Influencing discussions and use of neuroadvancements as professionals and citizens: Perspectives of Canadian speech-language pathologists and audiologists

BACKGROUND: Early involvement of stakeholders in neuroethics and neurogovernance discourses of neuroscientific and neurotechnological advancements is seen as essential to curtail negative consequences. Speech-language pathologists (SLPs) and audiologists (AUs) make use of neuroadvancements including cochlear implants, brain-computer interfaces, and deep-brain stimulation. Although they have a stake in neuroethics and neurogovernance discussions, they are rarely mentioned in having a role, whether as professionals or as citizens. OBJECTIVE: The objective of the study was to explore the role of SLPs and AUs as professionals and citizens in neuroethics and neurogovernance discussions and examine the utility of lifelong learning mechanisms to learn about the implications of neuroadvancements to contribute in a meaningful way to these discussions. METHODS: Semi-structured interviews conducted with 7 SLPs and 3 AUs were analyzed using thematic analysis. RESULTS: Participants stated that their roles expected from them as professionals and as citizens indicate the importance to be knowledgeable on ethical, legal, and social implications of neuroadvancements and that lifelong learning is not used to learn about these implications. CONCLUSION: More must be done to facilitate the participation of SLPs and AUs in neuroethics and neurogovernance discussions, which would enrich the neuroethics and neurogovernance discourses benefitting patients, professionals, and the public.

Role and Scope Coverage of Speech-Related Professionals Linked to Neuro-Advancements within the Academic Literature and Canadian Newspapers

Speech-related professionals such as speech language pathologists (SLPs) and audiologists make use of neuro-advancements including neurotechnologies such as cochlear implants (CIs), brain-computer interfaces, and deep brain stimulation. Speech-related professionals could occupy many roles in relation to their interaction with neuro-advancements reflecting the roles expected of them by their professional organizations. These roles include: service provider, promoter of neuro-products such as CIs, educator of others, neuro-related knowledge producer and researcher, advocates for their fields and their clients in relation to neuro-advancements, and influencers of neuro-policy, neuroethics and neuro-governance discussions. Lifelong learning, also known as professional development, is used as a mechanism to keep professionals up to date on knowledge needed to perform their work and could be used to support the fulfillment of all the roles in relation to neuro-advancements. Using 300 English language Canadian newspapers and academic articles from SCOPUS and the 70 databases of EBSCO-Host as sources, we found that the neuro-advancement content linked to speech-related professionals centered around CIs and brain computer interfaces, with other neuro-technologies being mentioned much less. Speech-related professionals were mostly mentioned in roles linked to clinical service provision, but rarely to not at all in other roles such as advocate, researcher or influencer of neuroethics and neuro-governance discussions. Furthermore, lifelong learning was not engaged with as a topic. The findings suggest that the mentioning of and engagement with roles of speech-related professionals linked to neuro-advancements falls short given the expectations of roles of speech-related professionals for example. We submit that these findings have implications for the education of speech-related professionals, how others perceive the role and identity of speech-related professionals, and how speech-related professionals perceive their own role.

Professional Preparedness for Provision of Auditory Oral Programs to Children With Hearing Loss: Results of a Survey

Advances in technology have facilitated development of auditory-oral skills in greater numbers of children who are deaf. In addition, mainstream educational placements are increasing for this population. Since success in the mainstream is largely dependent upon development of oral communication skills, it is imperative that professionals working with these children have competence in auditory-oral methodology. The present study investigated professionals' perceptions of preparedness to develop and implement auditory-oral programs. Professionals using an auditory-oral approach were asked about their perceived levels of knowledge and skills, pre-service training, and on-the-job factors that contributed to their competence to provide auditory-oral programs to children who are deaf. Classification tables, chi-square, and qualitative analyses were used to determine professionals' perceptions of preparedness and to identify significant differences among professional groups (i.e., speech-language pathologists, teachers of the deaf, audiologists), as well as specific aspects of pre-service and occupational training that promoted knowledge and skills. Results indicated that a significant number of professionals in all groups feel unprepared. Specific group differences and needed components for adequate preparation are discussed. Suggestions for further study are presented.

Challenges in Optimizing Oral Communication in Children With Cochlear Implants

As the number of children with cochlear implants increases, more speech and hearing professionals will be called on to take leadership roles in developing specialized intervention and educational programs. Because of their graduate-level training in speech, language, and hearing disorders, speech-language pathologists and audiologists will increasingly find themselves viewed as "local experts" on cochlear implant issues. The articles in this forum support that role by addressing topics that are critical for serving children who have cochlear implants. Although cochlear implant technology clearly has impressive potential for improving the lives of deaf children, the actualization of those improvements requires informed and concerted effort from highly skilled professionals. It is hoped that the information in this clinical forum will enable readers to expand their knowledge base and clinical skills to meet the challenges of serving children who have cochlear implants.