Dissertations / Theses on the topic 'Speeck and language therapists'
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1
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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Wium, Anna-Marie, and Brenda Louw. "CAPS: Implications for Collaboration Between Teachers and Speech-language Therapists Working in Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1986.
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This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners’ perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.
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Carlin, Charles H. "A comparative study of elementary school principals' and speech language pathologists' perceptions of integrated classroom-based speech language services." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1247169396.
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Thesis (Ph.D.)--Kent State University, 2009.Title from PDF t.p. (viewed Mar. 8, 2010). Advisor: Anita Varrati. Keywords: Speech language services; perceptions; principals; integrated classroom-based services. Includes bibliographical references (p. 147-162).
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Winter, Kirsten Mary. "Communication equation : under- and over-representation of bilingual children in speech and language therapy provision." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325730.
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Foxcroft, Mary-Lyn. "Business management practices employed by speech-language therapists and audiologists in private clinical settings." Diss., Pretoria: [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-03242006-130524.
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Lee, Hoi-lam Caroline, and 李凱琳. "The collaborative process of Chinese language teachers and speech therapists in supporting language-impaired students in ordinaryprimary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203323.
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Gardner, Hilary. "Doing talk about speech : a study of speech/language therapists and phonologically disordered children working together." Thesis, University of York, 1994. http://etheses.whiterose.ac.uk/10803/.
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Friberg, Jennifer Campion Jerich Kenneth Frank. "Perceptions of school-based speech-language pathologists regarding the referral-making practices of public school teachers." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1221693051&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177683745&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Kenneth Jerich (chair), Adel AL-Bataineh, Fabiola Ehlers-Zavala, Heidi Harbers. Includes bibliographical references (leaves 93-98) and abstract. Also available in print.
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Herault, Romain Christian. "Application for Customisable Interaction with Physical Objects : A Tool for Speech and Language Therapists." Thesis, Linnéuniversitetet, Institutionen för medieteknik (ME), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45138.
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Physical objects with digital properties are being used more and more by the public. One such term for these artefacts include "the Internet of Things''. Most of these objects are often impossible to further modify or customise, and thus serve just the single purpose intended by their creators. This thesis explores the possibility of customising physical objects in order to provide an affordable and flexible way of interacting with them. A prototype, involving a mobile phone application (Android) and wireless sensor technology (NFC tags), was developed for the medical domain of speech and language therapy. The system, developed in close association with two therapists, allows the customisation of current speech and language exercise and associated material. It is designed to also assist with logging the patient interactions during the conduction of such exercises. The proposed solution has been tested and validated by medical experts, and its user interface evaluated by non-patient users.
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Wright, Lorrie M. "A case study of speech/language therapists who advocate for Native Alaskan dialect speakers." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/290155.
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This micro-ethnographic case study explores backgrounds, experiences, and recommendations of Speech Language Pathologist (SLP) advocates for Native Alaskan dialect speakers. Background information includes the researcher's experience, socio-historical perspectives on Alaska's education/language policies, information on Alaskan Englishes, implementation of the American Speech-Language-Hearing Association's Position on Social Dialects, and cultures of speech/language therapy and special education. SLP advocates were identified by themselves or others as knowledgeable, experienced, and concerned with appropriate speech/language services to Native Alaskan communities. Six SLPs participated in in-depth interviews, which explored their backgrounds, experiences, and insights. Interview tapes were transcribed and sorted by emergent themes to identify patterns, and analyzed by critical theory, within a socio-historical framework. The resulting data examined what shapes SLPs to become advocates for dialect speakers, what systems oppose and support this advocacy, and the advocates' recommendations. I found the following implications: (1) Activities and systems that support advocacy for dialect speakers in schools are not supported by the dominant cultures of schools and society; (2) SLPs who have withstood subordinate power relations may be more likely to become advocates and question dominant culture institutions; (3) SLPs with a background of subordinate power relations, who have experienced positive systemic change, are better at advocating for both themselves and others; (4) Work experience in rural Alaska increases the likelihood that SLPs will advocate for speakers of Native dialects; (5) More Native Alaskan and Native American SLPs are needed to provide advocacy for Native Alaskan dialect speakers and their communities; (6) A critical need exists for degree programs in education and speech/language pathology that provide access and support for rural Native Alaskan communities; (7) To increase the number of Native Alaskan and Native American SLPs, programs for these populations should increase recruitment and provide comprehensive financial, academic, social-emotional, and cultural support; (8) Training programs designed for Native Alaskan and Native American SLPs should address Native community issues, and include Native staff, Native experts, and internships with Native professionals; (9) Certain characteristics and backgrounds may predispose SLPs to become advocates for dialect speakers.
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Wium, Anna-Marie, and Brenda Louw. "Mixed-Methods Research: A Tutorial for Speech-Language Therapists and Audiologists in South Africa." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2593.
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Background: Mixed-methods research (MMR) offers much to healthcare professions on clinical and research levels. Speech-language therapists and audiologists work in both educational and health settings where they deal with real-world problems. Through the nature of their work, they are confronted with multifaceted questions arising from their efforts to provide evidence-based services to individuals of all ages with communication disorders. MMR methods research is eminently suited to addressing such questions.
Objective: The aim of this tutorial is to increase awareness of the value of MMR, especially for readers less familiar with this research approach.
Method: A literature review was conducted to provide an overview of the key issues in MMR. The tutorial discusses the various issues to be considered in the critical appraisal of MMR, followed by an explanation of the process of conducting MMR. A critical review describes the strengths and challenges in MMR.
Results: MMR is less commonly used or published in the fields of speech-language therapy and audiology.
Conclusion: Researchers working in teams can draw on the strengths of different disciples and their research approaches. Such collaborative enterprises will contribute to capacity building. Researchers, SLTs and audiologists are encouraged to make use of MMR to address the complex research issues in the multicultural, multifaceted South African context. MMR makes an important contribution to the understanding of individuals with communication disorders, and in turn, researchers in the two disciplinary fields of speech-language therapy and audiology can contribute to the development of this research approach. MMR is well suited to the complexity of South African contexts and its populations, as it can provide multiple perspectives of a topic.
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Wojan, Jennifer D. "Dealing with Loss: Perceptions of Speech-Language Pathologists." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1155068799.
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Reynolds, Andrea Leigh Haak Nancy J. "Telehealth applications for assessment and treatment procedures in speech-language pathology a modified narrative review /." Auburn, Ala., 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Communication_Disorders/Thesis/Reynolds_Andrea_38.pdf.
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Lee, Hoi-lam Caroline. "The collaborative process of Chinese language teachers and speech therapists in supporting language-impaired students in ordinary primary schools." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203323.
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Mphahlele, Comfort. "A detailed inventory of linguistically and culturally sensitive speech- and language assessment material, available to speech- language therapists working in South Africa." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/79029.
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The importance of culturally and linguistically sensitive speech and language
assessment is emphasized in the subject literature. This is particularly relevant to
speech-language therapist working in the South African context. Over the past 25 years
a number of research projects, conducted at academic departments involved, focused
on the adaptation, translation and development of such assessment material. The
problem is that although the materials were included in undergraduate and postgraduate
research reports speech-language therapists are not always aware of the availability of
the assessment material. The aim of this study was to develop a detailed inventory of
culturally and linguistically sensitive material, available for use in speech and language
assessment in South Africa. A literature study and electronic survey was conducted to
collect data. Results shows that a total of 97studies were conducted in this regard and
there are assessment material available in only seven of the eleven official languages of
South Africa. Assessment material for Afrikaans and South African English attracted the
most attention from researches but only 35 studies were conducted for black African
languages. Detailed information of the studies and materials identified is presented in
table format and quantitative data provided and discussed. Further research is
recommended to develop, translate, and adapt as well as standardize more assessment
material in the indigenous languages of South Africa languages to ensure culturally and
linguistically service delivery.English: Die belang van kultureel en linguisties sensitiwe spraak- en taal assessering word in die vakliteratuur beklemtoon. Dit is ook van besondere belang vir spraak-taal terapeute wat werksaam is in die Suid-Afrikaanse konteks. Verskeie studies is oor die afgelope 25 jare by akademiese departemente in die verband uitgevoer, met die oog op die aanpassing, vertaling en ontwikkeling van sulke assesseringsmateriaal. Die probleem is dat hoewel hierdie materiaal in voor- en nagraadse navorsings verslae vervat is, praktiserende spraak-taalterapeute nie noodwendig daarvan bewus is nie. Die doel van hierdie studie was om 'n gedetailleerde inventaris te ontwikkel van kultureel- en linguistiese sensitewe materiaal vir spraak- en taalassessering in Suid-Afrika. 'n Literatuurstudie is uitgevoer om data in te samel. Resultate toon dat 'n totaal van 97 studies in die verband uitgevoer is en dat assesseringmaterial beskikbaar is vir sewe van die elf amptelike tale van Suid-Afrika. Assessiringmateriaal vir Afrikaans en Engels het die meeste aandag ontvang, maar slegs 35 studies het op swart Afrikatale gefokus. Gedetaillerde inligting van ge"identifiseerde studies en materiaal in tabelformaat opgesom en kwantitatiewe inligting word aangebied en bespreek. Verdere aanpassing, vertaling, ontwikkeling, asook standardisering van assesserings materiaal vir inheemse tale van Suid-Afrika word aanbeveel, ten einde kultureel- en linguisties sensitiwe dienslewering te verseker.
Mini Dissertation (BCommunication Pathology)--University of Pretoria, 2006.
Speech-Language Pathology and Audiology
BCommunication Pathology
Unrestricted
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Davidson, Thompson Tamara. "A survey of practice of speech and language therapists who work with people who stutter." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/32634/.
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Ball, Staci Lee Johnson. "Methods of Language Assessment: A Survey of Oregon Public School Speech-language Pathologists." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4970.
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Much advice has been published in the last 40 years that has attempted to aid speech-language pathologists in choosing language assessment tools (e.g., Danwitz, 1981 & Darley, 1979 ). Questions have arisen about what tests are actually being used in public schools and the reasons for those tests being used over other tests. The data bank of information is minimal in this area as only one study has appeared in the literature in which Wilson, Blackmon, Hall, & Elcholtz, (1991), conducted a State survey of currently used language assessment instruments. The primary research question to be answered was: What methods of language assessment are being used in Oregon? Secondary questions to be answered were: (a) What factors influence the selection and use of the chosen procedures?, (b) What are the dates of development of the tests used most frequently, (c) By what means do the public school clinicians keep themselves current with new trends and information in the field? There were 567 questionnaires mailed out to Oregon Speech-Language Pathologists who worked in the public school setting and served children 4-9 years of age. Of the 297 respondees, only 4 reported not using any formal instruments for language assessment. Results show 9 main standardized tests were used for measuring expressive language by the majority of the respondents. Listed in order of frequency of use, they are: TOLD, EOWPVT, WORD test, CELF, LPT, SPELT, ASSET, TOPS, and the PLS. For receptive language, also in order of frequency of use, the 1 O main tests were as follows: PPVT, TOLD, CELF, TACL, ASSET, BOEHM, PLS, ROWPVT, BRACKEN, and the LPT. Factors that influenced the selection and use of specific tests included: personal experience; ease of administration; time restraints; budgets and availability of tests and district protocols for assessments. Dates of publication, new and revisions, for both the expressive and receptive tests used ranged from 1983 - 1990. At the time of this survey, the main ways that clinicians were keeping themselves current for new tests on the market were word of mouth from associates, inservices on new tests, and reading new information in journals.
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Janse, van Vuren Marinet. "Speech and language therapy service delivery for children with cerebral palsy in the Republic of Ireland : comparative perceptions of parents and speech-language therapists." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/2920.
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Ray, Julie M. "Knowledge and Confidence of Speech-Language Pathologists Regarding Autism." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33197/.
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The increased prevalence rate of autism has immense implications for speech language pathologists (SLPs) who are directly involved in the education and service delivery for students with autism. However, few studies have documented the effectiveness of the knowledge and confidence of SLPs regarding autism. The purpose of this study was to measure the knowledge and confidence of SLPs regarding autism and the extent to which their educational and professional training prepared them to work effectively with this population. An online survey was administered to and returned by 336 SLPs nation-wide. Two multiple linear regressions were conducted to determine the variables that explained overall knowledge and confidence. The number of students with autism on one's caseload explained most of the variance. Independent sample t-test results depicted knowledge and confidence scores of SLPs who were behaviorally trained versus those who were not behaviorally trained. SLPs who were behaviorally trained had higher mean scores on measures of knowledge and confidence when compared to those without formal behavioral training. Finally, a bivariate correlation was conducted to explore the relationship between knowledge and confidence of SLPs, however, results were not statistically significant.
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Forbes, Joan Christine. "Teacher/therapist collaborations : discourses, positionings and power relations at work." Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/1523.
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The focus of this research is on the collaboration relationships of teachers and therapists working in school-based provision for pupils with language and communication disorders. The research is concerned with how the collaboration relationship operates as a power relation for these individuals. There is an attempt to work out something of the effects of changing notions of professionalism in its historical and current versions. The research reveals individuals' identifications with the powerful discourses in this contingent context, manifested in their metaphors and discursive moves. It analyses the complex interaction of discourses and cultural discourses/practices, attempting to grasp the effects of the powerful discourses as individuals construct and re-construct multiple professional and cultural identities and subject positions. In its examination of the political and cultural functioning of the forces of power-knowledge-selves-desire, the research analyses the operation of five dimensions of power at work in these relationships. The analysis subsequently suggests some implications for teacher/therapist co-practice. The research attends to the discourses of inter-professional collaboration in government policy documentation at the macro level, within local authority and school-institution policy statements at the meso level and in the way that participants write and speak of their collaborations at a micro leveL. Macro level discourses were examined in the relevant speech and language therapy and education agencies' policy documentation including Her Majesty's Inspectorate of Schools (HMI) Report (1996) and the Royal College of Speech and Language Therapists (RCSLT) (1996) statement of professional standards. Meso level discourses were sought in the relevant local education authority and school policy documentation. Micro level discourses were explored in instances of individuals' talk about their collaborative practice. Participants' accounts were gathered in semi-structured interviews, audiotaped collaborators' meeting talk and written texts. Individual experiences within specific collaboration relationships have not perhaps been grasped or understood in research into teacher/therapist co-working which draws upon positivist methodology and uses positivist methods. There is much previous research which theorizes collaboration at interagency or interprofessionallevels or that takes a systems theory approach that seeks to generalize norms of 'effectiveness' at either or both of these levels. This research was concerned to explore individuals' experiences of co-practice in an analysis which questioned co-practice norms and attempted to unsettle certainties. Participants' accounts in this analysis suggested a more continuous, fluid process of construction and re-construction of individuals' subject positions characterised by unstable identifications. Analysis of individuals' accounts revealed their subjection to the powerful discourses and their active exploitations of those discourses as resources, their subject positions manifested in their discursive choices, ambivalences, oscilations, evasions and miscalculations. Certain of the ways were uncovered in which multiple, unstable practice and co-practice related discourses interplay and compete, working to produce individuals subject to their power; and providing the discursive resources which individuals deploy as they constitute and reconstitute discourse/practice identity positions in their struggles for domination within their relationships. This analysis suggests certain of the effects of the powerful discourses as the participants constitute and re-constitute acceptable power sharing practices, positions within the dimensions of power which, at times collide with positions acceptable to the other. A number of possibilities for the co-practice of teachers and therapists in school-site provision for pupils with language and communication disorders are identified and discussed. These suggest how school institutions' and agencies' policy makers might attend to the diversity and plurality of teachers' and therapists' discursive resources and co-practices. These also suggest that spaces for the exploration of teacher/therapist discourse/practice differences as these relate to the notion of shared discursive resources and co-practice should be opened-up. These further suggest the need to question current policies and practices using a wider variety of conceptual and analytical tools and the need for shared learning spaces which might promote more personally acceptable practices underpinned by knowledge of each other's aspirations.
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McCurtin, Arlene. "Deconstructing clinical practice and searching for scientific foundations : examining decision-making scaffolds underpinning intervention choices by speech and language therapists." Thesis, University of Central Lancashire, 2012. http://clok.uclan.ac.uk/7639/.
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Introduction: Speech and language therapy (SLT) is purported to be a scientifically-based discipline. A commitment to scientific practice is currently best represented by practicing in an evidenced-based way, specifically by the use of research evidence, yet studies examining the use of research evidence both within the profession and across disciplines, consistently suggest that research is less than influential in guiding practice decisions. This suggests practice may not be scientific. Furthermore, unscientific practice may be represented by the use of pseudoscientific and / or non-scientific therapies. Aim: The aim of this research was to explore professional knowledge and decision-making scaffolds in SLT clinical practice with special attention paid to scientific underpinnings. The intention was to gain an authentic understanding of the role of science in practice and thus, a deeper appreciation of the nature of SLT practice. Methodology and Methods: A mixed-methodology approach was undertaken targeting SLTs working in Ireland. The initial quantitative phase consisted of an electronic survey (n=271) focussing on therapy choices in disability and dysphagia, reasons for use and non-use of these therapies, and factors influencing decision-making. The subsequent qualitative phase utilised three focus groups (n = 48). Group one consisted of SLTs working in a disability setting, group two of SLTs working in an acute hospital setting and group three of SLTs working in a community setting. Data were analysed using a variety of techniques including descriptive statistics and inferential statistics for the survey data, and thematic analysis for the focus group data. Results: The therapies SLTs always-use in both areas of practice represent limited approaches to intervention. In disability, practice is effectively represented by seven high-use predominantly augmentative and alternative communication therapies; in dysphagia the three high-use therapies are mainly bolus modification techniques. A limited range of reasons explained use. Across all areas of practice and all therapies and techniques, client suitability and clinical experience dominated as the main reasons interventions were always used. The principal reasons for not using therapies were lack of training, lack of knowledge and lack of suitability. A clinical lifespan is suggested with early-years clinicians being most dependent on external sources, specifically colleagues, to inform decision-making. Clinicians in the middle years of their careers appear more autonomous while those in the later years appear to branch out to external sources again, most specifically research evidence. Disability and dysphagia clinicians are significantly different in their use of all reasons for use and non-use with the exception of clinical experience. Scientific reasons are not well represented in either area of practice. Moreover, there is an apparent disconnect between attitudes and practice. For example, respondents demonstrate clear research values generally but not when therapy-specific reasoning is explicated. Three main themes were identified from focus group data: practice imperfect; practice as grounded and growing, and; critical practice. Practice as defined by clinicians is grey-zoned, eclectic, experimental, developmental and pragmatic, being primarily pivoted upon a clinician’s tool bag and experimental practice. This tool bag is composed predominantly of population-specific experience and facilitates the clinician to construct individualised interventions. Clinicians demonstrate scientific thinking but do not automatically reference scientific scaffolds unless explicated. Conclusion: Clinical practice is narrowly defined being predominantly scaffolded upon a limited range of therapies and case evidence and practical evidence. Practice is also constructed by SLTs as experimental and flexible. Scientific practice as characterised by research evidence is not evident in this study, however clinicians may operate scientifically through the use of scientific behaviours including experimentation, trial and error and on-going learning. This understanding of practice has implications for the dominant model of evidence-based practice.
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Roulstone, Susan Elizabeth. "The child, the process & the expertise : identification of priority children from preschool referrals to speech and language therapy." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5450.
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This study concerns the decisions and expertise of speech and language therapists (sits) working with preschool children, in particular, the selection and prioritisation of newly referred youngsters for therapy. The literature review covers three aspects: the difficulties of identifying communication disorders in preschool children; the nature of speech & language therapy knowledge; the nature of the selection and prioritisation task. These three aspects provide the theoretical foundations of the study and gave rise to the selection of a multimethod and predominantly qualitative methodology. Using a series of knowledge elicitation tasks, the selection and prioritisation decision was explored. A small group of expert slts participated in semistructured interviews, case history analyses, focus group discussions and card sorting exercises. The results are summarised under three headings: the child, the process and the expertise. The study identifies areas considered significant in the discrimination of priority children. In particular, the co-consideration of the child's communication skills and the supporting communicative context emerged as the key categories. Features within these categories associated with priority and nonpriority children were identified. The process emerged as one whereby sits collected and evaluated baseline descriptions of the child and context. As these findings accumulated, they were judged as to their diagnostic and prognostic significance, as evidence of progress and as potential causes for sit concern. Substantial consensus was demonstrated between sits suggesting that the knowledge elicited emanated from a body of knowledge rather than being idiosyncratic. Even where variation occurred, patterns were evident, reflecting the possible existence of theories-of-action related to differing working contexts. The results are presented as theories-of-action which underpin slts decisions. As such they will be of support to junior sits in their understanding of the selection and prioritisation task and to more experienced slts in making their own decisions explicit.
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Nicoll, Avril. "Speech and language therapy in practice : a critical realist account of how and why speech and language therapists in community settings in Scotland have changed their intervention for children with speech sound disorders." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/27257.
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Healthcare professionals such as speech and language therapists are expected to change their practice throughout their career. However, from a practice perspective, there is a lack of knowledge around what practice change is, what it really takes, and why there are different trajectories. Consequently, therapists, managers and commissioners lack empirical evidence on which to base decisions about enabling practice change. In addition, intervention researchers lack basic sociological research around implementation that could inform their research designs, reporting and impact. This case-based sociological inquiry, underpinned by critical realist assumptions, was designed to address this knowledge gap. It includes a two-stage qualitative synthesis of 53 (then 16) studies where speech and language therapists explained the work of their practice in depth, and a primary qualitative study focused on one professional jurisdiction, children with speech sound difficulties (SSD). Forty two speech and language therapists from three NHS areas and independent practice in Scotland participated in individual interviews or self-organised pairs or focus groups to discuss in depth how and why they had changed their practice with these children. A variety of comparative methods were used to detail, understand and explain this particular aspect of the social world. The resulting theory of SSD practice change comprises six configured cases of practice change (Transforming; Redistributing; Venturing; Personalising; Delegating; Refining) emerging from an evolving and modifiable practice context. The work that had happened across four key aspects of this context (Intervention; Candidacy; Caseload; Service) explained what made each case possible, and how practice had come to be one way rather than another. Among its practical applications, the theory could help services plan more realistic practice change. In addition, the inductively developed layered model of SSD intervention change has the potential to contribute to speech and language therapy education as well as methodological discussions around complex interventions.
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Von, Wuhlisch Friderike Schmidt. "How can health literacy and client recall/memory of clinical information be maximised in the field of Speech-Language Pathology? : an exploratory study of clients and therapists in the Western Cape." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/2937.
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Includes abstract.Includes bibliographical references (leaves [157]-178).
The aims of this study were to (a) explore health literacy and information recall/memory of clients receiving Speech-Language Pathology treatment in Cape Town, and (b) to explore ways of maximising these factors in clients with dysphagia, voice disorders (including laryngectomies) and cleft lip and/or palate.
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Stanier, Jan. "Managing not mending : navigating end of life dysphagia care in adults with head and neck cancer : Speech & Language Therapists' experiences." Thesis, Queen Margaret University, 2017. https://eresearch.qmu.ac.uk/handle/20.500.12289/7446.
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To date there has been minimal published investigation into the experiences of Speech and Language Therapists in providing end of life dysphagia (swallowing) care to adults with head and neck cancer. In addition, the question of how Speech & Language Therapists are prepared to carry out this role and what they consider to be necessary in order to do this effectively has not been fully considered. This study aimed to make a contribution towards addressing this issue by adopting a qualitative approach, interviewing practising SLTs and providing an opportunity for them to discuss their experiences of working in this field. The research area aligned with a phenomenological methodology which was felt to be the most suitable approach to facilitate a detailed and rich description of their experiences. The intention was that the findings may inform future practice and professional education. Eleven participants consisting of two pilot participants, a focus group of three participants and six individual, main participants from across four health boards in Scotland took part in semi-structured interviews. Interview topics were identified from a broad initial literature search. An Interpretative Phenomenological Analysis approach was taken. The study revealed a wealth of rich data and four super-ordinate themes: ‘A risk worth taking’ ‘Under your skin’, ‘Communication isn’t always wonderful’ and ‘Trained and equipped’. The findings suggest that there is a considerable emotional impact on SLTs engaged in this type of work and that multi-disciplinary communication is not always effective. Finally, the findings suggest that there is currently a gap in professional training and support.
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Harris, Stephanie. "Factors Contributing to the Shortage of Speech-Language Pathologists in Utah Schools." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2039.pdf.
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Balliette, Corinne. "The Use of and Readiness for Speech-Language Telepractice in Medical Settings of Rural Areas of Nevada." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1571.
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This study was developed to investigate the readiness or willingness of providers, speech language therapists (SLPs), and patients to participate in telepractice for speech-language therapy services in rural areas of Nevada. Nevada has not ranked high in healthcare for several years and was noted to have low SLP to patient ratios, especially in rural areas of Nevada. A thorough literature review identified international and national studies that have shown resistance to telepractice expressed by patients and providers, but it has also shown an increase in interest post telepractice therapy. Nevada does not have current research on readiness to participate in telepractice medical settings of rural areas of Nevada, therefore a survey was developed to ask providers and patients for their opinions about participating in telepractice. Providers were selected using an online directory search, and patient participants were chosen at the discretion of the providers. A unique survey was presented to each type of participant (provider or patient) in order to compare opinions and readiness of each participant type. Specific questions related to voice and swallowing disorders were addressed. A large sample size was not obtained, but the researcher was able to make some associations to readiness to participate in telepractice and possible factors that may or may not have affected a participant’s opinion. Age of participants, type of internet used, availability of webcam, and area of the state did not appear to have an association with the readiness to participate in telepractice. A positive response rate to engaging in telepractice of 40% was noted across patients and providers. Though the participant sample size was small, there is still some indication that telepractice could be used to address the needs of patients who need speech-language therapy services in rural areas of Nevada.
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Stegeman, Joanna Cathleen. "Professional speech-language pathologists' perceptions of appropriate clinical dress." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1185801676.
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Taylor-Goh, Sylvia Margaret Eileen Josephine. "Are there similarities and differences in the content and process of clinical decision making by Biomedical Engineers, Occupational Therapists and Speech and Language Therapists when assessing for electronic assistive technology for adults with an acquired brain injury?" Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/are-there-similarities-and-differences-in-the-content-and-process-of-clinical-decision-making-by-biomedical-engineers-occupational-therapists-and-speech-and-language-therapists-when-assessing-for-electronic-assistive-technology-for-adults-with-an-acquired-brain-injury(b7744cee-d63f-4178-a6e8-c8bb9a99c680).html.
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Electronic assistive technology (EAT) is prescribed by different professionals. Little is known regarding how these professionals make prescription decisions or their perceptions of their specialist knowledge and role in the assessment process. Study Aims: • to explore the participants’ perceptions of their specialist knowledge and role (Study 1); • to investigate the similarities and differences in the content and process of clinical decision making (CDM) during assessment and prescription of EAT for adults with an acquired brain injury (Study 2). Design: A cross-sectional design employing concurrent think-aloud method and semi-structured interviews. Methods: Two standardised case scenarios were presented to participants asked to think aloud their assessment of the patient (Study 2). A semi-structured interview followed (Study 1). Verbal data underwent thematic and analytic coding. The analytic coding underwent statistical analysis to explore the usage differences of the decision making processes between the professions. Decision process graphs (DPG) were drawn to explore whether there were patterns of use of the CDM processes according to level of expertise. Subjects: A purposive sample of 60 participants (BE, n=20; OT, n=20; SLT n=20) from assistive technology centres and brain injury units across England. Results: The CDM content was similar across the professions. The hypothetico-deductive model of decision making was used and two further stages, “cue implication” and “hypothesis implementation” emerged from the data. Patterns were observed in the DPG, which may be associated with differences in the CDM process according to levels of expertise. Participants’ reported profession-specific differences in their specialist knowledge and role, which were not clearly evident from the Study 2 results. Conclusions: The content and process of clinical decision making was similar across the three professions, though profession-specific specialist knowledge and role differences were reported by the participants. Level of expertise may affect the CDM process but did not affect the final prescription.
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Reynolds, Michele K. "Early intervention services in the natural environment." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236377.
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The purpose of this study was to investigate the different perspectives of familycentered, natural environment early intervention programs. Specifically, the family's perception of early intervention services were compared to that of the speech-language pathologists' (SLPs) perception of these programs. The perspectives of the speech language pathologist and the families receiving early intervention services were explored to determine the overall satisfaction with the current early intervention model and practices, related to the assessment procedures and intervention practices utilized by the SLP. Results of this research study indicated that the parents of children with special needs are generally satisfied with the early intervention services being provided to their child and family. Respondents of the speech-language pathologist survey indicated that the current service model is appropriate and useful when working with the majority of families receiving early intervention services. Strengths and weaknesses of the familycentered, natural environment early intervention program are further discussed.Department of Speech Pathology & Audiology
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Hurburun, Anita L. Jibodh. "An exploratory study aimed to determine the efficacy of an assessment battery designed to examine oral English language acquisition in refugee and migrant children." Click here to access this resource online, 2008. http://hdl.handle.net/10292/436.
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The process of migration has resulted in population growth and contributed to the transformation of New Zealand. Migrant and refugee children face many adjustment factors and their ease in resettling in New Zealand is largely dependent on their ability to learn English. Migration stress, change, trauma and loss may result in psychological difficulties which in turn may affect their resettling and learning. The Ministry of Education and other professionals work together to enhance the quality of their service provision to facilitate easier adjustment, resettlement and effective learning for these children. An adequate assessment battery for speech language therapists to assess migrant and refugee children, is presently lacking in New Zealand. Therapists currently use various assessments, with the assistance of interpreters. The New Zealand Speech Therapists’ Association (NZSTA), in accordance with speech therapists in Group Special Education (GSE), strongly supports the need for research with these groups and the development of an appropriate assessment battery. This exploratory study aimed to determine an assessment battery for use in examining English language acquisition in refugee and migrant children and to highlight the benefit of using measurement tools that determine incremental change over time in contrast to the use of monolingual psychometric tests. The study explored a selected assessment battery and gathered data in five main focus areas, namely: cognition, language, trauma, classroom behaviour, developmental and birth information. Eligible children were those who did not have physiologically - impaired cognitive abilities. Eight cases, four refugee and four migrant students, were selected by convenience sampling. All participants were children selected from primary school 1 (three refugees and three migrants) and primary school 2 (one refugee and one migrant) primary schools, aged approximately (5-8 years). Participants included four male and four females, refugee and migrant children, and those with both high and low English ability. Based on the study’s results, recommendations were made to refine the test battery, which included test modification. For example, the use of the trauma measurement tool only if there is prior evidence of trauma, the inclusion of a larger test population who have a common primary language to allow for cost effective interpreter use and to also allow for generalisations to be made, the inclusion of an assessment of the children’s primary language in order to determine the relationship, development and acquisition of the child’s second language with reference to his/her development and skills in his native language. All of the refugee children and 3 migrant children displayed slower processing time during the administration of the tests. Migrant parents were quicker in test completion as compared to refugee parents. They displayed differences in family size, contact with extended family, socioeconomic status and educational level. Migrant children produced sentences that included correct word order and sequence whilst refugee children produced sentences that lacked adequate word order or lacked articles and determiners. The study found the proposed test battery was an effective choice for use in the assessment of both migrant and refugee children, as the battery allows for dynamic assessment of children from diverse groups and this proved to be an unbiased means of assessing their English language and cognitive skills. Recommendations are made for future, more-extensive research. These findings provide information about appropriate and reliable language acquisition tests that measure incremental change with time. This study will contribute to a developing knowledge base for speech-language therapists who work with migrant or refugee children. Effective assessment on which to base tailored language programmes will assist them to optimise their experience in New Zealand schools and enhance their English language skills.
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Trottier, Haley C. "THE EFFECT OF SPEECH THERAPIST PRESENTATION STYLE ON RATINGS OF SATISFACTION WITH THERAPIST AND LIKELY ADHERENCE TO TREATMENT." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1461332893.
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Mickuvienė, Janina. "Tėvų ir logopedų nuomonė apie logopedinės pagalbos teikimą vaikams, turintiems kalbėjimo ir kalbos sutrikimų." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140717_154643-35516.
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Tyrimo objektas – tėvų ir logopedų nuomonė apie logopedinės pagalbos teikimą vaikams, turintiems kalbėjimo ir kalbos sutrikimų.
Tyrimo tikslas – išsiaiškinti, tėvų ir logopedų nuomonę apie logopedinės pagalbos teikimą vaikams, turintiems kalbėjimo ir kalbos sutrikimų.
Uždaviniai:
1. Atlikti mokslinė literatūros analizę apie logopedo teikiamos pagalbos būdų įvairovę.
2. Empirinio tyrimo metu išsiaiškinti kokius metodus taiko logopedai, įveikdami vaikų kalbėjimo ir kalbos sutrikimus.
3. Atskleisti su kokiais sunkumais susiduria logopedai tiesioginiame darbe.
4. Išsiaiškinti tėvų nuomonę apie teikiamą logopedinę pagalbą.
5. Palyginti tėvų ir logopedų nuomonę apie teikiamą logopedinę pagalbą.
Pagrindinės empirinio tyrimo išvados:
1. Empirinis tyrimas rodo, kad logopedai vaikų kalbėjimo ir kalbos sutrikimams įveikti taiko tokius metodus:
• Tradicinius mokymo metodus - skaitymą, rašymą, pasakojimą, atpasakojimą ir pratybų sąsiuvinį;
• Aktyvius mokymo(si) metodus– darbą grupėmis ir vaikų pašnekesiai, dėlionės pagal seką, bendraamžių paramą;
• Siekiant pakeisti situaciją dirbant su vaikais taiko – bendrosios ir smulkiosios motorikos lavinimą, vizualizavimą, vaizdingą kalbą, vaikų patirties įtraukimą, vaizduotės skatinimą, pojūčių naudojimą, piešimą, muziką ir konstravimą.
2. Paaiškėjo, kad logopedai dažniausiai susiduria su tokiais sunkumais darbe: maži kabinetai, darbo priemonių trūkumas, taip pat bendradarbiavimo su kolegomis ir patirties pasidalijimo.
3. Tėvų nuomone, jų vaikas... [toliau žr. visą tekstą]The work carried out an analysis of documentsgoverningtheoretical special education and speech therapists’ work, speech therapy assistance methods and techniques, cooperation of speech therapists and parents. The main conclusions of the empiric research: 1. Empiric research shows, that in order to overcome children‘s speech and language disorders speech therapists use the following methods: • Traditional teaching methods–reading, writing, narration, a recital and exercise books; • Active teaching (learning) methods – work groups and children‘s conversations, doing puzzles in the order, peer support; • In order to change a situation use – general and fine motor training, visualization, evocative language, inclusion of children's experience, imaginative promotion, use of the senses, drawing, music and construction. 2. It appeared that speech therapists are most often faced with the difficulties at work like: small rooms, lack of working tools and also cooperation with colleagues and sharing experience. 3. Parents think, their child receives all the necessary assistance, basically, all the parents are satisfied with the quality of speech therapy classes, but they would prefer to have more classes. 4. Comparing parents’ and speech therapists approach, who else except speech therapists assist the children with speech and language disorders, a pattern was revealed that both, parents and speech therapists, usually take a passive means of communication, i.e. during meetings... [to full text]
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Bending, Hazel Ruth. "Becoming a speech and language therapist : a qualitative exploration of the experiences of male speech and language therapy students and early career professionals." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8481.
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At present there are approximately 13,000 registered speech and language therapists, the majority of these are female. The current ratio of male to female professionals in the United Kingdom stands at 3:100. A decade ago, the figure stood at 1.9% (Sheridan 1999), indicating that in recent years, the number of male professionals has been gradually rising, however, this figure remains low in comparison to other professions within the health and education sectors. Previous research has offered explanations for the lack of diversity in the profession (Greenwood et al 2006, McAllister and Neve 2005), citing poor remuneration, employment opportunities and knowledge base of the profession; this has resulted in few men choosing to enter the profession. In addition, it means that male students are likely to find themselves as the sole male in a cohort of students. The minority status that such a position entails is thought to lead to negative consequences, reduced motivation and feelings of isolation (Boyd and Hewlett 2001). This research examined the everyday lived experiences of being a male student speech and language therapist in order to develop an understanding of how they constructed their professional identity and to ascertain whether their gender identity influences this journey. Twelve male speech and language therapy students and early career professionals were interviewed with a semi-structured format through a variety of mediums. The participants shared their stories and experiences of being a speech and language therapy student in both the university and clinical settings. The participants shared their experiences of isolation and of dealing with the assumptions that other professionals made about their position within the speech and language therapy profession and these experiences were reported to have had an effect on both their training and their positioning within the wider profession.
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Twidwell, Robert E. "The Impact of a Therapist's Language in Computer-Mediated Communication." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3093.
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Background: Nearly 45 million adults in the United States live with a mental health disorder and only 43% of them seek treatment. One of the major barriers to seeking treatment is accessibility and can be addressed through telepsychology, or providing services with technology. With technological improvements in written communication, using computer-mediated communication (CMC; e.g. text messaging) has become more regularly used and examined in healthcare. To date, little research has focused on the use of practitioner language in telepsychology.
Method: Two samples (university sample and national sample) totaling 396 participants were asked to rate a therapist on attractiveness (i.e. likability and sociability), expertness, and trustworthiness after reading one of four text-message introductions. The messages varied in the language used: Jargon, jargon with layman explanations, layman only, and text speak.
Analysis: The participants’ ratings of the therapist were analyzed using analysis of variance to examine differences between the rating means.
Results: University participants rated a therapist higher in attractiveness when the text-message used layman language only compared to jargon, jargon with layman, and text speak. Both samples rated the therapist lower in attractiveness, expertness, and likelihood to use services of therapist when the text-message contained text speak.
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Warden, Jocelyn Amy. "The lived experience of being a speech-language therapist in the Western Cape public health service." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/2938.
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Mount, Cameron D. "Therapists' Perceived Influence of Language: Second Language Spanish Speaking Therapists with Native Spanish-Speaking Clients." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1872.pdf.
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Jordan, Nina L. "Inclusive Education: Related Services Providers' Perceptions of their Roles and Responsibilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7973.
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Studies that expressly define the roles of related service providers in inclusive schools are limited. The purpose of this phenomenological study was to examine the lived experiences of related service providers, specifically occupational therapists, physical therapists, and speech and language pathologists, who practice in an inclusive education setting. An objective was to examine their attitudes and beliefs toward inclusion. This study used role theory as the theoretical framework. Tenets of role theory were used to explain how related service providers have come to understand their roles and responsibilities in the inclusion setting. Purposeful and snowball sampling yielded 10 participants who participated in semi-structured interviews. Data were analyzed using a multistep, phenomenological analysis method. The participants' descriptions of their involvement in inclusion revealed 7 themes: Expert/consultant, evaluator, direct service provider, mainstreaming, methods of collaboration, member of a multidisciplinary team, and documentation. Findings suggest a strong correlation between the perceived roles of the participants and the generic roles reported in the literature. Three themes emerged from their descriptions of their attitudes toward inclusion: general definition of inclusion, social/behavioral effects on inclusion, and barriers to inclusive education. The participants' views on the behavioral and social impact of inclusive education were mixed. Findings inform stakeholders about the day to day experiences of related service providers in an inclusion setting. This study represents a steppingstone toward increasing awareness of school-based professionals' contributions to the educational experience of special education students.
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Cigaitė, Eglė. "Daugiakalbių vaikų kalbos sutrikimų atpažinimas ir pagalbos teikimo metodai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140717_154752-74040.
Full textAbstract:
Šiame darbe nagrinėjami daugiakalbių vaikų kalbos sutrikimų atpažinimo ir pagalbos teikimo metodai. Tyrimo tikslas – išnagrinėti daugiakalbių vaikų kalbos sutrikimus, jų atpažinimo metodus ir parengti logopedinės pagalbos modelį. Atliktas kokybinis tyrimas, iš dalies struktūruoto interviu forma apklausiant daugiakalbių vaikų, turinčių kalbos sutrikimų, tėvus. Interviu metu gauti duomenys išanalizuoti ir jais remiantis sudarytas pasirinkto atvejo logopedinės pagalbos modelis.
Pirmajame skyriuje nagrinėjami tipinės daugiakalbių vaikų kalbos raidos ypatumai, aptariamos svarbiausios šios srities sąvokos, daugiakalbystės reiškinio įvairialypiškumas. Darbe analizuojama tipinė daugiakalbių vaikų kalbos raida, gimtosios, antrosios ir užsienio kalbos įsisavinimas, analizuojami dvikalbių/daugiakalbių vaikų kalbos sutrikimai, lyginant juos su vienakalbių vaikų kalbos sutrikimais, atskleidžiama tėvų pagalbos reikšmė ugdant daugiakalbį vaiką. Remiantis psicholingvistiniais tyrimais, teigiama, kad daugiakalbystė yra vienas iš svarbiausių veiksnių, veikiančių vaiko kalbos raidą ir plečiančių jo pasaulio sampratą (Hoff, 2002).
Antrajame skyriuje aptariami daugiakalbių ir dvikalbių vaikų kalbos sutrikimų įveikimo modeliai, įvardijami, teikiant lgopedinę pagalbą, kylantys sunkumai, pažymima specialistų ir tėvų bendradarbiavimo būtinybė, logopedų profesinio bendradarbiavimo, ugdymo įstaigų, teikiančių pagalbą dvikalbiams vaikams, turintiems kalbos sutrikimų, reikšmingumas. Daugiakalbystės ir... [toliau žr. visą tekstą]The objective of this master thesis is to examine language disorders in speech-impaired children from multilingual families, and to contribute to the development of intervention methods to improve the language and speech development of these children. The main reason for bilingualism and multilingualism in children and families today is migration and living in new socio-cultural environment. Hypothesis: speech therapist, recognizes multilingual children’s language disorders and focuses using the appropriate methods of assistance, in collaboration with parents and speech therapist’s professionals, not only helping the child to overcome language problems, but also enhancing his communication skills. The work is based on partially structured interviews with eight parents of multilingual children with speech and language disorders using Skype program. Information obtained from these interviews were analyzed and used to develop a language and speech improvement model. The most important empirical conclusions that were drawn are: The characteristics of speech disorders in bilingual and multilingual children do not differ from speech disorders occurring in monolingual children. However, the speech disorders of bilingual and multilingual children may be more pronounced and more complex than those of monolingual children. Therefore, the treatment of speech disorders of bilingual and multilingual children may be more difficult, more complex, and more time-consuming than the treatment... [to full text]
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Isaksson, Emelie, and Lindgren Sara Nordberg. "Kommuners hjälp för barn med språkstörning : En intervjustudie om hjälp som finns att få i större respektive mindre kommuner för barn med språkstörning." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13195.
Full textAbstract:
I samhället idag framkommer det allt fler barn som har någon form av språkstörning. Kunskapen bör därför hållas uppdaterad bland logopeder och talpedagoger med flera och att det även finns tillgång till stöd och hjälp för dessa barn. Kommunens översikt över behovet av hjälp är också viktigt för att barnen ska få de bästa möjliga förutsättningarna. Kommunen bör sedan göra det som krävs för att hjälpen för barn med språkstörning ska finnas tillgänglig i kommunen. I denna studie är vårt syfte att se vad det finns för hjälp för barn med språkstörning i olika kommuner och om hjälpen skiljer sig åt beroende på om kommunen är större eller mindre. Den frågeställning vi valt till denna undersökning är: Skiljer sig hjälpen åt för barn med språkstörningar i större respektive mindre kommuner och i så fall varför? Denna studie är kvalitativ och består av en strukturerad intervju. Frågorna har här bestämts i förväg och skickats ut till sju olika kommuner som är strategiskt utvalda. Den strukturerade intervjun har skickats iväg till kommunerna via mejl tillsammans med ett missiv efter ett telefonsamtal med oss där vi ville ha ett godkännande till att skicka frågeformuläret och missivet till dem. Resultatet visade på att större kommuner har språkförskolor medan mindre kommuner inte har inrättat några, men det visade också på att vissa större kommuner inte heller har någon sådan verksamhet. Resultatet visade också på att orsaker till att mindre kommuner inte har någon språkförskola är att barnantalet är för litet eller att de inte har så många barn med språkstörning i kommunen så att det skulle löna sig att ha denna verksamhet.
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Khan, Farhana. "Auditory processing disorders: training curriculum for communication pathologists within the South African context." Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/23990.
Full textAbstract:
This study examined the nature of the undergraduate curricula for Auditory Processing Disorders (APD) for communication pathologists (speech-language therapists and audiologists) within the South African context. An exploratory descriptive survey design was utilised. The respondents were the authoritative voices in the area of APD, i.e. academics based at training institutions involved in the training of Speech-Language Therapists and Audiologists in the field of APD. They represented five of the six South African training institutions training speech-language therapists and audiologists. Information on the training programmes offered in APD was obtained with the use of a specifically designed questionnaire. This was further supplemented by copies of the course descriptors and / or study guides supplied by the respondents from the respective training institutions. A curriculum analysis framework was utilised to analyse the curricula (Jansen&Reddy, 1998). The findings of the study indicated that the curricula offered in APD at all training institutions compared well to current research and literature in the field of APD. However, information was not transparent on how the South African social and contextual issues were incorporated into training in APD. The researcher proposed that the curricula currently in use did not require major changes but appropriate amendments are required to be considered. The critical paradigm of inquiry was advocated to be used when training in the area of APD. Additionally, the researcher motivated for and recommended additions to the curricula on APD to address the South African situation as an essential part of the curriculum. The researcher’s principle guideline for amending the curricula was to incorporate these issues into the training based on the adoption of an ecological approach to assessment and remediation of APD.Dissertation (M(Communication Pathology))--University of Pretoria, 2005.
Speech-Language Pathology and Audiology
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