Core Knowledge and Skills in Early Intervention Speech-Language Pathology Practice

2008 ◽  
Author(s):  
Keyword(s):  
Early Intervention ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Language Pathology

scholarly journals Preservice Education: Perspectives about Integrating Caregivers

2014 ◽  
Vol 2014 ◽  
pp. 1-9
Author(s):  
Valerie E. Boyer
Keyword(s):  
Early Intervention ◽  
Active Participation ◽  
Preservice Education ◽  
Speech Language Pathology ◽  
Building Relationships ◽  
Knowledge And Skills ◽  
Progress Notes ◽  
Language Pathology ◽  
Interview Transcript

A disconnect is present between philosophical desire to actively involve caregivers in early intervention (EI) and implementation by EI providers. Preservice education may shape beliefs and build knowledge and skills supporting active participation of caregivers. Two graduate clinicians in speech-language pathology completed a practicum with a two-year-old child, Sam, and his family with half of the sessions including active participation by the caregivers. Analysis of progress notes, individual reflections, and interview transcript yielded clinicians reporting beliefs in collaboration with caregivers and building relationships with caregivers as key to involving caregivers. The clinicians demonstrated knowledge regarding intervention techniques with differences in progress notes based on the presence of the caregiver in sessions. This practicum opportunity promoted development of beliefs, knowledge, and skills about actively involving caregivers in early intervention.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Talking Across Cultures in Early Intervention: Finding Common Ground to Meet Children's Communication Needs

2009 ◽  
Vol 16 (3) ◽  
pp. 79-85 ◽  
Author(s):  
Elizabeth D. Peña ◽  
Christine Fiestas
Keyword(s):  
Early Intervention ◽  
Cultural Values ◽  
Common Ground ◽  
Service Providers ◽  
Cultural Orientation ◽  
Speech Language Pathology ◽  
Provider Perspectives ◽  
Language Pathology ◽  
Communication Needs ◽  
Caregiver Role

Abstract In this paper, we explore cultural values and expectations that might vary among different groups. Using the collectivist-individualist framework, we discuss differences in beliefs about the caregiver role in teaching and interacting with young children. Differences in these beliefs can lead to dissatisfaction with services on the part of caregivers and with frustration in service delivery on the part of service providers. We propose that variation in caregiver and service provider perspectives arise from cultural values, some of which are instilled through our own training as speech-language pathologists. Understanding where these differences in cultural orientation originate can help to bridge these differences. These can lead to positive adaptations in the ways that speech-language pathology services are provided within an early intervention setting that will contribute to effective intervention.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Supervision: Self-Assessment in Supervision: The Use of the Rubric as a Means of Self-Assessment

2011 ◽  
Vol 21 (2) ◽  
pp. 68-75 ◽  
Author(s):  
Janice Wright
Keyword(s):  
Professional Development ◽  
Clinical Supervision ◽  
Complex Task ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Self Assessment ◽  
Clinical Supervisors ◽  
Knowledge And Skills ◽  
Language Pathology ◽  
Professional Development Needs

Self-assessment in supervision is a complex task; therefore, using a rubric as a means of self-assessment may be a valuable tool. This article will discuss the development of a rubric using the Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision (American Speech-Language-Hearing Association [ASHA], 2008a) as the foundation of the tool. The proposed rubric can serve as a tool to self-assess skills and professional development needs in the area of clinical supervision. ASHA has outlined 11 competencies required by supervisors of students and Clinical Fellows (CFs) in the field of speech-language pathology (2008a). Using these competencies paired with a rubric model proposed by Arrasmith and Galion (2001), this article will provide a means by which clinical supervisors can guide their professional development in supervision.

Supervision: Changes in Standards–Changes in Roles

2011 ◽  
Vol 21 (1) ◽  
pp. 35-40
Author(s):  
Lorena Cole ◽  
Lora Backes ◽  
Tanya Enloe ◽  
Ruth Stonestreet ◽  
Mary Gorham-Rowan ◽  
...  
Keyword(s):  
Clinical Competence ◽  
Original Study ◽  
Time Study ◽  
Skills Acquisition ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Certification Standards ◽  
Language Pathology ◽  
Time Allotment ◽  
University Setting

The American Speech-Language-Hearing Association (ASHA) revised the standards for the Certificate of Clinical Competence in 2005 (ASHA, 2005). Clinical supervisory faculty have been directly affected in their work with graduate clinicians. Knowledge and skills acquisition now must meet the new certification standards for speech-language pathology. As roles have changed regarding time spent in various duties, a time study (analyzing how supervisors spent their time) was conducted by Valdosta State faculty in 1999. A second study, with more recent data, was initiated to compare to the original study conducted in 1999. This second time study analysis revealed changes in roles and time allotment per roles in one university setting. A comparison of these studies is discussed in this article.

The Fluency Curriculum in the New Millennium: Building “Skills” Into “Knowledge” Classes

2008 ◽  
Vol 18 (1) ◽  
pp. 33-36
Author(s):  
Bob Quesal ◽  
Bill Murphy
Keyword(s):  
Clinical Competence ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Language Pathology ◽  
Practicum Experiences ◽  
The Way ◽  
New Millennium

Abstract Recent changes in the standards for the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) have led to changes in the way in which information is presented to students in communication sciences and disorders classes. One of the primary changes is the focus on knowledge and skills outcomes that result from students’ education. Another change is the degree to which those skills and knowledge are specified by the standards. Educators cannot always be assured that all students will obtain “skills” in all areas specified by the standards during their practicum experiences. For that reason, it becomes necessary to add “skills” components to what may have previously been “knowledge” classes. This article presents a number of ideas for adding these “skills” experiences to “knowledge” classes.

Current Issues: Camp JumpStart: Clinical Training in Prevention

2011 ◽  
Vol 21 (3) ◽  
pp. 87-92
Author(s):  
Peggy C. Agee
Keyword(s):  
Emergent Literacy ◽  
Clinical Training ◽  
Language Disorders ◽  
Written Language ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Wide Range ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Training Opportunities

The American Speech-Language-Hearing Association (ASHA) has expanded the scope of practice in speech-language pathology to include a focus on prevention (2007). Similarly, the knowledge and skills required of speech-language pathologists have broadened to include the prevention, assessment, and treatment of written language disorders. University training programs have a responsibility to provide graduate student clinicians with a wide range of clinical training opportunities that prepare them to enter the profession of speech-language pathology with the requisite knowledge and skills. Therefore, university programs must be creative in designing training opportunities that fulfill this mandate. This article explores one clinical training approach for the prevention of written language disorders through a systematic focus on emergent literacy.

Students’ Self-Perceptions of Knowledge and Skills Pre and Post Externship

2013 ◽  
Vol 23 (3) ◽  
pp. 110-120 ◽  
Author(s):  
Jill Oswalt
Keyword(s):  
Graduate Students ◽  
Formative Assessment ◽  
Rating Scale ◽  
Graduate Programs ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Self Reflection ◽  
Self Perceptions ◽  
Student Focus ◽  
Language Pathology

Student self-rating and self-reflection are often used as part of a formative assessment in Communication Sciences and Disorders (CSD) graduate programs. This article focuses on the use of a rating scale assessing speech-language pathology graduate students’ self-perception of their readiness for school and medical externships utilizing a survey format. Students completed a pre and post survey during their culminating externship experiences reflecting their perceived level of required assistance and independence with disorder groups and processes. The results of this project will be discussed with the information benefiting graduate programs in planning curriculum, assessing externship experiences, and providing a tool for student focus on perceived areas of need during the externship and at the initiation of the Clinical Fellowship (CF).

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