- Graduate SLP/Aud Clinicians on Counseling: Self-Perceptions and Awareness of Boundaries
- Comparability of APP–R and KLPA–2: Preliminary Observations
- Medicaid School Billing for SLP Services: A Brief Tutorial
- Argument Structure Enhanced Verb Naming Treatment: Two Case Studies
- Approaching College Teaching Preparation in a Scholarly Manner: A Tutorial
- Identifying Embedded and Conjoined Complex Sentences: Making it Simple
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1. Graduate SLP/Aud Clinicians on Counseling: Self-Perceptions and Awareness of Boundaries [PDF]
Carolyn Peluso Atkins
West Virginia University, Morgantown
Abstract: On two surveys, graduate students majoring in speech-language pathology/audiology (a) rated their agreement/disagreement with 22 items regarding their counseling/interpersonal communication skills and (b) responded to whether 20 topics are or are not within the boundaries of the speech-language pathologist/audiologist. Means and standard deviations are reported for each item on both surveys. Although respondents generally perceived themselves to have effective counseling/interpersonal skills, they also agreed that more emphasis should be placed on those areas in the speech-language pathology/audiology graduate program. Respondents achieved 91% accuracy regarding topics within the professional boundaries and 55.6% accuracy regarding topics not within the professional boundaries.
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2. Comparability of APP-R and KLPA - 2: Preliminary Observations [PDF]
Helen Buhler
Kristin Hubschman
Christine Warner
Mercy College, Dobbs Ferry, New York
Abstract: Research in the area of assessment of phonological processes is limited. Therefore, the purpose of the present study was to compare the results of two current phonological tests (Assessment of Phonological Processes—Revised [APP–R; B. W. Hodson, 1986] and Khan–Lewis Phonological Analysis—2 [KLPA–2; L. M. Khan & N. Lewis, 2001]) in terms of consistency of phonological process identification. A file review was conducted to compare the results of the two tests. Twenty files were selected based on convenience; ten from a public school in New York City and ten from a public school in suburban Rockland County. Percentage-of-occurrence scores for five common phonological processes were compared between the tests. Results indicated a high-positive-significant correlation between the tests, demonstrating that the two tests could be interchangeable. In addition, the most common phonological process observed in both tests was liquid simplification; the least common observed was syllable reduction. On the basis of these results, speech-language pathologists might want to base their test selection on other factors such as time requirements, funding, and test availability.
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3. Medicaid School Billing for SLP Sevices: A Brief Tutorial [PDF]
Lena G. Caesar
Andrews University, Berrien Springs, Michigan
Abstract: The Individual with Disabilities Education Act (IDEA) and Section 1903(c) of the Medicaid School Billing Act of 1988 were both designed to guarantee that children with disabilities receive services and products that would enhance both their educational experiences and their physical well-being. Before 1988, special education financing was the sole responsibility of the Office of Special Education; but as federal monies became scarce, many school districts nationwide were challenged to finance their own special education programs. For this reason, state educational agencies welcomed the change in federal law that permitted school districts to bill Medicaid for specific "medically necessary" health services. However, over the years, the practice of billing Medicaid for services in the educational arena has produced increasing concern regarding the appropriateness of Medicaid providing reimbursement for school-based services. This article addresses those concerns, and related recommendations, specifically in the context of school-based speech-language pathology services.
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4. Argument Structure Enhanced Verb Naming Treatment: Two Case Studies [PDF]
Mikyong Kim
Maureen F. Adingono
Jason S. Revoir
University of Rhode Island, Kingston
Abstract: Research has shown that some individuals with aphasia have more difficulty naming verbs than nouns (e.g., R. Bastiaanse & R. Jonkers, 1998). Furthermore, verb retrieval failure may lead to sentence construction deficits in some aphasic individuals (e.g., J. Marshall, T. Pring, & S. Chiat, 1998). Given the pivotal role that a verb plays in a sentence, a treatment method is needed that can successfully improve not only verb retrieval but also the use of retrieved verbs in sentences. This study examined the effect of a verb naming treatment method that exploits the association between a verb and its noun arguments on the verb naming and sentence production of two nonfluent aphasic individuals with verb naming difficulty. In the treatment, the target verb was associated with two specific noun arguments, each in a three-sentence story, one presented with a picture and the other without a picture. Weekly probe data were collected on trained verb naming, control verb naming, and constrained sentence production. Abstract noun naming-from-definition was also probed weekly as a control task for cognitive improvement. Maintenance data were collected 5 weeks following termination of the treatment. Narrative samples were also collected pretreatment and at maintenance. The treatment was effective in facilitating naming of trained verbs. There was no generalization to naming of control verbs. Improvement in the production of grammatical sentences in the constrained sentence production condition occurred for 1 participant but not for the other. There was evidence of improved sentence production for both participants in their narratives. Overall, the verb naming treatment that exploited the association between verbs and their noun arguments was effective in improving verb naming and generalizing to sentence production. However, some pretreatment grammatical and motor speech abilities may be required for substantial improvement in sentence production. Although data were collected for only 2 participants, the treatment effects were promising enough to warrant further investigation with a larger participant pool.
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5. Approaching College Teaching Preparation in a Scholarly Manner: A Tutorial [PDF]
Sarah A. Orjada
The University of Arizona, Tucson
Louis A. Dachtyl, III
Student Therapies and Resource Services, Tucson, Arizona
Abstract: Students in PhD programs often express satisfaction with research preparation but are less satisfied with teaching preparation. In response, some universities have developed college teaching preparation programs, but, for a number of reasons, not all doctoral students take advantage of such programs. First, some individuals (both professors and students) do not view teaching as an intellectually challenging activity, which decreases the likelihood of making teaching preparation an important part of a program of study. Second, there is often a general lack of knowledge as to why teaching preparation programs are important. Third, some doctoral students have the false belief that they do not have time to prepare adequately for teaching, given other more pressing demands such as research. In response, we highlight the aspects of teaching that make it a scholarly activity, worthy of careful preparation; discuss the purpose and components of teaching preparation programs in order to emphasize the importance of these programs and the time taken to complete them; and present a tutorial for PhD students in speech-language pathology and audiology that provides guidance for approaching college teaching preparation in a scholarly manner.
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6. Identifying Embedded and Conjoined Complex Sentences: Making it Simple [PDF]
Susan A. Steffani
California State University, Chico
Abstract: An important area of assessment for later preschool and school-aged children is the use of complex sentences. In this article, complex sentences are those identified by R. Paul (1981): embedded and conjoined. These sentences allow a child to provide information about clausal and temporal relationships and aid in more mature narratives. Unfortunately, these types of sentences are difficult to identify. A complex sentence flowchart was developed by the author to aid in identifying 12 types of embedded and conjoined sentences (e.g., relative clauses, infinitive clauses, multiple embedded, simple conjunctions). Included in this tutorial is a review of sentence structure, complex sentence development and importance, and use of complex sentences by children with language disorders. The tutorial also defines complex sentences and introduces the flowchart; it can be used when analyzing a child's language sample and/or narrative. Practice sentences, answers, and explanations are provided so that the reader can practice using the flowchart.
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