Syntactic Complexity Across Language Sampling Contexts in School-Age Children, Ages 8-11 Years.

PURPOSE: Syntax has been called the structural foundation of language, as its development allows for more efficient and effective communication. Complex syntax production is known to lag in children and adolescents with language impairment. Conversation, narrative, and expository language sampling contexts are recommended tools for the comprehensive assessment of school-age children, including syntactic abilities. Despite these recommendations, few studies have examined syntactic differences obtained from these three sampling contexts in a within group sample of school-age children, (i.e., ages 8-11 years). Information about similarities and differences in syntactic measures obtained from these three sampling contexts is needed to identify the optimal sampling context(s) for eliciting complex syntax. METHOD: Conversational, narrative, and expository language samples were elicited from 85 children with typically developing language ages 8;0-11;11 (years;months). Samples were transcribed and analyzed for the mean length of utterance in words and clausal density, or the number of clauses per communication unit as measured by the subordination index. RESULTS: Syntactic measures differed significantly across the three sampling contexts. Namely, narrative and expository language samples elicited longer utterances and more syntactically complex language than conversation samples. Age-related differences in the syntactic measures were not detected. CONCLUSIONS: Differences in syntactic measures between conversation and narrative samples and conversation and expository samples within children ages 8-11 years support use of narrative and expository contexts as the most appropriate language sampling contexts for elicitation of complex syntax in school-age children ages 8-11 years. Conversation sampling is unlikely to elicit children's capacities for complex sentence production.

A National Survey of Speech-Language Pathologists' Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation.

Purpose This study examined the models of collaboration used by school-based speech-language pathologists (SLPs) during the provision of special education services including factors predicting use of the interprofessional collaborative practice (IPP) model and barriers to collaboration. Method School-based SLPs responded to a survey on models of collaboration within their work setting. Anchored vignettes were created to determine their engagement in 3 different models (i.e., multidisciplinary, interdisciplinary, and interprofessional) used in the provision of special education services during evaluation and intervention. Predictive factors supporting and/or hindering the use of IPP were identified. Results Results demonstrated low percentages of school-based SLPs engaging in IPP during initial evaluations (8%), eligibility meetings (43%), and intervention sessions (14%). Three factors predicted use of IPP in schools: prior training in collaboration, years of experience, and educational setting. The most frequently cited barriers to SLPs' engagement in collaboration included time constraints/scheduling (48%), resistance from other professionals (23%), and lack of support from employers/administration (11%). Conclusions The results of the current study indicated that systemic change is needed at both the university and public school levels. At the university level, preprofessional students need collaborative learning opportunities that are integrated across programs and colleges. School-based SLPs and other education professionals could benefit from job-embedded learning focused on IPP to increase their knowledge and engagement in IPP and improve student outcomes. Supplemental Material https://doi.org/10.23641/asha.9340760.

Integrating Simulations Into Communication Sciences and Disorders Clinical Curriculum: Impact of Student Perceptions.

Purpose The purpose of this mixed methods study was to examine student perceptions of computer-based simulation and to identify components of the simulation experience that were valued by the students. The aim of this study was to inform the development of effective approaches to integrating simulation into the speech-language pathology graduate curriculum. Method Participants were 1st-year graduate students in a residential, speech-language pathology master's program ( N = 29). A convergent-parallel mixed methods study situated in the pragmatic paradigm was conducted. Students completed a quantitative survey regarding educational practices and participated in focus groups regarding their experiences in a semester-long, simulated diagnostic clinical placement. These quantitative data and qualitative inquiry were analyzed and interpreted to explore the perceptions and attitudes of participants. Results In response to the research questions, integration of the qualitative and quantitative data resulted in 4 primary themes related to the perceived strengths and weaknesses of computer-based simulation diagnostic evaluations. These themes were (a) Communication, (b) Skill Practice, (c) Technology, and (d) Independent Learning. Through analysis, these themes connected to represent a spectrum of strengths and weaknesses of computer-based simulation diagnostic evaluations. Conclusions The results of this study have allowed researchers to establish a framework for understanding the learning process associated with computer-based simulation from the perspective of the graduate student. This framework is useful in integrating simulations into the communication sciences and disorders curriculum in a manner that is systematic and in agreement with best practices in the nursing and medical literature.

Effect of distance caregiver coaching on functional skills of a child with traumatic brain injury.

OBJECTIVE: To assess the effect of distance caregiver coaching on skill acquisition of a child with traumatic brain injury. Interactions between caregivers and persons with brain injury may play a critical role in the rehabilitation process, and coaching caregivers is one method that may foster more positive functional outcomes for the individual as caregiver skills may generalize across domains. METHOD: This study utilised a single-subject, multiple baseline across behaviours design to examine the effects of caregiver behaviours on skill acquisition by a child with a traumatic brain injury. The caregiver-client dyad in this study was a mother and her 10-year-old adopted child. The caregiver was coached using telehealth technology. Distance coaching consisted of in-vivo feedback on the caregiver's use of general behaviour analytic skills, such as use of effective prompting and positive social consequences, while engaging with the child with a brain injury. CONCLUSION: Improvements in the child's independent task completion across three functional skills were observed, as a function of improvements in the caregiver's skills.

Scaffolding Interprofessional Education: Unfolding Case Studies, Virtual World Simulations, and Patient-Centered Care.

Fragmentation of health care negatively impacts quality; one of the contributing factors may be ineffective collaboration among health care professionals. This article describes the implementation of an interprofessional education curriculum for graduate students enrolled in nursing, psychology, and speech-language pathology programs. Over 3 semesters, students engaged in interprofessional collaboration modules, unfolding case studies, virtual simulation, and shared case planning experiences. The curriculum's impact on students' attitudes and values toward interprofessional collaborative practice was measured.

A National Survey of Simulation Use in University Programs in Communication Sciences and Disorders.

Purpose: This study provides a framework for understanding the range and diversity of simulation use, along with the benefits and challenges to the growth of simulation in university programs in communication sciences and disorders (CSD) across the United States. Method: A web-based questionnaire was developed and deployed to educators in undergraduate and graduate speech-language pathology and audiology programs in the American Speech-Language-Hearing Association EdFind database (N = 309). Responses from 44% (n = 136) of the American Speech-Language-Hearing Association-accredited CSD programs were analyzed. Results: Overall, 51% (n = 69) of respondents reported using simulations in clinical education. Of the 5 categories of health care simulation, programs most often employed standardized patients and/or computer-based simulations. Barriers to using simulations included a lack of knowledge, limited financial resources, undertrained faculty, and little guidance from accrediting bodies. A significant number of respondents (n = 66) agreed with the statement that simulated experiences could account for up to 25% of required direct clinical hours in speech-language pathology and audiology. Conclusions: Results of this study suggest an emerging acceptance of simulations as a method of augmenting clinical education within CSD programs. Expanding educational efforts and increasing opportunities for faculty training are essential in realizing the full potential of future professionals using simulations in CSD. Supplemental Material: https://doi.org/10.23641/asha.5576296.