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Journal articles on the topic 'Speeck and language therapists'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

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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5

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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REA, PRISCILLA, and SHEILA RYAN. "Speech and language therapists as reflective practitioners." International Journal of Language & Communication Disorders 30, S1 (October 1995): 56–62. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01642.x.

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Butcher, Peter, Lesley Cavalli, and Annie Elias. "Sharing psychological skills with speech and language therapists." Clinical Psychology Forum 1, no. 231 (March 2012): 10–13. http://dx.doi.org/10.53841/bpscpf.2012.1.231.10.

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A description is given by a clinical psychologist and two speech and language therapists of common psychological processes associated with psychogenic voice disorder. It is suggested that voice therapy will be more successful when these factors are fully appreciated and voice therapists include psychological assessment and treatment strategies within their therapeutic programme. A course of training in cognitive behavioural therapy (CBT) for voice therapists is then described, along with outcome findings.

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13

Skuratovskaya, Marina, Tatyana Klimova, Natalya Fedko, and Natalya Mayatskaya. "Psychophysiological readiness of students to work in the field of clinical speech therapy." SHS Web of Conferences 70 (2019): 10011. http://dx.doi.org/10.1051/shsconf/20197010011.

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The professional training of a clinical speech therapist traditionally focuses on the formation of professional competencies, motivation, and the ability to develop professionally, while the problems of coping with chronic emotional stress are common causes of professional deformations in them. It has been suggested that a high level of speech therapist’s readiness for professional activities, along with the individual typological characteristics of the personality described in the professiogram, is positively associated with a number of psychophysiological characteristics. An empirical study of personality traits, psychoemotional state, psychophysiological reactions, the adaptability of speech therapists (N = 56) was carried out using the psychophysiological testing device “UPFT-1/30 Psychophysiologist” (“Medicom MTD”). For the survey of teachers of three Russian state universities (N = 37), providing education clinical speech and language therapists were used the methods of analytical professiogramme E. M. Ivanova.

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McRae, Jackie, Elizabeth Montgomery, Zoë Garstang, and Eibhlin Cleary. "The role of speech and language therapists in the intensive care unit." Journal of the Intensive Care Society 21, no. 4 (September 30, 2019): 344–48. http://dx.doi.org/10.1177/1751143719875687.

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National guidance recommends the involvement of speech and language therapists in intensive care particularly for those requiring tracheostomy and ventilation. However, the role of speech and language therapists is poorly understood especially in the context of critical care. This article aims to increase awareness of the background training and skills development of speech and language therapists working in this context to demonstrate their range of specialist abilities. Speech and language therapists support and enhance the process of laryngeal weaning alongside the rehabilitation of speech and swallowing as part of the multidisciplinary team. Examples are provided of the types of interventions that are used and technological innovations that may enhance rehabilitation of oropharyngeal impairments.

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15

Becton, Aisling. "Collaboration Between Teachers and Speech and Language Therapists: A Local Study." Journal of Clinical Speech and Language Studies 9, no. 1 (September 1, 1999): 57–77. http://dx.doi.org/10.3233/acs-1999-9106.

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There is a growing body of literature which documents the benefits of collaboration between teachers and speech and language therapists. To date, there is little evidence of collaboration in the Irish education and health services. This paper presents the results of a small-scale study of Irish primary teachers’ awareness of pupils with speech and language difficulties. The results of the study suggest that very few Irish primary teachers have actually made a referral to a speech and language therapist or have had contact with a therapist about a pupil. Difficulties that exist with the current arrangements between education and health services in Ireland are highlighted. Some possible courses of action to help bring about closer working practices are suggested.

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16

Bankier, M. "Audit: a Manual for Speech and Language Therapists." Quality and Safety in Health Care 3, no. 1 (March 1, 1994): 61–62. http://dx.doi.org/10.1136/qshc.3.1.61-b.

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Williams, Timothy H. "Inappropriate sexual behaviour experienced by speech-language therapists." International Journal of Language & Communication Disorders 34, no. 1 (January 1999): 99–111. http://dx.doi.org/10.1080/136828299247667.

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BEBBINGTON, DIANE. "Are speech and language therapists leaving the profession?" International Journal of Language & Communication Disorders 30, S1 (October 1995): 12–24. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01634.x.

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JOHN, ALEXANDRA, PAMELA ENDERBY, and MARINA SLOAN. "An outcome measure for speech and language therapists." International Journal of Language & Communication Disorders 30, S1 (October 1995): 67–69. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01644.x.

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20

Bradley, P. J., P. Counter, A. Hurren, and H. C. Cocks. "Provision of surgical voice restoration in England: questionnaire survey of speech and language therapists." Journal of Laryngology & Otology 127, no. 8 (July 3, 2013): 760–67. http://dx.doi.org/10.1017/s0022215113001382.

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AbstractAim:To conduct a questionnaire survey of speech and language therapists providing and managing surgical voice restoration in England.Method:National Health Service Trusts registering more than 10 new laryngeal cancer patients during any one year, from November 2009 to October 2010, were identified, and a list of speech and language therapists compiled. A questionnaire was developed, peer reviewed and revised. The final questionnaire was e-mailed with a covering letter to 82 units.Results:Eighty-two questionnaires were distributed and 72 were returned and analysed, giving a response rate of 87.8 per cent. Forty-four per cent (38/59) of the units performed more than 10 laryngectomies per year. An in-hours surgical voice restoration service was provided by speech and language therapists in 45.8 per cent (33/72) and assisted by nurses in 34.7 per cent (25/72). An out of hours service was provided directly by ENT staff in 35.5 per cent (21/59). Eighty-eight per cent (63/72) of units reported less than 10 (emergency) out of hours calls per month.Conclusion:Surgical voice restoration service provision varies within and between cancer networks. There is a need for a national management and care protocol, an educational programme for out of hours service providers, and a review of current speech and language therapist staffing levels in England.

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21

Carlton, Sian. "Speech and language therapy." Morecambe Bay Medical Journal 2, no. 9 (September 2, 1996): 295–300. http://dx.doi.org/10.48037/mbmj.v2i9.1041.

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Speech and language therapy is primarily concerned with assessment, diagnosis and clinical management of communication difficulties, which can occur across a wide age range, and may be congenital, developmental or acquired. Some therapists are also qualified to work with certain types of swallowing difficulties. This article describes speech and language therapy and swallowing therapy for adults with acquired disorders associated with stroke, in the Lancaster district.

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Cesa, Carla Ciceri, and Helena Bolli Mota. "Augmentative and alternative communication: from qualification to speech, language and hearing science clinical practice." Revista CEFAC 19, no. 4 (August 2017): 529–38. http://dx.doi.org/10.1590/1982-021620171943117.

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ABSTRACT Purpose: to investigate the qualification of the speech language and hearing therapists and their clinical performance with Augmentative and Alternative Communication. Methods: a descriptive, transversal, individual and contemporary study. Data were collected through a questionnaire, filled by twenty-four speech therapists, selected by a convenience sample. Content analysis was chosen for data study. Results: regarding access to the information media, all speech therapists in the sample presented the initiative to supply the absence of language training with Augmentative and Alternative Communication by different means. Regarding the dual focus on intervention, all speech therapists were favorable to this practice. However, according to experience, they reported resistance from the family, school and other therapists. The results showed two different types of introduction implementation and use of Augmentative and Alternative Communication, predominantly formed by strategies contemplating the pragmatic use of language through the contextualization of significant activities for the user. The other way used the Picture Exchange Communication System. Conclusion: the speech-language and hearing therapists in the present study inserted different interlocutors in the intervention, guided by implicit or explicit linguistic principles, by theoretical frameworks specific to the area of Augmentative and Alternative Communication knowledge, by global neuromotor elements and, finally, by principles of functionality and general wellness.

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Lucas, Sibylle, Marie-Laure Simon, and Thi Mai Tran. "Communication orthophoniste / adulte avec aphasie : contribution de l'analyse de corpus à la conscientisation des postures langagières professionnelles dans le soin." Travaux neuchâtelois de linguistique, no. 74 (January 1, 2021): 67–82. http://dx.doi.org/10.26034/tranel.2021.2916.

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This study focuses on the analysis of verbal interactions in clinical contexts between aphasic adults and speech therapists. Seven speech therapists were invited to record a conversational exchange with one of their patients and to analyze their interacting communication behaviors using an observation grid, based on the watching of a video clip and the reading of its transcription. In this interaction analysis protocol, the speech therapist's attention was not focused on the patient's productions but on his or her own contribution to the exchange. The results show that the recording and the transcription of corpora of natural exchanges contribute to the speech therapist's awareness of his or her language posture and opens up prospects for the improvement of professional practices in healthcare.

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Nababan, Maria Kartika. "Speech Act of "Touch" Therapy in the Intervention Service Foundation For Autism and Developmental Delay (YISADDI) in the Method of Traffic Light Games." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 4 (November 4, 2019): 68–78. http://dx.doi.org/10.33258/birle.v2i4.493.

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An autistic is a child of his own world. They experience interference in verbal and nonverbal language. Therapy given to children with autism is one of the right treatments to help them understand the right language and behavior. This study aims to describe the form and function of speech acts, speech action strategies, speech act selection, and achievement of therapist's "tactile" speech acts in clinical interventions for autistic children using the red light, green light play method. This study uses a qualitative approach with a clinical pragmatic approach. The results of the study are as follows. First, the clinical intervention therapist for children with autism uses a simple type of directive action and consists of one word, namely commanding speech, inviting / encouraging, rejecting / prohibiting, asking, and agreeing as well as expressive speech acts, namely expressions of praise and gratitude. Second, the therapist's language action strategy is a direct speech strategy by calling, giving instructions, and using visuals or models. Third, the therapy chooses speech acts using the S.P.E.A.K.I.N.G component with the help of PEC or compic media for effective communication. Fourth, therapists use speech acts that are accompanied by facial expressions, intonations, pats on the child's body so that children with autism are more focused and understand the purpose of communication.

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JORDAAN, HEILA, and ALICE YELLAND. "Intervention with multilingual language impaired children by South African speech-language therapists." Journal of Multilingual Communication Disorders 1, no. 1 (January 2003): 13–33. http://dx.doi.org/10.1080/1476967031000102959.

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Sultana, Nasrin, Asma Begum Shilpi, Dilara Begum, and Naila Zaman Khan. "Developmental Therapy – A Generic Professional Expertise within Child Development Centers in Bangladesh." Malaysian Journal of Medical and Biological Research 9, no. 1 (June 20, 2022): 21–28. http://dx.doi.org/10.18034/mjmbr.v9i1.633.

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The Developmental Therapist (DT) is a unique professional training in occupational therapy, physiotherapy, and speech and language therapy. There is unmet demand for developmental therapists in Bangladesh to manage the increasing number of childhood disabilities. However, no academic institute provides training for Developmental therapists in Bangladesh. This paper explains a three-month structured training program for the exercise of the developmental therapist. After completing this training, the DTs gained some essential skills which help them to assess the functional development of children with neurodevelopmental disabilities, identify their problems and provide appropriate management.

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Ackermann, Pauline. "Letter from Irish Association of Speech and Language Therapists." Journal of Clinical Speech and Language Studies 16, no. 1 (September 1, 2008): 3. http://dx.doi.org/10.3233/acs-2008-16102.

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Seki, Keiko. "Approaches to cognitive dysfunction by speech-language-hearing therapists." Higher Brain Function Research 28, no. 3 (2008): 276–83. http://dx.doi.org/10.2496/hbfr.28.276.

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Jackson, Bianca N., Suzanne Carolyn Purdy, and Helena Cooper-Thomas. "Professional expertise amongst speech-language therapists: “willing to share”." Journal of Health Organization and Management 31, no. 6 (September 18, 2017): 614–29. http://dx.doi.org/10.1108/jhom-03-2017-0045.

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Purpose The current healthcare environment provides several challenges to the existing roles of healthcare professionals. The value of the professional expert is also under scrutiny. The purpose of this paper is to generate a construction of professional expertise amongst practitioners in the current healthcare environment. It used the speech-language therapy community in New Zealand (NZ) as an example. Design/methodology/approach Speech-language therapists currently practicing in NZ completed an online survey including qualitative and quantitative components. The range of experience and work settings of participants (n=119) was representative of the workforce. Findings Participants clearly identified being “highly experienced” and “having in-depth knowledge” as essential elements of professional expertise. Thematic analysis generated two interconnected themes of a professional expert being a personal leader and teacher, and a highly experienced, knowledgeable and skilful practitioner. Additionally, practitioners needed to be seen to contribute to the community in order to be known as experts. Clinical practice was valued differently from research generation. Originality/value This study is novel in exploring a construction of professional expertise amongst practitioners in a current healthcare community. Within that community, experts could be viewed as highly effective practitioners that visibly contribute to the professional community. The study draws attention to the role of reputation and the impacts of being a clinical teacher or leader compared with pursuing a research role. This could be particularly relevant in the promotion of evidence-based practice.

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Brumfitt, Shelagh. "Quality of life issues for speech and language therapists." International Journal of Therapy and Rehabilitation 11, no. 7 (July 2004): 302. http://dx.doi.org/10.12968/ijtr.2004.11.7.13354.

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31

HUNTER, ANN. "Communicating Quality — Professional Standards for Speech and Language Therapists." Physiotherapy 77, no. 11 (November 1991): 785. http://dx.doi.org/10.1016/s0031-9406(10)62076-7.

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Speake, Jane. "Book Review: Royal College of Speech and Language Therapists." Child Language Teaching and Therapy 22, no. 3 (October 2006): 362–64. http://dx.doi.org/10.1177/026565900602200310.

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Miller, Carol. "Teachers and speech and language therapists: a shared framework." British Journal of Special Education 26, no. 3 (September 1999): 141–46. http://dx.doi.org/10.1111/1467-8527.t01-1-00126.

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Robinson, H. Fiona, and Reg Dennick. "Teaching laryngeal endoscopy skills to speech and language therapists." Current Opinion in Otolaryngology & Head and Neck Surgery 23, no. 3 (June 2015): 197–201. http://dx.doi.org/10.1097/moo.0000000000000163.

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Kerr, J., R. Butterworth, and P. Bath. "Speech and language therapists should have participated in study." BMJ 312, no. 7036 (April 13, 1996): 972. http://dx.doi.org/10.1136/bmj.312.7036.972b.

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Maviş, İlknur, Kenneth O. St. Louis, Sertan Özdemir, and Bülent Toğram. "Attitudes of Turkish speech and language therapists toward stuttering." Journal of Fluency Disorders 38, no. 2 (June 2013): 157–70. http://dx.doi.org/10.1016/j.jfludis.2013.03.002.

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Lyons, Rena, and Libby Kinneen. "A Case for Contracting in Speech and Language Therapy Practice." Journal of Clinical Speech and Language Studies 16, no. 1 (September 1, 2008): 94–101. http://dx.doi.org/10.3233/acs-2008-16109.

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In recent years, health services have moved towards a social model in the delivery of health care, in which clients and professionals are equal partners. Our initial hypothesis was that although many therapists are familiar with the concept of contracting, few employ systematic methodologies to engage with clients in a way that fosters this equal partnership. This paper discusses the need for more careful contracting in the therapy process. This discussion is based on an ongoing study following up groups of therapists who participated in contracting training. The key findings are that therapists need to learn how to contract but more importantly, may need to re-visit core values and beliefs.

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Flippin, Michelle, and Debbie L. Hahs-Vaughn. "Parent couples’ participation in speech-language therapy for school-age children with autism spectrum disorder in the United States." Autism 24, no. 2 (July 9, 2019): 321–37. http://dx.doi.org/10.1177/1362361319862113.

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This study examined parent couples’ participation in and satisfaction with speech-language therapy for school-age children with autism spectrum disorder in the United States. Responses from 40 father–mother couples ( n = 80 parents) were examined across therapy components (i.e. parent–therapist communication, assessment, planning, and intervention). Descriptive frequencies, chi-square tests, intraclass correlations, and dyadic multilevel modeling were used to examine participation across fathers and mothers and within parent couples. Compared to mothers, fathers communicated less with therapists and participated less in assessment and planning. Fathers also had lower satisfaction than mothers with parent–therapist communication and planning. Although few parents participated in school-based therapy sessions, 40% of fathers and 50% of mothers participated in homework. However, few parents received homework support from therapists. Results are discussed in terms of clinical implications for interventionists to more effectively engage both fathers and mothers in family-centered speech-language therapy for school-aged children with autism spectrum disorder.

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Mumby, Katharyn, Audrey Bowen, and Anne Hesketh. "Apraxia of speech: how reliable are speech and language therapists' diagnoses?" Clinical Rehabilitation 21, no. 8 (August 2007): 760–67. http://dx.doi.org/10.1177/0269215507077285.

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Marshall, Julie, Juliet Goldbart, and Julie Phillips. "Parents' and speech and language therapists' explanatory models of language development, language delay and intervention." International Journal of Language & Communication Disorders 42, no. 5 (January 2007): 533–55. http://dx.doi.org/10.1080/13682820601053753.

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Edwards, Sandra, and John Hanley. "Survey of Interdisciplinary Activity between Occupational Therapists and Speech Language Pathologists in the Public Schools." Occupational Therapy Journal of Research 12, no. 1 (January 1992): 35–49. http://dx.doi.org/10.1177/153944929201200103.

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A national survey was conducted to study the interdisciplinary activities between occupational therapists and speech language pathologists in the public schools. The purposes of the study were twofold: 1) to determine as much as possible about how, when, and where these professional groups collaborated in their therapeutic assessment intervention and communication, and 2) to determine those perceived barriers to interdisciplinary activity. Analysis of the data from 344 (66%) occupational therapists and 255 (47%) speech language pathologists (n = 528 and n = 545, respectively), revealed amazingly similar responses. This survey of occupational therapists and speech language pathologists in the public schools was done after completing a national survey of the same professional groups working in the medical setting. Results indicated that occupational therapists and speech language pathologists in the public schools engage in interdisciplinary cooperative planning and treatment infrequently, yet they reported these activities to be very valuable. The interdisciplinary activities as reported by 96% of the speech language pathologists and 59% of the occupational therapists are self-instigated as opposed to being facilitated by their job description or by administrative directive. These clinicians expressed positive benefits from interdisciplinary activity because it allows for a broad exchange of information, enhancement of one's education, and improvement in the quality of therapy. The primary factors perceived to limit interdisciplinary activity were similar to those perceived in the medical setting, namely staff shortages, financial constraints, and physical location.

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Asghar, Amna, Tayyaba Dawood, Ghulam Saulain, Aqsa Irum, Rabia Zaman Khan, Hina Saeed Ch, and Noreen Anwar. "Parental compliance for speech therapy of their hearing-impaired children using cochlear implants." Journal of Fatima Jinnah Medical University 15, no. 2 (December 6, 2021): 58–62. http://dx.doi.org/10.37018/hkzn3939.

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Background: Cochlear implant is a miraculous surgery to improve hearing in profound hearing-impaired children who derive no benefit from hearing aids and consequently present with speech and language disability. This study aims to explore the parental perspective regarding compliance to speech therapy and its potential benefit in hearing-impaired children with cochlear implantation. This will help understand parental concerns and plan recommendations for providing appropriate speech therapy sessions after cochlear implantation. Subjects and methods: This cross-sectional study using purposive sampling recruited 217 parents of hearing impaired cochlear implanted children of both genders, aged 1 to 15 years. Sample was collected from Audiology Department of Riphah International University, Combined Military Hospital, Bahria Town Hospital and Alam Audiology Clinic, Lahore, Pakistan over a period of 6 months. Basic demographic sheet and self-structured questionnaire was used for data collection. SPSS Version 22 was used for data analysis. Results: Results revealed that both parents of 120 (55.3%) male and 97 (44.7%) female cochlear implanted children entered the study. A poor compliance was noted with only 88(40.55%) parents got their children consulted with a speech therapist for post implant needs and of these only 75 (84.23%) received regular speech therapy. There was significant association of those who received hearing aid trial and consultation to speech therapist (p=0.01) and length of speech therapy with regular therapy sessions (p=0.03), speech language improvement with the thought that regular speech therapy was important (p=0.04) Conclusion: By and large parents are not very compliant to speech therapy needs of their implanted children with only 40.55% consulted speech language therapists and remaining remained indifferent. Of the 40.55% who consulted speech language therapists 84.23% followed speech therapy for their children. Study also revealed a significant relationship between regular speech therapy sessions and early speech and language development.

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Murphy, Joan. "Direct work with adults who use AAC*: comparison of attitudes and activities of speech and language therapists and non-speech and language therapists." Augmentative and Alternative Communication 13, no. 2 (January 1997): 92–98. http://dx.doi.org/10.1080/07434619712331277888.

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Barkane, Evita. "SOUND “L” CORRECTION FOR 5 – 6 YEARS OLD CHILDREN WITH INSUFFICIENT LANGUAGE SYSTEM DEVELOPMENT." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 9. http://dx.doi.org/10.17770/er2019.2.4226.

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Work aim theoretical research of cognitions about sound “L” correction for 5 – 6 years old children, collect, make and recognise methodological material of sound “L” correction for childern with insufficient language system development at III level. Was Selected and analyzed literature about sound “L” correction among 5 – 6 years old children, about speech therapist work, about child’s language and speech development, was found out sound “L” pronouncation correction options for children with insufficient language system development at III level. Part was made questionnaire for speech therapists, to justify master’s work relevance. Author made situation research, made correction work, handle mathematically gained research data.Work author designed and recognised speech therapist methodical material about sound “L” correction for children with insufficient language system development at III level. Based on theoretical and research part scientific cognitions, was made speech therapist methodical material “Sound “L” pronouncation correction for 5 – 6 years old children with insufficient language system development at III level”. Methods used in the study: analysis of scientific literature; analysis of documents; questionnaire; observation; operational study; processing of statistical data; method of expert opinion.

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McWilliam, R. A., and Donald B. Bailey. "Predictors of Service-Delivery Models in Center-Based Early Intervention." Exceptional Children 61, no. 1 (September 1994): 56–71. http://dx.doi.org/10.1177/001440299406100106.

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This study examined the perceptions of early childhood intervention professionals toward the integration of special services into regular classrooms, rather than through segregated, pullout approaches. A mail survey of occupational therapists, physical therapists, special educators, and speech-language pathologists asked (a) what practitioners perceived as their typical and ideal practices and (b) what influenced their choices of service-delivery models. Multiple-regression analyses were used to determine how choice of models for different situations predicted the extent to which respondents used integrated practices. Results showed that special educators were most likely to use and favor integrated services, followed by occupational therapists, speech-language pathologists, and physical therapists.

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Yip, Jesse W. C. "Management of therapist directiveness in integrative psychotherapy: A corpus-assisted discourse study." Discourse and Interaction 15, no. 1 (July 7, 2022): 132–51. http://dx.doi.org/10.5817/di2022-1-132.

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Healthcare practitioners often face the dilemma of whether to provide advice during medical consultations due to concerns around affecting patients’ autonomy in decision making. Healthcare practitioners’ directiveness in patient–practitioner interactions may influence the success of medical consultations. Research has revealed that healthcare practitioners employ various communicative strategies and linguistic patterns to manage directiveness in medical consultations, such as the notions of likelihood and uncertainty, use of information, and politeness. Nonetheless, few scholars have examined how psychotherapists manage directiveness in counseling or psychotherapy sessions. Directives are inevitable speech acts in counseling or psychotherapy. Therapists may encounter challenges when producing directives, such as preventing clients from seeking their own solutions or clients becoming excessively dependent on therapists’ suggestions. Drawing upon the systems of mood and modality in systemic functional linguistics, this article employs a corpus-assisted approach to investigate therapists’ directives in terms of phraseological patterns, use of modality, and corresponding interpersonal meanings. Results reveal that therapists tend to manage directiveness by forming indicative directives and using low-value modulation modality. This article is the first corpus-assisted study to contribute to an understanding of therapist directiveness in psychotherapy from a lexico-grammatical perspective.

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Kloda, Lorie Andrea, and Joan C. Bartlett. "Clinical information behavior of rehabilitation therapists: a review of the research on occupational therapists, physical therapists, and speech-language pathologists." Journal of the Medical Library Association : JMLA 97, no. 3 (July 2009): 194–202. http://dx.doi.org/10.3163/1536-5050.97.3.008.

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Silva, Carmen Lucianna Miranda e., Camila Bertoncelo, Ana Paula Brandão Barros, and Marina Padovani. "Characterization of the communication resources used by patients in palliative care - an integrative review." Revista CEFAC 19, no. 6 (December 2017): 879–88. http://dx.doi.org/10.1590/1982-0216201719613816.

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ABSTRACT The aim of this study was to integrative review of publications concerning the role of speech and language therapists in regards to communication strategies in palliative care, as well as the characterization of the types of communication used in these cases. The search was conducted in the databases SciELO, LILACS and PubMed from 2001 to 2016. The studies selected included abstracts or full articles addressing aspects of communication in palliative care, especially those related to speech and language therapy, with an emphasis on communication. Ten articles focused on communication, and published after 2004, were selected, half being literature reviews, two, case reports, two others, quantitative exploratory studies, and one, a qualitative exploratory study, with only 3 specifically describing the communication strategies used by speech and language therapists in patients in palliative care. The descriptors found were: palliative care, communication, speech and language therapy, quality of life, dysphagia, swallowing and elderly. Four of the ten articles showed the importance of patients communication in palliative care. When described, it is up to the speech and language therapist to provide family support, evaluate the patient, favore patient-family and patient-team intervention, manage and intervene in communication and swallowing. Finally, the most used communication strategies were non-verbal communication, communication board, electronic equipment, verbal communication and speech valve. The analysis of the characterization of the communication in palliative care over the past 15 years allowed concluding that the attention to communication is recent and is only described in a few reports, includes non-verbal communication in different ways as the most frequent resource, but provides oral communication as an important factor for maintaining dignity and comfort in this scenario. Speech and language therapist are the main interlocutors for the maintenance, mediation and adaptation of communication, within the multidisciplinary team as well as among patients, their family and the care team.

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Boyd, Steven, and Nigel Hewlett. "The Gender Imbalance among Speech and Language Therapists and Students." International Journal of Language & Communication Disorders 36, s1 (January 2001): 167–72. http://dx.doi.org/10.3109/13682820109177878.

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de Montfort Supple, Marie. "The Education of Speech & Language Therapists: 25 Years On." Journal of Clinical Speech and Language Studies 8, no. 1 (September 1, 1998): 1–14. http://dx.doi.org/10.3233/acs-1998-8104.

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History is an important aspect of all our lives, national history, family history, etc. The history/roots of our profession are important, not just to the present generation, but to future generations. It is important to document the early years, to know where we came from. It is only in this context that we can evaluate where we are and where we are (should be) going. What follows is an effort to document the first 25 years of the education of speech and language therapists in Ireland.

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