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Articles 61 - 80 of 80
Full-Text Articles in Scholarship of Teaching and Learning
Training University Students About Autism Spectrum Disorder Through Outreach To School-Based Speech-Language Pathologists, Joann P. Benigno`, John W. Mccarthy, Sarah O. Taylor, Heather Hamm, Bridget Gornichec Wright
Training University Students About Autism Spectrum Disorder Through Outreach To School-Based Speech-Language Pathologists, Joann P. Benigno`, John W. Mccarthy, Sarah O. Taylor, Heather Hamm, Bridget Gornichec Wright
Teaching and Learning in Communication Sciences & Disorders
Training preprofessional students about autism spectrum disorder (ASD) is crucial, particularly since students with ASD are represented on the caseloads of approximately 90% of school-based speech-language pathologists (SLPs). When this training can occur within the context of an outreach program, the results of such programming can be mutually beneficial for the individuals served as well as the students. Through the present program, six graduate students and four undergraduate students created materials for 15 SLPs working in the schools in a significantly underserved region of the United States. Students created nearly 800 materials for the SLPs to use in therapy with …
How To Teach Concern: Inspiring Speech-Language Pathology Graduate Students To Develop Empathy And Advocacy With The Power Of Personal Stories, Lesley Sylvan
Teaching and Learning in Communication Sciences & Disorders
“Concern for individuals served” is one of the new Professional Practice Competencies in the updated 2017 standards for accreditation of graduate education according to the Council on Academic Accreditation in Audiology and Speech-Language Pathology. In light of this recent standard, graduate programs must facilitate skill development related to this competency. How does one teach “concern” and “compassion” in an authentic manner? This study investigates the impact of an assignment designed to address this standard. The assignment under investigation involves an in-class “book club” centered around reading non-fiction books detailing personal accounts of families impacted by disabilities. In order to understand …
Toward The Development Of A Quick, Reliable Assessment Tool For Reflective Journals, April Garrity, Casey Keck, Janet L. Bradshaw, Keiko Ishikawa
Toward The Development Of A Quick, Reliable Assessment Tool For Reflective Journals, April Garrity, Casey Keck, Janet L. Bradshaw, Keiko Ishikawa
Teaching and Learning in Communication Sciences & Disorders
Reflective practice, including reflective writing, can facilitate enriched learning, especially when implemented as part of a service-learning (SL) experience. Reflection is a central component of service-learning (SL) experiences. Students’ reflective abilities are often measured through reflective journaling; however, assessment of students’ reflective journals is not always efficient and straightforward. The goal of the present study was to establish a simple, reliable, and relatively quick tool for use by busy college instructors seeking to encourage students’ deep learning through reflective writing. A total of 258 reflective journals from 43 graduate students in speech-language pathology were evaluated by three raters using a …
Cognitive Dissonance Of Graduate Students During Clinical Sessions Of A Literacy Program: Types Of Episodes And Their Resolution, Pam Britton Reese, Ludwika Aniela Goodson
Cognitive Dissonance Of Graduate Students During Clinical Sessions Of A Literacy Program: Types Of Episodes And Their Resolution, Pam Britton Reese, Ludwika Aniela Goodson
Teaching and Learning in Communication Sciences & Disorders
This study provided an authentic context for examining cognitive dissonance of graduate students who were learning clinical skills in a six-week language and literacy project designed for young children. These student-clinicians received instruction four days a week in classroom sessions and began clinical sessions with children after each class. Signature pedagogies in communication sciences and disorders (CSD) provided the foundation for the instruction and clinical supervision. In their sessions with the children, the student-clinicians were expected to apply knowledge gained from the classroom and supervisor guidance. Journal entries, supervisor notes, clinical observation records, and transcripts from interviews were coded for …
Developing And Using A Rubric To Provide Feedback And Improve Csd Clinical Writing, Laura B. Willis, Lindsey Piazza
Developing And Using A Rubric To Provide Feedback And Improve Csd Clinical Writing, Laura B. Willis, Lindsey Piazza
Teaching and Learning in Communication Sciences & Disorders
The benefits of rubrics have long been established and their use encouraged in various fields of study. The authors sought to create a rubric specific to the needs in CSD to more clearly share expectations for student clinical writing and more comprehensively assess the quality of their writing. The faculty collaborated with the Office of Academic Assessment to develop a rubric to address these issues. The rubric was developed using VALUE rubrics as guidance, as well as the unique requirements for Communication Sciences and Disorders documentation. This specific rubric may be used to grade and provide feedback to improve the …
Narratives Of Expert Speech-Language Pathologists: Defining Clinical Expertise And Supporting Knowledge Transfer, Natalie F. Douglas, Katie Squires, Jackie Hinckley, Erline V. Nakano
Narratives Of Expert Speech-Language Pathologists: Defining Clinical Expertise And Supporting Knowledge Transfer, Natalie F. Douglas, Katie Squires, Jackie Hinckley, Erline V. Nakano
Teaching and Learning in Communication Sciences & Disorders
Clinical expertise is a component of evidence-based practice; however, relatively little attention has been paid to this phenomenon in the professional literature of speech-language pathology. This may have negative impacts on the training of pre-professional and novice speech-language pathologists. The purpose of this study was to examine professional narratives of expert Speech-Language Pathologists (SLPs) to consider applications for knowledge transfer between expert clinicians and novice clinicians. Collection of the professional narratives of 10 expert SLPs were obtained through in-depth interviews. Interviews were transcribed and coded for themes. Themes that impacted expertise in SLP included: training; work sites; individual and clinician …
Interprofessional Education For Pre-Service School-Based Professionals: Faculty And Student Collaboration, Julie Strunk, Debi Kipps-Vaughan, Stacey L. Pavelko, Dannette Allen-Bronaugh, Karen Myers, Tammy Gilligan, Michele Kielty, Elizabeth Richardson, Joseph Tacy
Interprofessional Education For Pre-Service School-Based Professionals: Faculty And Student Collaboration, Julie Strunk, Debi Kipps-Vaughan, Stacey L. Pavelko, Dannette Allen-Bronaugh, Karen Myers, Tammy Gilligan, Michele Kielty, Elizabeth Richardson, Joseph Tacy
Teaching and Learning in Communication Sciences & Disorders
Interprofessional collaboration is necessary for school-based professionals who provide services for students with disabilities. Most pre-service training, however, takes place in separate programs and does not afford students opportunities to learn effective collaborative techniques. This study examined the effects of a one-day interprofessional learning experience for pre-service school-based professionals. The goals were twofold: 1) increase students’ understanding of the core competencies for interprofessional collaborative practice (Interprofessional Education Collaborative, 2016) and 2) provide an opportunity for students to participate in interprofessional collaboration within a simulated school-based context. A mixed method design examined changes in students’ knowledge of the IPEC competencies. Students …
Graduate Student Reflections On Mentorship In A Training And Outreach Program For Families Of Children With Autism Spectrum Disorder, Bridget Wright, Kara Kuykendall, Jessica Apsley, Nicole Mccullough, Hannah Doerbaum, Megan Fowler, Heather Hamm, Kristin Abram, Sarah O. Taylor, John W. Mccarthy, Chao-Yang Lee, Joann P. Benigno
Graduate Student Reflections On Mentorship In A Training And Outreach Program For Families Of Children With Autism Spectrum Disorder, Bridget Wright, Kara Kuykendall, Jessica Apsley, Nicole Mccullough, Hannah Doerbaum, Megan Fowler, Heather Hamm, Kristin Abram, Sarah O. Taylor, John W. Mccarthy, Chao-Yang Lee, Joann P. Benigno
Teaching and Learning in Communication Sciences & Disorders
Undergraduate (n = 19) and graduate students (n = 8) participated in a two semester training program focused on learning about Autism Spectrum Disorder (ASD) and how to create individualized communication supports for families of children with ASD. The focus of this paper is on the graduate students’ training and mentoring experiences. Graduate students’ philosophies of mentoring undergraduate students and their final reflections of the experience were analyzed for themes and subthemes. Mentoring philosophies yielded four major themes: role of the mentor, mentoring goals, the mentor-mentee relationship, and learning. Graduate student reflections on their skills gained, what they learned about …
Training Students Through A Community Outreach Program To Support Families Of Children With Autism Spectrum Disorder, Joann P. Benigno`, John W. Mccarthy, Sarah O. Taylor, Bridget Gornichec Wright, Chao-Yang Lee
Training Students Through A Community Outreach Program To Support Families Of Children With Autism Spectrum Disorder, Joann P. Benigno`, John W. Mccarthy, Sarah O. Taylor, Bridget Gornichec Wright, Chao-Yang Lee
Teaching and Learning in Communication Sciences & Disorders
This outreach program involved training eight graduate and 19 undergraduate students to create evidence-based communication supports for families of children with autism spectrum disorder (ASD) within the context of a two-course sequence on ASD. During the training program, ten families in rural Appalachia benefited from our services. Student and family satisfaction data with the outreach program was highly positive. Undergraduate and graduate university students participating in the program met or partially met 97% of their goals set at the beginning of each semester. Undergraduate students’ self-ratings of their own knowledge about material covered in the course were significantly higher than …
The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen
The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen
Teaching and Learning in Communication Sciences & Disorders
There is limited representation in Communication Sciences and Disorders (CSD) professions of individuals from diverse populations. This study examined the relationship among CSD students' degree of financial, emotional/moral, and academic support. The relationship between role models and admissions outcomes was also assessed. It explored how support received by CSD students differs by racial/ethnic backgrounds. A survey was completed by 57 alumni of an undergraduate CSD program, revealing information about participants’ backgrounds, support characteristics, and other factors. The study 1) highlighted the importance of emotional/moral and financial support, 2) revealed reduced access to financial and academic role models among alumni from …
Unprepared: A Qualitative Exploration Of The Preparation Practices Of Slps Practicing In Urban Schools, Audrey M. Farrugia-Bernard
Unprepared: A Qualitative Exploration Of The Preparation Practices Of Slps Practicing In Urban Schools, Audrey M. Farrugia-Bernard
Teaching and Learning in Communication Sciences & Disorders
The field of speech-language pathology severely lacks diversity, yet speech language pathologists serve an increasingly diverse population in schools. This qualitative study explored the academic preparation practices of speech-language pathologists working in urban schools. The findings revealed that the participants felt they were not adequately prepared to work in urban schools with children from culturally and linguistically diverse backgrounds independent of the model of multicultural education that they received in their graduate education. Results suggest that we need to connect multicultural coursework to local, urban communities in order to better prepare speech-language pathologists to work in urban schools.
An Exploratory Study Of Speech-Language Pathologists' Perceptions Of Multicultural Counseling In Communication Sciences And Disorders, Crystal C. Randolph, Janet L. Bradshaw
An Exploratory Study Of Speech-Language Pathologists' Perceptions Of Multicultural Counseling In Communication Sciences And Disorders, Crystal C. Randolph, Janet L. Bradshaw
Teaching and Learning in Communication Sciences & Disorders
Speech-language pathologists’ (SLPs) perceptions of multicultural counseling vary according to their academic (teaching and learning), educational, supervisory, supervisee, and clinical experiences. With the increase of culturally and linguistically diverse populations, the implementation of multicultural counseling in communication sciences and disorders (CSD) is essential to providing efficacious assessments and interventions. The current research reports data from a recent survey that queried SLPs’ perceptions of multicultural counseling in CSD. Results from the survey reveal that SLPs' perceptions of MC vary according to their experiences (e.g., educational, supervisory, clinical).
Sotl Lab: Undergraduate Student-Faculty Collaborative Research In Teaching And Learning In Csd, Lian J. Arzbecker, Ellen A. Blacklock, Ashley M. Crumb, Jordan D. Doyle, Mariana Esveld, Sophie L. Grelson, Beatrice Gretzinger, Alyse Korpela, Kayley A. Kressin, Lauren M. Pakanich, Torri L. Pulley, Nicole L. Nolte Rierdon, Kathleen A. Spreitzer, Emma L. Steines, Brittany J. Strom, Emily C. Symons, Megan Vogelsang, Olivia N. Vruwink, Kelsey L. Weberg, Ashley B. Wolosek, Erin D. Zigler, Jerry K. Hoepner, Abby L. Hemmerich, Tom W. Sather, Deborah H. Elledge
Sotl Lab: Undergraduate Student-Faculty Collaborative Research In Teaching And Learning In Csd, Lian J. Arzbecker, Ellen A. Blacklock, Ashley M. Crumb, Jordan D. Doyle, Mariana Esveld, Sophie L. Grelson, Beatrice Gretzinger, Alyse Korpela, Kayley A. Kressin, Lauren M. Pakanich, Torri L. Pulley, Nicole L. Nolte Rierdon, Kathleen A. Spreitzer, Emma L. Steines, Brittany J. Strom, Emily C. Symons, Megan Vogelsang, Olivia N. Vruwink, Kelsey L. Weberg, Ashley B. Wolosek, Erin D. Zigler, Jerry K. Hoepner, Abby L. Hemmerich, Tom W. Sather, Deborah H. Elledge
Teaching and Learning in Communication Sciences & Disorders
The University of Wisconsin-Eau Claire Communication Sciences and Disorders SoTL Lab was designed to provide hands-on research experiences to undergraduate students on a large scale. Student reflections on experiences within the SoTL Lab identify the value of collaboration, development of confidence, and exposure to the entire research process as key outcomes. These experiences foster development of research skills and may lead students to consider academic careers.
Speech-Language Pathology Student Participation In Verbal Reflective Practice Groups: Perceptions Of Development, Value And Group Condition Differences., Gina D. Tillard, Kate Cook, Daniel Gerhard, Lydia Keast, Megan Mcauliffe
Speech-Language Pathology Student Participation In Verbal Reflective Practice Groups: Perceptions Of Development, Value And Group Condition Differences., Gina D. Tillard, Kate Cook, Daniel Gerhard, Lydia Keast, Megan Mcauliffe
Teaching and Learning in Communication Sciences & Disorders
The aim of this study was to determine whether significant differences in perceptions of reflective practice were present across two groups of students engaged in standard practice and experimental group conditions. Twenty-seven undergraduate speech-language pathology students participated in the study. A two-condition, non-randomised, pre-test post-test design was employed with two groups (a standard practice condition and an experimental practice condition, utilizing structured activities and prompts). Participants took part in weekly reflective practice groups over a six week period, in which discussion centered on students’ clinical experiences. Pre and post intervention, the students completed a questionnaire designed to examine perceptions of …
Impact Of Virtual Simulation And Coaching On The Interpersonal Collaborative Communication Skills Of Speech-Language Pathology Students: A Pilot Study, Jacqueline A. Towson Ph.D., Ccc-Slp, Matthew S. Taylor Ph.D., Jennifer Tucker Pt, Dpt, Pcs, Claire Paul Ph.D., Bcba, Patrick Pabian Pt, Dpt, Scs, Ocs, Richard I. Zraick Ph.D., Ccc-Slp
Impact Of Virtual Simulation And Coaching On The Interpersonal Collaborative Communication Skills Of Speech-Language Pathology Students: A Pilot Study, Jacqueline A. Towson Ph.D., Ccc-Slp, Matthew S. Taylor Ph.D., Jennifer Tucker Pt, Dpt, Pcs, Claire Paul Ph.D., Bcba, Patrick Pabian Pt, Dpt, Scs, Ocs, Richard I. Zraick Ph.D., Ccc-Slp
Teaching and Learning in Communication Sciences & Disorders
Communication between clinicians, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. However, graduate students in speech-language pathology (SLP) programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to explore the use of virtual-reality based rehearsal with coaching on the interpersonal collaborative communication skills of SLP graduate students when delivering information regarding a singular patient to different stakeholders. Three graduate students completing their third semester in a SLP program participated in the study. Each participant was provided a clinical …
Visions Of The Possible: Reflections On The Faculty/Student Co-Inquirer Relationship, Mary Smyers, Jennifer Friberg, Lisa A. Vinney
Visions Of The Possible: Reflections On The Faculty/Student Co-Inquirer Relationship, Mary Smyers, Jennifer Friberg, Lisa A. Vinney
Teaching and Learning in Communication Sciences & Disorders
This manuscript is a reflection on the processes and outcomes inherent in the faculty/student co-inquirer relationship. Authors briefly describe their SoTL research project. Subsequently, learning outcomes from the student co-inquirer are discussed in terms of: understanding research and the research process, the impact of the research experience on the student's own teaching and learning, and the impact of the research experience on the student's future professional plans. Lessons learned are shared for future student co-inquirers.
Clinical Decision-Making In Speech-Language Pathology Graduate Students: Quantitative Findings, Carol C. Dudding, Danika L. Pfeiffer
Clinical Decision-Making In Speech-Language Pathology Graduate Students: Quantitative Findings, Carol C. Dudding, Danika L. Pfeiffer
Teaching and Learning in Communication Sciences & Disorders
Clinicians’ decision-making skills are the foundation for the development and implementation of evidence-based practice to provide high quality clinical care. It is proposed that these skills are a result of hands-on clinical experiences (Crebbin, Beasley, & Watters, 2013). Yet some researchers contend that the development of clinical decision-making skills requires direct instruction in critical thinking (Abrami et al., 2011; Finn, 2011). The aim of this study was to explore if and when clinical decision-making processes of speech-language pathology (SLP) students change during graduate study. Web-based case simulations were used to elicit and measure clinical decision-making in eight graduate students at …
Cross-Cultural Peer-Mentoring: Mentor Outcomes And Perspectives, Monica L. Bellon-Harn, Rebecca K. Weinbaum
Cross-Cultural Peer-Mentoring: Mentor Outcomes And Perspectives, Monica L. Bellon-Harn, Rebecca K. Weinbaum
Teaching and Learning in Communication Sciences & Disorders
Limited relationships with peers and faculty create barriers for retaining racial or ethnic minority students through the academic path to SPHS professions. As such, university programs must pay particular attention to formalized avenues of social support to decrease attrition and increase retention (Cokley, 2000). Mentoring is one such avenue (Wright-Harp & Cole, 2008). The purpose of this paper is to describe mentor outcomes and perspectives of a cross-cultural peer-mentoring program entitled LEAD: Leadership, Education, Advocacy, and Diversity. Graduate students from SLP and AUD graduate programs were recruited to serve as peer mentors to potential undergraduate candidates representing diverse ethnicities who …
Speech-Language Pathology Students’ Perceptions Of An Ipe Stroke Workshop: A One-Year Follow Up, Sarah E. Wallace
Speech-Language Pathology Students’ Perceptions Of An Ipe Stroke Workshop: A One-Year Follow Up, Sarah E. Wallace
Teaching and Learning in Communication Sciences & Disorders
Interprofessional education (IPE) activities are increasingly included in speech-language pathology (SLP) curriculum; however, little is known about IPE’s impact on students’ clinical experiences. Additionally, few studies have examined students’ perceptions of IPE Competency Domains across a program of study or within specific IPE activities. For this initial study, qualitative and quantitative analyses of 24 SLP students’ survey responses one year after an IPE Stroke Workshop highlighted the value of IPE. Students emphasized the importance of hands on and real life activities as part of interprofessional learning. Additionally, their responses suggest that multiple IPE Competency Domains may be addressed within a …
Developing Graduate Students' Self-Regulation And Critical Thinking During A Clinical Writing Workshop, Whitney Schneider-Cline
Developing Graduate Students' Self-Regulation And Critical Thinking During A Clinical Writing Workshop, Whitney Schneider-Cline
Teaching and Learning in Communication Sciences & Disorders
Clinical writing is a significant component of being an effective speech-language pathologist, yet often clinicians are not formally trained in this area. Limited evidence exists regarding how to address this problem. Within the current study, graduate speech-language pathology students participated in a Clinical Writing Workshop (CWW) specifically aimed at improving self-regulation and critical thinking as demonstrated through professional writing improvement. The CWW consisted of weekly meetings for the course of one academic semester; each meeting targeted a specific clinical writing topic related to style/use (related to self-regulation) and/or content (related to critical thinking). Participants (n = 17) completed the intervention …