Progressive dysphagia in the ALS population has typically been attributed to muscle weakness. This study points to the presence of sensory deficits in the larynx, which can further affect proper swallowing function.

Telepractice is the application of telecommunications technology to the delivery of telehealth services via the online connection of clinicians, clients, and patients for assessment, intervention, or consultation. This article describes a pilot project in which speech-language pathology students in a university training program gained experience in working with culturally diverse preschool students using telepractice technology. The preschool students benefited by making gains in communication skills, while the university students acquired competency in the use of telepractice and in working with children whose cultural and linguistic backgrounds were outside of their experience. To assess the training experience, a Likert-scale survey administered to student clinicians revealed a high degree of satisfaction and improved familiarity with the use of telepractice, and an increased comfort level working with multi-cultural populations.

The diagnosis of dysphagia, defined as swallowing dysfunction or difficulty, is estimated to affect 40–60% of the institutionalized geriatric population, and is the leading cause of aspiration pneumonia, one of the primary contributors of geriatric mortality. In the United States, statistics suggest that at least 50% of these individuals have limited access to treatment due to mobility, distance, and socioeconomic constraints. While “tele-dysphagia intervention” – the delivery of dysphagia therapy services via telecommunications technology – may provide a solution, there is limited research investigating its validity or reliability. The following three case reports of individuals successfully participating in trial tele-dysphagia therapy sessions lend credibility to this service delivery approach, and highlight the need for future research.

This investigation compared the outcomes of traditional face-to-face dysphagia intervention to online tele-dysphagia intervention by measuring the correct and incorrect responses to visual and auditory cues presented by a speech-language pathologist. Thirty participants with a confirmed medical condition of dysphagia were randomly assigned into two groups of fifteen, with one group receiving tele-dysphagia intervention and the other traditional face-to-face intervention. Data analysis conducted via t-test indicated that there was no significant difference in the mean scores from tele-dysphagia method (M=9.67, SD=3.74) as compared to faceto-face method (M=9.00, SD=2.70), t (28) =-0.56, p=0.580. Additionally, inter-rater reliability scores were obtained by determining a Cohen's kappa coefficient, and revealed a kappa statistic of k=1 for all items, given a 100% agreement for all trials. Effectiveness measures revealed that 87% of the tele-dysphagia participants achieved their clinical goal in comparison to 80% of their face-to-face study counterparts, with tele-dysphagia demonstrating slightly increased effectiveness (7%). Given that there was no significant statistical difference between the two delivery methods and with inter-rater reliability scores demonstrating perfect agreement, we can suggest that the online tele-dysphagia method can potentially yield effective clinical outcomes similar to a traditional face-to-face method.

Although death is a universal experience, many avoid discussing or learning more about the topic (Mak, 2011). However, healthcare professionals are expected to be knowledgeable, resourceful, and professional within their scopes of practice, but oftentimes avoid end of life topics (Ramvi & Gripsrud, 2017). Students also report concerns when working with clients at the end of life expressing fear of how they will handle an encounter with a dying client (Ek et al., 2014). Therefore, professionals need didactic and personal preparation to be more comfortable with discussions related to end of life treatment and planning (Kumar et al, 2013). Evidence supports that students can benefit from self-reflective and narrative exercise with older adults that challenge their perspectives on end of life. Students who are able to openly discuss death, dying, illness and loss express a desire to learn more about working with the older adult population and increased sensitivity to the beliefs and attitudes of older adults (Butler & Baghi, 2008; Nelson et al., 2018). In order to provide students with an opportunity to explore end of life topics, professors designed an educational module which included activities such as writing a living will, discussing end of life topics with older adults, and critically reflecting on their experiences. This proposed poster will highlight current background literature relevant to end of life topics, methods for integrating end of life topics into academic curricula, and student perceptions related to end of life topics as shared in their reflections.