Predicting Speech-Language Pathology Graduate Student Success: Executive Functions and Standardized Admission Tests

Within the next three years, the number of available speech-language pathology (SLP) jobs is projected to increase by 18% (Bureau of Labor Statistics, 2018). The most logical response to the escalating market demand would be to increase the number of students admitted into SLP graduate programs. However, this may not be as simple as it sounds. Successful training of graduate SLP clinicians requires the professional, emotional, financial, and time commitments of the program’s clinical and academic faculty. The accreditation status of graduate SLP programs is based in part on graduation completion rates and students passing the national examination in SLP, the Praxis II. Such benchmarks and the pressure to increase a program’s admission class size place greater importance on the need to ensure the best students are selected for admission. Thus, graduate SLP programs need to be certain that their vetting process for graduate school admission is effective and appropriate if they plan to increase the number of students who successfully complete programs and meet certification and accreditation requirements. Undergraduate grade point average (UGPA) and Graduate Record Exam (GRE) scores are standardized means used commonly to predict graduate students’ academic ability. However, SLP graduate programs require students to demonstrate competence not only academically, but also clinically. Tests of executive functions (EFs) have been used as predictors of ability as they assess areas of cognitive ability essential for decision-making (Vestberg, Gustafson, Maurex, Ingvar, & Petrovic, 2012; Kirova, Bays, & Lagalwar, 2015). This research study examined EF measures as unique, additional means to predict student ability to succeed in SLP graduate programs. The purpose of this study was to investigate what relationships, if any, exist between: (a) academic admissions criteria, (b) tests of EFs, and (c) academic and (d) clinical outcomes. An observational design using stepwise multiple regressions was used to determine the strength of the relationship between the variables (i.e., current SLP graduate school admissions criteria, tests of EFs, and clinical and academic outcomes) by identifying the model(s) of best fit. Findings indicated that objective and subjective EF measures were highly predictive of successful academic and clinical outcomes for graduate SLP students. Implications for future research are also provided

An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention

Background: Dyslexia is a developmental brain-based type of learning disability that affects a person\u27s ability to read and spell words. Best estimates place 5 percent to 10 percent of the population with the condition, but the incidence of dyslexia is challenging to pinpoint, as the definition of dyslexia varies throughout research. Objective: The purpose of this article is to provide an overview of dyslexia, its characteristics, assessment and identification, and intervention techniques for the condition. Results: Although the disorder varies from person to person, common characteristics among people with dyslexia include difficulty with phonological skills, low accuracy and fluency of reading, poor spelling, and/or rapid visual-verbal responding. Dyslexia is a neurological condition and can be inherited, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia. Identification of dyslexia early requires recognition of characteristics such as difficulty associating sounds with letters, reading dysfluencies, spelling difficulties, challenges with written expression and poor handwriting. Dyslexia assessments can guide professions in ways to best administer treatment, such as via strategies to enhance word training and improve decoding skills. All of these interventions have shown to benefit the reading and writing abilities of persons with dyslexia. Conclusions: The unique nature and presentation of dyslexia varies among individuals. The importance of understanding as much as possible and keeping abreast of the assessment and intervention strategies available is critical to minimizing the long-term effects of dyslexia

Dyslexia and the Speech Pathologist

Dyslexia is a complex condition. Timely identification of this disorder is imperative to its optimal management. Students benefit most when the skill sets of specialists trained to recognize markers and characteristics of dyslexia are effectively utilized. This chapter provides a real-life case study describing the process by which a student with a language literacy disorder such as dyslexia was assessed by a speech-language pathologist (SLP). Supporting literature is embedded throughout the case study to enhance learning and support the decisions made by the SLP. The role that the SLP can take in working with students with language literacy disorders such as dyslexia is also discussed. Therefore, the aims of this chapter are threefold: to (a) provide guidance for SLPs who may work with students with language literacy disorders such as dyslexia; (b) educate parents of children, with language literacy disorders such as dyslexia, about SLPs; and (c) support teachers and educational professionals by providing information about professionals who can serve as a resource for students

Parent Reports of Executive Functions in Students With Learning Disability

This study examines the results of the Behavior Rating Inventory of Executive Function (BRIEF-2) (Gioia et al., 2015) reported by parents of children with Specific Learning Disability (LD) and/or other comorbid disabilities. LD is most notably associated with comorbid attention deficit hyperactivity disorder (ADHD) (Alloway & Stein, 2014; Westby &Watson, 2004; Willcutt et al., 2013). A total of 43 parents completed the BRIEF-2 rating scale. Findings suggest children with LD and ADHD display greater challenges with inhibition, working memory, planning, along with greater challenges in organization and metacognition. Parents of children with LD reported their children have greater levels of executive function difficulties in comparison to children with LD who do not have a secondary diagnosis of ADHD

Lessons Learned: What the COVID-19 Global Pandemic Has Taught Us about Teaching, Technology and Students with Autism Spectrum Disorder

Purpose. This paper examines the impact of the abrupt transition from attending school face-to-face to participating in online learning in response to the COVID-19 pandemic as reported by a parent of a student with autism spectrum disorder (ASD). Design/methodology/approach. A phone interview was conducted with the parent of a child with ASD. The semi-structured interview focused on how the child’s family was impacted when classes shifted to virtual from face-to-face learning in response to the COVID-19 pandemic. Findings. Four themes emerged from the interview. Three of these included adjustments to changes in 1) routines and roles, 2) instruction, and 3) social interactions. A final theme involved the benefits and challenges that emerged following the transition to online learning for students with ASD. While we are in an unprecedented time with the COVID-19 global pandemic presenting understandable challenges, opportunities for and examples of effective virtual learning environments for students with ASD were reported in our parent interview. Practical Implications. This research provides insight regarding the impact of COVID-19 and highlights elements that should be considered involving technology for students with ASD. Increased awareness regarding the benefits and contraindications of technology while teaching students with ASD can minimize the adverse effects and enhance the positive impact of technology in students with ASD. Originality/value. This work shares the experiences of one parent of a child with ASD and their experiences with technology and learning during COVID-19

Developing Speech-Language Pathology Students’ Grammatical Identification Skills Through Gamification

Background: Speech-Language Pathologists (SLPs) are communication experts required to analyze and interpret a variety of language components (Schuele, 2010). Language sampling is a form of communication analysis and is used with adult and pediatric populations. SLPs collect and analyze language samples in an effort to make evidence-based diagnostic and intervention decisions. When analyzing a language sample, sentences must be deconstructed along a variety of parameters. At Old Dominion University (ODU), the undergraduate Communication Sciences and Disorders program requires students to identify broad and specific grammatical categories during language sample analysis in preparation for clinical experiences. This research involves the design and implementaiton of a gaming application using spaced retrieval practice and principles of gaming theory to facilitate grammatical identification skills in undergraduate and graduate SLP students. Purpose: The primary aim of this project is to generate pilot data determining the utility of a gaming application (designed by the course instructor) for teaching grammatical category identification. The gaming application has been developed with an ODU undergraduate student and Information Technology specialists, and it is in the prototyping phase. There are three planned phases of application design in the pursuit of creating a generalizable and individualized tool for instruction at the elementary level and for other SLP college programs. Research Questions: 1) Do students who use the gaming application more accurately identify auxiliary verbs, main verbs, secondary verbs, subjective pronouns, objective pronouns, personal pronouns, and conjunctions more accurately than students who did not use the gaming application? 2) Over time, do students who use the gaming application perform better on accurately identifying auxiliary verbs, main verbs, secondary verbs, subjective pronouns, objective pronouns, personal pronouns, and conjunctions than students who do not use the gaming application?https://digitalcommons.odu.edu/gradposters2020_education/1002/thumbnail.jp

Effects of Teacher-Delivered eCoaching on Paraeducators and Students with Autism Spectrum Disorder

Paraeducators often support students with the most intensive academic, life, and behavioral needs, which includes students with intellectual and other developmental disabilities (IDD; e.g., autism spectrum disorder; ASD), yet they typically enter the classroom with inadequate preparation to perform their roles effectively. Using a multiple-baseline research design replicated across participants, we evaluated the effects of job-embedded bug-in-ear (BIE) coaching delivered by the teacher on paraeducators’ use of behavior specific praise (BSP) while teaching transition-age students with ASD. Findings confirmed each of the three paraeducators immediately increased the percentage of occurrence and rate per minute in which they offered BSP. They sustained these high levels during fading. Further, the special education teacher, who served as the eCoach, and the paraeducators reported BIE was an effective form of paraeducator professional development. Finally, changes in expressive social and communicative behaviors were observed in student participants as a result of the intervention. These results extend literature on BSP and also help establish BIE coaching as an evidence-based practice for paraeducators

The Self-Reported Roles of Executive Functions, Behavior Experiences and Locus of Control in Adults Who Stutter

Purpose: Myriad studies have endeavored to determine why people stutter. It has been suggested that prior experiences, self-perceptions, specific cognition abilities (i.e., executive functions), and/or whether a person perceives their stuttering to be controlled internally or externally can provide insight into stuttering behaviors. What is not known is whether a relationship exists between these variables has more influence on persons who stutter than another. This preliminary study used the Locus of Control of Behavior scale (LCB; Craig et al., 1984), Overall Assessment of the Speaker’s Experience of Stuttering; (OASES; Yaruss & Quesal, 2006, Yaruss & Quesal, 2008), and the Comprehensive Executive Function Inventory, (CEFI-A-SR; Naglieri & Goldstein, 2013) to better understand what relationships, if any, exist between locus of control of behavior, stuttering experiences, and executive functions in persons with fluency disorders.Method: A total of 116 adults who stutter completed online surveys which included demographic questions, the LCB, OASES, and CEFI-A-SR.Results: Self-monitoring was the lone executive function scale score demonstrating a relationship to LCB and OASES scores.Conclusions: An internal control of behavior and positive outlook on stuttering experiences as well as a sense of effective self-monitoring may be required for a person to manage stuttering behaviors effectively

Executive Functions and Student Success During Physical Therapist Education: An Exploratory Study

BACKGROUND: Clinical reasoning relies on executive functions (EFs) that manage attention, inhibition, organization, and decision-making. Assessment of EFs may help identify students who excel at clinical reasoning, yet data showing this relationship in physical therapy (PT) education programs are lacking. The primary purpose of this exploratory study was to examine EFs in relationship to success in PT educational programs. METHODS: Thirteen third-year PT graduate students completed two EF tests which were compared to culminating scores in the program and admissions scores. RESULTS: A relationship existed between National Physical Therapy Examination (NPTE) and comprehensive exam results and one EF test score; comprehensive exams and NPTE scores related to the other EF test. CONCLUSIONS: EF measures may provide insights into student successes, especially as they pertain to outcomes requiring clinical reasoning