Purpose. The purpose of this research project was to compare the narrative content organization (macrostructure) of young children with specific language impairment (SLI) and those with typical language development (TL). While it is well-known that young children with SLI display poorer use of grammar (microstructure) than their TL language similar peers (Leaonard, 2014; Rice et al., 1998) less is known about their use of macrostructure. Thus, the research question was: What are the narrative skills of children with SLI as compared to their language similar peers with development TL? Based on research with older children (Gillam et al., 2016), it was hypothesized that children with SLI will have poorer narrative macrostructure of narratives than those with TL. Method. The experiment compared 6 children with SLI (mean age: 5 years, 2 months) and 8 language similar children with TL (mean age: 4 years, 8 months). Language equivalency was determined based on administration of the Clinical Evaluation of Language Fundamentals-Preschool-2 and the Rice/Wexler Test of Early Grammatical Impairment. As well, all the participants passed a hearing screening and performed in the average range on the Preschool Test of Nonverbal Intelligence. Researchers read two books, Gossie and Gossie & Gertie (Dunrea, 2002, 2002) to each child. After reading each book, the child retold the story while looking through the pictures as a guide, yielding 12 SLI samples and 16 TL samples. The stories were audio-recorded and transcribed using a consensus method of reliability. Researchers then coded the stories for presence and quality of the following components: Character, Setting, Initiating Event, Internal Response, Plan, Action/Attempt, and Consequence. Once coded, the components were then scored on a 3-point scale using Gillam et al. (2012) narrative development progressmonitoring tool. Results and Conclusions. First, outcomes of the two stories were compared using an ANOVA design with Story Components and Story as within group factors. Because Gossie & Gertie had one more character than Gertie, it naturally scored significantly higher on Characters. Otherwise, the stories did not reliably differ and were combined for further analysis. Next a mixed model ANOVA design with Story Components as a within group factor and Group as a between group faction was conducted. The results indicated no statistically significant main effects or interactions. The findings did not support the hypothesis, suggesting that the narrative skills of children with SLI are equivalent to their language similar peers with TL. It may be as children get older and their narratives become more complex, children with SLI begin to fall further behind yielding the differences reported in the literature. This project prompts future questions about narrative macrostructure skills of young age-matched children with SLI and TL and use of macrostructure skills in more complex stories.

Three scales were administered to measure attitudes of graduate students in health professions prior to their participation in an interprofessional education (IPE) pilot program. Overall, results indicated that students’ attitudes toward IPE were generally positive, but there is room for improvement. Additionally, medical students’ attitudes differed from the other disciplines.

No description available.

No description available.

This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners’ perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.

No description available.

No description available.

The purpose of this project is to determine inclusion of the ICF-CY in Cleft Lip and Palate (CLP) training curricula for Speech-Language Pathologists (SLPs). Survey research was conducted with CLP course instructors across the nation. Results describe the application of the ICF-CY in CLP courses at the graduate level. Recommendations for including the ICF-CY framework are made. Cleft Lip and Palate, one of the most prevalent birth defects in the US, affects 7,090 infants per year with an incidence of approximately 1 in 600 births (Center for Disease Control, 2006). SLPs require skills and competencies in assessing and treating CLP, however the academic and clinical preparation of SLPs regarding CLP remains a topic of concern. Training issues in CLP have been researched since the 1960’s (Vallino et al., 2008). Sharp and O’Gara (2014) suggested discussing training programs regarding the core learning outcomes for entry-level preparation in resonance disorders. The International Classification of Functioning, Disability, and Health for Children and Youth (ICF-CY) (WHO, 2007) provides an important, holistic framework for children with CLP. The ICF-CY’s interrelated components emphasize the factors influencing the activities and participation of children with CLP. Despite research recommending incorporation of the ICF-CY into SLP training curricula, the inclusion of the ICF-CY in CLP courses has not been explored to date as far as could be determined. The current study aimed to survey CLP graduate course instructors to describe the content of curricula and to determine the extent to which the ICF-CY is being included and applied in teaching assessment and intervention of CLP. A 35-item questionnaire was constructed to obtain information regarding academic and clinical training in the area of CLP in US graduate programs. Survey questions targeted demographic information regarding the program, course, and instructor. Survey questions also examined the inclusion of the ICF-CY framework into course content regarding assessment and intervention. The survey was administered via an online academic survey tool. The survey was distributed to the department chairs of ASHA accredited SLP graduate programs to be completed by training programs’ faculty who teach the CLP (or related) course. 61 fully completed surveys were eligible 2016 Appalachian Student Research Forum Page 101 for analysis. An item-by-item analysis was performed to describe survey results. Results showed only 23% of respondents reported teaching a course exclusively related to CLP, which confirms concerns related to Vallino et al. (2008) and other researchers. The ICF-CY does not yet appear to be fully integrated into CLP coursework and in response to the question posed by the researchers, does not appear to be alive and well in US CLP curricula. A case is made for the ICF-CY framework to be incorporated into CLP curricula to provide future SLPs a holistic perspective of children with CLP and to extend their thinking about the impact of speech impairment associated with CLP. Including the ICF-CY framework in training will facilitate collaborative inter-professional care of children with CLP. Finally, the inclusion of the ICF components and their interaction into ASHA’s most recent draft of the Scope of Practice in SpeechLanguage Pathology emphasizes the necessity of ICF inclusion in course curriculum to support provision of high-quality services.

Framework and Research Question: The International Classification of Functioning, Disability and Health (ICF) developed by the World Health Organization (WHO 2001) is a framework to address functioning and disability related to a health condition within the context of the individual’s activities and participation in everyday life. Therefore, in addition to the audiologic test battery the individual’s perception of hearing status and its impact on communication should be considered. The aim of this study is to describe the hearing status of Mauritian adultslivingwith CL/P and their perceptions of the role of hearing in their lives

To date there is a lack of information on how young adults in Mauritius, a representation of the majority contexts, experience living with CLP. The aim of this study is to give a voice to young Mauritian adults with CLP; in describing their treatment journey and satisfaction with cleft care.