Concussion affects the adolescent population in large numbers, primarily because of the popularity of team sports that are played in middle and high school. This adolescent age group is more susceptible to the adverse effects of concussion due to physiological immaturity, and recovery for this population takes longer than in adults. Speech-language pathologists, who are trained to treat cognitive-communication deficits, are present in the majority of school systems throughout the United States, and could be a useful resource to manage and treat students who incur concussion. However, speech-language pathologists historically have not treated students with concussion, and may not be receiving adequate education regarding concussion in graduate programs. This study sought to ascertain the education, training, and experience regarding concussion of speech-language pathologists in Texas secondary schools. Anonymous survey responses were collected via an Internet survey platform, yielding 49 respondents for the final data pool. The answers provided by these respondents indicate Texas speech-language pathologists are not yet receiving adequate concussion education and training. Respondents reported low confidence levels in several key areas of concussion knowledge, and doubt regarding the speech-language pathologist's role in managing concussion. Recommendations include concussion-targeted graduate school curriculum as an extension of traumatic brain injury curriculum, increased continuing education efforts by ASHA regarding concussion and the speech-language pathologist's role in treating concussion, and further advocacy by ASHA for speech-language pathologists to be part of concussion management teams based in schools. / text

The purpose of this thesis was to administer a survey to obtain information on practicing Speech-Language Pathologists’ (SLPs) knowledge of bilingual issues, while also considering whether any academic background on bilingualism guides SLP’s diagnostic and treatment options. This was done by comparing survey results of practicing SLPs with different academic backgrounds on bilingualism with current Master’s students registered at the Communication Sciences and Disorders Masters’ program at Florida International University (FIU). The survey consisted of 26 questions that examined participant’s history, and bilingual knowledge. Data was collected from 89 surveys. Data analyses showed that students and SLPs with a strong educational background on bilingualism had a tendency to prefer answers that correspond to recent research findings on bilingualism than students and SLPs with no or little educational background on bilingualism. These results suggest that academic background on bilingualism guides assessment interpretations and treatment options of bilingual clients.

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Sensory Food Aversions occur frequently in children who are likely to appear on Speech-Language Pathologist’s (SLP’s) caseloads. The lack of research regarding intervention for Sensory Food Aversions in schools and the assertion of a gap in school-based services for children with feeding disorders was a significant indicator for the need of the study. A quantitative, descriptive, exploratory research design was selected using a self-developed questionnaire in order to exploreschool-based SLP’s perceptions of their knowledge and skills related to Sensory Food Aversions, as well as determine resources available for working with this population. Findings from the study suggest a need for educational training, emphasize the advocacy role of an SLP, and shed light on the challenges/barriers SLPs face in regard to treating Sensory Food Aversions in schools. This study may be useful for SLPs in order to meet the needs of children with Sensory Food Aversions.

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CLP is a complex condition and can have a far-reaching impact on an individual. Collaboration between the school-based SLP and the CLP team will ensure holistic treatment for the child. A paucity of literature exists regarding school-based SLP’s referrals to cleft palate teams. This research describes and explores the referral practices of school-based SLP’s to CLP teams.Learner Outcome(s): Participants will be able to identify and describe the best practices of school-based SLPs making referrals to cleft palate teams Participants will be able to list the potential barriers in providing services and referrals for children with CLP and VPD in school systems Participants will be able to describe the advantages of collaboration between school-based SLPs and CLP teams in the appropriate care of children with CLP and VPD

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No description available.

This thesis aims at investigating the importance of effective implementation of health safety and hygiene legislations and practices in Health Care delivery systems. A new System Based Approach for Strategic Implementation of Occupational Health & Safety Practices is proposed in this thesis. The underlying principle of the approach is based on involvement and inputs from staff and management rather than by pre-specified requirements and objectives. Furthermore, the development process is a closed loop process that provides a mechanism for continuously evaluating system performance and monitoring activities that have considerable impact on health and safety practices. A case study was conducted in the medical laboratories of five major hospitals in the Emirate of Abu Dhabi. Data were collected through questionnaires, staff interviews, and reviewing laboratory safety reports compiled over a three years period. The main conclusions from this study are: 1. The proposed approach has proven to be useful in analyzing existing health and safety systems. The methodology and tools proved to be instrumental in defining inefficiencies and determining the status of the Health & Safety policies & practices in the selected medical laboratories. 2. Effective implementation of the proposed approach has shown improvements in productivity, operational cost, service quality, staff and management satisfaction. 3. The case study has demonstrated that a developing country such the UAE, with no previously existing Health & Safety legislation and little risk prevention culture, can rapidly and effectively introduce effective industry specific H&S by adopting an integrated systems based approach. 4. UAE has highly advanced and economically developing base, there is a general willingness at senior level within the UAE to achieve high levels of competence and standards in all industrial sectors. 5. CAP is a system based management tool which has been implemented globally, but only limited in the gulf region; CAP has been implemented by the author and colleges within Zayed Military Hospital between 2003-2007.

Research has suggested that speech pathologists (SPs) in Australia involve parents in intervention when working with children with phonological impairment. However, details of what this practice entails are unknown. If parents are considered integral to meeting service delivery challenges regarding recommended intervention intensities, there is a need to better understand how parents are involved and trained to provide intervention. This study addresses that need. An anonymous, voluntary online survey was completed by 335 SPs in Australia who work with children with phonological impairment. Participants answered questions about how they involve and train parents, and the type of home practice activities provided. In addition, SPs were asked to identify barriers they faced when involving parents in intervention for children with phonological impairment. Overall, 96.36% of SPs involved parents in intervention. SPs reported involving parents in a range of intervention tasks, including goal planning, observing sessions, and completing home practice activities. Sixty-eight percent reported training parents to provide intervention, of whom 87.77% indicated that they do not follow a structured training program or approach when working with parents. Of note, 83.9% of SPs strongly agreed that parent involvement is essential for intervention to be effective; however, most SPs reported barriers to involving parents in intervention, notably compliance with completion of home practice activities. Although SPs consider parent involvement to be valuable, they identified several barriers to this practice. This poster will offer practical suggestions for how parent training and parent involvement could be implemented for children with phonological impairment.