Parental Directiveness and Responsivity toward Young Children with Complex Communication Needs

Purpose: The aim of the present study was to determine if parent responsiveness to their children with complex communication needs (CCN) during naturalistic play changed over an 18-month period and determine if any such changes were influenced by the child’s overall level of receptive and expressive language development, motor development or differing play contexts. This longitudinal information is important for early intervention speech-language pathologists and parents of children with developmental disabilities for whom the use of parent-directed responsivity interventions may be encouraged. Method: Over an 18-month period, 37 parents of young children who had physical and/or neurological disabilities participated in three home-based parent–child play episodes. Videotapes of each play episode were extracted and coded. Result: Results indicated parents who were initially responsive showed a significant tendency to continue to be so. Early on, parents were significantly more likely to be directive during object play than social play and significantly more likely to interact responsively during social play than object play. Conclusion: Parents of children with developmental disabilities were not consistently less responsive to their children based on motor or language capabilities. Previous reports of higher parental directiveness with children who have developmental disabilities may be attributable to object-based play interactions

Comparison of Two Word Learning Techniques and the Effect of Neighborhood Density for Late Talkers

The investigators compared two techniques for teaching expressive vocabulary to late talkers: modeling with an expectant pause and modeling with an evoked child production. They also explored the influence of neighborhood density on children’s real word learning. Three late talkers (ages 25–33 months) received two alternating vocabulary treatments (expectant pause and evoked production) in the home. Two participants were identified as having an expressive language delay, and one participant was identified as having an expressive and receptive language delay. During the expectant pause treatment, the clinician paused several seconds after each target word model, looking at the child expectantly. In the evoked production condition, after each target word model, a child was prompted to say the word using a cloze procedure of the modeled phrase. Both treatments were effective for all participants; no consistent advantage of one treatment technique over the other was noted. Two participants produced denser words than sparse words, one in early sessions and one in later experimental sessions, but a consistent pattern was not present across all participants. This study provided support for focused vocabulary intervention with late talking toddlers. Receptive language skills and word form characteristics may help explain individual variations in response to treatment for late talkers

Voice disorder management competencies: A survey of school-based speech-language pathologists in Nebraska

Purpose: The purpose of this survey was to determine the self-perceived competence levels in voice disorders of practicing school-based speech-language pathologists (SLPs) and identify correlated variables. Method: Participants were 153 master’s level, school-based SLPs with a Nebraska teaching certificate and/or licensure who completed a survey, including demographic information and a 25-item voice disorders competency checklist. Results: Findings indicated school-based SLPs did not feel particularly competent in their ability to assess and treat students with voice disorders. Only 1 response mean was higher than a “moderately competent” level. All other item means were at or below this level. Four correlations indicated positive associations with SLPs’ overall self-perceived competence levels: number of continuing education activities related to voice disorders, number of clients with voice disorders in the last 3 months, percentage of time spent with clients who have voice disorders, and feelings of preparation in the area of voice disorders immediately after academic program completion. Informal comparisons to medically based SLP respondents (n = 22) were included. Conclusion: School-based SLPs’ competence perceptions with voice disorders are consistent with the minimal levels of competence reported for other underserved or lowincidence populations. Pursuing continuing education in voice disorders is recommended at the same time as access to the population becomes available

Checklist for Assessing Graduate Students’ Competencies in the Area of Voice Disorders

This poster discusses: Background, Research Question, Methods, Results, Conclusions, Clinical Implications, and Limitations & Future Directions

Checklist for Assessing Graduate Student Competencies in Voice Disorders

Low-incidence clinical disorders such as voice, nasal resonance, and fluency present challenging areas for graduate-level speech-language pathology training programs to help students acquire necessary knowledge and skills. A checklist of competencies for fluency disorders exists in the literature. The authors are presently collecting pretest/posttest data on the fluency disorders checklist over several cohorts of graduate students to determine student level of proficiency and confidence regarding these competencies. Preliminary data analysis suggests significant student perception of growth as a result of completing course requirements. These data have been useful to the second author, who teaches a course in fluency disorders and utilizes the checklist for purposes of course design and case-based project development to help students gain competence. The authors observed that a similar checklist of competencies for voice disorders would be useful for training programs as well as for other reasons described throughout this paper. Consequently, the authors compiled a checklist for assessing graduate student competencies for voice disorders. This checklist provides academic and clinical faculty with a comprehensive tool to guide the education of graduate clinicians and assist in the assurance of educational quality for speech-language pathologists

A preliminary phylogenetic analysis of the Capsalidae (Platyhelminthes : Monogenea : Monopisthocotylea) inferred from large subunit rDNA sequences

Phylogenetic relationships within the Capsalidae (Monogenea) were examined using large subunit ribosomal DNA sequences from 17 capsalid species (representing 7 genera, 5 subfamilies), 2 outgroup taxa (Monocotylidae) plus Udonella caligorum (Udonellidae). Trees were constructed using maximum likelihood, minimum evolution and maximum parsimony algorithms. An initial tree, generated from sequences 315 bases long, suggests that Capsalinae, Encotyllabinae, Entobdellinae and Trochopodinae are monophyletic, but that Benedeniinae is paraphyletic. Analyses indicate that Neobenedenia, currently in the Benedeniinae, should perhaps be placed in a separate subfamily. An additional analysis was made which omitted 3 capsalid taxa (for which only short sequences were available) and all outgroup taxa because of alignment difficulties. Sequence length increased to 693 bases and good branch support was achieved. The Benedeniinae was again paraphyletic. Higher-level classification of the Capsalidae, evolution of the Entobdellinae and issues of species identity in Neobenedenia are discussed.I. D. Whittington, M. R. Deveney, J. A. T. Morgan, L. A. Chisholm and R. D. Adlar

Use of Student Perceptions to Measure Voice Disorders Course Impact on Learning

Speech-language pathology (SLP) graduate programs offer coursework and clinical training experiences for a wide variety of communication disorder areas. Voice disorders are one area in which many practicing clinicians, particularly school-based practicing clinicians, reportedly feel a lack of professional competency. Many SLP graduate programs offer only limited coursework in voice disorders and limited or no clinical practicum experiences prior to degree completion. The purpose of the present study was to compare the self-perceptions of 45 graduate students majoring in speech-language pathology at the beginning and end of a 3-credit voice disorders course. The Voice Disorders Competency Checklist (Teten, DeVeney, Friehe, 2013) was used as the pre-/post-measurement tool. As anticipated, students reported a higher level of competency following course completion. These self-reported perceptions were seen for the three clusters of knowledge: prevention, assessment, and intervention. Statistical differences were noted between growth in the ‘prevention’ and the ‘assessment’ clusters. Directions for future research and practical implications are discussed

Enhanced Negative Feedback Responses in Remitted Depression

Major depressive disorder (MDD)is characterized by hypersensitivity to negative feedback that might involve frontocingulate dysfunction. MDD patients exhibit enhanced electrophysiological responses to negative internal (errors) and external (feedback) cues. Whether this dysfunction extends to remitted depressed (RD) individuals with a history of MDD is currently unknown. To address this issue, we examined the feedback-related negativity in RD and control participants using a probabilistic punishment learning task. Despite equivalent behavioral performance, RD participants showed larger feedback-related negativities to negative feedback relative to controls; group differences remained after accounting for residual anxiety and depressive symptoms. The present findings suggest that abnormal responses to negative feedback extend to samples at increased risk for depressive episodes in the absence of current symptoms.Psycholog

Ionization in fast atom-atom collisions: The influence and scaling behavior of electron-electron and electron-nucleus interactions

We report cross sections for ionization of He coincident with electron loss from He, Li, C, O, and Ne projectiles. For He, Li, C, and O projectiles, the cross sections were measured directly, while the Ne cross sections were obtained by transforming results for He projectiles colliding with Ne. We find that, at energies of about 100–500 keV/u, neutral projectiles can ionize a He target almost as effectively as a charged projectile. The contribution to ionization due to electron-electron interactions is found to scale with the number of available projectile electrons. Comparing ionization by the bound electrons on projectiles to ionization by free electrons, we find that the cross sections for ionization by bound electrons are systematically smaller than those for free electrons