This article describes the first stage of a multistep project that examined whether and to what degree journal writing provides information about students' achievement of desired learning outcomes in diversity training. Participants were 18 communication sciences and disorders graduate students enrolled in a 2-course, interinstitutional, Web-based instructional sequence derived from experiential learning models. Examples of written reflections from student journals used in the first course illustrate how students applied course materials to their personal and professional experiences. Results suggest that journaling is a viable approach to assessment and that the content and level of reflection in student journals may provide evidence relative to specific learning outcomes and levels of achievement.
The temporal reliability of Brown's MLU-M was investigated with 30 normally developing children, 10 in each of three age groups: 3:6–4:6, 5:6—6:6, and 8:6–9:6 years. All children obtained MLU-Ms greater than 4.0, which placed them beyond Brown–s Stage V of language learning. Language samples were evoked from these subjects on each of three consecutive days using picture stimuli. The reliability estimates indicated lack of stability for individual and average MLU-M values.
Infusing evidence-based practice (EBP) into the clinical setting implies that professionals use evidence that is relevant and credible, maintain their pursuit of best current knowledge, respect their clients' preferences and values, and keep these clients and their families appropriately informed about their treatment options. Thus, rational and judicious EBP must be guided by speech-language pathologists' or audiologists' ethical principles of beneficence, non-maleficence, justice, and autonomy. In this article, we will affirm the centrality of ethical reasoning in EBP by describing what it means to be a professional as reflected in our Code of Ethics, reviewing the principles of ethics that underlie clinical decision making, and demonstrating how an ethical framework can and should provide the context in which EBP is conducted.
Traditionally speech‐language pathology, along with other educational and rehabilitation‐based professions, has approached disability from a deficits‐based or medical‐model perspective with an aim toward normalizing or ameliorating a child's atypical behaviors or performance. However, an alternative perspective rooted in a social model of disability has been growing for several decades. This model argues that although an individual may experience challenges due to a specific impairment (motor, communication, social), their true disability results from the barriers to access and opportunity created by society, and seeks to identify ways to break down such barriers and capitalize on an individual's strengths to meet individual challenges. Although self‐advocates in the disability community first proposed the social model of disability in the 1970s, it remains unfamiliar to many clinicians and educators. As such, this paper aims to introduce clinicians to models of disability, with recognition of disability from a cultural lens, and acknowledgment of disability's intersectionality with ethnicity, social class, and gender. The role of speech‐language pathologists in promoting self‐advocacy, activism within the disability community, and the shifting role of teaching (aid) is then discussed through a strengths‐based lens.
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