Replication of a dynamic coaching program for college students with acquired brain injury

Hoepner, Jerry K.; Salo, Mandi; Weich, Haley

doi:10.21849/cacd.2019.00101

Cited by 2 publications

(2 citation statements)

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“…23 24 25 In the field of speech-language pathology, motivational interviewing has been applied to voice therapy, 26 27 hearing aid use, 28 and cognitive rehabilitation. 29 30 31 32…”

Section: Motivational Interviewingmentioning

confidence: 99%

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Meet Them Where They're At: Maximizing Adolescents' Engagement in Stuttering Therapy

Rodgers

2022

Semin Speech Lang

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Adolescents who stutter often pose a unique clinical challenge for clinicians. They are a population simultaneously striving for independence from adults and social connection with their peers at a time when social fears surge and lifelong habits take root. It is a time when they may seem “unmotivated” to learn and utilize new communication or coping skills related to stuttering. How can clinicians maximize adolescents' engagement in stuttering therapy to improve meaningful outcomes? The purpose of this article is to describe a transtheoretical approach to assessing adolescents' readiness to make positive changes to living with stuttering, and to provide motivational interviewing strategies that clinicians can employ to help propel adolescents toward personally significant change. These principles will be applied to the case study of a 14-year-old who stutters to demonstrate how clinicians can put this approach to work as they meet their adolescent clients “where they're at.”

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“…23 24 25 In the field of speech-language pathology, motivational interviewing has been applied to voice therapy, 26 27 hearing aid use, 28 and cognitive rehabilitation. 29 30 31 32…”

Section: Motivational Interviewingmentioning

confidence: 99%

“…[23][24][25] In the field of speechlanguage pathology, motivational interviewing has been applied to voice therapy, 26,27 hearing aid use, 28 and cognitive rehabilitation. [29][30][31][32] The spirit of motivational interviewing is threefold. 33 First, it values collaboration over confrontation.…”

Section: Motivational Interviewingmentioning

confidence: 99%

Meet Them Where They're At: Maximizing Adolescents' Engagement in Stuttering Therapy

Rodgers

2022

Semin Speech Lang

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A Survey of Counseling Curricula Among Accredited Communication Sciences and Disorders Graduate Student Programs

Doud

Hoepner

Holland

2020

Am J Speech Lang Pathol

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Purpose The purpose of this article is to examine the current state of counseling curriculum within the discipline. The last systematic survey of counseling curriculum within the disciplines of communication sciences and disorders was completed with data from 1983 (McCarthy et al., 1986). The Council on Academic Accreditation in Audiology and Speech-Language Pathology (2017) states that counseling should be included in accredited programs but does not specify to what extent. Currently, there are no standards to specify number of credits, need for a stand-alone course, or guidance regarding content delivered. Method The present investigation collected data on the status of counseling curricula in accredited communication sciences and disorders graduate programs. A Qualtrics survey was distributed to identify counseling curriculum practices across accredited programs. Quantitative data such as percentages and frequency counts were compiled to summarize program offerings. Qualitative analyses were used to characterize written responses. Survey responses were also cross-validated with a review of offerings listed on program websites. Results Of programs currently accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology, 42.4% responded to the current survey. Fifty-nine percent of programs offer a stand-alone course. Review of curricula from program websites indicated that only 40% of accredited programs offer a stand-alone counseling course. Quantitative details about requirements, number of credits, and embedding counseling within other courses were compared to data from the 1983 survey. Qualitative analyses identified common learner outcomes and the nature of course or curricular content. Conclusions Investigators found a lack of consistency in incorporating counseling across programs and discussed implications of this in speech-language pathology practice. A decrease in the number of programs that offer a stand-alone counseling course was identified as compared to offerings in 1983, as well as a disparity regarding how programs provide training in counseling. Furthermore, survey responses differed from curriculum listings on program websites. Information derived from this study may serve as a starting point for the development of flexible standards that provide direction for achieving consistent preparation of counseling skills. Supplemental Material https://doi.org/10.23641/asha.12149703

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Replication of a dynamic coaching program for college students with acquired brain injury

Abstract: Conclusions: It is feasible to replicate a dynamic, individualized coaching intervention to foster strategy use and self-regulatory behaviors in students with acquired brain injuries. Given the heterogeneity of acquired brain injuries, outcomes varied substantially between students.

Cited by 2 publications

References 35 publications

Meet Them Where They're At: Maximizing Adolescents' Engagement in Stuttering Therapy

Meet Them Where They're At: Maximizing Adolescents' Engagement in Stuttering Therapy

A Survey of Counseling Curricula Among Accredited Communication Sciences and Disorders Graduate Student Programs

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