Bridging the Gap: An Integrated Approach to Facilitating Foundational Learning of Neuroanatomy and Neurophysiology in Graduate-Level Speech-Language Pathology Coursework

The current study examined whether the integration of foundational neuroanatomy and neurophysiology content, across a pair of medically-based, disorder-specific courses (motor speech disorders and aphasia), promoted students’ abilities to describe common neurological constructs and apply them to clinical cases. Specifically, student responses to case questions were rubric-scored following their completion of five neuroanatomy and neurophysiology online modules independently and after in-class instructional augmentation of each module’s content. Students’ own perceptions of this integrated curriculum were also surveyed and coded into themes. Rubric scores, evaluating content knowledge of the brainstem, spinal cord, and the neuron, significantly improved from post-module to after in-class augmentation of modules. Likewise, rubric scores, evaluating clinical application, significantly improved from post-module to after in-class augmentation of modules for the areas of the brain, brainstem, spinal cord, and the neuron. The majority of students also believed that the integrated pedagogical methods facilitated their knowledge and application of neuroanatomy and neurophysiology concepts in order to prepare them for core content in both classes

Case-based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students

This case study addressed the authors’ efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students’ (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students’ overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was quantitatively analyzed, while reflections were qualitatively coded using Bloom’s taxonomy. Findings indicated that metacognitive awareness significantly improved and that higher-level cognitive processing was increasingly evidenced across students’ IS experience. Results indicate the potential to maximize metacognition and cognitive processing by combining CBL and PT by the methods used here. Applications of combined CBL and PT to other disciplines and teaching and learning situations will be discussed along with the implications of our findings

Visions of the Possible: Reflections on the Faculty/Student Co-Inquirer Relationship

This manuscript is a reflection on the processes and outcomes inherent in the faculty/student co-inquirer relationship. Authors briefly describe their SoTL research project. Subsequently, learning outcomes from the student co-inquirer are discussed in terms of: understanding research and the research process, the impact of the research experience on the student\u27s own teaching and learning, and the impact of the research experience on the student\u27s future professional plans. Lessons learned are shared for future student co-inquirers

VOCAL HEALTH PRESERVATION FOR TEACHERS OF MUSIC: A LITERATURE REVIEW

This literature review explores research findings regarding risk factors of voice disorders for teachers of music. It summarizes current research regarding personal, environmental, and occupational practices teachers of music can implement to help preserve their voices. This document also reviews literature findings regarding when, where, and how music teachers can seek assistance for voice symptoms

Bridging the Gap: An Approach to Facilitating Integrated Application of Neuroanatomy and Neurophysiology in Graduate-Level Speech-Language Pathology Across the Semester

The current study builds upon a previous one that discovered students’ knowledge and application of neurological constructs improved following integrated instruction at the beginning of two medically-based, disorder-specific courses (motor speech disorders and aphasia). The current study tracks students’ ability to address increasingly more challenging case-based questions across a semester of integrated instruction between the same two disorder-specific courses (motor speech disorders and aphasia). Specifically, students’ original rubric-scored case responses, following a foundational integrated review (time 1), were compared to case responses involving differential diagnosis of motor speech disorders (time 2) or aphasias (time 3), and differential diagnosis of both aphasia and motor speech disorders within the same case question(time 4). Comparisons between average rubric scores for each time point revealed significant improvements in content knowledge and application from time 1 to times 2, 3, and 4 and from times 2 and 3 to time 4. Results suggest that integrating foundational course content and case-based activities may enhance or improve students’ application of knowledge to case scenarios requiring differential diagnosis of multiple disorder types

Bridging the Gap: An Approach to Facilitating Integrated Application of Neuroanatomy and Neurophysiology in Graduate Level Speech-Language Pathology Across the Semester

The current study examined whether the integration of foundational neuroanatomy and neurophysiology content, across a pair of medically-based, disorder-specific courses (motor speech disorders and aphasia), promoted students’ abilities to describe common neurological constructs and apply them to clinical cases. Specifically, student responses to case questions were rubric-scored following their completion of five neuroanatomy and neurophysiology online modules independently and after in-class instructional augmentation of each module’s content. Students’ own perceptions of this integrated curriculum were also surveyed and coded into themes. Rubric scores, evaluating content knowledge of the brainstem, spinal cord, and the neuron, significantly improved from post-module to after in-class augmentation of modules. Likewise, rubric scores, evaluating clinical application, significantly improved from post-module to after in-class augmentation of modules for the areas of the brain, brainstem, spinal cord, and the neuron. The majority of students also believed that the integrated pedagogical methods facilitated their knowledge and application of neuroanatomy and neurophysiology concepts in order to prepare them for core content in both classes

Cognitive influences on perceived phonatory exertion using the Borg CR10

Objectives: The purpose of the present study was to examine the nature of the relationship between perceptions of vocal and mental (cognitive) effort during reading and speaking tasks. Methods: One hundred and four young, healthy adult participants were randomized into one of three groups. Each group performed a writing task meant to elicit low mental effort, high mental effort, or high mental effort followed by a period of relaxation. Participants then engaged in reading and speaking tasks, meant to elicit high (suppression of a prepotent desire to speak louder) or low (no suppression of a prepotent desire to speak louder) mental effort, and completed ratings of mental effort and vocal effort via adapted versions of the Borg CR10. Results: Findings indicate that ratings of perceived mental and vocal effort are related to one another, evidenced by strong correlations, and additional analyses reveal that mental effort might drive this relationship. Conclusions: Perceptions of vocal effort appear to mirror ratings of mental effort during tasks for which vocal activity is relatively stable but cognitive demands fluctuate. The possibility that perceptions of mental effort might influence perceptions of vocal effort should be considered when creating reliable and valid measures of vocal effort as well as when interpreting currently adapted measures of vocal effort in the clinical context

Augmenting College Students’ Study of Speech-Language Pathology using Computer-Based Mini Quiz Games

This study examined whether undergraduate college students\u27 immediate recall and longer-term retention of introductory voice disorder concepts improved by using mini quiz games (MQGs; interactive knowledge tests in game format) compared with (a) traditional study alone, (b) MQGs and traditional study together, or (c) a no-study control condition

Vocal Control: Is It Susceptible to the Negative Effects of Self-Regulatory Depletion?

Objectives Self-regulation (SR) relies on the capacity to modify behavior. This capacity may diminish with use and result in self-regulatory depletion (SRD), or the reduced ability to engage in future SR efforts. If the SRD effect applies to vocal behavior, it may hinder success during behavioral voice treatment. Thus, this proof-of-concept study sought to determine whether SRD affects vocal behavior change and if so, whether it can be repaired by an intervention meant to replete SR resources. Methods One hundred four women without voice disorders were randomized into groups that performed either (1) a high-SR writing task followed by a high-SR voice task; (2) a low-SR writing task followed by a high-SR voice task; or (3) a high-SR writing task followed by a relaxation intervention and a high-SR voice task. The high-SR voice tasks in all groups involved suppression of the Lombard effect during reading and free speech. Results The low-SR group suppressed the Lombard effect to a greater extent than the high-SR group and high-SR-plus-relaxation group on the free speech task. There were no significant group differences on the reading task. Conclusions Findings suggest that SRD may present challenges to vocal behavior modification during free speech but not reading. Furthermore, relaxation did not significantly replete self-regulatory resources for vocal modification during free speech. Findings may highlight potential considerations for voice treatment and assessment and support the need for future research focusing on effective methods to test self-regulatory capacity and replete self-regulatory resources in voice patients