The effect of self-awareness training on student speech pathologist-client relationships

The effects of overt and covert observation on the clinical behavior emitted by untrained clinicians

“…These data support the conclusion that some aspect or aspects of clinical training served to affect a decrease in the number and percentage of social/neutral behaviors emitted over time and thus, tended to promote clinical growth. This conclusion also supports the findings of Stech (1969), Olsen (1972), Schubert, Miner, and Prather (1972) and Grandstaff (1974) (Kaplan andDreyer, 1974, andOratio, 1977). There is however, a paucity of information in the literature as to which aspects of clinical training promote clinical competence (Oratio, 1977).…”

“…The important role of supervision in the development of clinical competency has been recognized in the literature pertaining to speech-language pathology since the mid 1960's (Kaplan and Dreyer, 1974;Oratio, 1977). It has only been in recent times, however, that the profession has sought to identify and further specify the characteristics which comprise the supervisory role (Carnese, 1975) • According to the literature, a primary objective of supervision is to guide clinical behavior change and to promote clinician autonomy (Halfond, 1964;Ward and Webster, 1965;Prather, 1967;Oratio, 1977).…”

“…While the importance of supervision has been recognized in the literature since the mid 1960's (Kaplan, 1974;Oratio, 1977), it has only been in recent times that the profession has sought to identify and further specify the characteristics which comprise the supervisory role (Culatta and Helmick, 1980 This interaction may take the form of written reports, verbal conferences, or a combination of both. The function, structure, and process of supervision collectively constitute the objective role of the supervisor (Oratio, 1977;Hanlan, 19Sm. Comments by Villarreal (1964) and Eye and Netzer (1965) support these statements in that they distinguish the role of effective supervision as being one which directs and stimulates student clinician growth, rather than one that merely monitors student clinician activities.…”

Dysphagia training for speech-language pathologists: Implications for clinical practice

“…Conversely, inadequate skill and a lack of training has been documented to have a negative impact on treatment outcomes (Meriweather, 2006). Studies specific to the speech-language pathology profession also support that vocation specific training has a positive impact on the acquisition of knowledge and skills (Kaplan & Dreyer, 1974;Ullrich, Wollbrück, Danker, & Singer, 2011).…”

A profile of speech-language pathologists' prosody during language therapy

“…The most plausible explanations for therapeutic prosody are that it more clearly marks the organization of the speech presented to clients and that it stimulates and/or maintains clients' attention and interest. Additional interpretations of therapeutic prosody may include that it conveys a specific affect and/or attitude; intensifies speech acts such as requests for information, requests for imitation, or naming; intensifies cues or prompts; or elicits cooperation (Kaplan and Dreyer, 1974;Panagos, et al 1986). Clearly a contention that therapeutic prosody serves to form an interactive bond between the two communicators -a commonly presented contention associated with CDS -is untenable, because SLPs have no reason to bond in one context (TC) but not the other (NTC).…”