Objective: Constraint induced aphasia therapy (CIAT) is a more intensive form of language treatment for aphasia as compared to traditional treatments. This study examined whether there are differences in cortisol stress levels between the two methods of aphasia treatment as well as effects on language skills. Design: Randomized controlled trial. Methods: A total of 20 participants with expressive aphasia were randomly placed into one of the two treatment groups. The CIAT group received 10 days of intensive treatment over two weeks. The traditional therapy group received 6 days of treatment over 2 weeks. All participants in each group provided salivary cortisol samples before treatment, at the mid-point of treatment, and at the conclusion of treatment. Language skills were assessed before treatment and at the conclusion of treatment. Results: A significantly higher proportion of individuals in the CIAT treatment group had increased salivary cortisol stress levels when compared to the traditional treatment group at the mid-point of the program (80% versus 30% respectively, p<0.05). There was no significant difference in the proportion of individuals with increased cortisol stress by the end of the treatment. Language scores for word repetition and overall aphasia quotient significantly improved for the CIAT group when compared to the traditional group (p<0.05). Conclusions:The CIAT treatment appears to initially create increased psychophysiological stress as compared to the traditional treatment. In spite of the initial increases in psychophysiological stress, participants appear to become conditioned to the challenge and ultimately have enhanced benefit from CIAT treatment.
On any given day, on college and university campuses across the United States, four generations bump up against each other. Some are shocked and outraged by the attitudes and demands of the newest generation; others are dazed, stunned, and even offended by the conventions and expectations of an earlier generation. Three generations of college professors are facing perceived irrelevance by the newest generation to hit the scene. This article addresses generational differences between today’s students and those who teach them. Research and recommended practice to build on the strengths and learning needs for students and future professionals in communication sciences and disorders are discussed.
Purpose: The shortage of speech-language pathologists in the workforce in the United States has prompted investigation into possible causes and solutions, one of which is investigation of the productivity impact of the one-to-one student-to-instructor ratio in clinical education in medical settings. This study compared productivity percentages before and during the student placement to determine the impact of clinical education on productivity. Method: This study used a descriptive retrospective cohort within-subjects design, comparing the mean productivity of 95 clinical educators before and during a student rotation. Results: The results indicated that the mean productivity of the speech-language pathology clinical educator was significantly negatively impacted during the student rotation, and this negative impact lasted through Week 7 of the rotation. Discussion addressed possible reasons for this reduction in productivity. Conclusions: This information supports the long-held belief within the field that 1:1 clinical education of a student clinician negatively impacts the clinical educators' productivity. Additional research is needed to further explore (a) the impact of clinical education on productivity in medical settings and (b) modifications to graduate clinician training preparation for medical settings to reduce this productivity impact.
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