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Education Commons

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Medicine and Health Sciences

Western Michigan University

2007

Articles 1 - 4 of 4

Full-Text Articles in Education

Perceptions And Intervention Practices Of Speech-Language Pathologists Serving Students With Emotional/Behavioral Disorders, Laura A. Getty Dec 2007

Perceptions And Intervention Practices Of Speech-Language Pathologists Serving Students With Emotional/Behavioral Disorders, Laura A. Getty

Dissertations

A relationship between emotional/behavioral disorders (E/BD) and language deficits has been validated by researchers in special education (Cantwell & Baker, 1991; Beichman, Cantwell, Forness, Kavale, & Kaufmann, 1998; Cohen, Barwick, Horodezky, Vallance, & Im, 1998) as well as researchers in speech-language pathology (Hyter, 2003; Hyter, Rogers-Adkinson, Self, Simmons, Jantz, 2001; Ruhl, Hughes, & Camarata, 1992; Gallagher, 1999; Fujiki, Brinton, Morgan, & Hart, 1999). The exact prevalence rate between E/BD and language deficits was not definitive as it varies between 35% and 97% depending on the study reviewed (Benner, Nelson, & Epstein, 2002). While it has been documented that a relationship exists between children with E/BD and language deficits, a current prevalence rate regarding the speech-language pathologists involvement with this population was nearly 20 years old (Casby, 1989). Furthermore, a gap in the research exists between the most effective therapy interventions for students with E/BD and language deficits.

The purpose of this investigation was two-fold; (a) to determine a prevalence rate of speech-language pathologists in Michigan serving students diagnosed with E/BD and language deficits, and (b) to explore the types of interventions speech-language pathologists were employing with students with E/BD and language deficits. A survey was used to determine the extent to which speech-language pathologists provide services to students with E/BD ...


Work Stress, Non-Work Stress And Mental Health Among School-Based Speech-Language Pathologists: Effects Of Social Support, Lena Gloria Caesar Aug 2007

Work Stress, Non-Work Stress And Mental Health Among School-Based Speech-Language Pathologists: Effects Of Social Support, Lena Gloria Caesar

Dissertations

This study utilized secondary data from the Work and Well-being of SLPs survey (Caesar, 2004) to examine possible sources (predictors) of work stress, job satisfaction, and psychological distress among 409 speech-language pathologists (SLPs) employed in public school settings in Michigan. This study also investigated the relationship of work-related and non-work-related stress to the mental health status of SLPs and sought to determine the mediating and/or moderating effects of varied types of social support on the mental health of respondents. Data analysis was done in three stages. First, each of the dependent and independent variables were described statistically. Secondly, correlation ...


A Comparative Study Of Learning Styles And Job Satisfaction To Medical Specialty Chosen Among Physician Assistant Graduates, Eric H. Vangsnes Apr 2007

A Comparative Study Of Learning Styles And Job Satisfaction To Medical Specialty Chosen Among Physician Assistant Graduates, Eric H. Vangsnes

Dissertations

Since the mid-1980s, a trend has developed whereby Physician Assistants (PAs) are making a transition into medical and surgical specialties (Hooker, 1992). In 1984, 18% of PAs worked in medical and surgical specialties; by 1991, this proportion had risen to 22%; and by 2006, 43% of all PAs worked in medical and surgical specialties ( American Academy of Physician Assistants (AAPA) Census Data 2006 , 2007; Hooker, 1992). One development that may have increased the number of PAs entering specialties was the creation of post-graduate residency programs.

This research examined possible associations between learning style and medical specialty, medical specialty to job ...


Developing Social Work’S Self-Efficacy Model Of Student Assessment, Yvonne Unrau, Melinda Mccormick Mar 2007

Developing Social Work’S Self-Efficacy Model Of Student Assessment, Yvonne Unrau, Melinda Mccormick

Assessment Fellows Grant

No abstract provided.