The article describes a project funded by a state grant and implemented at Southeastern Louisiana University. Project Inclusion provided financial support for general educators willing to participate in three university credit courses to acquire information and strategies for teaching students with disabilities. The three courses included instruction in collaboration techniques, curricular modifications, and behavior management strategies. In addition to increasing knowledge in special education issues and practices, the data indicated an increase in an accepting attitude toward inclusion and a willingness to collaborate with other professionals.

For decades, mindfulness practices have been studied and applied across professions such as health care, business, education, law, and counseling as a means to reduce workforce stress and improve patient/client outcomes. Literature describing applications and outcomes of mindfulness has been growing in the field of speech-language pathology. While there is an abundance of work on treating fluency disorders as well as adult cognitive and language deficits, reports of the successful application of mindfulness techniques in the service area domain of voice are expanding. The purpose of this article is to describe mindfulness and how mindfulness techniques are currently being applied in the practice of speech-language pathology with clients as well as parents and caregivers of clients. Suggested mindfulness activities and means for measuring change in the context of speech therapy are described.

The purpose of this study was to gain an understanding of the factors that constitute positive and negative supervisor/supervisee relationships as perceived by speech-language pathology graduate interns. Experiences were analyzed using qualitative methods via participant interviews. Two overlaying themes, ASHA's Task 1 of Supervision and Anderson's Continuum Model of Supervision, were identified and used as a framework for categorizing the participant responses. Analysis of the data indicated that the factors most likely to result in a positive clinical experience included constructive feedback, respect, positive praise, clear expectations, and structured clinical guidance while factors that most likely attributed to a negative experience were lack of the above-mentioned.

This single case study of a bilingual child with a severe speech sound disorder examined whether language transference occurs when treatment is provided in L1 or L2 and whether monolingual or bilingual intervention is most effective. A 6-year 5-month old sequential Portuguese/English bilingual female was seen for 3 separate intervention phases lasting about 2 months each. Four phonological processes common to both languages were targeted in either monolingual or bilingual conditions in each phase. The child’s speech was examined with formal tests and analyses of spontaneous speech after each phase. Results indicated that transference occurred in both directions for some processes (L1 to L2 and L2 to L1), but in general L1 had to be specifically targeted for significant improvement to occur. For both languages, the bilingual condition was most effective. A follow-up assessment one year after Portuguese treatment was interrupted revealed that the child continued to make progress in English only (the only language treated for the entire year) and her Portuguese phonology still showed the same errors as in the previous year. This case study provides further evidence that bilingual intervention is the preferred choice for bilingual children. Implications for language choice and future studies are discussed.

The purpose of this study was to identify supervisory behaviors that occurred and the extent to which they were perceived as necessary during supervisory interactions between licensed speech-language pathology assistants (SLPAs) and their supervising speech-language pathologists (SLPs). Surveys were mailed to the 173 licensed SLPAs in Louisiana, who were the population for this study, requesting information about the supervision received. Eighty-eight (51%) completed and returned the survey. The survey consisted of three parts. Part I contained 29 statements that were each rated twice using a Likert-type scale. The first rating indicated the extent to which supervisory behaviors occurred and the second rating indicated the extent to which the behaviors were perceived as needed. Part II contained open-ended questions and Part III collected demographic data about the participants. The items on Part I of the survey were grouped into three categories: instructional, interrelational and general. The instructional category contained items about technical and professional aspects of supervision, the interrelational category consisted of behaviors concerned with the interpersonal relationship between the assistant and the supervisor, and the general category included supervisory behaviors initiated by the assistants, e.g. requesting meetings with the supervisor, informing the supervisor when assistance was needed, and self-analyzing professional behavior. Data were analyzed using descriptive statistics, analysis of variance and content analysis. No significant differences were found between supervisory behaviors that occurred and those perceived as needed for the instructional and interrelational categories. General category behaviors occurred significantly more frequently than were perceived as needed. Significant differences were found on three individual items on Part I of the survey: supervisor dominance in the conference setting which occurred more than needed, and dyad communication via journal writing and email that occurred less than perceived as needed. The content analysis supported the findings in the objective portion of the study. The majority of SLPAs (81%) reported their supervisory needs were being met. They described their supervisors as patient, knowledgeable, available, supportive, professional, and open-minded. However, for some, the supervision was perceived as