The purpose of this study was to determine if emotional resilience can be effectively increased through targeted instruction. To examine this question, five novel curricular elements were designed to target the social-emotional competencies known to undergird the development of emotional resilience. These five curricular elements were incorporated into an 8-week course on Counseling in Speech-Language Pathology and Audiology. Students completed a self-assessment pre- and post-course to assess for change in level of resilience. Results indicated overall increased levels of resilience after the 8-week course. While further research is needed, this study is the first to show that increasing emotional resilience can be achieved through targeted curricular intervention in CSD.
{"title":"Training Students to Handle Emotional Load: Resilience Outcomes from a Graduate-Level Counseling Course – A Pilot study","authors":"Jaime Bauer Malandraki","doi":"10.61403/2689-6443.1291","DOIUrl":"https://doi.org/10.61403/2689-6443.1291","url":null,"abstract":"The purpose of this study was to determine if emotional resilience can be effectively increased through targeted instruction. To examine this question, five novel curricular elements were designed to target the social-emotional competencies known to undergird the development of emotional resilience. These five curricular elements were incorporated into an 8-week course on Counseling in Speech-Language Pathology and Audiology. Students completed a self-assessment pre- and post-course to assess for change in level of resilience. Results indicated overall increased levels of resilience after the 8-week course. While further research is needed, this study is the first to show that increasing emotional resilience can be achieved through targeted curricular intervention in CSD.","PeriodicalId":490595,"journal":{"name":"Teaching and learning in communication sciences and disorders","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Audacity is a multi-platform free, open-source audio recorder and editor software. The advantage of Audacity software is as follows: easy installation and simple visual interface, no registrations or hardware requirements, and availability at no cost might make it a preferred software to carry out class demonstrations and lab activities for an undergraduate course in the Communication Sciences and Disorders discipline. The tutorial aims to illustrate how Audacity software can be used to demonstrate various psychoacoustic phenomena commonly taught in undergraduate Hearing Science courses. This tutorial is divided into fundamental and advanced concepts from the pedagogy and student learning standpoint. The fundamental concepts involve using sine waves to demonstrate frequency, amplitude, and phase related to auditory perception. The advanced concepts include the generation of complex periodic non-speech signals, wave superposition, beats, missing fundamental frequency, demonstration of different filters, and amplitude and frequency modulation. Future research is needed to evaluate the benefits of using Audacity software for psychoacoustical demonstrations in an undergraduate Hearing Science course.
{"title":"Using Audacity Software to Enhance Teaching and Learning of Hearing Science Course: A Tutorial","authors":"Nilesh Washnik, Chandan Suresh, Chao-Yang Lee","doi":"10.61403/2689-6443.1284","DOIUrl":"https://doi.org/10.61403/2689-6443.1284","url":null,"abstract":"Audacity is a multi-platform free, open-source audio recorder and editor software. The advantage of Audacity software is as follows: easy installation and simple visual interface, no registrations or hardware requirements, and availability at no cost might make it a preferred software to carry out class demonstrations and lab activities for an undergraduate course in the Communication Sciences and Disorders discipline. The tutorial aims to illustrate how Audacity software can be used to demonstrate various psychoacoustic phenomena commonly taught in undergraduate Hearing Science courses. This tutorial is divided into fundamental and advanced concepts from the pedagogy and student learning standpoint. The fundamental concepts involve using sine waves to demonstrate frequency, amplitude, and phase related to auditory perception. The advanced concepts include the generation of complex periodic non-speech signals, wave superposition, beats, missing fundamental frequency, demonstration of different filters, and amplitude and frequency modulation. Future research is needed to evaluate the benefits of using Audacity software for psychoacoustical demonstrations in an undergraduate Hearing Science course.","PeriodicalId":490595,"journal":{"name":"Teaching and learning in communication sciences and disorders","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135898194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Audrey Scott, Laura Plexico, Mary J. Sandage, Allison M Plumb
The purpose of this investigation was to understand, from the perspective of speech-language pathologists (SLPs), what factors contribute to the essential structure of the experience of SLPs with low perceived counseling self-efficacy (CSE), the factors that contribute to the essential structure of the experience of SLPs with high perceived CSE, and how SLPs can transition from lower to higher perceived CSE. Ten female speech-language pathologists participated in interviews to discuss their counseling experiences and the development of their personal SLP CSE. The interviews were divided into 982 meaning units. The meaning units were categorized to determine the recurring themes contributing to the essential structure of low and high SLP CSE and to determine how the transition from low to high CSE occurs. Four recurring themes associated with low CSE were identified, including: (a) lack of knowledge, (b) lack of experience, (c) lack of feedback from others, and (d) personal attributes. Seven recurring themes associated with high CSE were identified, including: (a) experience, (b) situation-specific confidence, (c) experiences of success, (d) life experiences, (e) observation of others, (f) feedback from others, and (g) personal attributes. Four themes associated with perceived needs and resources for continued CSE growth were identified, including: (a) further counseling training, (b) feedback from others, (c) experience, and (d) self-reflection. Further, it was found that internal locus of control was associated with higher levels of CSE.
{"title":"The Development of Speech-Language Pathologists’ Counseling Self-Efficacy","authors":"Audrey Scott, Laura Plexico, Mary J. Sandage, Allison M Plumb","doi":"10.61403/2689-6443.1290","DOIUrl":"https://doi.org/10.61403/2689-6443.1290","url":null,"abstract":"The purpose of this investigation was to understand, from the perspective of speech-language pathologists (SLPs), what factors contribute to the essential structure of the experience of SLPs with low perceived counseling self-efficacy (CSE), the factors that contribute to the essential structure of the experience of SLPs with high perceived CSE, and how SLPs can transition from lower to higher perceived CSE. Ten female speech-language pathologists participated in interviews to discuss their counseling experiences and the development of their personal SLP CSE. The interviews were divided into 982 meaning units. The meaning units were categorized to determine the recurring themes contributing to the essential structure of low and high SLP CSE and to determine how the transition from low to high CSE occurs. Four recurring themes associated with low CSE were identified, including: (a) lack of knowledge, (b) lack of experience, (c) lack of feedback from others, and (d) personal attributes. Seven recurring themes associated with high CSE were identified, including: (a) experience, (b) situation-specific confidence, (c) experiences of success, (d) life experiences, (e) observation of others, (f) feedback from others, and (g) personal attributes. Four themes associated with perceived needs and resources for continued CSE growth were identified, including: (a) further counseling training, (b) feedback from others, (c) experience, and (d) self-reflection. Further, it was found that internal locus of control was associated with higher levels of CSE.","PeriodicalId":490595,"journal":{"name":"Teaching and learning in communication sciences and disorders","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aurora Weaver, Ashlyn Wheat, Travis Riffle, Chelsea Powell, Lindsey Leonard, Ryleigh Prickett, Anna Hill, Larry Molt
Human anatomy and physiology is considered one of the most difficult courses a student can take in a pre-health professional major in the US (Slominski, et. al., 2017). Research has revealed benefits of the use of art and anatomy within medical education, including improved clinical observational skills, greater understanding of disease and patient perspectives, and greater ability to empathize (Bell & Evans, 2014). Bell and Evans (2014) argue that observational skills are often overlooked in medical education. Use of art assignments in a graduate anatomy and physiology course will be discussed with reference to design and learning outcomes. The purpose of this study was to evaluate the relationship between art and medical education for audiology students. This study aimed to incorporate STEAM education (art assignments, the teaching effect, and community outreach) into audiology curriculum. Auburn University’s Au.D. class of 2022 participated in this study, consisting of 10 students. The Student Assessment of Learning Gains (SALG) questionnaire was conducted and provided qualitative and quantitative evidence supporting the integration of art in the Doctor of Audiology curriculum. BASE (pre) and SALG (post) outcomes assessed that the use of STEAM assignments can help improve the retention of the anatomy and physiology within of the auditory system. Cross-tabulations of pre and post course responses show a positive increase in student understanding of course material. A positive perception that art assignments enhanced student confidence and clinical observation skills related to the course was observed. Many students felt they had a great gain in understanding covered topics. The effects of utilizing the teaching effect and community outreach were also positively seen by student participants. Students’ opinions following coursework and cross-tabulations support a place for art in health education and healthcare.
{"title":"Can the Use of Art and Active Learning Improve Retention and Observational Skill Confidence Among Audiology Graduate Students","authors":"Aurora Weaver, Ashlyn Wheat, Travis Riffle, Chelsea Powell, Lindsey Leonard, Ryleigh Prickett, Anna Hill, Larry Molt","doi":"10.61403/2689-6443.1262","DOIUrl":"https://doi.org/10.61403/2689-6443.1262","url":null,"abstract":"Human anatomy and physiology is considered one of the most difficult courses a student can take in a pre-health professional major in the US (Slominski, et. al., 2017). Research has revealed benefits of the use of art and anatomy within medical education, including improved clinical observational skills, greater understanding of disease and patient perspectives, and greater ability to empathize (Bell & Evans, 2014). Bell and Evans (2014) argue that observational skills are often overlooked in medical education. Use of art assignments in a graduate anatomy and physiology course will be discussed with reference to design and learning outcomes. The purpose of this study was to evaluate the relationship between art and medical education for audiology students. This study aimed to incorporate STEAM education (art assignments, the teaching effect, and community outreach) into audiology curriculum. Auburn University’s Au.D. class of 2022 participated in this study, consisting of 10 students. The Student Assessment of Learning Gains (SALG) questionnaire was conducted and provided qualitative and quantitative evidence supporting the integration of art in the Doctor of Audiology curriculum. BASE (pre) and SALG (post) outcomes assessed that the use of STEAM assignments can help improve the retention of the anatomy and physiology within of the auditory system. Cross-tabulations of pre and post course responses show a positive increase in student understanding of course material. A positive perception that art assignments enhanced student confidence and clinical observation skills related to the course was observed. Many students felt they had a great gain in understanding covered topics. The effects of utilizing the teaching effect and community outreach were also positively seen by student participants. Students’ opinions following coursework and cross-tabulations support a place for art in health education and healthcare.","PeriodicalId":490595,"journal":{"name":"Teaching and learning in communication sciences and disorders","volume":"292 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135898181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This qualitive study examined four communication sciences and disorders (CSD) graduate students’ experiences with feedback from CSD faculty members to understand how it affected their relationships with faculty. Review of the literature revealed the importance and impact of feedback; however, it offered little research examining feedback within the field of CSD. Graduate CSD students who completed their undergraduate degrees in CSD were interviewed to reflect on feedback experiences they received from faculty during their undergraduate and graduate education. The students were also presented with two mock papers with differing feedback styles and were asked their reactions to the feedback. It was discovered that feedback received directly contributed to faculty’s overall perceived approachability, with more imbalanced critical feedback increasing the perception of unapproachability towards faculty members. Additionally, the feedback modality, language used, and balance of positive and negative comments strongly influenced participant’s perception of the feedback being given as an inherently pleasant or unpleasant.
{"title":"The Impact of Faculty Feedback on Student Perceptions of Faculty-Student Relationships","authors":"Lauren Trejo, Sarah M. Ginsberg","doi":"10.61403/2689-6443.1283","DOIUrl":"https://doi.org/10.61403/2689-6443.1283","url":null,"abstract":"This qualitive study examined four communication sciences and disorders (CSD) graduate students’ experiences with feedback from CSD faculty members to understand how it affected their relationships with faculty. Review of the literature revealed the importance and impact of feedback; however, it offered little research examining feedback within the field of CSD. Graduate CSD students who completed their undergraduate degrees in CSD were interviewed to reflect on feedback experiences they received from faculty during their undergraduate and graduate education. The students were also presented with two mock papers with differing feedback styles and were asked their reactions to the feedback. It was discovered that feedback received directly contributed to faculty’s overall perceived approachability, with more imbalanced critical feedback increasing the perception of unapproachability towards faculty members. Additionally, the feedback modality, language used, and balance of positive and negative comments strongly influenced participant’s perception of the feedback being given as an inherently pleasant or unpleasant.","PeriodicalId":490595,"journal":{"name":"Teaching and learning in communication sciences and disorders","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to examine the effect of a refutation text on conceptual knowledge of dyslexia among pre-professional undergraduate students in communication sciences and disorders (CSD). Undergraduate students (n = 60) majoring in CSD were randomly assigned to two groups. They completed a pre-test to evaluate their conceptual knowledge of dyslexia, then read a text about dyslexia. There were two texts: a refutation text and a control text. After reading the text, students completed a post-test to evaluate their conceptual knowledge of dyslexia. Four weeks after completing the post-test, students completed a maintenance test. The refutation text facilitated greater conceptual change about dyslexia than the control text in the short term (i.e., from pre-test to post-test). For both groups, participants’ conceptual knowledge of dyslexia decreased between the post-test and maintenance test. However, for both groups, conceptual knowledge of dyslexia was higher at the maintenance time point than it was at the pre-test time point. Refutation texts may be a viable option for facilitating conceptual change among pre-professional speech-language pathologists.
{"title":"Using a Refutation Text to Increase Dyslexia Knowledge in CSD Undergraduates","authors":"Dorothy Shiver, Hannah Krimm","doi":"10.61403/2689-6443.1292","DOIUrl":"https://doi.org/10.61403/2689-6443.1292","url":null,"abstract":"The purpose of this study was to examine the effect of a refutation text on conceptual knowledge of dyslexia among pre-professional undergraduate students in communication sciences and disorders (CSD). Undergraduate students (n = 60) majoring in CSD were randomly assigned to two groups. They completed a pre-test to evaluate their conceptual knowledge of dyslexia, then read a text about dyslexia. There were two texts: a refutation text and a control text. After reading the text, students completed a post-test to evaluate their conceptual knowledge of dyslexia. Four weeks after completing the post-test, students completed a maintenance test. The refutation text facilitated greater conceptual change about dyslexia than the control text in the short term (i.e., from pre-test to post-test). For both groups, participants’ conceptual knowledge of dyslexia decreased between the post-test and maintenance test. However, for both groups, conceptual knowledge of dyslexia was higher at the maintenance time point than it was at the pre-test time point. Refutation texts may be a viable option for facilitating conceptual change among pre-professional speech-language pathologists.","PeriodicalId":490595,"journal":{"name":"Teaching and learning in communication sciences and disorders","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135900127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Populations in the United States rise daily, as do the number of people who are considered multicultural. With this comes a greater need for speech-language pathologists (SLPs) who are able to assess and treat such individuals – a training process that begins in graduate programs. The primary objective of this study was to determine the knowledge and perceptions of graduate students in speech-language pathology as it pertains to multiculturalism. A survey was conducted to explore graduate students’ knowledge and perceptions of multicultural topics. Participants were recruited from programs in the southeastern United States via email. Just under 400 surveys were returned with 322 complete responses received. Most graduate programs are covering multicultural and multilingual topics across courses to prepare students to work with such populations in future careers. Students recognize the importance of these topics because the opportunities to work with multicultural and multilingual clients are becoming more frequent. A firm foundation can set the tone for an SLP’s career; without adequate training in the area of multiculturalism, many individuals may receive inadequate services whether the speech-language pathologist recognizes the gaps in care or not.
{"title":"Knowledge and Perceptions of SLP Graduate Students Regarding Multiculturalism","authors":"Evy Jewell Hayes, Laura Amanda Mathews","doi":"10.61403/2689-6443.1275","DOIUrl":"https://doi.org/10.61403/2689-6443.1275","url":null,"abstract":"Populations in the United States rise daily, as do the number of people who are considered multicultural. With this comes a greater need for speech-language pathologists (SLPs) who are able to assess and treat such individuals – a training process that begins in graduate programs. The primary objective of this study was to determine the knowledge and perceptions of graduate students in speech-language pathology as it pertains to multiculturalism. A survey was conducted to explore graduate students’ knowledge and perceptions of multicultural topics. Participants were recruited from programs in the southeastern United States via email. Just under 400 surveys were returned with 322 complete responses received. Most graduate programs are covering multicultural and multilingual topics across courses to prepare students to work with such populations in future careers. Students recognize the importance of these topics because the opportunities to work with multicultural and multilingual clients are becoming more frequent. A firm foundation can set the tone for an SLP’s career; without adequate training in the area of multiculturalism, many individuals may receive inadequate services whether the speech-language pathologist recognizes the gaps in care or not.","PeriodicalId":490595,"journal":{"name":"Teaching and learning in communication sciences and disorders","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135898182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stacie M Hatfield, Erin Redle Sizemore, Anu Subramanian
Purpose: The purpose of this study was to identify accommodations available to students in Midwestern higher education institutions. The number of students with disabilities entering graduate programs, including in CSD, is increasing. There are multiple barriers that impact success for students with disabilities. Reasonable accommodations for students are legally required in higher education, but little is known about the types of accommodations available to CSD students at different institutions. An enhanced understanding of common accommodation may help CSD programs proactively prepare programs to support graduate students in academic and clinical training. Method: Analysis of the accommodations listed on the websites of 40 different institutions that provide CSD education in the Midwestern region was conducted to identify themes in accommodations in these institutions. .
{"title":"Preliminary Analysis of Student Accommodations at Higher Education Institutions in the Midwest with Communication Disorders Programs","authors":"Stacie M Hatfield, Erin Redle Sizemore, Anu Subramanian","doi":"10.61403/2689-6443.1287","DOIUrl":"https://doi.org/10.61403/2689-6443.1287","url":null,"abstract":"Purpose: The purpose of this study was to identify accommodations available to students in Midwestern higher education institutions. The number of students with disabilities entering graduate programs, including in CSD, is increasing. There are multiple barriers that impact success for students with disabilities. Reasonable accommodations for students are legally required in higher education, but little is known about the types of accommodations available to CSD students at different institutions. An enhanced understanding of common accommodation may help CSD programs proactively prepare programs to support graduate students in academic and clinical training. Method: Analysis of the accommodations listed on the websites of 40 different institutions that provide CSD education in the Midwestern region was conducted to identify themes in accommodations in these institutions. .","PeriodicalId":490595,"journal":{"name":"Teaching and learning in communication sciences and disorders","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although language sample analysis (LSA) is considered an important tool for high-quality child language assessment, surveys have found that its use is quite limited by school-based speech-language pathologists (SLPs). Two of the reasons often cited are limited time and limited expertise (Kemp & Klee, 1997; Pavelko et al., 2016). This study aims to evaluate the outcomes of a language sample training program on SLP students’ accuracy, efficiency, and confidence with language sample transcription and coding. Upper-division SLP undergraduates and graduate students participated in a self-paced language sample training and practice program. Participants completed online language transcription and coding training and practiced transcribing 7-10 narrative child language samples. After each one, they entered information into the quiz tool in the university’s online learning management system and received automated, individualized, and specific feedback. The accuracy and time needed for the language transcriptions were recorded and analyzed. The results indicated that the participants significantly increased their accuracy and reduced the time needed for transcription and coding. They also reported a significant increase in their confidence level with language sample transcription. The results suggest that increased training and practice opportunities that involve specific feedback will better prepare new clinicians to use language sample analysis in clinical practice.
虽然语言样本分析(LSA)被认为是高质量儿童语言评估的重要工具，但调查发现，以学校为基础的语言病理学家(slp)对其使用相当有限。经常被引用的两个原因是有限的时间和有限的专业知识(Kemp & Klee, 1997;Pavelko et al.， 2016)。本研究旨在评估语言样本训练计划对SLP学生在语言样本转录和编码方面的准确性、效率和信心的影响。高年级语言语言专业本科生和研究生参加了一个自定进度的语言样本训练和实践项目。参与者完成了在线语言转录和编码培训，并练习转录7-10个叙事儿童语言样本。每次考试结束后，他们将信息输入到大学在线学习管理系统的测验工具中，并收到自动的、个性化的、特定的反馈。记录和分析语言转录的准确性和所需的时间。结果表明，参与者显著提高了他们的准确性，减少了转录和编码所需的时间。他们还报告说，他们对语言样本转录的信心水平显著提高。结果表明，增加涉及具体反馈的培训和实践机会将更好地为新临床医生在临床实践中使用语言样本分析做好准备。
{"title":"Better, Faster, Stronger: Outcomes of a Language Sample Transcription and Coding Training Study","authors":"Diane A Ogiela, Sarah A Aldrich","doi":"10.61403/2689-6443.1289","DOIUrl":"https://doi.org/10.61403/2689-6443.1289","url":null,"abstract":"Although language sample analysis (LSA) is considered an important tool for high-quality child language assessment, surveys have found that its use is quite limited by school-based speech-language pathologists (SLPs). Two of the reasons often cited are limited time and limited expertise (Kemp & Klee, 1997; Pavelko et al., 2016). This study aims to evaluate the outcomes of a language sample training program on SLP students’ accuracy, efficiency, and confidence with language sample transcription and coding. Upper-division SLP undergraduates and graduate students participated in a self-paced language sample training and practice program. Participants completed online language transcription and coding training and practiced transcribing 7-10 narrative child language samples. After each one, they entered information into the quiz tool in the university’s online learning management system and received automated, individualized, and specific feedback. The accuracy and time needed for the language transcriptions were recorded and analyzed. The results indicated that the participants significantly increased their accuracy and reduced the time needed for transcription and coding. They also reported a significant increase in their confidence level with language sample transcription. The results suggest that increased training and practice opportunities that involve specific feedback will better prepare new clinicians to use language sample analysis in clinical practice.","PeriodicalId":490595,"journal":{"name":"Teaching and learning in communication sciences and disorders","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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