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Guiberson M, Ferris K. Speech-Language Pathologists' Preparation, Practices, and Perspectives on Serving Indigenous Families and Children. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:2858-2870. [PMID: 37708498 DOI: 10.1044/2023_ajslp-23-00105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/16/2023]
Abstract
PURPOSE With the documented educational inequities that Indigenous children experience evidenced by disproportionate representation in special education and lower graduation rates, there is a need to better understand the backgrounds, training, professional perspectives, and clinical practices of speech-language pathologists (SLPs) serving this population. Therefore, the purpose of this study was to conduct a survey with SLPs from the Mountain West and High Plains region of the United States who serve Indigenous children to understand current patterns and to inform practices that SLPs can apply in addressing educational inequities. METHOD SLPs from the Mountain West and High Plains completed an online survey that gathered information about background, training, professional perspectives, and clinical practices. RESULTS Three hundred thirty-three SLPs completed the survey. Results revealed that respondents, for the most part, understood educational disparities that Indigenous children experience, and they valued Indigenous dialects of English and Indigenous languages. Patterns in practice revealed strong reliance on standardized measures for assessment and a small percentage of respondents using bidialectal or narrative-based strategies. CONCLUSIONS Very few respondents had training on serving Indigenous children and families, yet they had overall awareness of educational disparities experienced by this group. Respondents reported challenges with developing relationships and overcoming access barriers. Their clinical practices were not as tailored to the language and learning needs of Indigenous children, especially when compared to practices recommended in two recent scoping reviews. The Indigenous Connectedness Framework, the abundance model, and Indigenous pedagogies are presented as ways to initiate change and meaningful engagement with Indigenous families and communities. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.24100863.
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Millar C, Carey LB, Hill AE, Attrill S, Avgoulas MI, Drakopoulos E, Sutton CA. Global citizenship and social justice among speech-language pathologists: A scoping review. JOURNAL OF COMMUNICATION DISORDERS 2023; 103:106317. [PMID: 36893492 DOI: 10.1016/j.jcomdis.2023.106317] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Revised: 02/23/2023] [Accepted: 02/27/2023] [Indexed: 06/03/2023]
Abstract
INTRODUCTION This scoping review outlines the literature findings that relate to global citizenship and the interconnection between social justice among health professionals, specifically speech-language pathologists. The review aims to provide a synthesis of the relevant literature and thorough thematic identification of common themes. METHOD Arksey and O'Malley's scoping review framework was used for the searching of critical databases, specifically CINAHL, Medline, the Cochrane Library and Google Scholar. Following the appraisal and synthesis process of the relevant literature, key themes were identified with particular reference to social justice among health professionals (especially speech-language pathologists). RESULTS Four (4) key themes were identified, namely, (i) education and ongoing developmental support, (ii) ethical and moral obligations, (ii) cultural competency, and (iv) community engagement for intergroup empathy and helping. CONCLUSION This review defines the parameters of a speech-language pathologists' practice as a global citizen interconnected with social justice and the accountabilities to enable impactful changes creating culturally sustaining practice.
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Affiliation(s)
- Carajane Millar
- Department of Speech Pathology, College of Health and Biomedicine, Victoria University, Victoria, Australia; Department of Speech Pathology, School of Allied Health Science and Practice, University of Adelaide, Adelaide Australia.
| | - Lindsay B Carey
- Palliative Care Unit, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Anne E Hill
- Discipline of Speech Pathology, School of Health and Rehabilitation Sciences, The University of Queensland, Queensland, Australia
| | - Stacie Attrill
- School of Allied Health Science and Practice, University of Adelaide, Adelaide Australia
| | - Maria-Irini Avgoulas
- Department of Public Health, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
| | - Eutichia Drakopoulos
- Department of Public Health, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
| | - Carly A Sutton
- Palliative Care Unit, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
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O'Fallon MK, Garcia F. Using Active Learning Strategies to Strengthen Cultural and Linguistic Diversity Training in Communication Sciences and Disorders Programs. PERSPECTIVES OF THE ASHA SPECIAL INTEREST GROUPS 2023; 8:308-321. [PMID: 37193090 PMCID: PMC10181815 DOI: 10.1044/2022_persp-22-00033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
Purpose Training in cultural competence is an accreditation requirement for graduate programs in Communication Sciences and Disorders (CSD; Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2020). Cultural and linguistic diversity (CLD) instruction within CSD programs and current instructional models may not provide students with effective training in this area (Hammond et al., 2009; Higby et al., 2021; Stockman et al., 2008). In this paper, we present active learning as an instructional approach that may provide students with stronger training in the assessment and treatment of individuals with unfamiliar cultural and linguistic backgrounds. Conclusions Active learning emphasizes the creation of a supportive classroom environment, teaching skills rather than content, and fostering metacognition in students (Bransford et al., 2000; Gooblar, 2019). We propose a three-part pedagogical model for using active learning strategies to improve clinical training in assessment and treatment of clients with CLD backgrounds. This pedagogical model encourages instructors to set the scene for learning, present a problem to solve, and build in reflection and generalization. Active learning approaches, as described in the model, are ideal for teaching clinical problem-solving across populations while reflecting on one's lived experience and positionality. Sample materials for readers to create their own lesson plans using the model are provided and reviewed.
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Affiliation(s)
- Maura K O'Fallon
- Department of Communication Sciences and Disorders, Temple University
| | - Felicidad Garcia
- Department of Communication Sciences and Disorders, Temple University
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Nancarrow S, McGill N, Baldac S, Lewis T, Moran A, Harris N, Johnson T, Mulcair G. Diversity in the Australian speech-language pathology workforce: Addressing Sustainable Development Goals 3, 4, 8, and 10. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 25:119-124. [PMID: 36773003 DOI: 10.1080/17549507.2023.2165149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
PURPOSE Individuals have multiple intersecting identities, unique perspectives, and experiences which provide opportunities for new ways to interact, support inclusion and equity, and address the Sustainable Development Goals (SDGs). This commentary explores the diversity of the speech-language pathology workforce in Australia. RESULT A survey of Australian speech-language pathologists (SLPs; n = 1,638) distributed in November and December 2021 explored personal characteristics and experiences of the workforce. Almost 30% of SLPs who responded reported having experiences or perspectives that were relevant to service users and a quarter described other lived experiences, which included disability, cultural and linguistic background, mental health, caring responsibilities, neurodiversity, and being LGBTQI+. CONCLUSION This commentary affirms the value of diversity among allied health professions to enrich practice with individuals and communities. By understanding the diversity of the speech-language pathology workforce and perspectives of historically marginalised or invisible groups, the profession can introduce strategies to more meaningfully engage and support people with diverse backgrounds and perspectives in the workforce and enhance service equity and accessibility for people with communication and swallowing disabilities. This commentary focusses on SDG 3, SDG 4, SDG 8, SDG 10.
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Affiliation(s)
- Susan Nancarrow
- HealthWork International, Brisbane, Australia
- Southern Cross University, Lismore, Australia
| | - Nicole McGill
- Speech Pathology Australia, Melbourne, Australia
- Charles Sturt University, Bathurst, Australia
- University of Melbourne, Shepparton, Australia
| | | | - Tara Lewis
- Speech Pathology Australia, Melbourne, Australia
| | - Anna Moran
- University of Melbourne, Shepparton, Australia
- Unplex, Albury, Australia
| | | | | | - Gail Mulcair
- Speech Pathology Australia, Melbourne, Australia
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Watts CR, DiLollo A, Zhang Y. The Impact of Academic, Sociodemographic, and Program Growth Factors on Admission Offers to U.S. Graduate Education Programs in Communication Sciences and Disorders: National Trends in 2016-2020 Cycles. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:275-286. [PMID: 36599104 DOI: 10.1044/2022_ajslp-22-00094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE The purpose of this study was to investigate the impact of academic factors and sociodemographic factors on offers of admission to graduate education programs in communication sciences and disorders (speech-language pathology and audiology) in the United States. METHOD A retrospective analysis of extant data from undergraduate students applying to graduate education programs through the Communication Sciences and Disorders Centralized Application Service (CSDCAS) was conducted. Descriptive, parametric, nonparametric, and multivariate hierarchical logistic modeling analyses were applied to data from 38,625 unique applicants across four consecutive application cycles from 2016 to 2020 to assess relationships between admission offers, and academic and sociodemographic factors. The academic factors included Graduate Record Examination (GRE) and grade point average (GPA; cumulative undergraduate GPA and cumulative communication sciences and disorders [CSD] GPA), and sociodemographic factors included race/ethnicity, age, disadvantaged socioeconomic status, first-generation status, and multilinguistic status. RESULTS The rate of receiving an offer of admission continuously increased from 59.4% in the 2016-2017 cycle to 75.4% in the 2019-2020 cycle (p < .001). The significant predictors for admission offers across all four application cycles were GPA, GRE, and applicant age. While the odds ratios of GRE and age were relatively stable, the odds ratios of GPA had a decreasing trend. Bivariate analyses showed that students who were non-White, older, socioeconomically disadvantaged, first-generation, and nonmultilingual were significantly less likely to receive offers of admission than their counterparts, but the relationships between those sociodemographic factors, except for age, and admission offers diminished when all factors were considered in the logistic regression analyses. CONCLUSIONS Academic and sociodemographic factors significantly affected the likelihood of obtaining at least one offer of admission to a graduate program in CSD at different levels. While the effect sizes were variable, these findings provide evidence-based guidance for admission committees seeking to improve the inclusiveness of admission processes and the realization of greater diversity across multidimensional domains (e.g., race/ethnicity, socioeconomic status, age).
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Affiliation(s)
- Christopher R Watts
- Harris College of Nursing & Health Sciences, Texas Christian University, Fort Worth
| | - Anthony DiLollo
- Davies School of Communication Sciences & Disorders, Texas Christian University, Fort Worth
| | - Yan Zhang
- Harris College of Nursing & Health Sciences, Texas Christian University, Fort Worth
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Viccaro Sitler E, Springer C. Knowledge and Perceptions of Speech-Language Pathology Students Participating in a Feeding Training Program: A Pilot Study. Semin Speech Lang 2023; 44:42-56. [PMID: 36649704 DOI: 10.1055/s-0042-1759641] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
This study examined the knowledge and perceptions of speech-language pathology students working with older adults before and after their participation in a feeding training program. A secondary objective evaluated the feeding training program in terms of improving students' knowledge and skills. A repeated measures design was used to assess changes in perceptions and knowledge over time of students participating in a feeding training program assisting older adults at a skilled nursing facility. Twenty-four students in the communication sciences and disorders department from a university were recruited. Data were collected on the perceptions of working with older adults, knowledge of feeding and swallowing, and the evaluation of the program. Participants reported feeling less fearful of assisting older adults with feeding issues and appeared to acquire a higher level of knowledge in certain areas post-training. Analysis of the evaluation forms revealed that students were positive about their experience. The findings provide additional support that perceptions become more favorable following early exposure to older adults through participation in service-learning experiences. This study supplements the literature about the knowledge and perceptions of speech-language pathology students working with older adults. This information may be used to improve the quality of care for older adults in various settings.
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Affiliation(s)
| | - Carolyn Springer
- Derner School of Psychology, Adelphi University, Garden City, New York
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Heilmann J, Finneran D, Moyle M. Comparing Measures From Computer-Administered and Examiner-Administered Narrative Retells in Spanish: A Pilot Study. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:2175-2185. [PMID: 35877956 DOI: 10.1044/2022_ajslp-22-00008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Narrative language sample analysis (LSA) is a recommended best practice for the assessment of monolingual and bilingual children. With business-as-usual narrative LSA, examiners are actively involved in all aspects of the elicitation. Software advancements have shown multiple benefits of computer-administered language assessments, some of which may be beneficial for narrative assessments, particularly for bilingual children. The goal of this pilot study was to test the feasibility of computer-administered narrative retells in bilingual children. METHOD Ten English-Spanish bilingual children, kindergarten to fourth grade, completed two narrative retells using wordless picture books (Frog Goes to Dinner and Frog on His Own) in two conditions: examiner-administered and computer-administered. Five narrative measures were generated from these 20 transcripts. RESULTS Significant, strong correlations were observed between the two elicitation methods for four of the five measures. We completed a series of Wilcoxon signed-ranks tests and found no significant differences in measures across the elicitation methods. Follow-up descriptive analyses revealed few large differences across elicitation methods for the individual participants. CONCLUSION This study provides preliminary evidence on the use of a computer-administered narrative procedure and motivates further research on the method to confirm its validity and to document its effectiveness within clinical practice. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20346648.
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Affiliation(s)
- John Heilmann
- Department of Communication Sciences and Disorders, University of Wisconsin-Milwaukee
| | - Denise Finneran
- Department of Communication Sciences and Disorders, The University of Oklahoma Health Sciences Center, Oklahoma City
| | - Maura Moyle
- Department of Speech Pathology and Audiology, Marquette University, Milwaukee, WI
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