This project explores nutrition students’ perceptions of SLPs' and Nutritionists’ role in healthcare needs of PLWHA through survey research. The results will describe participants’ perceptions of the SLPs' and Nutritionists’ roles in the healthcare needs of PLWHA. Recommendations are made regarding interprofessional training curricula for SLP and Nutrition students.

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Survey research was conducted to explore Speech-Language Pathologists’ (SLPs) perceptions and experiences collaborating with Registered Dietitians (RDs) in the pediatric population. 107 SLPs in different settingsparticipated. Findings indicate SLPs were not exposed to RDs or the role of nutrition in their didactic and clinical training. Rather this exposure occurred once they were in the field practicing as an SLP. A clear need was identified regarding graduate and continued education on collaboration between SLPs and RDs.

The aim of this presentation is to report on the application and outcomes of an ETSU Cultural Competency grant awarded in 2021.The purpose of the grant was to allow students enrolled in CDIS 5240 (M.Sc. SLP Program) the opportunity to demonstrate understanding of multicultural multilingual issues and their application in the assessment and treatment of children with cleft lip and palate to better prepare them for the workforce, contribute to meeting the requirements of American Speech-Language Hearing Association (ASHA), and most importantly ensure that Hispanic children and other culturally and linguistically diverse (CALD) children with CLP receive improved services to enable them to reach their maximum potential.

In the absence of a gold standard, this study illustrates the process involved in the cross-cultural translation and adaptation of the FOCUS© and its shortened version, FOCUS-34© (the Parent Form and Instruction Sheet, as well as the Clinician Form and Instruction Sheet), while also determining the social validity and clinical applicability of the translated measure. The target language used as example was Afrikaans, one of the 11 official languages of South Africa.

Across the literature it is seen that when trying to enact change in a patient’s everyday life there is always some degree of adherence risk. In the field of voice therapy this risk is particularly high. Traditional comparisons of therapy techniques focus only on change achieved as opposed to the ways in which each therapy protocol was carried out. This type of focus minimizes the amounts of adherence risk present in each therapy technique. This risk can have a fundamental impact on the success of therapy. A comparison of the types of adherence risk that exists and the ways they can be minimized is useful for the treatment of voice disorders. This report serves to address issues of adherence risk in voice by examining relevant research outside the field of speech language pathology. It contains information regarding the most commonly seen adherence risks encountered, research on how those risks were addressed in the fields of medicine and physical therapy, and how those techniques can be adapted for clinical use. A comparative analysis of the types of risks present in the most common therapy protocols and how those risks can be minimized is also included. Tables are included in order to provide the speech language pathologist (SLP) with a user-friendly guide on the possible ways to determine adherence risks present in their client and possible ways to address this risk. Sample dialogue is also provided. Adherence risk is a key component in voice therapy that is often not being considered when choosing and implementing therapy protocols. There are many factors that make up adherence risk including personality characteristics, motivation, expectations for therapy, ease of use of the technique/instructions, client understanding of implementation, and the nature of the disorder itself. It is useful to look at how such factors are addressed. We’re asking our clients to do many things that will change their daily lives: behaviorally, diet-wise, it may even impact the way they feel about themselves. How do we ask them this and expect that it’ll actually get done? / text

Book Summary: Tinnitus: Clinical and Research Perspectives summarizes contemporary findings from basic and clinical research regarding tinnitus mechanisms, effects, and interventions. The text features a collection of international authors, active researchers, and clinicians who provide an expansive scope of material that ensures relevance for patients and professionals. Reviews and reports of contemporary research findings underscore the text s value for classroom use in audiology and otolaryngology programs. Patients and students of audiology will benefit from the text s coverage of tinnitus mechanisms, emerging practice considerations, and expectations for outcomes--for example, recent successes of cognitive behavioral therapy, neuromodulation, and hearing aid use. These and other topics, such as the effects of noise and drugs on tinnitus, are reported in a way that enhances clinicians ability to weave such strategies into their own work. The influence of tinnitus on all aspects of life is explored, from art to medicine and communication to isolation, thereby providing clinicians and patients a deeper understanding of and greater facility managing a tinnitus experience. Finally, this text includes case studies that provide a practical view of tinnitus effects and management approaches. The editors hope that the consideration of mechanisms, interventions, and outcomes resonates with patients, clinicians, and students of audiology. / https://dc.etsu.edu/etsu_books/1179/thumbnail.jpg