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
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. Continue reading →
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.
On 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.
Dr. 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.
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. Continue reading →
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 →
Over the past several years, there have been numerous advances in cochlear implant technology and services. As recent as a decade ago, there were little to no technological solutions available to assist a cochlear implant candidate/recipient, who presented with severe to profound hearing loss, with speech recognition in difficult listening situations—understanding speech in noisy and reverberant settings, over the telephone or television, and when spoken from a distance. Today, cochlear implant manufacturers offer a wide variety of solutions to meet the needs of patients with hearing aids or cochlear implant processors who struggle to communicate. This article identifies ten ways in which cochlear implant technology and services have evolved and improved in the past few years.
10. Automatic scene classification: Hearing aids have featured acoustic scene classifiers for almost a decade. Through these systems, hearing aids classify an environment as one that possesses background noise, speech in quiet or in noise, music, wind, and so forth. Once the listening situation is classified into one of these environments, the hearing aid selects the appropriate form of signal processing that will theoretically optimize performance in the given environment. This technology can be quite valuable as many users are unlikely to manually switch to programs designed for specific, challenging situations. Furthermore, this system will likely be well-received by cochlear implant users as it makes its way to implant sound processors.
9. The development of new speech recognition materials that provide a more realistic assessment of how hearing aid and implant users perform in real-life listening situations: Cochlear implant technology has improved so much that many users score near 100% correct on sentence recognition tests in a quiet environment with a single talker who is male and speaks at a slow to moderate rate. Additionally, many hearing aid users who struggle substantially in realistic situations also often score too well on these tests to meet the indications for cochlear implant candidacy. This fact makes it difficult to distinguish between excellent implant and hearing aid users and good users who may benefit from additional services.
“My favorite moment occurred before Plural was incorporated. Some of the things we had most valued and had come to miss most in the ten years after the sale of Singular [the Singh’s previous publishing house] were the close relationships, daily interactions and sense of purpose and commitment that we had shared with our authors.
One day, I received a call from longtime friend and Singular author Dr. Robert Sataloff, who suggested that we should start a new company. The idea intrigued my beloved husband and me but it also presented us with many challenges and concerns that included financial investment and the extraordinary time commitments that would alter and affect our lifestyle, especially with our eight year old twins.
We managed to overcome the most serious of concerns and embarked on a journey that became Plural Publishing. We were immediately pleased to learn that many of our past authors were eager to join us in the new venture. Ten years after founding Plural, I couldn’t be more gratified.” Continue reading →
Mind-Body Awareness for Singers by Karen Leigh-Post
Mind-Body Awareness for Singers: Unleashing Optimal Performance provides a fundamental understanding of functional anatomy and cognitive neuroscience to guide singers and teachers of singing to unlocking the mystery of the mind-body link involved in the complex audio-motor behavior that is singing.
New theories and concepts, rooted in both the wisdom of masters in the field and current scientific research, are introduced from the unique perspective of the performer. Practical application exercises train the singer to work with, rather than against, the systems of singing to integrate the cognitive and conscious with the unconscious sensory and motor processes of our nervous system. Continue reading →
Body and Voice: Somatic Re-education by Marina Gilman
Body and Voice: Somatic Re-education by Marina Gilman, MM, MA, CCC-SLP, is an excellent resource for teachers of singing, voice coaches, and speech-language pathologists who work with singers and other voice professionals. It provides a new paradigm for working with singers in a way that allows for improved kinesthetic awareness needed to work with their body rather than against it. The text contains a series of lessons designed to train singing teachers, coaches, and voice therapists to recognize in their students the patterns of use and posture that interfere with respiration, phonation, and/or resonance. In addition, it provides tools for the teacher to guide the student to a level of self-awareness of habituated patterns along with strategies to implement change from the inside out. Continue reading →