Using Think-Alouds to Uncover Expert-Novice Gaps in AAC Intervention Planning Skills

Because few studies have explored preservice speech-language pathologists’ (SLP’s) learning outcomes in augmentative and alternative communication (AAC) coursework and clinical practica, there is a need to investigate student learning in this area. This article represents a portion of a larger study that explored the expert-novice gap in planning for intervention with children who use AAC. The companion article reports clinical reasoning skills, whereas the present study revealed intervention planning skills. The methods are the consistent with those reported in the companion article. In summary, eight novice (i.e. preservice) SLPs and eight expert SLPs completed think-aloud tasks while they developed intervention plans. Verbal data were transcribed and analyzed qualitatively. Eight intervention planning skills emerged from the data: selecting treatment style, planning activities, selecting or developing materials, planning teaching strategies, selecting targets, goal setting, collecting data, and feature matching. Considerable overlap across expert and novice performance was observed in some areas, while minor differences were noted in other skills. Expert-novice gaps were identified in two areas, developing a treatment style and feature matching. Familiarity with expert-novice gaps in intervention planning has implications for preservice instruction in AAC

Cognitive Processes Used by Graduate Students During Case-Based AAC Assessment and Intervention Think-Aloud Tasks

Think-alouds are a validated data collection method that have been used across disciplines in the scholarship of teaching and learning. Scholarly teachers in CSD can use think-alouds to uncover the cognitive processes students use when completing case-based learning assignments. The purpose of the study was to identify and describe graduate students’ thought processes when planning for AAC assessment and intervention during think-aloud tasks. A total of 19 CSD graduate students were given cases and completed think-alouds in groups while planning for AAC assessment and intervention. Students’ think-alouds were recorded, transcribed, and then coded using the revised Bloom’s taxonomy. All groups engaged in cognitive processes representing each level of thinking in the taxonomy, but data analysis revealed differences across groups in the complexity of cognitive processes used during the think-alouds. The researchers present considerations for CSD instructors related to incorporating think-alouds in the classroom

Clinical Reasoning Skills in AAC Intervention Planning: Investigating the Expert-Novice Gap

Clinical reasoning skills underlie the decisions speech-language pathologists (SLPs) make during practice. Although clinical reasoning is included in speech-language pathology accreditation standards in the United States, there is limited research on preservice SLPs’ development or use of clinical reasoning skills. Because clinical reasoning skills specific to augmentative and alternative communication (AAC) service provision have not been identified or reported in depth, this qualitative study focused on two cases of children with developmental disabilities who used AAC systems. Eight novice (i.e. preservice) SLPs and eight expert SLPs completed think-aloud tasks while they developed intervention plans, which made their clinical reasoning skills observable. Responses were transcribed for qualitative analysis. Six clinical reasoning skills were identified: summarizing, interpreting, hypothesizing, rationalizing, comparing and deferring. Expert and novices used four of these clinical reasoning skills similarly; however, there were differences among the remaining two skills. Novices deferred more frequently during the tasks and were limited in their ability to make comparisons to the fictional cases as compared to the experts. The expert-novice gap in clinical reasoning presents implications for teaching preservice SLPs in the classroom and the clinic

Studying the effect of chloroquine on sporozoite-induced protection and immune responses in Plasmodium berghei malaria

BACKGROUND Sporozoite immunization of animals and humans under a chemo-prophylactic cover of chloroquine (CPS-CQ) efficiently induces sterile protection against malaria. In humans, CPS-CQ is strikingly more efficient than immunization with radiation attenuated sporozoites (RAS), raising the hypothesis that this might be partially due to CQ. Chloroquine, an established anti-malarial drug, is also well known for its immune modulating properties including improvement of cross-presentation. The aim of this study was to investigate whether co-administration of CQ during sporozoite immunization improves cellular responses and protective efficacy in Plasmodium berghei models. METHODS A number of experiments in selected complimentary P. berghei murine models in Balb/cByJ and C57BL/6j mice was performed. First, the effect of CQ administration on the induction of protection and immune responses by RAS immunization was studied. Next, the effect of CQ on the induction of circumsporozoite (CS) protein-specific CD8(+) T cells by immunization with P. berghei parasites expressing a mutant CS protein was investigated. Finally, a direct comparison of CPS-CQ to CPS with mefloquine (MQ), an anti-malarial with little known immune modulating effects, was performed. RESULTS When CQ was co-administered during immunization with graded numbers of RAS, this did not lead to an increase in frequencies of total memory CD8(+) T cells or CS protein-specific CD8(+) T cells. Also parasite-specific cytokine production and protection remained unaltered. Replacement of CQ by MQ for CPS immunization resulted in significantly reduced percentages of IFNγ producing memory T cells in the liver (p = 0.01), but similar protection. CONCLUSIONS This study does not provide evidence for a direct beneficial effect of CQ on the induction of sporozoite-induced immune responses and protection in P. berghei malaria models. Alternatively, the higher efficiency of CPS compared to RAS might be explained by an indirect effect of CQ through limiting blood-stage exposure after immunization or to increased antigen exposure and, therefore, improved breadth of the immune response.EMB was supported by Top Institute Pharma (grant T4-102) and KN was supported by the NWO Mozaiek (grant no. 017.005.011)

Whole-blood transcriptomic signatures induced during immunization by chloroquine prophylaxis and Plasmodium falciparum sporozoites

A highly effective vaccine that confers sterile protection to malaria is urgently needed. Immunization under chemoprophylaxis with sporozoites (CPS) consistently confers high levels of protection in the Controlled Human Malaria infection (CHMI) model. To provide a broad, unbiased assessment of the composition and kinetics of direct ex vivo human immune responses to CPS, we profiled whole-blood transcriptomes by RNA-seq before and during CPS immunization and following CHMI challenge. Differential expression of genes enriched in modules related to T cells, NK cells, protein synthesis, and mitochondrial processes were detected in fully protected individuals four weeks after the first immunization. Non-protected individuals demonstrated transcriptomic changes after the third immunization and the day of treatment, with upregulation of interferon and innate inflammatory genes and downregulation of B-cell signatures. Protected individuals demonstrated more significant interactions between blood transcription modules compared to non-protected individuals several weeks after the second and third immunizations. These data provide insight into the molecular and cellular basis of CPS-induced immune protection from P. falciparum infection

The Integration of the Scholarship of Teaching and Learning into the Discipline of Communication Sciences and Disorders

McKinney (2018) has argued that for the scholarship of teaching and learning (SoTL) to advance within a discipline, the integration of SoTL must be closely examined and opportunities for growth in SoTL must be recognized and discussed. To that end, this paper reflects on the degree to which SoTL is integrated into communication sciences and disorders (CSD) by examining a variety of topics: perspectives and theories historically valued by our discipline, existing supports for SoTL at various levels (i.e., individual teacher-scholars, departments, institutions, and the CSD discipline as a whole), the application of SoTL findings in teaching and learning. Four specific recommendations are made because of this examination and reflection