Objective: The purpose of this study was to identify the perceptions of students majoring in vocal music and theatre, regarding the instruction they received in their undergraduate curriculum on vocal health education. Research questions focused on perceptions of: (a) vocal hygiene strategies, (b) the connection between the speaking and singing voice, (c) vocal rehabilitation and the professionals to contact and (d) students’ level of trust for their voice teacher. Methods: A descriptive research design with qualitative analysis was used to explore the research questions. A survey was developed by adapting questions from a similar study by Beeman (2016). Permission was granted for the adaption by the author. The survey went through two stages of review and revision by an expert panel of professionals across vocal music and theatre, followed by a pilot study of 13 undergraduate vocal music majors. The final survey contained 57 items, incorporating two forms of questions, a 6-point Likert scale and multiple choice. It was disseminated to undergraduate vocal music and theatre majors across the United States via Survey Monkey TM. Results: Students reported receiving knowledge on vocal health from their voice teachers and implementing it. However, they indicated low levels of compliance for specific vocal hygiene parameters. Additionally, students recognized the connection between the singing and speaking voice, they were unclear of the role of the speech-language pathologist in voice care, and they indicated trust in their voice teacher as it pertained to their voice and personal life. Conclusions: A new approach to promote understanding and compliance of voice care strategies needs to be implemented in the undergraduate setting. Connecting both performance majors and speech-language pathology majors in an interprofessional education collaboration may prove to be mutually beneficial to both the clinician and the performer

No description available.

Developing and implementing a research agenda can be challenging, but identifying the ultimate destination and defining the intermediate steps along the path are critical. The purpose of this session is to help early-career researchers (including graduate students, postdocs, junior faculty, and those considering transitioning into academics) identify key considerations and strategies for the development and implementation of their own research agenda. The speakers will discuss identifying research topics, designing a strong research program, and building evidence of effectiveness around the agenda. The speakers represent a range of settings and experiences, allowing attendees to appreciate the diversity of types of research agenda that exist within the profession. Attendees will leave the session with specific tools and resources to help them begin to develop a research agenda that will be appropriate for a range of settings.

The purpose of this study was to determine the effectiveness of participation in an AAC-based day camp as a pre-service training opportunity for students of speech-language pathology and a post-training opportunity for practicing speech-language pathologists (SLPs). Following the conclusion for the most recent iteration of the AAC Academy hosted by the Diagnostic Center of Central California, students and SLPs who volunteered within the past ten years were recruited via email to participate in semi-structured interviews. Upon thematic analysis of the interview transcripts, the following themes were conceptualized: (1) Many volunteers had some interest, if not experience, with AAC prior to volunteering for the AAC camp; (2) Volunteers found that AAC camp facilitated a supportive and collaborative learning environment; (3) the AAC camp served as an opportunity for experiential learning, (4) Participation in the AAC camp resulted in greater confidence and/or interest in AAC intervention, (5) Intervention strategies learned while volunteering for the AAC camp. The responses from the study participants suggest that the AAC camp model is a viable pre- and post- service training model.

It is the purpose of this investigation to examine the theoretical and methodological developments in the field of aphasia, to examine therapeutic applications of such research and clinical material to the language rehabilitation of cerebrovascular accident patients, and to examine a number of existing language rehabilitation programs in the light of recent developments.

Speech-Language Pathologists provide services to youth with Down syndrome. The purpose of this study was to (a) determine if parents are aware that speech-language pathologists can provide services to prepare their children for secondary transition; (b) identify the parents’ perceptions of the services provided by speech-language pathologists; and (c) determine if in the parents’ opinion, the speech-language pathologist provided a vital role in preparing their child for transition. Using nonprobability snowball sampling, this cross-sectional mixed-method survey study included 85 parents of youth (ages 14-22) with Down syndrome across the United States. Parents rated their experiences and described their beliefs and perceived helpfulness toward their child’s SLP(s) regarding secondary transition. To identify further thoughts regarding parents’ perceptions of their engagement in the transition process, deductive, inductive, and thematic analysis of two open-ended questions uncovered three themes of responses pertaining to SLPs in secondary transition services, noted as satisfied, career, and unsatisfactory.

No description available.

It was the purpose of this study to determine by means of standardized tests and questionnaires which of the following thirteen factors, if any, may have affected the speech attitudes, as evaluated by Knower's Speech Attitude Scale, Form F,3 of students enrolled in Lodi Academy at the time of the testing: Physical--age, articulation, sex; Educational--grade level, oral reading, scholarship, silent reading; Psychological--emotional adjustment, intelligence, residence with parents, size of family, social adjustment, and unity of religious beliefs.

The impact of the COVID-19 pandemic required the use of remote technologies for society and the workforce to function under quarantine conditions. The literature on telepractice services for individuals with ASD has proliferated during the past decade, especially during the past two years. Still, many publications on the topic lack scientific merit. This study utilized a quasi-experimental, single-subject, multiple-group, time-series design to investigate whether telepractice SLP services are at least as effective as the traditional, face-to-face delivery model. Twenty-one students with autism spectrum disorder were included in this study. Additionally, 22 speech-language pathology graduate students and four SLP school professionals assisted in conducting this research. This investigation was organized into a two-phase research design (AB and BA) whereas phase A corresponded to intervention services being delivered using telepractice and phase B corresponded to the same intervention services being delivered on- site. Students were assigned to either Group 1 (AB) or Group 2 (BA). The participants in this study were treated individually and outcome data were aggregated into a final summary of treatment outcomes. Outcome data for each student included percent accuracy achieved on IEP goals as well as percent assistance required in working on respective IEP goals. For all 21 participants, change over time was examined through single-subject graphs which display composite percent accuracy and assistance throughout both intervention phases. Visual analysis of the data reveals that many participants showed no notable difference in percent accuracy achieved between telepractice and on-site services, but that most students appeared to require less assistance when participating in telepractice services. For a subset of 15 participants, summary statistics and paired samples t-tests were calculated to determine mean differences in student performance for percent accuracy and percent assistance for each mode of service delivery. Paired samples t-tests revealed that there was no difference in students’ response accuracy to treatment stimuli between the intervention conditions. However, paired samples t-tests supported the finding that telepractice services do not require the clinician to provide students with as much assistance as needed on-site. Additionally, results from satisfaction surveys completed by participants suggested that telepractice is a socially valid treatment delivery for students with ASD. Overall, results from this study suggest that telepractice services are an effective alternative to in-person SLP services. This finding has positive implications for clinical decision making and treatment planning for individuals with ASD.

Teaching conversational strategies has been effective for a wide array of clients with acquired neurologic disorders and their caregivers. Research indicates positive results for Supported Conversation in adults with Aphasia (SCA) secondary to stroke. Applying this method to work with caregivers of persons with memory impairment could prove to be a valid intervention tool. This investigation will examine the applicability of SCA with persons with memory impairment and their familial caregivers. This pilot study is intended to create a conversation regarding SCA and its implementation with persons with memory impairment who still live in the community with their caregivers. Analysis between the pre-training and post-training scores showed a trend to wards significance for Time (F(1, 9) = 0.064), no significance for Measure (F(3, 9) = 0.558), and no significance for the interaction of Time*Measure (F(3, 9) = 0.276). The effect size for Time was 0.732, for Measure was 0.494 and for Time*Measure was 0.956.