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Speech-Language Pathologists as Expert Witnesses in Court CasesTomblinson, Shauna 01 June 2021 (has links)
The purpose of this study was to discover if as an expert witness, an SLP can make a significant impact on the decision made by juries in the cases of defendants with a traumatic brain injury compared to no expert witness testimony. Participants were recruited from a pool of individuals who met the requirements to be a potential juror in the state of Illinois. Participants completed a survey regarding their opinions on defendants with TBI in court cases. The survey was created with the online survey generator software, “Google Forms” in order to determine if individuals would judge a defendant differently when informed of the expert witness testimony of an SLP. Results suggest a positive correlation between exposure to SLP testimony and greater leniency or rehabilitative tendencies in legal judgment. The implications of these results shine a very important light on the issue of individuals with TBI inside the criminal justice system. If cases continue to be held in a court of law without the input of specialized SLP expert knowledge, it would be difficult to say if true justice is served for each individual. With SLP expert testimony, the number of individuals with TBI who are behind bars as a result of ill-informed jury sentencing could be significantly reduced.
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Training Auditory-Perceptual and Laryngeal Videostroboscopic Ratings: Effects on Rater ConfidenceGoodpaster, Caroline C. 28 April 2020 (has links)
No description available.
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Language Profiles And Development Of Children With Childhood Apraxia Of SpeechBaker, Alison Marie 25 March 2020 (has links)
No description available.
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An investigation of observer evaluation accuracy of clinical sessionsPeterson, Douglas Scott 01 January 1981 (has links)
Student speech-language pathologists begin their academic preparation as observers. Observations of the clinical management session are for the purpose of providing student clinicians with insight into the management process by providing clinical models. To make observation experiences meaningful there must be some guiding framework which will demonstrate the significance of behaviors observed.
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The effects of overt and covert observation on the clinical behavior emitted by untrained cliniciansMiddleton, Carol L.K. 01 January 1982 (has links)
This study examined the effects overt and covert observation of live clinical sessions have on the number of social/ neutral verbal behaviors emitted by untrained speech clinicians and their respective clients enrolled Summer Term, 1980, in the Articulation and Language Clinic at Portland State University, Speech and Hearing Sciences. The Boone-Prescott Interactional analysis System (Boone and Prescott, 1972), a numerically coded system, was used to record clinician-client interactions. Data were obtained for a randomly selected five minute period from each of forty clinical sessions.
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Current Assessment and Treatment Practices for Children with Autism and Suspected Childhood Apraxia of Speech: A Survey of Speech-Language PathologistsDawson, Elsa Jayne 01 January 2010 (has links)
Purpose: The occurrence of similar speech and non-speech behaviors in some children with autism and Childhood Apraxia of Speech (CAS) calls for the consideration of CAS in some children with autism. The majority of research on CAS has been conducted with children who are otherwise typically developing. The purpose of this study was to determine whether and to what extent children with autism are being diagnosed with or suspected to have CAS as well as what assessment and treatment methods are currently being used with these children. Method: A nationwide survey of speech-language pathologists (SLPs) working with children ages 0-6 years was distributed through snowball sampling, e-mail distribution lists and Facebook discussion pages. The survey requested information on numbers of children served with autism and suspected CAS as well as the criteria used to identify CAS in children with autism and the treatment methods being used in intervention. Results: 132 surveys were received and analyzed. SLPs from across the United States participated in the study. The mean number of children with autism currently served per participant was 6 children and the mean number of children with autism and suspected CAS per participant was 1. Participants reported suspected CAS in 16% of children with autism. SLPs working in the field the longest and those serving more total children with autism were suspecting CAS in children with autism more often than other participants. Of the total participants, 80% indicated that they would begin assessment for CAS in a child with autism as soon as they notice specific signs of CAS. The most common markers used were difficulty combining and sequencing phonemes and inconsistent production of speech sounds. Participants reported using a wide range of assessment tools to assess for CAS in a child with autism. Participants tended to rely upon informal assessment measures for this population; the most common assessment tool was a connected speech sample. The most commonly used intervention technique with this population was AAC; participants also reported high familiarity with PROMPT as a treatment for CAS. The least commonly used intervention technique was integral stimulation; 62% of the participants indicated that they have no knowledge of the technique. Conclusion: Results revealed that on average, SLPs are suspecting CAS in approximately 1 in 5 children with autism but much fewer children with autism have a second diagnosis of CAS. The decision of when to assess a child with autism for CAS as well as the assessment tools used varied greatly across participants. Participants reported using up to 22 different diagnostic markers to identify CAS in a child with autism. It was also discovered that not all of the traditional diagnostic markers for CAS should necessarily be considered diagnostic markers of CAS in a child with autism (e.g. suprasegmental abnormalities). With no scientific research to date regarding treatment efficacy for the treatment of CAS in children with autism, SLPs are forced to rely on anecdotal data when selecting a treatment to target CAS in a child with autism; SLPs may not be using the most effective treatment methods for this population. Results of the study support continued investigation of CAS in children with autism. There is a strong need for the development of clear diagnostic guidelines for CAS in a child with autism as well as reliable assessment tools that should be used. Further studies are needed to identify the most effective treatment approach for children with CAS and autism and how an SLP should incorporate that treatment into an overall comprehensive treatment approach for autism.
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Identity, Wellness and Applied Pedagogy for the 21st Century SingerRohrer, Katherine L. January 2018 (has links)
No description available.
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The Effects of Self-Disclosure on Implicit Bias and Social Judgments of Disfluent SpeechFerguson, Ashley M. 10 December 2018 (has links)
No description available.
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Feeding Infants with Cleft Lip and/or PalateMadhoun, Lauren Louise January 2018 (has links)
No description available.
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The role of coarticulation in speech-on-speech recognitionJett, Brandi 23 May 2019 (has links)
No description available.
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