The Vocal Athlete and the companion workbook The Vocal Athlete: Application and Technique for the Hybrid Singer are written and designed to bridge the gap between the art of contemporary commercial music (CCM) singing and the science behind voice production in this ever-growing popular vocal style. These books are a must have for the speech pathologist, singing voice specialist, and vocal pedagogue. Continue reading
For Immediate Release (San Diego, CA – June 6, 2014) – Counseling in the field of communication disorders is an essential dimension of professional practice, but just what it entails is often a bit of a mystery. Counseling in Speech-Language Pathology and Audiology: Reconstructing Personal Narratives addresses this common concern of students and practitioners by illustrating how to integrate the concept of counseling into clinical practice. Replete with a variety of case studies, clinical guidelines, and actual transcripts of counseling interventions with clients and their families, as well as a practical “toolbox” of specific counseling methods, Dr. DiLollo and Dr. Neimeyer offer a comprehensive, novel, and empirically informed approach to counseling, applicable to a broad range of speech, language, swallowing, and hearing disorders. Continue reading
Fran Redstone, Ph.D., CCC-SLP, C/NDT
Editor of Effective SLP Interventions for Children with Cerebral Palsy: NDT/Traditional/Eclectic
Is it reasonable to expect a child with shallow breathing, open-mouth posture, and a tongue thrust, whose body is fixed in extension, to manipulate toys or interact with peers in a stimulating home or school environment? Of course the answer is “no.” It is an exercise in frustration for the child and in futility for the child’s unprepared speech-language pathologist (SLP). I know this because I’ve been there.
When I am asked why I, as a speech pathologist (SLP), should “handle” the child’s body, I am reminded of a second grade class observation I conducted recently of a child with spastic diplegia. This child was ambulatory and cognitively intact but was in a small class for children with language disorders. He was helped to function within the classroom with a one-to-one aide. The youngster began to demonstrate some negative behaviors stemming from the frustration of not being understood. This had resulted from a loss of stability, which led to poor trunk support, leading to poor oral control. I quietly asked the aide if I could intervene and adjusted the foot support and pelvic positioning. The child sat upright and communicated better immediately. Continue reading
By Evan J. Propst, MD, MSc, FRCSC co-author of Airway Reconstruction Surgical Dissection Manual
In 2003, the Accreditation Council for Graduate Medical Education (ACGME) mandated an 80 hour work week limit for residents. In 2011, this same body mandated a 16 hour shift limit for first year residents. Both of these mandates were introduced to reduce resident fatigue with an eye towards improving patient safety, resident education and resident wellbeing. These regulations are enforced throughout the US and institutions can be fined if residents are found to be working beyond these duty hour restrictions. Continue reading
One New Year’s resolution to keep – learn more about being an effective speech-language pathology assistant (SLPA) supervisor
by Plural author Jennifer Ostergren
If you are like me, as 2014 swings into full gear, you look to your newly inked New Year’s resolutions. One resolution on my list this year is to expand my knowledge and skills as an educator and supervisor of speech-language pathology assistants (SLPAs). Those of you with similar aspirations know that serving as an SLPA supervisor can be highly rewarding, but also challenging, especially given a lack of resources and tools specific to SLPAs. This year, however, the American Speech-Language-Hearing Association (ASHA) continues to expand its efforts in this area, with new programs, policies, and resources specific to SLPAs and their supervisors. In particular, ASHA’s new Practice Portal on the topic of SLPAs, located at http://www.asha.org/Practice-Portal/Professional-Issues/Speech-Language-Pathology-Assistants/, is an excellent source of current information and resources on this topic. The sections that follow also highlight several key resources from ASHA that may be of help as well. Continue reading
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Hear the Music by Marshall Chasin
His blog Hear the Music focuses on all things related to hearing aids and music. What are some tricks that can be used to improve a hearing aid for music?, How can we prevent hearing loss from loud music?, etc.
Marshall Chasin, AuD,MSc, Reg. CASLPO, Aud(C) is an Audiologist and the Director of Auditory Research at the Musicians’ Clinics of Canada in Toronto, the Coordinator of Research at the Canadian Hearing Society, and the Director of Research at ListenUp Canada. Chasin has been involved with hearing and hearing aid assessment since 1981, and is the author of over 100 clinically based articles. He is the editor of Hearing Loss in Musicians: Prevention and Mangagement.
Hello Plural Community-
This week we are re-posting an article from the Hearing Health & Technology Matters blog regarding Plural author James Jerger. We hope you enjoy.
Section from Jerger’s “Audiology in the USA” makes its online debut – By David H. Kirkwood, the editor of Hearing News Watch and editor-in-chief of Hearing Health & Technology Matters
No one has done more to advance the field of audiology over the past half century than James Jerger. As a researcher, writer/editor, teacher, and founding president of the American Academy of Audiology, Dr. Jerger has played an out-sized role in shaping the history of audiology and in preparing the profession to meet the needs of the 21st century.
That’s why when our blog, Hearing Health & Technology Matters (HHTM), had the unprecedented opportunity to publish an extensive passage from Dr. Jerger’s book, Audiology in the USA, online we seized it. With the permission of the book’s publisher, Plural Publishing, Wayne Staab has posted a 10-page section on rehabilitation from the book on Wayne’s World, his blog at HHMT.
Here, Dr. Jerger presents a fascinating and fast-moving chronicle of hearing aids from the carbon granule devices of 1902 through today’s advanced digital instruments. The Distinguished Scholar-in-Residence at the School of Behavioral and Brain Sciences, University of Texas at Dallas, also recounts the development of real-ear measurements, the discovery of the phenomenon of auditory deprivation, and the invention of outcome measures to determine patient benefit. Especially interesting are the portraits Dr. Jerger paints of some of the men and women who made important contributions to audiology.
As Wayne Staab states on his blog, HHTM is honored to have the privilege of being the first to publish a chapter from Audiology in the USA on the Internet. To read it, visit Wayne’s World.
We are offering 30% off list price PLUS free ground shipping now through December 24th on any title published before 2012- including Dr. Jerger’s Audiology in the USA. Just enter promotion code HOL1330 at checkout and select DEFAULT SHIPPING METHOD to apply your discount.
Study Strategies for Lifelong Learning by Suzanne Krumenacker, AuD | Author of Hearing Aid Dispensing Training Manual
Let’s talk about “hands on” assessment study strategies shall we? It is something that most of us wish we could do better. Unless you are blessed with a photographic memory and have the amazing ability to perform a task perfectly after having seen it done once, then we all hope that the time and effort that we put forth when we are studying for some type of examination was enough preparation. Successful study skills are not something that we generally are born with, successful study skills are something that we mainly learn by trial and error and lots of practice to find what works best for us. The important thing to remember here is that everybody learns differently and there is no one way or right way to studying if it is a successful way for one to learn, comprehend, and apply the information that we are needing for a practical “hands on” exam. The following information that I will be sharing is from personal experience of teaching and coaching students over the years and the techniques and strategies that I have found that work best for the majority of people.
Study strategies or study skills as defined by Wikipedia “are approaches applied to learning. They are generally critical to success in school, considered essential for acquiring good grades, and useful for learning throughout one’s life.” It doesn’t matter what stage of life you are in and what you are studying for whether it be a college exam, continuing education assessment, or state licensing exams, the same skills apply. If you have already found study skills that have worked for you and have helped you to have a positive outcome with your exams, than stick to what you are doing. If you are someone that has always said “I am not good at taking tests” then I hope that you find some value within this article.
Where should you start when studying? In order to prepare for success with passing “hands on” exams you will need to start with some fundamental core knowledge. First, you must start with your core study materials: textbooks, lectures, online classes, articles, or diagrams and form a game plan. This first phase of your three phase studies is known as the “Hear One” phase. Start by creating a study calendar and write down tasks of the things you need to do to keep you on track, for example, week 1 you will concentrate on Chapters 1 & 2, week 2 Chapter 3 & 4 as so on. If there are 10 lessons and you need to complete all lessons before the date of the exam, break it down in smaller pieces that can be completed in a timely manner. Some strategies you may want to consider during the Hear One phase is to use a small pad, flashcards, or note taking application on your phone, tablet or computer so that you have your study material with you wherever you go.
An example could be read one lesson. Next, list all foreign words and look up their definition and create your own vocabulary/glossary list that you can easily take with you wherever you go. After you have read lesson one and created your list, re-read lesson one and create a study guide which consists of a list of true statements or pictures of things that you find important in each paragraph of the lesson. The glossary list and study guide will be your learning tool that you can carry around with you all the time. When you are waiting at your hair or doctor appointment you can review your guide. For each lesson or chapter you will have a list of facts and pictures to refresh your memory of learned material without being bogged down by books.
Once you have the core concepts down and you can recall them without having to refer to the flashcards or study guide, and then do it. The “Do One” phase is where you apply the cognitive aspects of the concepts and put it into action. The most important aspect of mastering any skill is to master the simple procedures first and then build upon those skills in order to perform more complicated ones. (Birnbaumer, 2011) Before physically performing any procedure, talk out loud the steps that you will be taking while you visualize yourself doing them. Once you can successfully talk it through and before applying on actual patients, use some type of model that is available to you until you have mastered it. Now you are ready to perform the skill on a human subject. “Practice does not make perfect. Only perfect practice makes perfect.” Vince Lombardi.
The last phase is the Teach One phase. Now that you have diligently practiced the skill, and are proficient at it, you are ready to teach it. The true test of mastery of a skill is the ability to teach someone how to perform that skill.
In summary, as you embark along any new learning experience, remember to Hear One, Do One, and Teach One. Take each concept, read it out loud taking note of the key words and phrases, practice what you have read and then teach someone what you have learned.
Diane M. Birnbaumer, MD, FACEP Teaching procedures: improving ‘‘see one, do one,teach one’’ From the Department of Medicine, David Geffen School of Medicine at UCLA, and the Department of Emergency Medicine, Harbor-UCLA Medical Center, Torrance, CA. CJEM 2011;13(6):390-394
Each year, for over 70 years the American Speech-Language-Hearing Association (ASHA) has recognized and awarded many deserving individuals for their dedication and contributions to the professions of speech-language, pathology, audiology and speech and hearing science. We would like to congratulate and highlight our authors who were honored with awards this year’s ASHA convention in Chicago.
The highest honor ASHA bestows upon its members is the Honors of the Association. Individuals recognized at this level have, “enhanced or altered the course of the professions”. We are so proud to say that Plural’s own CEO and co-founder, Dr. Sadanand Singh was recognized at this level. This year several of our authors received the Honors of the Association for their pioneering work:
- Dr. Maurice H. Miller, NYU Steinhardt, was recognized this year for his “distinguished contributions to the profession of audiology”. Dr. Miller is Professor Emeritus of Audiology and Speech Language Pathology and was voted Professor of the Year at NYU. He is the author of Hearing Disorder Handbook, a practical, concise and time-saving text that provides comprehensive, reliable and accurate descriptions of auditory and vestibular disorders, their frequency of occurrence, etiology, diagnosis, and management – all in a single resource.
- Dr. Robert J. Shprintzen, The Virtual Center for Velo-Cardio-Facial Syndrome, was recognized for his “distinguished contributions to the profession of communication sciences and disorders”. Dr. Shprintzen is a found member of the Velo-Cardio-Facial Syndrome Educational Foundation, Inc. and is a professor and director of several programs at New York Upstate Medical University. He is the author of Velo-Cardio-Facial Syndrome, volumes I and II. This comprehensive two-volume set combines text and video demonstrating the clinical features, communication phenotype and the natural history of speech and language of Velo-Cardio-Facial Syndrome (VCFS).
- Dr. Cynthia K. Thompson, Northwestern University, was recognized this year for her “distinguished contributions to the profession of communication sciences and disorders”. Dr. Thompson is a professor of Communication Sciences and Disorders and Neurology. She is also an ASHA fellow and recipient of the Walder Award for Research Excellence at Northwestern. She is the author of Aphasia Rehabilitation, a unique text that specifically contrasts impairment- and consequences- focused treatment with the aim of providing clinicians with a level playing field that permits them to evaluate for themselves the relative contributions that each approach provides.
The ASHA Committee on Honors awards the Fellowship of the Association to individuals who have “made outstanding contributions to the discipline of communication sciences and disorders”. This year many of our authors were bestowed this honor:
- Dr. Maria Adelaida Restrepo, Arizona State University, was recognized for her teaching, research and publications and service to state associations. Dr. Restrpo is an Associate Professor and director of the Bilingual Language and Literacy Laboratory at ASU. She is a certified member of ASHA and author of Improving the Vocabulary and Oral Language Skills of Bilingual Latino Preschoolers.
- Dr. Ronald C. Scherer, Bowling Green State University, was recognized for his teaching, research and publications and service to state associations. Dr. Scherer is a professor in the department of communication sciences and disorders at Bowling Green State University. He is the author of Speaking and Singing on Stage.
- Dr. Rahul Shrivstav, Michigan State University, was recognized for his administrative service, research and publications and service to state associations. He is the chair of Michigan State University’s department of communicative sciences and disorders. He has served as an Associate Editor for many scientific journals and is one of our consulting editors.
- Dr. Anne van Kleeck, University of Texas at Dallas, was recognized for her teaching, administrative service and research and publications. She is professor and Callier Research Scholar at the Callier Center for Communication Disorders at the University of Texas at Dallas. She is the author of Sharing Books and Stories to Promote Language and Literacy.
- Dr. Barbara Derickson Weinrich, Miami University, was recognized for her clinical service, teaching and research and publications. She is a professor at Miami University and Research Associate for the Cincinnait Children’s Hospital Medical Center. She is the author of Vocal Hygiene as well as the forthcoming text, Pediatric Voice.
- Dr. Edwin M.L. Yiu, University of Hong Kong, was recognized for his teaching, administrative service and research and publications. He is a professor and Associate Dean of the Faculty of Education at the University of Hong Kong, He is the founder of the Voice Research Laboratory and holds and Honorary Professorship at the University of Sydney. He is also the author of Handbook of Voice Assessments.
The Certificate of Recognition for Outstanding Contributions in International Achievement recognizes “distinguished achievements and significant contributions in the areas of communication disorders revealing great international impact from their work”. This year Plural author, Dr. Brooke Hallowell, Ohio University, received this award. Dr. Hallowell is the president of the Council of Academic Programs in Communication Sciences and Disorders. She is the author of two forthcoming Plural books.
The Certificate of Recognition for Special contributions in Multicultural Affairs recognizes “recent distinguished achievement and contributions by ASHA members in the area of multicultural professional education and research, and clinical service to multicultural population”. This year Plural author, Dr. Celeste Roseberry-McKibbin, California State University Sacramento, received this award. Dr. Rosberry-McKibbin is a professor of speech pathology and audiology and is an ASHA Fellow. She is the author of Increasing Language Skills of Students from Low-Income Backgrounds.
Plural author, Dr. Audrey L. Holland, University of Arizona, was awarded the 2013 Frank R. Kleffner Lifetime Clinical Career Award in honor of her “exemplary contributions to science and practice”. Dr. Holland is a core member of the Life Participation Approach to Aphasisa movement and Regents’ Professor Emerita of Speech and Hearing Sciences and the University of Arizona. She is the co-author of Counseling in Communication Disorders, now in its second edition.
Every year the editors and associate editors of ASHA journals “select an article they feel meets the highest quality standards in research design, presentation and impact”. This year Plural author, Dr. Lorraine O. Ramig’s article “Innovative Technology for the Assisted Delivery of Intensive Voice Treatment (LSVT LOUD) for Parkinson Disease” published in volume 21 of the American Journal of Speech-Language Pathology, was chosen to receive an Editors’ Award this year.
Congratulations to all the ASHA awardees and special thanks to the great work produced by our award-winning authors!
The Nature of Aural Rehabilitation by Raymond Hull, PhD, FASHA, FAAA
When my book, “Introduction to Aural Rehabilitation” was first published by Plural Publishing in 2010, I wanted everyone to read the first sentence. To me, it said it all. Those words are, “The aim of aural habilitative/rehabilitative services on behalf of those with impaired hearing is to overcome the handicap”. I felt that it was an all-encompassing statement that covered many aspects of the services that we offer on behalf of those with impaired hearing. However, it was a very general statement that left specifics unanswered. In the current second edition of “Introduction to Aural Rehabilitation”, I continue by saying, “The audiologist works with the patient to assist in remediating the handicapping effects of the hearing loss…to overcome the communicative, educational, social and psychological effects…that may result from impaired hearing”.
Now, the question that has plagued me and many of us during our careers as audiologists is, what do the specific elements of “remediation” actually involve? It is a subject that has been debated extensively over the years, and I have witnessed and been a part of those discussions. During my graduate studies, I was taught that what was in the book, “What People Say” by Ordman and Ralli contained many of the necessary ingredients for a successful program of aural rehabilitation. That approach, of course, has thankfully long passed into history. It seems that for nearly every person who provides services on behalf of individuals who possess impaired hearing, approach their habilitation/rehabilitation in ways in which they feel most comfortable. And, of course, that is appropriate since every audiologist deserves the opportunity to develop their own approaches to serving their patients, whether children or adults.
However, although audiologists generally have differing philosophies regarding the most effective and efficient avenues for serving their patients and assisting them to regain their place in their hearing/communicating worlds, it seems that there are common elements in the process that we all consider to be important in serving our patients. And, from those elements, variations on that theme provide fertile ground for individual approaches that generally take on many different characteristics, including those that I utilize and advocate in the second edition of “Introduction to Aural Rehabilitation” that I edited and share the authorship with other very talented authors.
First of all, the “list” of components that I feel are the most important in aural rehabilitation treatment continues to become shorter. But, even though the list has become shorter, I feel what is contained in that list has become more meaningful both for the patient and in relation to my own feelings that I am addressing the specific needs of the patient. Therefore, it is not a process that I feel somehow compelled to provide because it was “what I was taught in graduate school”.
The following is a description of the process that I advocate for working with adult who possess impaired hearing.
1. First of all, I ask the question that my primary care physician or my dentist or my dermatologist always asks me when I am seen by her. That is, “How are you doing? What can I do for you today?” Those are probably the most important questions that a doctor can ask their patient. And, if I have issues of concern, I tell her about those—a tooth that doesn’t feel well, and I point to its location. If I am seeing my dermatologist, I might say that I noticed a spot on my face and I want you to take a look at it, or for my primary care physician, my left knee has been giving me fits! In the situation involving audiologist and patient, the same questions are also appropriate. If the patient responds with, “Oh, nothing really. I can’t think of anything”. The patient’s spouse may fill in the gaps with, “Oh yes, there ARE problems!” And, we move on from there.
2. Most importantly, I listen to my patients as they tell me about difficulties they have in their own listening environments, and I take notes. I don’t want to hear replies in response to a pre-designed “communication profile”. I want them to tell me about their own listening environments and any difficulties they have in various situations where communication is intended to take place. I may give them prompts that involve typical places of hearing difficulty that I would like to hear about.
3.After my patient has given me a synopsis of why she or he has made the appointment to see me, and we have completed a case history, a thorough hearing evaluation is completed, particularly in regard to speech recognition since that is an important element in the patient’s real world of communication.
4. If warranted, depending upon the specific difficulties the patient is experiencing, appropriate amplification devices may be selected and fit as per the specific difficulties the patient is experiencing in her or his communicative life.
5. My patients and I talk about ways to improve upon their most difficult communicative environments. These usually center on home, job, social environments, church, and meetings. An environment in which the majority of my patients experience difficulty is that of their home, and may be specific to hearing and understanding their spouse or significant other. We talk about the acoustic environment that typical homes offer, since homes can be essentially anechoic chambers in which sound, particularly that of the sounds of speech, do not carry well.
So, above and beyond a hearing impairment, there are other reasons why it can be difficult to carry on a conversation in a home or other environment, particularly when one or both of those who are talking may not speak with the precision or clarity that enhances speech recognition. Hearing aids can certainly help, but they do not improve poor speakers!
6. If warranted and possible, I work with those who communicate most frequently with the patient on their speaking habits, including precision in articulation, voice production, and the use of appropriate suprasegmental aspects of speech. This is critically important on behalf of both adults and children with impaired hearing. My background in public speaking and interpersonal communication assist me in that aspect.
What I have written here is certainly not what I was taught in my graduate course in aural rehabilitation when I was a graduate student, and it is far from the prescribed course found in “What People Say”. But, I feel that what I am doing, and what I am advocating in my book, “Introduction to Aural Rehabilitation” is something that can truly help people, both children and adults, who possess impaired hearing in their personal, educational, occupational and social lives.
*Information on this topic can be found in Hull (2013) “Breaking News: Going Beyond the Basics in Aural Rehabilitation”. Hearing Journal, 66, 14-15.
Raymond H. Hull, PhD, CCCA & SP, Professor of Communication Sciences and Disorders, Audiology/Neurosciences
Department of Communication Sciences and Disorders
School of Health Sciences
College of Health Professions,
Wichita State University
Wichita, Kansas 67260—0075