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A Preliminary Survey of SLP Students’ Language Sample Analysis Experiences
No full textPurpose: Although practicing school-based speech-language pathologists (SLPs) report that most of their training in language sample analysis (LSA) comes during their educational program, SLP students’ experiences with LSA in their training program have not been investigated. The purpose of this study was to gather information on the LSA use, methods, and contexts in addition to perceived knowledge and skills of speech-language pathology undergraduate and graduate students.
Method: Undergraduate and graduate students studying speech-language pathology responded to an invitation to complete an online survey related to LSA knowledge and experiences.
Results: Results indicated that most students gain experience with LSA during their educational program. The conversational context was the most used by undergraduate and graduate students. While most students reported using mean length of utterance (MLU) other analysis measures varied widely. Students’ perceptions of their preparedness were correlated with their perceived knowledge of the collection, transcription, and analysis process.
Conclusions: Continued examination of teaching practices and student experiences is needed to ensure that students are prepared to use evidence-based practice in real-world clinical experiences
Applying Interprofessional Practice and Education with SLP Graduate Students: An Exploratory Study
No full textPurpose: The present study examines the impact of an interdisciplinary case-based learning experience between pre-service speech-language pathology (SLP) and pre-service teachers from the teaching English to speakers of other language (TESOL) program.
Method: Over the course of a semester, 34 SLP students built rapport, provided education, collaborated and designed an evaluation plan about a fictional client using the knowledge gained from their TESOL counterpart. This mixed-methods study utilized paired t-tests to measure the efficacy of the learning experience and one-way ANOVA as well as content analysis to identify key differences in the qualitative data across four student groups based on cluster analysis.
Results: Significant growth in knowledge related to interprofessional practice and education as well as TESOL knowledge was observed. Additionally, cluster analysis revealed four different grouping variables that influenced how students engaged and reacted to the learning experience.
Conclusion: The findings suggest that an interdisciplinary case-based learning experience at the graduate level can enhance student knowledge related to IPP/E and disciplinary knowledge (TESOL). Additionally, the results highlight the importance of integrating interprofessional education at the pre-professional level to foster collaboration between SLPs and TESOL professionals, ultimately improving service delivery for multilingual learners and better preparing students for collaborative practice in diverse educational settings
West African Drumming and Dance Ensemble: April 16, 2025
No full textKemp Recital Hall
April 16, 2025
Wednesday Evening
7:30 p.m
ISU String Project Spring Concert: May 3, 2025
No full textCenter for the Performing Arts
May 3, 2025
Saturday Morning
11:00 a.m
