Interprofessional Education: Future Directions in Pre-professional Instruction

Child and Adolescent Communication DisordersMARIE R. KERINS

By: Marie R. Kerins, EdD, CCC-SLP, Loyola University Maryland
Editor of Child and Adolescent Communication Disorders: Organic and Neurogenic Bases

Interprofessional Education (IPE) is becoming a more recognized model for educating pre-professional students entering the healthcare or education workforce. It is quickly gaining momentum in institutions of higher education as a means of addressing some of the fragmentation observed in the healthcare industry and in the schools, both of which strive to produce positive and lasting outcomes for the individuals and communities they serve. Working collaboratively mends fragmentation, reduces duplicative efforts, and effectively addresses client/student needs. The World Health Organization (WHO) has endorsed IPE and defines it as a period when “two or more professions learn about, from, and with each other to enable effective collaboration and improve [health] outcomes” (WHO, 2010, p. 7). Formalizing IPE through published guidelines from organizations such as the Interprofessional Education Collaborative (IPEC) has helped renew interest in interdisciplinary and collaborative practices that have been around for quite some time but have not been systematically or formally taught in higher education settings. While the WHO and IPEC are geared more toward international health care practices, professionals working in schools have also joined in the conversation and are adopting the language of IPE. One goal of IPE is to develop a practice ready workforce where professionals can immediately implement knowledge and skills they have practiced while training in an integrated and interdisciplinary manner. Evidence is mounting to support interprofessional care (see Reeves, Perrier, Goldman, Freeth, & Zwarestein, 2013; WHO, 2010). IPE and collaborative practice will become an established manner of service delivery to improve patient/student care, if we can embrace interprofessional education as a shared vision with an understanding of the benefits of this new collaborative curriculum.

Collaborative Internship Experience: Speech-Language Pathologists and Reading Specialists

Because there is a strong evidence-base to support experiential learning or simulation based learning to promote skill development (Hum, 2015; Poore, Cullen & Schaar, 2014), building IPE goals into practicum experiences helps students achieve the competencies needed. During a summer 2014 internship experience at the Loyola Clinical Centers of Loyola University Maryland, master’s level students in Speech-Language Pathology (SLP) and master’s students in the Reading Specialist program came together to pilot an intensive four week program that met four mornings each week addressing emergent literacy skills for preschool and kindergarten aged children. SLPs and Reading Special students worked side by side. The objective of the summer ‘14 research project was twofold: (a) to improve emergent literacy skills in the identified population, and (b) to provide a model demonstrating how two related professions can collaborate to benefit children in the area of emergent literacy. Both goals were achieved.

Because language and literacy are intimately woven particularly at the emergent level both areas should be addressed in tandem by using the expertise of the speech-language pathologist and the reading specialist for maximal benefit. Both professionals are trained in the area of emergent literacy with slightly different areas of expertise. As professionals recognize the value of interdisciplinary training, institutions of higher education are beginning to recognize that they need to be part of the equation and design classrooms and training programs to train in an interprofessional/interdisciplinary manner. There have been calls across professions to collaborate by providing coordinated interdisciplinary services to support the acquisition of early reading skills (American Speech-Language Hearing Association [ASHA], 2010, International Reading Association [IRA], 2010, Paul, Blosser, & Jakubowitz, 2006, Sawyer, 2010). ASHA (2010) recommends that speech-language pathologists (SLPs) work closely with reading specialists, literacy coaches, and special education teachers. Similarly, the IRA (2010) explicitly calls upon reading specialists to work with other professionals that include but are not limited to special educators, and speech and language teachers. To promote this cooperative plan, successful models and intervention programs need to be developed and published to demonstrate the effects of a collaborative approach.

Steps in the IPE Process

  1. After pre-testing using traditional discipline specific assessments, (Pals- Pre K and Pals-K for Reading Specialists; CELF-2 Preschool and Narrative assessment for SLPs) the pairs met to discuss results, identified areas that corroborated findings and also identifyied areas more unique to discipline specific testing.
    For example both identified phonological awareness weaknesses and vocabulary deficits, however areas of difference included, sound symbol deficits noted by the literacy students and poor oral output and syntax problems identified by the SLP students. All the identified areas are often part of a larger constellation of language-based learning deficits and should be addressed holistically as opposed to parceled out.
  2. A joint intervention plan was then identified capturing all of the parts of the diagnostic puzzle so a comprehensive program could be developed.
  3. Students modeled for each other best practices while observing how one another approached a particular aspect of the program.
    For example, during the storybook reading activity the graduate literacy student identified simple word patterns and site words while the SLP modeled how to expand an utterance in response to a comprehension question.
  4. Weekly meetings were held to evaluate the child’s progress and to determine what skills should be emphasized for the following week.

Below are several excerpts from the participating graduate students:

“The interprofessional experience allowed me to figure out what my role as an SLP is in a literacy program, as compared to a reading specialist, since we work on the same skills in different ways. The knowledge and skills I took away from the experience are invaluable and continue to benefit me in my clinical placements.”

“While I came with background that includes a repertoire of songs, chants, letter-sound activities and classroom management my [partner] brought more of a scientific background that included how oral language has a significant role in early childhood education.”

“At times, I used language that was unfamiliar to my partner, which forced me to take a step back and explain the term and its importance in less “field-specific” language. … [this] gave me practice communicating to a professional outside my field.”

“I have taught many students who received speech services, but never really knew what they did or communicated with the SLP on how we could make better connections to the classroom.”

“We didn’t divide the session into speech and literacy sections, but instead tried to incorporate both skills into each activity.”

While these reflective and anecdotal remarks are very positive, as the program expands to a second summer, more formal measures will be embedded to measure both the student’s perceptions of one another’s discipline as well as their concrete knowledge of how one might use each other’s skills assisting them to become “work-force ready.” One such instrument is the Interprofessional Collaborator Assessment Rubric ([ICAR](Curran, et al.,) intended for use in the assessment of interprofessional collaboration. The rubric assesses six areas ranging from communication to team functioning. Integrating a formal assessment to more accurately measure progress toward interprofessional education goals will be the next step in determining which models yield better collaborative results.


American Speech-Language-Hearing Association. (2010). Roles and responsibilities of speech-language pathologists in school [Professional issues statement]. Available from

Curran, V., Casimiro, L., Banfield, V., Hall, P., Gierman, T., Lackie, K., Oandasan, I., Simmons, B., & Wagner, S.( n.d.) Interprofessional Collaborator Assessment Rubric, Academic Health Council. Retrieved from

Hum, G. (2015). Workplace learning during the science doctorate: What influences research learning experiences and outcomes? Innovations in Education and Teaching International 52,1, 29-40. doi:10.1080/14703297.2014.981838

International Reading Association. (2010). Standards for reading professionals: A reference for the preparation of educators in the United States. Newark, DE: Author.

Paul, D., Blosser, J., & Jakubowitz, M. (2006). Principles and challenges for forming successful literacy partnerships. Topics in Language Disorders. Partnerships for Literacy: Principles and Practices, 26(1), 5-23.

Poore, J., Cullen, D., Schaar, G. (2014). Simulation Based interprofessional Education guided by Kolb’s experiential learning theory. Clinical Simulation in Nursing 10 (5), e241-e247. doi:

Reeves, S., Perrier, L., Goldman, J., Freeth, D., & Zwarenstein, M. (2013). Interprofessional education: Effects on professional practice and healthcare outcomes (update). Cochrane Database of Systematic Reviews, (3)

Sawyer, D.J. (2010). Improving reading instruction: A call for interdisciplinary collaboration. Topics in Language Disorders, 50 (1), 28-38.

World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Retrieved from

About the Author

Marie R. Kerins, EdD, CCC-SLP, has been a licensed and certified speech-language pathologist since 1981. After earning her doctorate in 1998, she began teaching speech-language pathology to graduate and undergraduate students at Loyola University Maryland. Dr. Kerins has published numerous articles and has presented nationally and internationally on language-based learning disabilities as well as the learning styles of the millennial student. She is currently the associate vice president for research and graduate affairs at Loyola.  Dr. Kerins recently published Child and Adolescent Communication Disorders: Organic and Neurogenic Bases, a comprehensive undergraduate textbook for courses related to the organic and neurogenic bases of child and adolescent language disorders.  It is a must-have text for anyone in the field of communication sciences and disorders who works with children and adolescent populations.

Handbook of Central Auditory Processing Disorder Reviewed

Handbook of Central Auditory Processing Disorder, Volume 1, 2nd Edition

Peer review of Handbook of Central Auditory Processing Disorder: Auditory Neuroscience and Diagnosis, Volume I, Second Edition edited by Frank Musiek, PhD, CCC-A and Gail Chermak, PhD, CCC-A.

Review by Herbert Jay Gould, PhD, Associate Professor, School Communication Sciences and Disorders, The University of Memphis

The addition of several new chapters to the Handbook of Auditory Processing Disorders Volume 1 is a significant enhancement and expansion of the first edition. The general layout and writing is consistently high quality throughout the book. Several chapters and areas of discussion are particularly valuable to the reader’s basic understanding of CAPD.

The initial section on auditory neuroscience has excellent chapters by Jos Eggermont on central auditory system development and by Phillips on central auditory neuroscience. These two chapters provide a strong basic science underpinning to the remainder of the book. Dr. Eggermont’s chapter ties the anatomic and electrophysiologic activity of the system to the normal behavioral measures of basic signal processing and speech perception of the developing nervous system. The extraordinarily long time course of this system’s maturation exemplifies the difficulties of separating a slowly maturing, but normal system, from a significantly disordered one.

Dr. Philips’ chapter on psychoacoustic considerations is a relatively comprehensive review of the area. It serves as an excellent refresher for those who have not reviewed the area recently. This chapter is one of the more important chapters in the book, as the evaluation of auditory processing is the clinical adaptation of psychoacoustic test procedures. Anyone working in the area of auditory processing disorders needs to understand the underlying principles of evaluating the system and recognize those principles in the tests that they are utilizing.

The chapter by Hugdahl and Helland on dichotic listening and attention provides a detailed review of the area and ties nicely with the more clinically based Chapter 11 on dichotic listening tests. Several of the points made in this chapter have significant impact on how we should view dichotic listening tests as well as the administration of the dichotic tests to obtain maximum information. From the reviewer’s perspective this chapter was one of the most thought provoking in the book and it has led to my re-evaluation of dichotic testing procedures and interpretation.

Overall the chapters in the basic science area section are well written and would make excellent supplemental readings in hearing science courses. Several of the chapters in this section are new and provide substantial important information.

The section on Diagnostic Fundamentals is short and provides a good overview of basic issues in not only the diagnosis of CAPD but auditory diagnostics in general. The final chapter in the section by Weihing and Atcherson should be read first if the reader is not familiar with clinical decision-making. The chapter by Baran is good but ends up repeating much of the Weihing and Atcherson chapter.

The additional chapters and modification in this edition provide a step forward in content rather than just a simple rehash of old material on CAPD. The book should be viewed as an excellent supplemental text for other areas of audiology as many of the chapters provide discussions that pertain to a wide range of audiologic concerns.”

Learn more bout the award-winning Handbook of Central Auditory Processing Disorder, Volume I and II, Second Edition.

Are Your Services Educationally Relevant?

Jean BlosserSchool Programs in Speech-Language Pathology 5th Edition

Jean L. Blosser, EdD, CCC-SLP
President, Creative Strategies for Special Education
Author, School Programs in Speech-Language Pathology: Organization and Service Delivery, Fifth Edition, Plural Publishing, 2012

Educational Relevance—What an Important Concept!
Does a child’s disability impact his or her performance in the classroom? If yes, would services such as speech-language intervention, occupational therapy, or physical therapy make a difference? Should those services be intensive, provided face-to-face or via technology, or integrated into the classroom? The primary question is, if therapy services are offered, will the intervention provided make a difference in the student’s classroom performance, ability to access the curriculum, and/or ability to reach his or her potential?

These are huge questions that administrators, educators, clinicians, and parents ponder every day. When school teams evaluate a student, they seek to determine how the disability may be interfering with the student’s learning. Key educational areas that may be affected are academic, social-emotional, and vocational performance. If everyone agrees there is an adverse effect on educational performance, the student’s eligibility for services is confirmed.

How Do We Guarantee Educational Relevance?
Regardless of the type, amount, frequency, or intensity of services offered, it is important that the services are educationally relevant and make a difference. Focusing on educationally relevant skills should help the student pay attention to the teacher’s instructions, move around the classroom, answer questions, seek assistance, follow directions, and recall facts. School team members must join forces to determine how to best structure intervention so that it is educationally relevant. Teachers provide insights into the demands and expectations for performance in their classroom. They have the best knowledge of the learning objectives, curriculum, and instructional methods. Teachers can also contribute information about distractions, rules, pace, and the general classroom environment. Speech-language pathologists (SLPs), occupational therapists (OTs), and physical therapists (PTs) can discuss the nature and characteristics of the disability and help teammates understand how these characteristics interfere with a student’s ability to succeed. They also offer positive recommendations for modifying the classroom environment, adapting learning materials, utilizing specific instructional strategies, or developing key skills to promote success. Family members can provide insights about the home situation and factors that may be contributing to the student’s attitude or motivation. Sound planning is necessary for any educational or therapy program to be successful, regardless of the disability. Collaboration can lead to powerful outcomes!

SLP, OT, and PT services are designed to address specific barriers that restrict students from accessing all areas of the educational curriculum, and educational teams should use problem solving approaches to address challenges students encounter. Physical, communicative, or sensory deficits are not reasons, in themselves, to provide therapy; focus should be on the student’s ability to perform the necessary tasks to achieve success in the educational environment.

Taking Action
Provided below is a checklist that administrators, general educators, special educators, and therapists can employ to ensure that interventions are educationally relevant.

  • Evaluate the student’s performance within the educational environment, considering demands and expectations placed on the student by the structure of the curriculum, learning goals, performance requirements, and the teacher’s manner and style of instruction.
  • Utilize pertinent information gleaned from the core curriculum, classroom observations, test results, and interviews with educators and family members.
  • Identify skills and impairments that impact the student’s ability to function within the school environment and meet classroom demands and expectations.
  • Collaborate with fellow individualized education program (IEP) team members to determine their perception of priorities for intervention and the most appropriate services and delivery models to meet the student’s needs.
  • Strive to identify barriers and recommend accommodations and modifications.

About the Author
Jean Blosser, EdD, CCC-SLP is currently Vice President for Therapy Programs and Quality at Progressus Therapy, a national organization that focuses on reframing the way school based speech-language, occupational, and physical therapy services are provided. In her role, Jean provides the vision and leadership for Progressus’ program development and quality initiatives — all of which are related to fostering change in service delivery practices, striving for functional outcomes, and nurturing and guiding professionals to lead the way to make a difference in students’ lives.

Plural Author Blake Wilson Awarded Fritz J. and Dolores H. Russ Prize

Blake WilsonOn January 7, 2015 the National Academy of Engineering announced that the 2015 Fritz J. and Dolores H. Russ Prize would be awarded to Blake S. Wilson, Grame M. Clark, Erwin Hochmair, Ingebord J. Hochmair-Desoyer, and Michael M. Merzench “for engineering cochlear implants that enable the deaf to hear.” The $500,000 biennial award recognizes a bioengineering achievement that significantly improves the human condition.1

“This year’s Russ Prize recipients personify how engineering transforms the health and happiness of people across the globe,” said NAE President C.D. Mote Jr. “The creators of the cochlear implant have improved remarkably the lives of people everywhere who are hearing impaired.”1

Dr. Blake S. Wilson is the Co-Director (with Debara L. Tucci, MD) of the Duke Hearing Center and is an adjunct professor in each of two departments at Duke, Surgery and Electrical Engineering. He also is the chief strategy advisor for MED-EL Medical Electronics GmbH of Innsbruck, Austria, and a Senior Fellow Emeritus of the Research Triangle Institute (RTI) in the Research Triangle Park, NC, USA. He has been involved in the development of the cochlear implant (CI) for the past three decades, and is the inventor of many of the signal processing strategies used with the present-day devices.

Dr. Wilson and the teams he has directed have been recognized with a high number of awards and honors, most notably the 1996 Discover Award for Technological Innovation; the American Otological Society’s President’s Citation in 1997 for Major contributions to the restoration of hearing in profoundly deaf persons (to the RTI team); the 2007 Distinguished Alumnus Award from the Pratt School of Engineering at Duke; the Neel Distinguished Research Lectureship at the 2008 Annual Meeting of the American Academy of Otolaryngology, Head & Neck Surgery; and recently the Lasker-De-Bakey Clinical Medicine Research Award in 2013.

Better Hearing with Cochlear ImplantsDr. Wilson co-authored Plural Publishing book Better Hearing with Cochlear Implants which provides a comprehensive account of a decades-long research effort to improve cochlear implants (CIs). The research was conducted primarily at the Research Triangle Institute (RTI) in North Carolina, USA, and the results provided key pillars in the foundation for the present-day devices.


1. National Academy of Engineering. Inventors of Cochlear Implant Win 2015 Fritz J. and Dolores H. Russ Prize [Press Release]. Retrieved from

Winter Break Photo Sweepstakes!

Winter Break Photo Sweepstakes

Win a free textbook for the spring semester by entering our Winter Break Photo Sweepstakes! Show us how you learn, teach and make a difference with your Plural Publishing books and enter to win ANY Plural book of your choice! The sweepstakes starts January 5th and ends January 15th. The winner will be announced on January 16th!

How To Win:
1.  Post a picture on Twitter and/or Pinterest of yourself studying, teaching or working with your Plural book(s). One photo entry per person please.
2.  Tag @PluralPub and use #PluralSweeps in your post.
3.  Follow us on Twitter and Pinterest
4.  Vote for your favorite entries by commenting and liking the photos you think should win.  Entries can be found using #PluralSweeps on Twitter and on our Winter Break Photo Sweeps Pinterest Board.  All entries will be pinned to the sweepstakes Pinterest board. Encourage friends to vote as well!

The photo with the most likes and comments by the end of January 15th wins! All entrants will receive a 15% discount code valid at  Entrants will be contacted through direct messaging on Pinterest or Twitter.

We can’t wait to see your creative, fun photos!

Twenty Years of Advances in the Assessment and Management of Balance Disorders

By Gary P. Jacobson, PhD
Coeditor of Balance Function Assessment and Management, Second Edition

Balance Function Assessment and Management, Second Edition

Balance Function Assessment and Management, Second Edition

The first edition of Balance Function Assessment and Management (BFAAM) represented our attempt to coalesce for the clinician the available information pertinent to the assessment and management of vertigo, dizziness, and unsteadiness. Fortunately for the profession, there have been updates and discoveries since the publication of the first edition—as a result, a need for a second edition. The second edition of BFAAM includes several new chapters: the ontogeny of the vestibular system, mechanisms of central vestibular compensation, effects of old age on the vestibular system, the biomechanics of balance, electrocochleography, and testing the pediatric patient. Also addressed are new diagnostic techniques that have been developed during the past decade, including the ocular vestibular evoked myogenic potential (oVEMP) and the video Head Impulse Test (vHIT).   Continue reading

A Tribute To Marion Downs

As many of you know, Dr. Marion Downs passed away recently. Here we post a nice tribute written by Dr. Jerry Northern that he shared with us.

Dr. Marion Downs Passes Away at Age 100 World-renowned Audiologist and Pioneer for Infant Hearing Screening

Dr. Marion Downs Passes Away at Age 100
World-renowned Audiologist and Pioneer for Infant Hearing Screening

Dr. Marion P. Downs, an innovator in the field of pediatric audiology and a tireless advocate for the early identification of hearing loss, passed away on November 13th, 2014. During her extraordinary career at the University of Colorado Health Sciences Center, Dr. Downs developed and evaluated techniques for testing hearing in babies and young children and for fitting them with hearing aids. Dr. Downs created the first universal infant hearing-screening program in 1963 in Denver, CO. She relentlessly pursued making the identification and management of hearing loss in infants and children an important medical, educational, and public health issue. Her professional publications and lectures brought worldwide attention to the importance of early intervention for hearing loss. Today, in the United States, more than 96% of all infants born in the US receive a newborn hearing screening thanks largely to her efforts. Numerous international countries have followed her lead in establishing universal infant hearing screening programs.

Dr. Downs was an exemplary teacher who lectured extensively throughout the United States and foreign countries. She published nearly 100 articles and books on various aspects of audiology, including serving as co-author with Jerry Northern of Hearing in Children, a preeminent textbook updated through five editions between 1972 and 2002 and translated into several foreign languages. A new 6th edition of Hearing in Children was published this year by Plural Publishing.

She almost single-handedly alerted the medical world to the speech, language, and development problems associated with childhood hearing loss. In order to ensure that pediatric hearing loss would remain a priority concern for all pediatric health care professionals, Dr. Downs proposed in 1969 that a national committee be established, comprised of representatives from professional hearing healthcare organizations, to periodically review and evaluate, and recommend “best practices” approaches to newborn hearing screening programs. As a direct result of her visionary thinking, the Joint Committee on Infant Hearing was organized to provide multi-disciplinary leadership and guidance for 45 years in all areas of newborn and infant hearing issues.
She has received an extensive array of awards recognizing her contributions throughout her career. Among her many honors are: the Outstanding Achievement Award from her alma mater, the University of Minnesota, and Gold Medal Recognition from the University of Colorado School of Medicine. She is the recipient of three Honorary Doctorate Degrees. Dr. Downs has been awarded the Medal of the Ministry of Health of South Vietnam. She has been recognized with honors of nearly every professional hearing-related society including the American Academy of Audiology, the American Speech-Language-Hearing Association, and the American Academy of Otolaryngology Head and Neck Society. She was a founder of the American Auditory Society and the International Audiology Society. She was inducted into the Colorado Women’s Hall of Fame in 2006 and in 2007 she received the Secretary’s Highest Recognition Award from the United States Department of Health and Human Services.

Marion was an avid exercise enthusiast and won five gold medals for tennis in the US National Senior Games playing through her 8th decade. She used her wit and inspirational advice on living vigorously into her nineties to author a popular book titled, Shut Up and Live.

Marion was loved and revered by countless colleagues, former students and patients, as well as friends around the world. The Marion Downs Foundation will have a celebration of Marion’s life on Friday, January 9, 2015 for friends and family. To those interested in making tributes in honor of Marion, her family respectfully requests that you make a donation to the Marion Downs Foundation via their website at, or by mail at 4280 Hale Parkway, Denver, CO 80220.

Written by Dr. Jerry Northern.

Management of Facial Paralysis

By Mark K. Wax, MD

Editor of Facial Paralysis: A Comprehensive Rehabilitative Approach

Facial Paralysis: A Comprehensive Rehabilitative Approach

Facial Paralysis: A Comprehensive Rehabilitative Approach

Facial paralysis is a devastating process. Normal facial function is of paramount importance in both cosmesis and how individuals are perceived by others. It also plays a role in natural physiological processes. When the facial nerve—which provides animation to the muscles of the face—is paralyzed, there are severe cosmetic, psychological, as well as physiologic sequelae. The facial plastic surgeon has the ability to play a unique role in both the reconstruction and the rehabilitation of the adverse effects of facial paralysis. Management paradigms for the multitude of issues that face these patients involve a team approach—not only facial plastic surgeons, but also speech pathologists, physiotherapists, social workers, family, and so forth. The facial plastic surgeon stands at the epicenter, able to direct the care of the patient to these different specialists.

Facial paralysis can be caused by many different disease processes. It may be temporary or it may be permanent. A fundamental understanding of the different pathological and physiological processes is important in the diagnosis and management of these patients, as temporary facial paralysis requires a different management paradigm than permanent facial paralysis.

Perhaps the most crucial initial actions are making a firm diagnosis and ensuring that no damage comes as a sequelae of not having normal facial nerve function. Eye protection is a primary concern. Protection of the globe is maintained by the normal function of the upper and lower eyelids and when these are not functioning due to facial paralysis, the issue must be addressed immediately. Inability to eat or drink because of paralysis of the lower face or a lack of will secondary to depression or the psychological effects of the paralysis must also be addressed immediately. Facial Paralysis: A Comprehensive Rehabilitative Approach addresses many of these issues with a focus on understanding the cosmetic, functional, and psychological consequences of facial paralysis. While surgical reconstruction of the various defects is well described and plays a fundamental role in the management of patients with facial paralysis, it is but one of the many tools required to manage these patients.

This text describes the different surgical paradigms and approaches for the various subsites of the face and is organized by each anatomic site of the face, which allows for an in-depth discussion of a multitude of surgical techniques for the specific area as well as the individual needs of the patient—including long-term effects and morbidity.

Management of the patient with facial paralysis is a multidisciplinary endeavor. Through integrating these different professions and areas of expertise, the patient with facial paralysis can be managed in a succinct fashion with the potential to obtain an optimal outcome.

About the Author

Mark K. Wax, MDMark K. Wax, MD, FACS, FRCS(C), is a professor in the departments of Otolaryngology-Head and Neck Surgery and Oral-Maxillo Facial Surgery at Oregon Health and Sciences University. He is also the residency program director and the director of the microvascular and reconstructive surgery fellowship. Dr. Wax is a past president of the American Head and Neck Society (AHNS) and has been instrumental in the founding of a reconstructive committee for AHNS. As the co-coordinator for education for the American Academy of Otolaryngology-Head and Neck Surgery, he was responsible for the educational activities of the largest otolaryngology society in the United States. For more than a decade, Dr. Wax has had an interest in reconstructive surgery. He has more than 200 publications in the field and has been invited to present lectures on reconstruction in many different venues.

Augmentative and Alternative Communication: From Novice to Expert Clinician

By John McCarthy, PhD, CCC-SLP and Aimee Dietz, PhD, CCC-SLP

Augmentative and Alternative Communication

Augmentative and Alternative Communication by John McCarthy and Aimee Dietz

Understanding the personal story of an individual who uses augmentative and alternative communication (AAC) can have a positive impact on the attitudes of people without disabilities toward that individual (McCarthy, Donofrio-Horwitz, & Smucker, 2010). Almost any AAC specialist has story after story of moments when they have helped reveal the true abilities of an individual through AAC:

• The eight-year-old boy with cerebral palsy who everyone assumed had below average intellectual ability and presymbolic language skills, was in fact bilingual.
• The forty-year-old woman with bulbar onset amyotrophic lateral sclerosis who cannot dress or feed herself, but still manages her finances, parents her children, and makes end-of-life decisions.
• The eighteen-year-old girl with autism spectrum disorder whose potential to contribute to society was doubted, yet planned for employment after high school and managed a new mobile device-based communication system.
• The fifty-two-year-old man with stroke-induced aphasia who medical staff assumed was “incompetent”; however, still made informed decisions about medical care and enjoyed friendly banter on the golf course with his adult sons.  Continue reading

Plural Sponsors Communication Sciences and Disorders Library in China

Angie Singh, Plural Publishing CEO and President, has donated a collection of voice and communication sciences and disorders books to the Jinan University in China in honor of the late Dr. Sadanand Singh. Dr. Singh, founder of Plural Publishing, Inc. was an an esteemed international leader in the field of communication sciences and disorders.

Donation plaque

Plural’s donation is in recognition of the collaboration between Jinan University and Ohio University in promoting the field of communication sciences and disorders in China.

Plural's collection of communication sciences and disorders books at Jinan University Library in China (2014).

Plural’s collection of communication sciences and disorders books at Jinan University Library in China (2014).

Continue reading