We evaluated the effects of two procedures for teaching four developmentally disabled children to respond yes/no appropriately. During baseline, tutoring was conducted in which five known items were individually presented with the question, "Is this a ----?", followed either by access to requested items or by remedial prompting contingent on responding. When tutoring did not improve performance, instruction was embedded in the regular classroom activities. In this condition, items requested by students were either presented or withheld on the basis of their response to the question, "Do you want ----?". Increases in correct responding were confirmed by a multiple-baseline design across all four students and were maintained with the introduction of new items. However, generalization to "Is this a ----?" questions did not occur in the tutoring setting until specifically programmed. Subsequently, students also demonstrated appropriate yes/no responding to questions involving actions, possession, and spatial relations.
Background
Simulation‐based learning provides students with a safe learning environment, guaranteed exposure to specific clinical scenarios and patients, time for reflection and repetition of tasks, and an opportunity to receive feedback from multiple sources. Research including studies specific to allied health training programmes have demonstrated that simulation‐based learning also helps increase learners’ confidence and reduces anxiety related to clinical environments, activities and skills. Such evidence, together with increasing challenges in provision of workplace clinical education, has supported an expansion of integrating simulation‐based learning into university curricula.
Aims
To provide detailed information about the processes and considerations involved in the development of a simulation‐based learning programme for speech–language pathology.
Methods & Procedures
Through reflection on the development process of a 5‐day simulation‐based learning programme, and in light of existing research in simulation, this paper outlines the important steps and considerations required for the development of a simulation‐based learning programme to support student competency development in adult speech pathology range of practice areas.
Main Contribution
A proposed framework for the development of future simulation‐based learning programmes in speech–language pathology.
Conclusions & Implications
The framework can be applied to simulation‐based learning for university programmes and/or workplace training in speech–language pathology and across several other health disciplines.
presented both in the first and second editions. Another proposal example would have been a welcome addition-especially because the author stated in both editions that he would have liked to include more proposal examples if he had had space.In addition, I would like to have read more about how cultural and ethnic issues can affect a research study. The author discussed how philosophical, ethical, and political issues should inform the relationships a researcher wants to establish, but issues of gender, race, and culture were noticeably missing. A few of the personal reflections touched on diversity issues, and the author did note that there are "some cultures, settings, and relationships in which it is not appropriate or productive to conduct interviews" (p. 93). The issue of how diversity issues can affect research design deserved more attention.Maxwell delivers on his promise to present "an approach to qualitative research design that both captures what qualitative researchers really do, and provides support and guidance for those embarking for the first time on designing a qualitative study" (p. xi). Although Maxwell provides advice on every aspect of the design process, this short book does not provide all the answers. For example, the author notes that the book focus "is on how to design the use of specific methods in qualitative study, not how to actually do qualitative research" (p. 79). Instead, the author points to additional resources and offers a fresh perspective on the interactive nature of research design. He creatively uses folktales, movie plots, real-life examples, and the personal stories of graduate students to bring out his and the students'passions for qualitative research.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.