; and Mark Ylvisaker. Crystal S. Cooper, vice president for professional practices in speech-language pathology, served as monitoring vice-president. The contributions of the editor, Jude Langsam, and select the widespread peer reviewers are grateful acknowledged. This statement supersedes the Scope of Practice, Speech-Language Pathology and Audiology statement (LC 6-89), Asha, April 1990, 1-2.
Case study and its finalities for the speech and language clinic
2016
Results: a) a certain predilection for the single case studies but a clear tendency to study up to five cases compared to studies with larger numbers of subjects; b) regularity in one of the magazines, of the number of case reports published over the study period; progression in another and decrease in the other two; c) an hegemony of studies with children compared to other age groups; (e) balance between the number of case reports discussing diagnostic and those discussing intervention; (f) case reports that focused clinical procedures, those in which the diagnosis and therapeutic or intervention are associated occur in fewer. There was the need to critically analyze this finding, as far as Speech and Language Pathology, a clinical discipline, should avoid the separation of therapy and diagnosis. Clinical is a structure and as such, have their components in constant articulation so that the direction of intervention can be identified, described and explained.