Pub Date : 2024-03-19DOI: 10.1044/2024_persp-23-00240
Ishita Dubey, S. Stryker, Jules L. Madzia, Sarah Pickle, Greg Dion, Victoria S. McKenna
The aim of this study was to explore the gap between the need for gender-affirming voice and communication services (GAVCS) and insurance coverage within one state. An electronic, cross-sectional survey of transgender/gender-diverse (TGD) adults assessed the incidence of insurance and cost barriers to GAVCS. Then, policies from 22 major insurers were reviewed using a web-based search and telephone inquiries. Finally, a tool was developed for clinicians to share available coverage for GAVCS by insurer. Over half (53%) of 115 respondents reported vocal incongruence, but only 19.1% had pursued GAVCS. Of those who had not, 57% reported cost and/or insurance coverage were barriers (most of whom were commercially insured). Less than half of major Ohio insurance plans mentioned GAVCS coverage, and of those who did, less than half would consider covering it on a case-by-case basis. Creation of a tool that explained coverage across insurance companies was helpful, but challenging and labor-intensive. TGD individuals often experience a mismatch between their gender identity and societal perceptions of their voice, which can worsen dysphoria and compromise safety. GAVCS align voice with gender identity but are inconsistently covered by health insurance and can be costly, particularly for individuals who face socioeconomic marginalization. Inconsistent transparency in communicating coverage criteria further exacerbates access to GAVCS. Poor insurance coverage of GAVCS is an important barrier to accessing this evidence-based care, and more transparency and consistency in coverage is critical.
{"title":"Insurance Coverage for Gender-Affirming Voice and Communication Services: An In-Depth Analysis in a Midwestern U.S. State","authors":"Ishita Dubey, S. Stryker, Jules L. Madzia, Sarah Pickle, Greg Dion, Victoria S. McKenna","doi":"10.1044/2024_persp-23-00240","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00240","url":null,"abstract":"\u0000 \u0000 The aim of this study was to explore the gap between the need for gender-affirming voice and communication services (GAVCS) and insurance coverage within one state.\u0000 \u0000 \u0000 \u0000 An electronic, cross-sectional survey of transgender/gender-diverse (TGD) adults assessed the incidence of insurance and cost barriers to GAVCS. Then, policies from 22 major insurers were reviewed using a web-based search and telephone inquiries. Finally, a tool was developed for clinicians to share available coverage for GAVCS by insurer.\u0000 \u0000 \u0000 \u0000 Over half (53%) of 115 respondents reported vocal incongruence, but only 19.1% had pursued GAVCS. Of those who had not, 57% reported cost and/or insurance coverage were barriers (most of whom were commercially insured). Less than half of major Ohio insurance plans mentioned GAVCS coverage, and of those who did, less than half would consider covering it on a case-by-case basis. Creation of a tool that explained coverage across insurance companies was helpful, but challenging and labor-intensive.\u0000 \u0000 \u0000 \u0000 TGD individuals often experience a mismatch between their gender identity and societal perceptions of their voice, which can worsen dysphoria and compromise safety. GAVCS align voice with gender identity but are inconsistently covered by health insurance and can be costly, particularly for individuals who face socioeconomic marginalization. Inconsistent transparency in communicating coverage criteria further exacerbates access to GAVCS. Poor insurance coverage of GAVCS is an important barrier to accessing this evidence-based care, and more transparency and consistency in coverage is critical.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140229378","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}
Pub Date : 2024-03-12DOI: 10.1044/2024_persp-23-00167
B. Slavych, S. Atcherson, R. Zraick
This article explores the potential of using ChatGPT, an artificial intelligence–powered chatbot, as a tool to teach plain language writing to students in communication sciences and disorders (CSD). It addresses the importance of plain language writing in health care communication and identifies the challenges faced by graduate students in adopting plain language writing. Integrating ChatGPT into CSD education can empower students to develop effective plain language writing skills, with the potential of ultimately improving their communication skills and patient outcomes. The article highlights the potential positive impact of ChatGPT on clinical documentation and health communication, emphasizing the potential to enhance accuracy, consistency, productivity, efficiency, and language accessibility. While considering the limitations and ethical considerations of ChatGPT, the article concludes by emphasizing the need for a balanced approach that combines ChatGPT technology with human instruction to ensure responsible utilization and promote student competency in plain language writing.
{"title":"Using ChatGPT to Improve Health Communication and Plain Language Writing for Students in Communication Sciences and Disorders","authors":"B. Slavych, S. Atcherson, R. Zraick","doi":"10.1044/2024_persp-23-00167","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00167","url":null,"abstract":"\u0000 \u0000 This article explores the potential of using ChatGPT, an artificial intelligence–powered chatbot, as a tool to teach plain language writing to students in communication sciences and disorders (CSD). It addresses the importance of plain language writing in health care communication and identifies the challenges faced by graduate students in adopting plain language writing.\u0000 \u0000 \u0000 \u0000 Integrating ChatGPT into CSD education can empower students to develop effective plain language writing skills, with the potential of ultimately improving their communication skills and patient outcomes. The article highlights the potential positive impact of ChatGPT on clinical documentation and health communication, emphasizing the potential to enhance accuracy, consistency, productivity, efficiency, and language accessibility. While considering the limitations and ethical considerations of ChatGPT, the article concludes by emphasizing the need for a balanced approach that combines ChatGPT technology with human instruction to ensure responsible utilization and promote student competency in plain language writing.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140249544","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}
Pub Date : 2024-03-12DOI: 10.1044/2024_persp-23-00236
C. Crerand, Kristin Billaud Feragen, Alexis L. Johns, Hailey Umbaugh, Madeline McClinchie, Amelia F. Drake, Carrie L. Heike, Joyce P. Yi-Frazier, N. Stock
This article reviews the literature focused on the psychological effects of craniofacial care for patients and their families. It provides an overview of pediatric medical traumatic stress (PMTS) associated with craniofacial conditions and related care, along with a review of its risk and protective factors. Findings from studies of PMTS in craniofacial populations are also reviewed. The article concludes with strategies for identifying, addressing, and preventing medical traumatic stress in the context of craniofacial care. Specific implications for speech-language pathologists are also shared with respect to ways of minimizing risks for medical traumatic stress in craniofacial care. Future directions are also delineated and include strategies to improve screening and support for patients with craniofacial conditions and their families, along with the development of interventions aimed at increasing resilience.
{"title":"Pediatric Medical Traumatic Stress in Individuals With Craniofacial Conditions","authors":"C. Crerand, Kristin Billaud Feragen, Alexis L. Johns, Hailey Umbaugh, Madeline McClinchie, Amelia F. Drake, Carrie L. Heike, Joyce P. Yi-Frazier, N. Stock","doi":"10.1044/2024_persp-23-00236","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00236","url":null,"abstract":"\u0000 \u0000 This article reviews the literature focused on the psychological effects of craniofacial care for patients and their families. It provides an overview of pediatric medical traumatic stress (PMTS) associated with craniofacial conditions and related care, along with a review of its risk and protective factors. Findings from studies of PMTS in craniofacial populations are also reviewed.\u0000 \u0000 \u0000 \u0000 The article concludes with strategies for identifying, addressing, and preventing medical traumatic stress in the context of craniofacial care. Specific implications for speech-language pathologists are also shared with respect to ways of minimizing risks for medical traumatic stress in craniofacial care. Future directions are also delineated and include strategies to improve screening and support for patients with craniofacial conditions and their families, along with the development of interventions aimed at increasing resilience.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"54 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251107","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}
Pub Date : 2024-03-12DOI: 10.1044/2024_persp-23-00067
Nur Seda Saban-Dülger, Esra Özcebe
Developmental language disorder (DLD) is a common childhood disorder that hinders children from functioning in other developmental areas, such as social–emotional and cognitive domains. Consequently, a comprehensive speech and language assessment of children is of great importance. Of concern, however, is the challenge for speech and language pathologists to assess the speech and language skills of bilingual children. This article aims to inform clinicians, researchers, and other experts working with bilingual Turkish-speaking children with DLD about bilingual language assessment. The current literature on Turkish–English bilingual language acquisition and bilingual language assessment is reviewed, and the general characteristics of bilingual development are reported. In order to understand how the first language affects the second language, a contrastive analysis of the Turkish and English languages is summarized. A case study is described to highlight essential factors to take into account when creating a comprehensive language assessment battery for Turkish, covering all areas impacted by DLD. The results of the proposed language assessment protocol are analyzed, and its practical use is discussed. Additionally, the case study child's strengths and the skills requiring support are interpreted with regard to their implications for daily life activities and prospective academic requirements. This tutorial highlights the importance of comprehensive language assessment for the differential diagnosis of DLD in bilinguals as the most essential step to develop an appropriate intervention program and counseling procedures. Such assessment considers individual as well as cultural differences of children and their family members.
{"title":"Language Assessment in Bilingual Turkish-Speaking Preschoolers With Developmental Language Disorders: A Tutorial","authors":"Nur Seda Saban-Dülger, Esra Özcebe","doi":"10.1044/2024_persp-23-00067","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00067","url":null,"abstract":"\u0000 \u0000 Developmental language disorder (DLD) is a common childhood disorder that hinders children from functioning in other developmental areas, such as social–emotional and cognitive domains. Consequently, a comprehensive speech and language assessment of children is of great importance. Of concern, however, is the challenge for speech and language pathologists to assess the speech and language skills of bilingual children. This article aims to inform clinicians, researchers, and other experts working with bilingual Turkish-speaking children with DLD about bilingual language assessment.\u0000 \u0000 \u0000 \u0000 The current literature on Turkish–English bilingual language acquisition and bilingual language assessment is reviewed, and the general characteristics of bilingual development are reported. In order to understand how the first language affects the second language, a contrastive analysis of the Turkish and English languages is summarized. A case study is described to highlight essential factors to take into account when creating a comprehensive language assessment battery for Turkish, covering all areas impacted by DLD.\u0000 \u0000 \u0000 \u0000 The results of the proposed language assessment protocol are analyzed, and its practical use is discussed. Additionally, the case study child's strengths and the skills requiring support are interpreted with regard to their implications for daily life activities and prospective academic requirements.\u0000 \u0000 \u0000 \u0000 This tutorial highlights the importance of comprehensive language assessment for the differential diagnosis of DLD in bilinguals as the most essential step to develop an appropriate intervention program and counseling procedures. Such assessment considers individual as well as cultural differences of children and their family members.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"17 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248426","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}
Pub Date : 2024-03-12DOI: 10.1044/2024_persp-23-00262
Emily Wood, Kereisha Biggs, Monika Molnar
Dynamic assessments evaluate ability to learn and may be less biased against children who historically have underperformed on static measures that evaluate acquired knowledge. This meta-analysis examined the validity of dynamic assessments of word reading skills (phonological awareness, sound–symbol knowledge, and decoding), as measured by the strength of their correlation with performance on word reading measures. The consistency of their validity across participant reading status (typically developing vs. at risk), language status (monolingual vs. bilingual), and age group (4–5 vs. 6–7 vs. 8–9 years) was also examined to determine whether this assessment approach is an equitable means of evaluating early word reading skills. Electronic databases and preprint repositories were searched to identify studies that evaluated dynamic assessments of word reading skills conducted with children between the ages of 4 and 10 years. Pearson's correlation coefficients representing the relationship between dynamic assessments and word reading measures were extracted, and an overall pooled mean effect size was calculated using a random-effects meta-analysis with robust variance estimation. Subgroup analyses for participant reading status, language status, and age group were also conducted to determine whether there were significant differences in effect sizes across groups. Thirty-five studies with 192 effect sizes were identified. Overall, dynamic assessments of word reading skills demonstrated strong correlations with word reading measures ( g = 0.49). Subgroup analysis by age indicated that dynamic assessments are significantly better suited to evaluate word reading in younger children (ages 4–5 and 6–7 years) than older students (ages 8–9 years; p = .0001). Validity was consistent across typically developing and at-risk participants and across bilinguals and monolinguals. There were few studies conducted with bilinguals despite dynamic assessment's purported application for this population. This meta-analysis provides preliminary evidence to support dynamic assessments as a valid and equitable means of evaluating word reading skills with diverse children aged 4–7 years. https://doi.org/10.23641/asha.25293046
{"title":"Dynamic Assessments of Word Reading Skills in Diverse School-Age Children: A Meta-Analysis","authors":"Emily Wood, Kereisha Biggs, Monika Molnar","doi":"10.1044/2024_persp-23-00262","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00262","url":null,"abstract":"\u0000 \u0000 Dynamic assessments evaluate ability to learn and may be less biased against children who historically have underperformed on static measures that evaluate acquired knowledge. This meta-analysis examined the validity of dynamic assessments of word reading skills (phonological awareness, sound–symbol knowledge, and decoding), as measured by the strength of their correlation with performance on word reading measures. The consistency of their validity across participant reading status (typically developing vs. at risk), language status (monolingual vs. bilingual), and age group (4–5 vs. 6–7 vs. 8–9 years) was also examined to determine whether this assessment approach is an equitable means of evaluating early word reading skills.\u0000 \u0000 \u0000 \u0000 Electronic databases and preprint repositories were searched to identify studies that evaluated dynamic assessments of word reading skills conducted with children between the ages of 4 and 10 years. Pearson's correlation coefficients representing the relationship between dynamic assessments and word reading measures were extracted, and an overall pooled mean effect size was calculated using a random-effects meta-analysis with robust variance estimation. Subgroup analyses for participant reading status, language status, and age group were also conducted to determine whether there were significant differences in effect sizes across groups.\u0000 \u0000 \u0000 \u0000 \u0000 Thirty-five studies with 192 effect sizes were identified. Overall, dynamic assessments of word reading skills demonstrated strong correlations with word reading measures (\u0000 g\u0000 = 0.49). Subgroup analysis by age indicated that dynamic assessments are significantly better suited to evaluate word reading in younger children (ages 4–5 and 6–7 years) than older students (ages 8–9 years;\u0000 p\u0000 = .0001). Validity was consistent across typically developing and at-risk participants and across bilinguals and monolinguals. There were few studies conducted with bilinguals despite dynamic assessment's purported application for this population.\u0000 \u0000 \u0000 \u0000 \u0000 This meta-analysis provides preliminary evidence to support dynamic assessments as a valid and equitable means of evaluating word reading skills with diverse children aged 4–7 years.\u0000 \u0000 \u0000 \u0000 \u0000 https://doi.org/10.23641/asha.25293046\u0000 \u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"100 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250551","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}
Pub Date : 2024-03-06DOI: 10.1044/2024_persp-23-00189
B. Findley
Previous studies have suggested that many speech-language pathology graduate students experience significant levels of stress throughout their programs. If not effectively mitigated, these stressors could negatively impact students' academic and clinical development. Self-care practices are one potential option that could help address the stressors students encounter throughout their graduate programs. The purpose of this research was to explore potential associations between self-care practices and clinical self-efficacy in speech-language pathology graduate students. This topic was explored using a nonexperimental research design that included descriptive and correlational analyses. A survey that included demographic questions, the Mindful Self-Care Scale–Standard, and a modified version of the Clinical Self-Efficacy Appraisal Inventory was completed by 68 students who were enrolled in a speech-language pathology graduate program. Small positive and significant correlational associations were observed between Mindful Awareness and total Mindful Self-Care Scale–Standard scores and all measured aspects of clinical self-efficacy. The associations between Supportive Relationships and Supportive Structure subscale scores and some aspects of clinical self-efficacy also reached significance. No significant associations were observed between Mindful Relaxation, Physical Care, or Self-Compassion and Purpose subscale scores and any measured domain of clinical self-efficacy. While limitations exist due to the exploratory nature of this study, the results provide an initial examination of associations between self-care practices and clinical self-efficacy.
{"title":"An Exploration of Associations Between Self-Care Practices and Clinical Self-Efficacy in Speech-Language Pathology Graduate Students","authors":"B. Findley","doi":"10.1044/2024_persp-23-00189","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00189","url":null,"abstract":"\u0000 \u0000 Previous studies have suggested that many speech-language pathology graduate students experience significant levels of stress throughout their programs. If not effectively mitigated, these stressors could negatively impact students' academic and clinical development. Self-care practices are one potential option that could help address the stressors students encounter throughout their graduate programs. The purpose of this research was to explore potential associations between self-care practices and clinical self-efficacy in speech-language pathology graduate students.\u0000 \u0000 \u0000 \u0000 This topic was explored using a nonexperimental research design that included descriptive and correlational analyses. A survey that included demographic questions, the Mindful Self-Care Scale–Standard, and a modified version of the Clinical Self-Efficacy Appraisal Inventory was completed by 68 students who were enrolled in a speech-language pathology graduate program.\u0000 \u0000 \u0000 \u0000 Small positive and significant correlational associations were observed between Mindful Awareness and total Mindful Self-Care Scale–Standard scores and all measured aspects of clinical self-efficacy. The associations between Supportive Relationships and Supportive Structure subscale scores and some aspects of clinical self-efficacy also reached significance. No significant associations were observed between Mindful Relaxation, Physical Care, or Self-Compassion and Purpose subscale scores and any measured domain of clinical self-efficacy.\u0000 \u0000 \u0000 \u0000 While limitations exist due to the exploratory nature of this study, the results provide an initial examination of associations between self-care practices and clinical self-efficacy.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"99 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140260983","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}
Pub Date : 2024-03-05DOI: 10.1044/2024_persp-23-00097
Bethany F. Schwartz
The purpose of this tutorial is to introduce speech-language pathologists to the salient characteristic of the creole language of Hawaiʻi. This language variety is called Hawaiʻi Creole by linguists, but speakers of the language variety generally call it Pidgin. This tutorial reviews the available literature on this understudied language variety to provide a brief overview of Pidgin's historical development and social context and its clinically salient linguistic features. Suggestions for culturally and linguistically responsive assessment of Pidgin-speaking children as well as suggestions for further reading on Pidgin are also provided.
{"title":"“We\u0000 Pau\u0000 ?”: Culturally Responsive Language Assessment of Pidgin (Hawaiʻi Creole)–Speaking Children","authors":"Bethany F. Schwartz","doi":"10.1044/2024_persp-23-00097","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00097","url":null,"abstract":"\u0000 \u0000 The purpose of this tutorial is to introduce speech-language pathologists to the salient characteristic of the creole language of Hawaiʻi. This language variety is called Hawaiʻi Creole by linguists, but speakers of the language variety generally call it Pidgin.\u0000 \u0000 \u0000 \u0000 This tutorial reviews the available literature on this understudied language variety to provide a brief overview of Pidgin's historical development and social context and its clinically salient linguistic features. Suggestions for culturally and linguistically responsive assessment of Pidgin-speaking children as well as suggestions for further reading on Pidgin are also provided.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"57 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264772","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}
Pub Date : 2024-03-05DOI: 10.1044/2024_persp-23-00279
Laura Coco
A number of barriers exist that limit access to hearing aids and services, including high cost, limited number of providers, and patients' perceived lack of need. The traditional model of hearing aid service delivery requires patients to undergo a hearing test, receive a medical evaluation or waiver, and receive a hearing aid fitting from qualified providers, such as a licensed audiologist. In an effort to improve access and affordability, the U.S. Food and Drug Administration recently established a new category of over-the-counter (OTC) hearing aids for adults with perceived mild–moderate hearing loss that can be purchased without the involvement of a professional. The purpose of this Viewpoint article is to reflect on the progress that has been accomplished in the inaugural year of OTC hearing aids. In the last year, hearing aids have become more readily available to consumers online and in stores. A number of companies have entered the OTC hearing aid market, leading to innovative designs and a variety of options for consumers. The regulations governing OTC hearing aids have also spurred increased attention on hearing care and created new opportunities for interprofessional collaboration. In addition, research has illustrated the real-world effectiveness of OTC hearing aids. Still, in some respects, the first year of OTC hearing aids has not met expectations. Evidence points to low adoption as well as misconceptions, including regarding the distinction between OTC and prescription hearing aids. Audiologists can play an important role in addressing misconceptions by increasing their own knowledge of the devices and talking about them with patients and in outreach activities. There are a number of outstanding needs, including to investigate U.S. consumers' satisfaction when using these devices long term and to evaluate the impact of OTC hearing aids in countries outside of the United States.
{"title":"Amplifying Access: Progress After 1 Year of Over-the-Counter Hearing Aids","authors":"Laura Coco","doi":"10.1044/2024_persp-23-00279","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00279","url":null,"abstract":"\u0000 \u0000 A number of barriers exist that limit access to hearing aids and services, including high cost, limited number of providers, and patients' perceived lack of need. The traditional model of hearing aid service delivery requires patients to undergo a hearing test, receive a medical evaluation or waiver, and receive a hearing aid fitting from qualified providers, such as a licensed audiologist. In an effort to improve access and affordability, the U.S. Food and Drug Administration recently established a new category of over-the-counter (OTC) hearing aids for adults with perceived mild–moderate hearing loss that can be purchased without the involvement of a professional. The purpose of this Viewpoint article is to reflect on the progress that has been accomplished in the inaugural year of OTC hearing aids.\u0000 \u0000 \u0000 \u0000 In the last year, hearing aids have become more readily available to consumers online and in stores. A number of companies have entered the OTC hearing aid market, leading to innovative designs and a variety of options for consumers. The regulations governing OTC hearing aids have also spurred increased attention on hearing care and created new opportunities for interprofessional collaboration. In addition, research has illustrated the real-world effectiveness of OTC hearing aids. Still, in some respects, the first year of OTC hearing aids has not met expectations. Evidence points to low adoption as well as misconceptions, including regarding the distinction between OTC and prescription hearing aids. Audiologists can play an important role in addressing misconceptions by increasing their own knowledge of the devices and talking about them with patients and in outreach activities. There are a number of outstanding needs, including to investigate U.S. consumers' satisfaction when using these devices long term and to evaluate the impact of OTC hearing aids in countries outside of the United States.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263647","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}
Pub Date : 2024-03-01DOI: 10.1044/2024_persp-23-00117
Kenyan L. Martin
The purpose of this article is to promote the viewpoint that simulation debriefing is a critical element of the simulation experience, which serves to facilitate students' ability to synthesize information and construct new mental models as they prepare for their future work as speech-language pathologists. The use of simulations in communication sciences and disorders (CSD) has grown significantly over the last decade. This article reviews key concepts in clinical simulation pedagogy and highlights the importance of debriefing as part of the simulation learning experience. Current guidelines and standards for simulations and debriefing in CSD are discussed, and debriefing models commonly used in nursing and medicine are described. Suggestions are provided to enhance current debriefing practices and guide future research in CSD. Clinical simulation, particularly the debriefing component, has the power to close the gaps in students' clinical knowledge and skills and to prepare students for robust and diverse careers. In a review of debriefing models originating from nursing and medicine, several crucial debriefing components are noted. Students need time to (a) react to and defuse emotions related to the simulation experience, (b) gather and describe key simulation details, (c) analyze simulation outcomes, and (d) summarize new knowledge and consider how it applies to future contexts. Additional research is needed to continue developing and refining simulation and debriefing best practices in CSD. Debriefing models from nursing and medicine ought to be explored and replicated in future CSD research.
{"title":"A Viewpoint on Simulation Debriefing to Optimize Student Learning","authors":"Kenyan L. Martin","doi":"10.1044/2024_persp-23-00117","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00117","url":null,"abstract":"\u0000 \u0000 The purpose of this article is to promote the viewpoint that simulation debriefing is a critical element of the simulation experience, which serves to facilitate students' ability to synthesize information and construct new mental models as they prepare for their future work as speech-language pathologists. The use of simulations in communication sciences and disorders (CSD) has grown significantly over the last decade. This article reviews key concepts in clinical simulation pedagogy and highlights the importance of debriefing as part of the simulation learning experience. Current guidelines and standards for simulations and debriefing in CSD are discussed, and debriefing models commonly used in nursing and medicine are described. Suggestions are provided to enhance current debriefing practices and guide future research in CSD.\u0000 \u0000 \u0000 \u0000 Clinical simulation, particularly the debriefing component, has the power to close the gaps in students' clinical knowledge and skills and to prepare students for robust and diverse careers. In a review of debriefing models originating from nursing and medicine, several crucial debriefing components are noted. Students need time to (a) react to and defuse emotions related to the simulation experience, (b) gather and describe key simulation details, (c) analyze simulation outcomes, and (d) summarize new knowledge and consider how it applies to future contexts. Additional research is needed to continue developing and refining simulation and debriefing best practices in CSD. Debriefing models from nursing and medicine ought to be explored and replicated in future CSD research.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"51 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140085978","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}
Pub Date : 2024-03-01DOI: 10.1044/2024_persp-23-00241
Shana McGrath, Katlin R. Schultz
The purpose of this clinical focus article is to highlight the significance of the therapeutic alliance (TA) and how it relates to speech and language therapy practice. We define the components of the TA through the Rehabilitation Treatment Specification System (RTSS) framework in an effort to increase clinician understanding and implementation of the components of TA. With the introduction of the RTSS, there have been ongoing efforts to increase specificity in describing and outlining rehabilitation treatments to better understand, research, and translate knowledge across the field. However, the inclusion of representations and volitional ingredients is often missing from current literature or limited to certain patient populations. We map the ingredients of the TA as intentional clinician actions to provide increased specification of volition components, with the goal of shaping and enhancing the patients' mental representations and offer insights for direct application in clinical practice. Ongoing efforts to educate and train speech-language pathologists on the invaluable contribution of mental representations and TA are imperative. Embedding this education within the RTSS framework may serve to underscore its equal contribution to the patient experience and associated outcomes. Ongoing research and efforts to further delineate volitional ingredients into therapeutic practice is essential to maximize patient engagement and outcomes.
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