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Academic literature on the topic 'Speeck and language therapists'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Speeck and language therapists"

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Volkmer, Anna, Aimee Spector, Jason D. Warren, and Suzanne Beeke. "Speech and language therapy for primary progressive aphasia: Referral patterns and barriers to service provision across the UK." Dementia 19, no. 5 (September 4, 2018): 1349–63. http://dx.doi.org/10.1177/1471301218797240.

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Objective To assess the extent of UK speech and language therapy engagement in assessment and management of primary progressive aphasia, determine the factors contributing to any shortfall and explore a gap in the research literature on current speech and language therapy practices with people with primary progressive aphasia. Methods A 37-item, pilot-tested survey was distributed electronically via clinical networks and through the Royal College of Speech and Language Therapists. Survey items included questions on intervention approaches, referral numbers and demographics, referral sources and access to services. Results One hundred and five speech and language therapists completed the survey. Over the previous 24 months, respondents reported seeing a total of 353 people with primary progressive aphasia (an average of 3.27 per speech and language therapist). Neurologists were the most commonly reported referrers to speech and language therapy (22.5%). Seventy-eight percent of respondents reported that people with primary progressive aphasia experienced barriers to accessing speech and language therapy. Key barriers were a lack of referrer awareness of a speech and language therapist’s role, and restrictive eligibility criteria for services. Conclusions This study highlighted inequities in access to speech and language therapy for people with primary progressive aphasia. The medical and speech and language therapy professions need to develop appropriate care pathways for people with primary progressive aphasia. Speech and language therapists have a duty to develop a relevant evidence base for speech and language interventions for people with primary progressive aphasia.
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Thomas, Sheila, Joerg Schulz, and Nuala Ryder. "Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists." Autism & Developmental Language Impairments 4 (January 2019): 239694151984281. http://dx.doi.org/10.1177/2396941519842812.

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Background For many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder. Aims This study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder. Methods and procedures The qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach. Outcomes and results The analysis of the data showed three main themes relating to the speech and language therapists’ experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants’ experiences of the barriers to early referral (subthemes – parents’ misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes – individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes – disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances). Conclusions and implications This study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures.
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Warden, Jocelyn A., Patricia Mayers, and Harsha Kathard. "The Lived Experience of Being a Speech-Language Therapist in the Western Cape Public Health Service." South African Journal of Communication Disorders 55, no. 1 (December 31, 2008): 49–62. http://dx.doi.org/10.4102/sajcd.v55i1.769.

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This study explores the lived experience of being a Speech-Language Therapist (S-L Therapist) in the South African Western Cape public health service. The lived experience of seven S-L Therapists with varied clinical experience was illuminated using a qualitative phenomenological research design. S-L Therapists, working in the three Western Cape tertiary hospitals, provided an in-depth account of their experiences as S-L Therapists. The audio recorded interviews were transcribed verbatim and analysed using an adaptation of Colaizzi's (1978) method of analysis. The rigour and trustworthiness of the research process was informed by consideration of issues of credibility, applicability, confirm ability and dependability as they relate to phenomenological design. Five main themes emerged from data analysis: expectations of practice and practice realities; being part of the "underdog" profession: role definition and status; being connected; the holistic nature of the S-L Therapist's practice; and erosion or promotion. The implications for training and support of S-L therapists by managers and policymakers and peers are highlighted.
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Baldwin, Ciara, and Fiona Gibbon. "Target Selection Practices of Speech and Language Therapists Working with Children with Speech Sound Disorders in Ireland." Journal of Clinical Speech and Language Studies 23, no. 1 (September 1, 2017): 43–77. http://dx.doi.org/10.3233/acs-2017-23106.

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Objective: To investigate speech and language therapists’ current practice in the selection of intervention targets for children with speech sound disorders. Method: Questionnaires were used to elicit information from 88 speech and language therapists working in the Republic of Ireland about their selection of intervention targets in the treatment of speech sound disorders. Main results: The majority (73%) of therapists placed a high priority on selecting stimulable sounds as intervention targets. Around half (52%) placed a high priority on earlier developing sounds with a minority prioritizing later developing sounds (10%) and non-stimulable sounds (14%). Speech and language therapists’ years of experience did not have a significant impact on their selection practices. However, the amount of continuing professional development a speech and language therapist had in the area of speech sound disorders did have a significant effect on target selection. Conclusion: The speech and language therapists in this study used clinical experience and traditional practices, such as stimulability, to select intervention targets in the treatment of speech sound disorders. However, there is research evidence to show that the selection of non-traditional intervention targets, such as non-stimulable and later developing sounds, can result in more system-wide generalisation. Speech and language therapists may benefit from increasing their knowledge about current theories and intervention research relevant to target selection.
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Patin, Cédric, and Lucie Macchi. "L'importance de la prosodie dans les interactions orthophoniste-enfant." Travaux neuchâtelois de linguistique, no. 74 (January 1, 2021): 83–96. http://dx.doi.org/10.26034/tranel.2021.2919.

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Most of the work that has been d edicated to the role of prosody in interactions between speech and language therapists and children has focused on patients' prosodic disorders and their treatment, rarely on the prosody of speech and language therapists. This study aims to partly fill this gap by qualitatively examining a corpus of video recordings of the interactions that occur in two speech therapist-child dyads in a therapeutic situation. The examination of the data revealed that the speech and language therapist spontaneously exploited her prosody to indicate to the children the nature of the activity in progress (e.g., informal exchange, planned language task), to point out to the children the erroneous nature of some of their productions and to help correct them. The review of the data also highlighted occasions when prosody was under-exploited. When prosody was used, its use was carried out unconsciously by the speech and language therapist, and appeared to be the result of her professional experience rather than a prior sensitization to the im portance of this tool. The results of this exploratory study tend to support a developed integration of prosody as a therapeutic goal and device during the initial and continuing education of speech and language therapists.
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Geraghty, Anne. "Speech and Language Therapy Assistants: The Views of Speech and Language Therapists in Ireland." Journal of Clinical Speech and Language Studies 12_13, no. 1 (September 1, 2003): 34–56. http://dx.doi.org/10.3233/acs-2003-12-13105.

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In response to the high demand for speech and language therapy services and the shortage of speech and language therapists in Ireland, the Department of Health and Children has signalled an intention to introduce a grade of speech and language therapy assistant into the Irish health services. This paper reports on the results of a study which examined the issues for speech and language therapists in relation to the possible introduction of such a grade. It describes the views of speech and language therapists concerning the value of an assistant grade; the tasks that speech and language therapists believe could be appropriately carried out by an assistant; whether they feel ready for the introduction of such a grade, and their opinions in relation to the training and supervision of assistants.
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Volkmer, Anna, Emily Rogalski, Maya Henry, Cathleen Taylor-Rubin, Leanne Ruggero, Rebecca Khayum, Jackie Kindell, Maria Luisa Gorno-Tempini, Jason D. Warren, and Jonathan D. Rohrer. "Speech and language therapy approaches to managing primary progressive aphasia." Practical Neurology 20, no. 2 (July 29, 2019): 154–61. http://dx.doi.org/10.1136/practneurol-2018-001921.

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The term primary progressive aphasia (PPA) describes a group of neurodegenerative disorders with predominant speech and language dysfunction as their main feature. There are three main variants – the semantic variant, the nonfluent or agrammatic variant and the logopenic variant – each with specific linguistic deficits and different neuroanatomical involvement. There are currently no curative treatments or symptomatic pharmacological therapies. However, speech and language therapists have developed several impairment-based interventions and compensatory strategies for use in the clinic. Unfortunately, multiple barriers still need to be overcome to improve access to care for people with PPA, including increasing awareness among referring clinicians, improving training of speech and language therapists and developing evidence-based guidelines for therapeutic interventions. This review highlights this inequity and the reasons why neurologists should refer people with PPA to speech and language therapists.
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Almazova, Anna, Yulia Filatova, and Irina Novitskaia. "The Current State, Problems and Prospects of Master’s Degree Programs in Speech-Language Pathology in Russia." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, no. 1 (January 20, 2022): 59–69. http://dx.doi.org/10.53656/str2022-1-3-cur.

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The article discusses the current state, problems and prospects of Master’s degree programs in speech-language pathology in Russia. Authors carry out a theoretical overview and comparative analysis of the literature on Master training programs of logopedics or speech-language therapists and define two large groups of programs available in Russian universities, depending on their orientation towards training a speech-language therapist graduate. Particular attention is given to the problems stated in the names of the training programs and how this reflects various aspects that determine the functioning of the speech-language pathology system in the Russian Federation. The article also provides a brief historical background on the training of speech-language therapists and gives an outline of the current state and prospects of Master training in speech-language pathology at the Moscow Pedagogical State University.
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Jiménez-Fernández, Gracia, and Sylvia Defior. "Developmental dyslexia intervention framework for speech therapists." Revista de Investigación en Logopedia 4, no. 1 (April 9, 2014): 48–66. http://dx.doi.org/10.5209/rlog.58661.

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The aim of this paper is to provide an intervention framework for speech therapists for developmental dyslexia in an educational environment. Firstly, there is a list of the main aspects which should be included in the individual intervention, such as reading fluency, phonological abilities and, in most cases, reading comprehension. The collaboration between teacher and speech therapist is essential in order for the child to overcome this learning difficulty. In this sense, in addition to the individual intervention, the speech therapist’s role also includes offering orientations for the intervention in the classroom. For this reason, secondly, this article presents some recommendations which the speech therapist can give to the teacher who has students with this learning disability. Among them, there are included some adaptations which can be carried out whilst doing daily tasks and for exams, as well as the intervention for emotional aspects which may be affected, such as selfesteem.
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Collins, Claire A. "‘There’s this big fear around palliative care because it’s connected to death and dying’: A qualitative exploration of the perspectives of undergraduate students on the role of the speech and language therapist in palliative care." Palliative Medicine 36, no. 1 (January 2022): 171–80. http://dx.doi.org/10.1177/02692163211050818.

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Background: Speech and language therapy in palliative care is a developing discipline of clinical practice. Research literature has highlighted that undergraduate palliative care education in speech and language therapy is inconsistent and inadequate. However, limited research has been carried out to date in relation to student speech and language therapists and palliative care. Aim: To explore the role of speech and language therapists in palliative care from the perspective of speech and language therapy students in Ireland. Design: A qualitative descriptive research study was conducted, involving focus group interviews. Setting/participants: Purposive sampling was used to recruit 12 student speech and language therapists from one university site for this study. Undergraduate second, third and fourth year students were eligible for inclusion. Results: This study revealed that undergraduate student speech and language therapists collectively agree that there is a role for speech and language therapy in palliative care. Although students acknowledged that speech and language therapists can make a positive difference to patients’ lives, and academic lectures were positively received, insufficient exposure to palliative care has resulted in fear, uncertainty and a lack of confidence amongst student speech and language therapists. Conclusions: A greater emphasis on palliative care is needed in undergraduate speech and language therapy education to ensure confidence and competency development. An exploration of student speech and language therapists’ experiences in a specialist palliative care unit would be advantageous to determine the appropriateness of this setting for clinical placements.
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Dissertations / Theses on the topic "Speeck and language therapists"

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Wright, Jannet Anne. "Collaboration between speech and language therapists and teachers." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019150/.

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Successful collaboration between speech and language therapists and teachers has implications for the delivery of services for children with communication problems. This research is concerned with the ways in which speech and language therapists and teachers work together to help children up to the age of 11 years of age who have difficulties with communication. A survey was carried out among speech and language therapists working in England and Wales, who either worked in schools or Health Centres. A postal questionnaire was used to collect the information and the responses were analysed using quantitative and qualitative methodology. All the 443 respondents agreed that collaboration was important although this did not always happen. More school based therapists collaborated with teachers than clinic based therapists. The speech and language therapists in this survey assessed children with coimnunication problems, planned the therapy and then begin to work with the teachers. Therapists who were based in health centres saw this as a way of ensuring a continuation of therapy between clinic appointments. To try to understand the reasons for teachers and therapists collaborating a second set of data was collected using interviews. Twenty pairs of speech and language therapists and teachers who worked together, were interviewed. In ten pairs, the therapist was clinic based and visited the school and in the other ten pairs the therapist was based in the same school as the teacher. Reciprocity between collaborating dyads was much more common around their increase in knowledge as a result of working together than any other factor. The fact that cognitive gain was one of the chief benefits following collaboration raises interesting issues to be considered in future undergraduate professional education and in-service training.
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Mataiti, Helen. "Clinical Supervisor Characteristics Valued By Practising Speech Language Therapists." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/1535.

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Clinical Supervision is an important practice in speech language therapy and related health disciplines. Research in student clinician populations has found that supervisees value interpersonal, personal and teaching characteristics in a clinical supervisor. Research has also shown that perceptions of supervisor characteristics change as student clinicians gain clinical skills. However, there is a significant lack of research examining practising clinicians' perceptions of clinical supervisor characteristics. The current study aimed to 1) survey practising Speech Language Therapists (SLTs) and examine the knowledge, skills and attitudes valued in a clinical supervisor, and 2) determine if the characteristics valued by more experienced SLTs (greater than 5 years) differed from those valued by less experienced SLTs (less than 5 years). A cross-sectional survey design methodology was employed. A five-part survey was developed, and distributed nationally by email. Participants were 72 SLTs practising in New Zealand. Results indicated that practising SLTs valued interpersonal knowledge and skills, and personal values and attitudes most highly in a clinical supervisor. In addition, it was found that characteristics relating to professional knowledge and identity were least valued. Overall, almost no difference was found between characteristics valued by less and more experienced clinicians. Findings suggest that practicing clinicians' basic human-relationship needs must be met for safe and effective CS to occur. Findings also suggest that regardless of experience level all clinicians are learners. This means clinicians across all different levels of work experience require support from clinical supervisors, to learn reflectively from experiences in the workplace.
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Stewart, Karen Julia. "Speech and language therapists : learning to be placement educators." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4415.

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Only two years after graduating themselves, speech and language therapists are asked to act as placement educators and supervise student speech and language therapists. The role of the placement educator is to supervise, teach, support and assess the student in the clinical environment and as such is a complex and demanding role. Some previous research has suggested that the training and support provided to developing placement educators does not adequately prepare them for the role. However, the development of speech and language therapists as placement educators is a relatively under-researched area in the UK. This interpretive study explores how ten speech and language therapists feel they develop the necessary skills to be successful as placement educators, through the stories they tell about their experiences. This exploration of clinical education and professional development is set within a social constructivist perspective on learning. The participants talked at length of their own early experiences as students and described these as the starting point for their own enactment of the placement educator role. They also emphasised the importance of continuing to learn and develop their skills as they gained experience in the placement educator role itself. The themes of talk, collaboration, reflective practice and experiential learning were central to the stories told by the participants and underpin how these speech and language therapists learnt to be placement educators. It is suggested that in describing how she felt she learnt to be a placement educator each participant created a unique and dynamic map of that learning. This study contributes to the on-going discussion about the role of critical reflection in understanding and challenging established practice and reinforces the place of reflective practice as integral to both the clinical and placement educator aspects of the SLT’s role. The findings highlight the importance of peer support and shared opportunities for critical reflection with colleagues in ensuring that placement educators do not feel isolated or disillusioned.
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Bebbington, Diane. "Speech and language therapy : gender, science and the health division of labour." Thesis, Institute of Education (University of London), 2000. http://eprints.ioe.ac.uk/7301/.

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This research arose from concerns over the marginal position of speech and language therapists within the UK health care system, at a time when a case based on equal pay legislation comparing their work with that of clinical psychologists nears completion. While quantitative data confirm a difficulty for the NHS in recruiting and retaining speech and language therapists, no qualitative research has explored their work experiences within a sociological framework. The present study aims to address this gap. The empirical findings are based on qualitative interviews with forty speech and language therapists which employed feminist principles in research methodology including open-endedness, disclosure of values and reciprocity. Themes emerging included the 'invisibility' of the profession in accessing careers advice and gender-stereotyping of subject choices and careers advice at school. In contrast to the humanistic elements which led people into speech and language therapy, the professional education emphasised the scientific aspects of human communication, reflecting a medicalised view of health. Lesser attention was paid to humanistic subjects such as counselling and to the therapeutic applications of formal teaching. Therapists' clinical experiences focused on the relationship between work in the public and private spheres, organisational concerns and the nature of clinical practice. For instance, treatment for people with communication impairments was regarded as a low priority owing to the tendency of formalised health care to prioritise bodily health over mental and communicative well-being. The research considers whether the 'scientisation' of the profession is an effective route to counteract its marginalisation, since in pursuing this route it is required to distance itself from the female-gendered elements of its practice. This dilemma is examined against wider social concerns in which the work of women in the 'reproduction' of people is devalued on a global scale while the 'mainstream' activity of scientific work continues to be highly-prized.
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Banwasi, Rakshita. "Views of American versus Indian speech language pathologists on diagnosing and treating Parkinson's disease." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1083017370.

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Novello, Sandra. "Social validation survey on speech-language pathologists in the schools." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/s_novello_041410.pdf.

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Thesis (M.A. in speech and hearing sciences)--Washington State University, May 2010.
Title from PDF title page (viewed on Apr. 30, 2010). "Department of Speech and Hearing Sciences." Includes bibliographical references (p. 52-54).
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Gaynor, Christine Marie. "The preparation and involvement of Oregon speech-language pathologists in dysphagia." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3976.

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The purpose of this study was to determine the amount, type, and content of training acquired by SLPs presently working in dysphagia management, as well as their level of involvement. A questionnaire was sent to 97 Oregon SLPs. Of these, 77 (80%) responded, and 52 met criteria. The resulting data indicated that SLPs involved with dysphagia work in a variety of settings, including hospitals, nursing homes, home health agencies, and private practice. Seventy-two percent of the subjects have been involved with dysphagia management for less than 10 years; 79% treated between 1 and 10 patients for dysphagia the month prior to filling out the questionnaire; and 81% have provided other staff in their settings with in-service on dysphagia.
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Davies, Karen Elizabeth. "Parents' and speech and language therapists' roles in intervention for pre-school children with speech and language needs." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/347077/.

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Background: Policy and practice in early years provision in education, health and social care has advanced in recent times to emphasise parents as partners in supporting children’s learning. Speech and language therapists (SLT) work closely with parents of pre-school children with language learning difficulties to enable them to promote language development in the home. There is growing evidence that indicates that parents can be taught how to become effective facilitators of language skills. Nevertheless, little is known about parents’ or SLTs’ conceptions of their roles when working together, and how these may change during intervention. Aims: To explore parents’ and SLTs’ conceptions of their respective roles in intervention for pre-school children with primary speech and language needs and to determine the extent to which parents’ conceptions of roles change whilst working with SLTs . Methods: A two phase, mixed methods study was conducted using semi structured interviews and questionnaires, with parents and SLTs in England. A smaller subset of parents participated in a longitudinal study to track any changes in their conceptions during intervention. The data were analysed using thematic network analysis for first level themes, framework analysis for comparing themes over time and statistical analysis for the questionnaire responses. Over 65 parents and 70 SLTs participated in the study during both phases, providing the perspectives of a wide range of participants. Results: Findings suggested that before involvement with speech and language therapy, parents had a clear conception of their advocacy role, which prompted them to secure help. However, they did not have a firm conception of their role in supporting their children’s language learning and did not anticipate adopting an intervener role. Parents expressed considerable variation in their conception of their intervener role. During intervention, some parents described changing this conception and adopting an increasingly involved role as implementer and adaptor of intervention. Moreover, in some cases, they described substantial changes in their approach to parenting, suggesting wider changes in their conception of role. SLTs had clearly formulated conceptions of their own roles as assessor, intervener and negotiator, but varied in the extent to which they involved parents as co-workers in intervention. SLTs had two conceptions of their own role as intervener: treat and plan and advise/coach. SLTs expressed intentions to help parents change their understanding of their role, but the parent education role remains largely implicit in SLT practice. Conclusions and implications: Parents described conceptions of their roles as advocate, intervener and taking responsibility. They described important changes in their conceptions of roles, suggesting that a process of conceptual change occurred associated with greater involvement in intervention. SLTs varied in their own role conception, with intervener roles that related to lower or high level of parent involvement. Implications for the SLT practice include developing a more explicit role as parent educators, in order to enhance parental understanding as well as behaviour in supporting their children’s language development. This report presents independent research funded by the National Institute for Health Research (NIHR) reference number RP-PG-0109-10073. The views and opinions expressed by author in this publication are those of the author and do not necessarily reflect those of the NHS, the NIHR, NIHR CCF, the Programme Grants for Applied Research programme or the Department of Health. The views and opinions expressed by the interviewees in this publication are those of the interviewees and do not necessarily reflect those of the author, those of the NHS, the NIHR CCF Programme Grants for Applied Research programme or the Department of Health.
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Daniel, Melinda J. "Phonological awareness instruction opinions and practices of educators and speech-language pathologists in West Virginia /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=644.

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Stansfield, Jois Elizabeth. "Education for practice : the development of competence in speech and language therapy students." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1670/.

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Books on the topic "Speeck and language therapists"

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Janet, Doyle. Practical audiology for speech-language therapists. London: Whurr Publications Ltd., 1998.

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College of Speech and Language Therapists., ed. Communicating quality: Professional standards for speech and language therapists. [London: College of Speech and Language Therapists, 1991.

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Minnesota. Dept. of Health. Report to the legislature: Registration of speech-language pathologists and audiologists. [Minneapolis, Minn.]: Minnesota Dept. of Health, 1994.

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Parkinson, Karin. Understanding and use of counselling by speech and language therapists. Guildford: University of Guildford, 1993.

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Pannbacker, Mary H. Ethical practices in speech-language pathology and audiology: Case studies. San Diego: Singular Pub. Group, 1996.

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Elspeth, McCartney, ed. Speech/language therapists and teachers working together: A systems approach to collaboration. London: Whurr, 1999.

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Erlichman, Martin. The role of speech language pathologists in the management of dysphagia. Rockville, MD: National Center for Health Services Research and Health Care Technology Assessment, U.S. Dept. of Health and Human Services, Public Health Service, 1989.

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Lancaster, Gwen. Developing speech and language skills: A resource book for teachers, teaching assistants, and speech and language therapists. London: Routledge, 2008.

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Rosenfeld, Michael. The practice of speech-language pathology: A study of clinical activities and knowledge areas for the certified speech-language pathologist. Rockville, MD: American Speech-Language-Hearing Association, 2000.

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Rosenfeld, Michael. The practice of speech-language pathology: A study of clinical activities and knowledge areas for the certified speech-language pathologist. Rockville, MD: American Speech-Language-Hearing Association, 2000.

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Book chapters on the topic "Speeck and language therapists"

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Patricia, Friedrich. "Teaching linguistics to speech-language scientists and therapists." In Applied Linguistics In The Real World, 143–57. Title: Applied linguistics in the real world/Patricia Friedrich. Description: London; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429032219-11.

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Davies, Rebekah. "An Extra Pair of Hands: HCPs as Digital Partners." In Navigating Telehealth for Speech and Language Therapists, 106–8. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003269724-33.

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Davies, Rebekah. "I Spy with My Little Eye: Establishing and Managing Participants." In Navigating Telehealth for Speech and Language Therapists, 96–98. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003269724-29.

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Davies, Rebekah. "Centre of the Careverse: Tailoring Plans." In Navigating Telehealth for Speech and Language Therapists, 150–53. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003269724-44.

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Davies, Rebekah. "Guess Who? Clarifying Identity." In Navigating Telehealth for Speech and Language Therapists, 92–95. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003269724-28.

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Davies, Rebekah. "A Digital Stage!" In Navigating Telehealth for Speech and Language Therapists, 26–30. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003269724-9.

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Davies, Rebekah. "The Transition: Becoming a Digital Practitioner." In Navigating Telehealth for Speech and Language Therapists, 7–9. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003269724-4.

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Davies, Rebekah. "Buttons, Buttons Everywhere!" In Navigating Telehealth for Speech and Language Therapists, 88–89. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003269724-26.

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Davies, Rebekah. "QR-Lity: Utilising QR Codes in Therapy and Evaluation." In Navigating Telehealth for Speech and Language Therapists, 166–68. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003269724-48.

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Davies, Rebekah. "When Security Gets Personal." In Navigating Telehealth for Speech and Language Therapists, 102–3. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003269724-31.

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Conference papers on the topic "Speeck and language therapists"

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Rissato, Pedro Henrique D’Almeida Giberti, and Alessandra Alaniz Macedo. "SofiaFala: Software Inteligente de Apoio à Fala." In Anais Estendidos do Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/webmedia_estendido.2021.17620.

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Approximately 2.7 million Brazilians may have some speech disorder, according to the Brazilians Institute of Geography and Statistics. Language therapies usually employ speech exercises at home for people with speech disorders without close specialized supervision. There are fundamental movements. Assistive technology and machine learning can support the development of speech pronunciation practice systems. SofiaFala is a mobile application that supports prescription, monitoring, execution, and evaluation of speech therapies. It also supports speech therapist data analysis for the outside clinical environment. In the two last years, 1,400 speech therapists have required access to the SofiaFala.
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Voniati, Louiza, Maria Christopoulou, Anna Violari, and Dionysios Tafiadis. "GREEK CYPRIOT SPEECH AND LANGUAGE THERAPISTS’ INTERVENTION SKILLS IN BILINGUAL CHILDREN WITH SPEECH AND LANGUAGE DISORDERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1298.

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Medd, Rachel, Tracey Parkin, and Julia Stewart. "P15 Parent perspectives on interactions with speech and language therapists: what facilitates engagement." In Crafting the future of qualitative health research in a changing world abstracts. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjopen-2019-qhrn.50.

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Chamberlain Mitchell, Sarah, Jemma Haines, Jacky Smith, and Anand Pandyan. "National survey of physiotherapy and speech and language therapists’ practice for patients with chronic cough in England: Assessment." In ERS International Congress 2019 abstracts. European Respiratory Society, 2019. http://dx.doi.org/10.1183/13993003.congress-2019.pa5253.

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Robinson, Charlotte, Eli Harriss, and Mary Miller. "P-149 A review of outcome measures used by speech and language therapists in adults under palliative care." In A New World – Changing the landscape in end of life care, Hospice UK National Conference, 3–5 November 2021, Liverpool. British Medical Journal Publishing Group, 2021. http://dx.doi.org/10.1136/spcare-2021-hospice.165.

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Mance, Abigail, and Phoebe Martin. "57 Community speech and language therapists’ views of reports from the neurodevelopmental assessment clinic at great ormond street hospital." In GOSH Conference 2020 – Our People, Our Patients, Our Hospital. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-gosh.57.

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Chamberlain Mitchell, Sarah, Jemma Haines, Jacky Smith, and Anand Pandyan. "National survey of physiotherapy and speech and language therapists’ practice for patients with refractory chronic cough in England: Treatment." In ERS International Congress 2019 abstracts. European Respiratory Society, 2019. http://dx.doi.org/10.1183/13993003.congress-2019.pa5254.

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Haines, Jemma, Sarah Chamberlain Mitchell, Anand Pandyan, and Jacky A. Smith. "National survey of physiotherapy and speech & language therapists’ practice for patients with chronic cough in England: patient care optimisation." In ERS International Congress 2019 abstracts. European Respiratory Society, 2019. http://dx.doi.org/10.1183/13993003.congress-2019.pa5255.

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Hațegan, Carolina Bodea, Dorina Talaș, and Raluca Trifu. "ONLINE SPEECH AND LANGUAGE THERAPY. FOCUS-GROUP BASED STUDY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end088.

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In March 2020, due to the pandemic situation from our country, the National lockdown was imposed for almost two months. Speech and language therapy field was very affected in this period of time and harsh decisions were to be taken. Children who strongly needed therapy were in the situation to either go on with the rehabilitation process in an online setting or to wait and postpone therapy sessions. The aim of this research is to present the situation in a SLT (speech and language therapy) private specialized center and to underline the advantages and the disadvantages of SLT online therapy after one year (from March 2020, till March 2021). In the beginning of March 2020, 37 children attended SLT sessions in this private center, 2 of them were recently assessed and they were supposed to begin therapy exactly on the first lockdown day. From all of them, 20 children (54 %) switch to online therapy sessions progressively. Starting with April 2020, after a three weeks break, 9 children diagnosed with mild to moderate speech and language disorders, switch from face to face to on-line. In May, 6 more children and in June another 5 children were brought back to therapy, even if we remained in an online setting. The other children, 17 (46%), either stopped all therapy sessions or began therapy in other centers that organized onsite therapeutic sessions after the lockdown period of time. At this present moment, in March 2021, at one year distance, the SLT center offers SLT services exclusively online, both assessment and therapy and the number of cases asking directly for online therapy is increasing daily (in March 2021, N=31). Results of this study, organized as focus-groups with 3 parents, 3 children and 3 therapists underlined that online SLT is very efficient as long as parents` involvement is high. The main advantages listed by all persons in the research, even by children are: easier to be more consistent; the attendance in the SLT sessions is definitely higher, parents can participate directly in these activities, resources are easily to be found. Among disadvantages, the fact that parents have to be very involved in this therapeutic process seems to be the most frequently listed. In discussions and conclusions of this study a profile of the online SLT users is about to be depicted, a profile related to the one found in specialized literature from the field.
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Tubele, Sarmīte, and Kristīne Serova. "The Methods nd Materials for Promoting Reading Literacy Skills for 6 to 7 Year Old Children." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.04.

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This article summarizes the methods and materials for promoting literacy skills for 6 to 7 year old children. It is essential to promote reading literacy as the ability to read is one of the basic needs in modern society. It has been proved that the ability to read is correlated with one’s cognitive development, in particular with the ability to distinguish phonemes. These methods and materials are aimed at the improvement of the phonological awareness and they seek to raise a child’s interest to read. A total of 33 children, 12 parents, 5 teachers and 4 speech and language therapists participated in this study. The research included 26 training lessons. The purpose of this research was to evaluate the developed material as a reading literacy promotion tool for 6 to 7 year old children. The following research methods were used: the analysis of the scientific literature and the evaluation of the children’s reading performance. During the research the following observation was made: the most significant improvement in the reading performance was demonstrated by the first grade children as compared to kindergarten children with a linear improvement results. When interpreting the results, the following aspects should be taken into consideration: a child’s overall cognitive development, the school’s curriculum and the child’s environment.
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Reports on the topic "Speeck and language therapists"

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Gillian Davies: What it’s like to be a Speech and Language Therapist. ACAMH, April 2020. http://dx.doi.org/10.13056/acamh.11667.

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Christian Boakye: What it’s like to be a Speech and Language Therapist. ACAMH, April 2020. http://dx.doi.org/10.13056/acamh.11675.

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