Aim:Auditory comprehension (AC) and visually assessed cognitive functions were compared in early stage postconcussed (PC) athletes and healthy controls using the Subtest VIII of the Computerized-Revised Token Test (C-RTT) and Immediate Postconcussion Assessment and Cognitive Test (ImPACT).Results:As compared with healthy controls (n = 30), PC subjects (n = 30) had significantly lower C-RTT efficiency scores (p = 0.018), and lower ImPACT scores; total symptom score (p = 0.000.), verbal memory (p = 0.000), visual memory (p = 0.000), visual motor speed (p = 0.000) and reaction time (p = 0.004) in this post-test only matched subject design. Impulse Control was not significant (p = 0.613). Multiple regression and ANOVA indicated an association with reaction time only (p = 0.012) for the PC subjects. After controlling for reaction time, a significant difference in AC remained.Conclusion:The relationship between AC and other visually assessed cognitive functions was inconsistent suggesting that the C-RTT and ImPACT assessed different functional systems.
Affective priming research suggests that processing of affective words is a quick and short lived process. Using the divided visual field (DVF) paradigm, investigations of the lateralization of affective word processing have yielded inconsistent results. However, research on semantic processing of words generally suggests that the left hemisphere (LH) is the location where rapid processing occurs. We investigated the processing of affective (emotional) words using a combination of the DVF and affective priming paradigms, and four stimulus onset asynchronies (SOAs)—0, 150, 300, and 750 ms. The priming pattern yielded by males (n = 32) showed quick priming (at 0-ms SOA) of affective words in the LH; there was slower right hemisphere (RH) priming of affective words (at 750-ms SOA). In females (n = 28), both hemispheres were associated with quick priming of affective words (at 300-ms SOA in the LH and at 150-ms SOA in the RH). Results demonstrate the capability of both cerebral hemispheres in the processing of words with affective meaning, along with leading role of the left hemisphere in this process. This is similar to the results of semantic research that suggest access to word meanings occurs in both hemispheres, but different mechanisms might be involved. While the LH seems to prime affective words quickly regardless of gender, gender differences are likely in the RH in that affective word processing probably occurs slowly in males but rapidly in females. This gender difference may result from increased sensitivity to the emotional feature of affective words in females.
Purpose: Federal regulations should be implemented to provide appropriate services for student-athletes who have sustained a concussion, which can result in impaired function in the academic setting. Eligibility guidelines for special education services do not specifically address the significant, but sometimes transient, impairments that can manifest after concussion, which occur in up to 10% of student-athletes. Method: We provide a definition of the word concussion and discuss the eligibility guidelines for traumatic brain injury and other health-impaired under IDEA, as is the use of Section 504. Results: The cognitive-linguistic and behavioral deficits that can occur after concussion can have a significant impact on academic function. We draw comparisons between the clinical presentation of concussion and the eligibility indicators in IDEA and Section 504. Conclusion: Speech-language pathologists are well-positioned to serve on concussion management teams in school settings, providing services including collection of baseline data, intervention and reassessment after a concussion has occurred, prevention education, and legislative advocacy. Until the cultural perception of concussion changes, with increased recognition of the potential consequences, student-athletes are at risk and appropriate implementation of the existing guidelines can assist in preservation of brain function, return to the classroom, and safe return to play.
In concussion recovery, variability is the rule, rather than the exception, with regard to both impaired neurocognitive functions and recovery duration.
Every state has autonomy in setting requirements for achieving and maintaining licensure for speechlanguage pathologists (SLPs), and there is no nationally accepted mandate for the content of CE in speechlanguage pathology. The purpose of this study was to analyze the continuing education/professional development requirements for ethics education necessary for renewal of licensure in speech-language pathology, and to recommend the consideration of ethics education by state licensure boards and regulatory agencies. All 50 states and the District of Columbia were found to require professional registration or licensure to practice as an SLP. Continuing education requirements were found in 49/51 states, ranging from zero hours to 40 hours per biennial renewal cycle. The mean CE contact hours per year was 11.14 (SD = 3.47; range 8-20) with licensure cycles ranging from annual to triennial. Ethics education requirements were identified in 8/51 states. As only eight states have specific requirements of professional development in ethics for licensure renewal, the importance of training in ethics as part of ongoing professional development is emphasized. In early 2016 the ASHA Council for Clinical Certification recommended inclusion of ethics education as a requirement for maintenance of the Certificate of Clinical Competence in the triennial renewal cycle for all certificate holders starting in 2019. Changing regulatory policy to include mandatory ethics education at the state level would ensure inclusion for all practicing clinicians, raising the bar and the standard of practice on a national level.
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