irish association of speech & language therapists update · 2016. 7. 25. · the speech and...
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UpdateMAGAZINE
IRISH ASSOCIATION OF SPEECH& LANGUAGE THERAPISTS
Irish Heart Foundation Irish Heart Foundation Bravery AwardsBravery AwardsALSO IN THIS ISSUE
CONFERENCE SPECIALSpring/Summer 2015
IASLT Conference 2015: Invited Speakers and Keynotes
The IALP (International Association of Logopedics and Phoniatrics)
10 Years of the Rehabilitaion and Therapy Research Society (TRTRS)
ContentsIASLT UPDATE SPRING 2015 Edition1 Chair’s Address and Membership Committee
Update2 Continuing Professional Development Article
by Edel Dunphy, IASLT Professional Development Officer
3 CPD Officer Report4 Health & Social Care Professionals Advisory
Group Article5-10 IASLT Biennial Conference 2015 Invited
Speakers & Keynotes11 - 14 IALP 30th World Conference Info
The IALP FeatureCork Artist Blooms Post-Stroke
15 - 16 Promoting Awareness of Communication Disability and Accessibility in the National Rehabilitation Hospital by Aoife O’Reilly
17 Irish Heart Foundation Bravery Award Piece and Photos
18 & 19 Communication is a Basic Human Right by Michael Hayes
20-22 Literature Review: Therapy Target Selection in Speech Sound Disorders
23 - 26 News from the World of Child Language IASCLConference 2014
27 & 28 Speech and Language Therapy Intervention in DEIS Schools
29 & 30 On Autism & Another Speech and Language Disorder
31 & 32 10 Years of the Rehabilitation and Therapy Research Society
33 News from UCC; Health Research Board Cochrane Training Fellowship for the Departmentof Speech and Hearing Sciences, UCC
34 Mental Health Week ’14 – Clinical Therapies Society UCC
35 & 36 News from NUI Galway37 - 39 Update From University of Limerick SLT
Department40 & 41 Book Review: Diagnosis and Treatment of
Voice Disorders42 & 43 Book Review: Language Sampling With
Adolescents44 & 45 Book Review: Counseling in Communication
Disorders
Council MembersAnne Healy (Chairperson)Jonathon Linklater (Past-Chair)Pauline Ackermann (Vice Chair)Vickie Kirkpatrick (Honorary Secretary)Louise Collins (Treasurer)Heather CoetzeeAdrian BradleyJenny NearyÁine KearnsMary WalshEavan FitzgeraldNoreen O’Leary
UPDATE is a bi-yearly magazine issued toMembers of the Irish Association of Speech & Language Therapists, Unit 108 The CapelBuildings, Mary’s Abbey, Dublin 7Tel: 085 7068707 Email: [email protected] Web: www.iaslt.ie
Letter from The Editor
Dear Members,
Welcome to the Spring 2015 Conference SpecialEdition of IASLT UPDATE Magazine. In this issuewe have many of our usual updates from IASLTOfficers, Committees and the Universities, as wellas information relating to our upcoming BiennialConference taking place on 23rd and 24th April inCroke Park, Dublin.Being a Conference Special, there are a numberof related features including biographies andQuestion & Answer pieces from some of ourinvited speakers for Conference to whet your appetite in the run up to what willundoubtedly be an interesting couple of days. There is also a literature reviewspecific to Target Selection in Speech Sound Disorders, a feature on AnnO’Donnell, Winner of the Irish Heart Foundation Adult Bravery Award (2014), and areport from the International Association for the Study of Child Language TriennialConference.
In the spirit of the International Communication Project (ICP) 2014 and the ongoingIASLT ‘Get The Word Out’ campaign there is a feature on Michael Hayes, astudent at ChildVision who took part in a self-advocacy project in support ofICP2014.
Finally, there is a detailed feature on the history of the IALP (InternationalAssociation of Logopedics and Phoniatricians) from the organising committee ofthe IALP 30th World Congress, which IASLT will be hosting from 21st to 25thAugust 2016 in the CityWest Hotel, Dublin. The theme of the congress is 'Creatingthe Future Now: Advancing Research and Clinical Practice' and promises to be avery valuable and prestigious event as clinicians from all over the world arrive toIreland to attend the Congress.The ‘Call for Abstracts’ for the IALP Congress willbe out later this year.
The IASLT PR Team are putting out a call for people who have an interest inpublishing to become involved in the publication of UPDATE. This magazine is thelargest and widest read publication for SLTs in Ireland with over 900 hard copiesprinted and sent to members, associates, international contributors and affiliatestwice a year. IASLT PR Team are forming a sub-committee, which will exist underthe umbrella of the PR Team and will be tasked exclusively with putting togetherUPDATE Magazine and assisting with other IASLT publications such as the Journalof Clinical Speech and Language Studies. If you’re interested in becominginvolved, please e-mail [email protected]; you can bring some ideas for features anddon’t forget your proforeadongskolls.
If you have any feedback or suggestions relating to UPDATE, please get in contactalso.
Enjoy this Special Edition and I hope to see you at Conference!
Adrian BradleyIASLT UPDATE Editor
1
Chair’s AddressThis edition of UPDATE is our conference special and I, forone, am really looking forward to attending the upcomingIASLT Biannual Conference taking place on 23rd and 24thApril in the Croke Park Conference Centre in Dublin.Conference 2013 was a fabulous 2 day event that energisedall who attended. Conference 2015 promises to offer thesame level of interest and excitement with renownednational and international speakers.
2014 was a very busy year for the profession with theopening of the SLT register at CORU. This has been followedby the introduction of fitness to practice for registeredprofessionals with CORU on 31st December 2014. All ofthese changes have led to IASLT reviewing its processes andprocedures and over the coming 12 months, information willbe released to members on these changes when available.
Speech and Language Therapy practice should always beinformed by the best available evidence. As therepresentative professional body, IASLT is responsible forsetting standards to support their members in deliveringhigh quality evidence-based intervention to their clients. In2014 a number of IASLT working groups completed theirwork and as a result, IASLT has successfully developed andreleased the following documents in 2014 and early 2015:
• Guidelines for Professional Supervision in Speech and Language Therapy.
• Management of FEDS Difficulties in the Residential Care Setting; A consensus document developed by the Irish Nutrition and Dietetic Institute and the Irish Association of Speech and Language Therapists.
• IASLT Code of Professional Conduct and Ethics.• IASLT Position Statement on Clinical Volunteering.
The development of documents for the professional body isonly possible with the tireless and dedicated work of the SLTswho engage in IASLT working groups and committees. I’d liketo take this opportunity to name and thank the members ofthese groups and committees who completed the abovedocuments. As a profession, we owe them our gratitude.
• Edel Dunphy (Professional Development Manager, IASLT)• Niamh Heraughty• Aoife Stack• Emir Murphy • Lorna Barrett • Catherine Flynn• Adrian Bradley• Pauline Ackermann• Kate Hogan• Maeve McCutcheon • Pamela Rogers• Mari Caulfield• Stephanie McGrath• Marijke Morris
There are a number of documents nearing completion andwe hope they will be published in 2015:
• IASLT Scope of Practice.• Guidelines for Working with Linguistically Diverse
Service Users.• Position Statement on the Role of the SLT working
with Transgender Service Users.• The development of an IASLT Position Statement on
EBP in service provision for Children with an Intellectual Disability.
• The development of an IASLT Position Statement on the Role of SLT in Tracheostomy Care.
• SLI Position Paper and Clinical Guidelines for Language Class (2007 & 2002).
In January 2015, Edel Dunphy IASLT ProfessionalDevelopment Manager, convened the following 2 workinggroups:
• Position Statement on Swallow Screening.• IASLT guidelines for Speech and Language Therapists
working with AAC.
Finally, I would like to wish you all the best for 2015. Itpromises to be another very exciting and busy year. See youat conference and AGM in April.
Anne HealyIASLT Chairperson
Membership Committee Update
The Membership Committee has been particularly active inrecent months. Not only have we been preparing for theintroduction of statutory registration for SLTs under CORU, butwe have also relocated and expanded! We are now based inthe Mid-West, with meetings being held centrally in thisregion. We hope that this will encourage IASLT membersbased across this area to join our committee. The move hasalready proven a great success, with four new membersjoining the team. The Membership Committee now consists ofÁine Kearns, Ciara Bates, Maria Burke, Una Begley, ÁineBogue, Sara Daly, Emily James, and Miryam McGrath.
The main focus of our committee in recent months has beento review IASLT’s membership categories in light of changesto the validation process for SLTs working in Ireland introducedby CORU. We are also looking at expanding the membershipbenefits IASLT can provide to support its CORU-registeredmembers. Further information about membership categoriesand benefits can be found on iaslt.ie.
With all the changes happening within our profession atpresent, it is an exciting time to be involved with the IASLTMembership Committee. If you are interested in joining us orone of the other IASLT committees, please check iaslt.ie forfurther information or mail [email protected].
2
Continuing Professional DevelopmentEdel Dunphy, Professional Development Manager, IASLT.Statutory registration opened for Speech and LanguageTherapists on 31st October 2014. The Code ofProfessional Conduct and Ethics adopted by the SLTRegistration Board requires registrants to take part inCPD and maintain records of their CPD activity. IASLTmembers already agree to abide by the IASLT Code ofEthics and IASLT requires a commitment from allmembers to participate in Continuing ProfessionalDevelopment. This commitment is renewed annuallythrough the process of membership renewal. However,there is now a legal requirement for all SLTs to abide bythe Speech and Language Therapist Registration Board’sCode of Professional Conduct and Ethics and to maintaintheir CPD.
Key Points;• Ensure you plan a CPD program based on the
identification of your learning needs and the appropriate methods to meet those needs.
• Tools that can be used to facilitate CPD planning include the Therapy Project Office CPD Planning Tools,Personal Development Plans. The IASLT Online CPD System also contains a section for planning your CPD.
• Ensure the CPD you undertake is relevant to your scope of practice.
• CPD can take many forms. Anecdotal evidence collated by IASLT suggests that while members consider work-based and self-directed learning components of CPD, they are not recorded or valued in the same way as formal CPD.
• Evaluate and reflect on your CPD and consider how it has improved the quality of your practice and benefitted the service user.
• Record and evidence the CPD that you have engaged in.
• Use the IASLT Online CPD System to maintain your CPD portfolio. The online portfolio includes; Professional practice and practice setting, Personal learning plan, Record of CPD Activities, Reflections onCPD Activities, Evidence of CPD Activities.
As the professional body for SLT, IASLT continues tosupport our members to meet their registrationrequirements.
How is IASLT supporting members to meet CORUCPD Requirements?
• IASLT provides advice and information.
• IASLT delivers CPD events for members.
• IASLT is focused on enhancing access to CPD for members through corporate sponsorship.
• In response to needs identified by members IASLT is delivering a CPD roadshow in 2015. We aim to provide members with education and support in relation to CPD, CPD planning, recording and evidencing CPD and use of the IASLT online CPD system.
• IASLT facilitates members with CPD planning through a number of mechanisms. IASLT has recently launchedan ‘Events Calendar’ which is available on the homepage of the IASLT website. This ‘Events Calendar’ details all upcoming IASLT delivered CPD Events. Details of events will be available prior to registration for events opening to facilitate planning.
• IASLT launched an online CPD system in 2014 for members to plan and record their CPD. This system will enable members to extract information in the format required to meet both CORU and IASLT standards.
• IASLT advocates on behalf of speech and language therapists with CORU through ongoing contact, engagement, and collating member feedback to inform consultations with CORU.
For information or support in relation to CPD pleasecontact the IASLT Office.
3
CPD Officer ReportBy Stephanie FordeIn 2014 IASLT sourced funding from the HSE to deliver anumber of CPD training events. HSE funded events areopen to all SLTs who work in the publicly funded healthservice but may be restricted to those working withspecific client groups. There is a high demand for thesetraining events and they are oversubscribed resulting inwaiting lists. • An online LSVT LOUD training and certification
workshop - 27 SLTs• GRBAS Voice Scale Workshop - 30 SLTs• Parents Plus Adolescents Programme – 18 SLTs• Elklan Total Training Package for 5-11s – 40 SLTs
In 2014, IASLT, with corporate sponsorship from FreseniusKabi, offered our members a free study evening withspeakers from Beaumont Hospital, University of Londonand the Adelaide and Meath Hospital, Tallaght. The mainevent was held in the Shelbourne Hotel, Dublin with livewebcasts to the University of Limerick and UniversityCollege Cork.• Dublin - 30 SLTs• University of Limerick – 15 SLTs• University College Cork – 13 SLTs
IASLT also hosted self-funded CPD events in 2014. Thisis not a profit making exercise for IASLT. Memberevents are run for the benefit of our members andfees charged to members cover coursedelivery/certification only. This is in order to makethem as affordable as possible for our members.• Hanen Talkability - 15 SLTs
IASLT also offered our members interdisciplinary training with the following events delivered with AOTI
• CONNECT: Making Communication Access a Reality - 2 workshops
• Motivational Interviewing Intermediate Level – 1 workshop
• Motivational Interviewing Foundation Level Training - 2 workshops
This practice continues in 2015 with the delivery of thefollowing member benefit CPD events in the first 5months alone:• Tracheostomy Study Day in February • IASLT Biennial Conference in April• Videostroboscopy Study Day in May
2014 saw an increase in the co-operation between CPDOfficers from all the HSCPs e.g. AOTI, ISCP, INDI, IASW,IIRT, Irish Institute of Clinical Measurement and Podiatrywith the planning and running of the first • HSCP Interdisciplinary CPD Conference in March 2014
The IASLT sourced funding from the HSE forinterdisciplinary training. The following interdisciplinaryCPD events were delivered in 2014;• SOS Approach to Feeding in conjunction with AOTI,
the INDI and the SI Network – 13 SLTs• Healthcare Economics training in conjunction with
AOTI and ISCP – 25 SLT managers
This interdisciplinary co-operation will continue in 2015with a second HSCP Interdisciplinary CPD Conference andmore interdisciplinary CPD events.
2014 also saw the launch of IASLTs new onlinesystem for members to plan and record CPD. Thisis now a legal requirement of CORU and isnecessary for IASLT membership. This onlinesystem allows you to link your CPD plan withtraining, upload learning objectives andcertificates, and with a few clicks produce reportsfor audit for IASLT and CORU. You can now registerwith CORU online at www.coru.ie
Submissions for funding to deliver further CPD eventswere made to the HSE in early 2015. At the time ofgoing to press IASLT were awaiting the outcome of theseapplications. Members are advised that information inrelation to upcoming CPD events is communicated in thefollowing way;• IASLT website 1. news item2. calendar of events • IASLT Facebook page and Facebook events• IASLT Twitter feed• Email to subscribed members• Via Special Interest Groups • Via Managers GroupResults of the CPD Survey conducted in early 2015 arealso available to view on the IASLT website.
Plans for 20151. Make the application process for HSE funded CPD
events more transparent2. Increase the number of member benefit courses
offered3. Liaise with subject experts with the aim of providing
more low cost training4. Continue to build our relationship with universities
and Special Interest Groups to provide more CPD opportunities to our members.
5. Ensure geographical representation in the delivery of CPD events
The CPD Officer post is a part-time position and is fundedentirely by the HSE.
4
Health and Social Care ProfessionalsEducation & Development Advisory Group
What is the Advisory Group?The HSE Health & Social Care Professionals (H&SCP)Education & Development Advisory Group (AG) wasestablished in 2010 and has 12 members. EdelDunphy is the IASLT representative on this AdvisoryGroup which is chaired by Jackie Reed, GeneralManager - Health & Social Care ProfessionsEducation & Development, HSE. Each year a Healthand Social Care Professions Consultative Workshopis held to showcase the work carried out during theyear by the Health and Social Care ProfessionalEducation and Development Advisory Group (AG) andthe many subgroups of the AG. The workshop isattended by members of the AG and each professionis invited to nominate members to attend based onthe numbers in the profession.
Subgroups of the HSCP Advisory Group;
1. Research Subgroup; This group is chaired byMichael Byrne and Margaret Walshe, TCD is theIASLT representative. A survey of the researchactivity, skills and training needs of HSCP’s wasconducted by this group in 2011 and was replicatedin 2013. The results of the survey were published in2014 and may be viewed on the *HSCP Hub onHSELanD. The second edition of ‘How to ConductResearch for Service Improvement; A Guidebook forHealth and Social Care Professionals’ developed bythe group is due for publication. The 3rd annual Research conference‘Delivering Healthy Ireland: Impact of HSCPResearch and Practice’ takes place on 16th April2015 in TCD. Details on how to register for thisConference are available on the IASLT website andthe HSCP Hub on HSELanD.
2. Advanced Practice; Pauline Ackermann acts asIASLT representative on this subgroup. Arising fromdiscussions between the Therapy ProfessionsAdvisor and the Health and Social Care professions(HSCP) Education and Development Advisory Group itwas identified that there was no agreed definition orconsensus among HSCPs about what advanced
practice and associated terms mean in Ireland. Itwas decided that it would be helpful to have ashared position across professions to facilitate therealisation of the potential benefits flowing fromadvanced practice for service delivery and serviceusers. The Advanced Practice subgroup wasestablished to progress this work. The Positionstatement ‘Progressing Advanced Practice in Healthand Social Care Professions’ was published in 2014and can be viewed on the IASLT website. Thedocument is intended to be a starting point forfurther work and it is intended to inform policymakers and senior health and social care managers.
3. Supervision; A subgroup of the AG wasestablished to develop a HSE policy statement onsupervision which will sit in the context of theoverall performance management framework andCPD. The document is now at an advanced stage ofcompletion. Edel Dunphy is IASLT representative onthis group.
*The HSCP Hub on HSELanD (WWW.HSELAND.IE) isavailable to all Speech and Language Therapistsirrespective of place of work or employment status.If you are not already registered on HSELanD theroute to registration is www.hseland.ie and followprompts to register. When registered proceed as follows:1. Login2. Go to practice development hubs3. Select Health & Social Care Professionals Hub
and it will take you directly to the H&SCP hub
4. Hit Launch Hub
If you require further information in relation to theHSE HSCP Education and Development AdvisoryGroup please contact Edel [email protected]
By Edel Dunphy, IASLT ProfessionalDevelopment Manager.
IASLT BIENNIAL CONFERENCE 23rd& 24TH APRIL 2015
Speaking Out: exploring clinical practice, knowledge and evidence
Conference Registration Registration is open for the 2015 conference with Closing Date of 27th March 2015.
For all enquiries, please email [email protected]
Registration Type Selected Day(s)
Registration Fee*
IASLT Full Member / Practicing New Grad
Two days One day
�150 �100
Non-IASLT Member /Other Professional Two days One day
�240 �140
Non-Practicing New Graduate Member Two days One day
�80 �50
Student IASLT Member Two days One day
�80 �50
Poster Presenter** Two days One day
�120 �80
Oral Presenter** Two days One day
�100 �60
We are delighted to announce that the Croke Park Hotel are offering a special rate to delegates – details of this can be found on the registration form.
Register Early and Win The Croke Park Hotel are kindly sponsoring a room for the Thursday night of the Conference – all delegates who have registered by Friday 6th March will be entered into a draw for a free nights’ accommodation on Thursday 23rd April.
See http://conference.iaslt.ie/ Conference Registration Section for further information and to access the IASLT Conference 2015 Registration Form.
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IASLT Biennial Conference 2015 Invited Speakers and Keynotes
Professor Helen GrechProfessor Grech is theDeputy Dean of the Facultyof Health Sciences, Head ofthe Department ofCommunication Therapy andDeputy Chair of the ResearchEthics Committee of theUniversity of Malta. As aregistered audiologist andspeech-language pathologistshe lectures mainly in areasrelated to speech/languagepathology and audiology.
She has been invited as visiting lecturer by various HigherEducation Institutions including Ain Shams University, Cairo,Egypt; Catholic University, Leuven, Belgium; FontysHogeschool. Eindhoven, The Netherlands; GöteborgUniversity, Sweden; Huddinge University Hospital, Sweden;Institut Libre Marie Haps, Brussels, Belgium; KHBO, Brugge,Belgium; Lessius Hogeschool, Antwerp, Belgium; Universityof Oulu, Finland; and the University of Catania, Sicily.
Professor Grech has been recruited by the EC on severaloccasions as an expert Evaluator for the Horizon 2020, FP7and FP6 programmes of the European Community for
research, technological development and demonstrationactivities. She also worked for the European UnionProgrammes Unit, Malta, as an evaluator of proposalssubmitted under the Grundtvic and Erasmus programmes.She represented Malta on the COST Domain for Individuals,Societies, Cultures and Health (ISCH) until completion of themandate. Helen Grech was a member of the managementcommittee of 2 past COST Actions.
Professor Grech was awarded a Marie Curie Intra-EuropeanResearch Fellowship where she carried out research at theUniversity of Limerick, Ireland. During her postdoctoral termshe standardised a speech and language assessment forearly identification of Maltese children with communicationdifficulties. She was also awarded an Individual MobilityGrant under Tempus Programme and co-ordinated a 4-yearMarie Curie FP6 project. Her research interests are relatedto speech and language acquisition and disorders inbilingual populations. She has several publications ininternational and local scientific journals and hascontributed several chapters in books. Helen Grech is areviewer and serves on the editorial Board of peer reviewedjournals and is a member of several international, Britishand local learned societies.
Professor Grech is the current President of theInternational Association of Logopedics andPhoniatrics (IALP).
Speaking out: Exploring Clinical Practice, Knowledge and Evidence23-24 April 2015 Croke Park Conference Centre
Dr. John SharryDr. John Sharry is apsychotherapist and socialworker with 25 yearsexperience working withindividuals and families. Heis co- founder and CEO ofthe Parents Plus Charity anadjunct senior lecturer atthe school of psychology inUCD and clinical director toSilver Cloud Health. John isalso the co-developer of the
award winning Parents Plus Programmes (evidence-basedparenting courses ) as well as the Working Things OutProgramme (a multimedia therapeutic resource for young
people overcoming mental health problems) which areused extensively in services and schools throughout Irelandand the UK. He has also been the lead clinical developer inseveral innovative online mental health programmes suchas Mind Balance for depression and anxiety which areused by services throughout Ireland, the UK and the USA.He is the author of twelve books in counselling and mentalhealth including three best selling positive psychologybooks such as Becoming a Solution Detective, CounsellingChildren Adolescents and Families and Solution-FocusedGroupwork as well as nine popular self-help books forparents and families, such as Parenting Teenagers,Parenting preschoolers and young children, Coping withDepression in Young People and the newly releasedParenting when separated – helping your children copeand thrive. His books have been translated into tenlanguages including Japanese, Chinese and Arabic.
9
Professor Pam EnderbyMBE., Ph.D., MSc., FCSLT.Professor of CommunityRehabilitationUniversity of Sheffield The Innovation Centre217 PortobelloSheffield S1 4DP
Pam Enderby is Professorof CommunityRehabilitation at University
of Sheffield. UK. She qualified as a Speech andLanguage Therapist in 1970 and from an early stage inher career combined research with clinical practice.She worked in the NHS in London and Bristol whereshe was District Therapist and set up the Speech andLanguage Research Unit. In 1995 she moved toSheffield to a combined NHS and University researchpost. At the University she has held the positions of
Head of Dept and Dean of the Faculty of Medicine.More recently she completed three years as theClinical Director of the South Yorkshire ComprehensiveLocal Research Network and has taken on the role ofChair of the Sheffield HealthWatch.
She was awarded a Fellowship of the College ofSpeech Therapists was honoured with an MBE forservices to speech and language therapy. A doctor ofscience was awarded by the University of the West ofEngland in 2000. In 2012 she was awarded the RobinTavistock award for her contribution to Aphasia.
Pam Enderby has been the lead supervisor for 26successful doctoral students, the principal investigatoron 50 research projects spanning 3 decades. She isthe principal author of 14 books and published morethan a 150 peer-reviewed journal articles.
Professor Sue RoulstoneSue Roulstone is EmeritusProfessor of Speech &Language Therapy at theUniversity of the West ofEngland, Bristol. Sue hasworked as a speech andlanguage therapist, amanager, a researcher andan educator and was Chairof the UK Royal College of
Speech & Language Therapists from 2004-2006. Herresearch interests include child and family perspectives,professional judgement and evaluation of speech andlanguage therapy. She was a core member of the nationalresearch programme commissioned by the UKgovernment following the Bercow Review of Services forchildren and young people with speech, language andcommunication needs (the Better CommunicationResearch Programme) and has recently completed alarge research programme funded by the NationalInstitute of Health Research to develop an evidence-based framework of interventions for preschool children.
Q If someone wrote a biography about you, what would the title be?
A Giving voice to some questions.
Q What’s your favourite weekend activity?A Walking in the sunshine along cliff tops and the beach.
Q What would you do if you weren’t afraid to?A I’d be a stand-up comedian. Of course that would also rely on
me being able to remember punch-lies, get the timing right.
Q If you could be or do anything else - what would you be?
A A cake-maker extraordinaire, who could eat cake mix and apple cake and still not get fat.
Q What was your favourite toy (or game) as a child, and why?A My friend and I used to design and make clothes for our dolls
and hold fashion shows. Friends would pay us to make clothesfor their dolls. My mum would only let us charge pennies so it can’t have been for the money! Must have been something to do with the creativity.
Q What are you most proud of?A Our research collaborations with parents. And my son.
Q What do you like most about your job? What do you likeleast?
A I love designing new projects to address real clinical challenges. I least enjoy dealing with the financial side of projects.
Q Where is your favourite place to visit?A Well that just has to be Ireland and Galway in particular! But
I’m also fond of New Zealand where my sister lives.
Q When you graduated what were your ambitions for yourcareer?
A My ambitions have always been about taking on new challenges and new experiences. I am slightly bemused when I look back at how I have ended up here!
Q Do you have any wise words for new graduates?A Consider what the therapists of the future will think of our
practice. Will they consider it to be overcomplicated or simplistic? Medieval? Hold your knowledge lightly and be ready to be challenged about your effectiveness. Stay critical and collect evidence of your outcomes. And above all, don’t take yourself too seriously.
10
Former Head of Speech& Language Services(Adults and Children)and Clinical Lead forCommissioning forChildren and Families.
Gaye has extensive experience of clinical servicemanagement, innovative whole system, care pathwayand service redesign, commissioning, and changemanagement in mainstream, learning disability andspecialist services across the UK including Health
Visiting and Children’s Community Nursing. She alsowon The NHS Alliance
Acorn award for clinical engagement in quality servicedevelopment. Masters and Doctoral research focusedon adults and children with learning disabilities, AACand discourse maintenance strategies and she hasauthored a number of book chapters and researchpapers. Gaye was a Senior Lecturer in Psychology atMarjon, Chair of Ethics for RCSLT, an HPC Partner forProfessional Standards and Accreditation, a QAASpecialist Subject Reviewer and has facilitated anumber of Academic Programme reviews andredesigns.
Q If someone wrote a biography about you, what would the title be?
A A different perspective: speech and language therapy from all angles
Q What’s your favourite weekend activity?A Cooking and eating with family and friends
Q What would you do if you weren’t afraid to?
A Sky dive
Q If you could be or do anything else - what would you be?
A A neuro scientist
Q What was your favourite toy (or game) as a child, and why?
A Hide and seek - I just loved the searching and discovery
Q What are you most proud of?A Gaining my PhD and enabling others to have
self-belief and aspiration to attain greater things
Q What do you like most about your job? What do you like least?
A Creativity and the opportunity to bring about change. Mundane systems, but luckily I am not involved in those anymore!
Q Where is your favourite place to visit?A Prada Negro in the Sierra Nevada, Spain
Q Favourite Quote:A “Quality is never an accident; it is always the
result of high intention, sincere effort, intelligent direction and skillful execution; it represents the wise choice of many alternatives.” W.A Foster
Q When you graduated what were your ambitions for your career?
A To do the best I could
Q Do you have any wise words for new graduates?
A Always ask, “Would this intervention be good enough for my parent/child, is it the best I can do?”
IASLT Biennial Conference 2015Speaking out: Exploring Clinical Practice, Knowledge and Evidence23-24 April 2015 Croke Park Conference Centre
QA&
Gaye Powell
30th World Congress of the I.A.L.PCityWest Hotel Conference & Event CentreDublin, Ireland21 – 25 August 2016
Creating the Future Now: Advancing Research and Clinical Practice
www.ialpdublin2016.org
IALP
Registration and Call
for Abstracts Opens
August 2015
Exhibition and Sponsorship Opportunities
Discover new developments and products in the industry
Network with leading international academics
and clinicians
The worldwide organization of professionals
and scientists in communication, voice,
speech language pathology, audiology
and swallowing
Learn about cutting edge
research
Present yourown research
The Congress Main Report Themes
Technological advances and innovation in voice and dysphagia
Biological and environmental influences in prevention and early intervention in speech and language disorders
Neuro-scientific implications in assessment and intervention in acquired communication disorders
11
12
Goals of IALPThe International Association of Logopedics andPhoniatrics (IALP) is a non-political, non-governmental worldwide organisation ofprofessionals and scientists interested and involvedin working with those with speech, language, voiceand communication disorders. IALP aspires toadvance knowledge in human communicationdisorders worldwide and fosters internationalcollaboration of a broad range of health, educationand social care professionals interested in this field.Its membership includes individuals and societies.The IASLT has been an active and supportivemember almost since the inception of IALP, and Sr.Marie De Montfort (pictured) was general secretaryfrom 1986 to 1992 and president of IALP from 1992to1995.
There are 58 affiliated societies at the present time,including IASLT. These include Taiwan, Russia,Poland, Venezuela and Slovenia. All of thesecountries have professional bodies representing abroad range of different professionals attending todisorders of voice, speech, fluency, language,hearing and swallowing. Additionally, the IALP is theonly representative of communication disorders thatis a delegate to the World Health Organisation (WHO ), and has informative and consultative status(category B) with UNESCO, UNICEF, WHO, ECOSOCand CIOMS.
Mission of IALPTo improve the quality of life ofindividuals with disorders ofvoice, speech, language,swallowing and hearing, theIALP:
Facilitate internationalcooperation and collaborationabout science, education andpractice
Create, share and distributeinformation
Provide a platform forinternational networking
The IALP (International Associationof Logopedics and Phoniatrics)
30th World Congress of the I.A.L.PCityWest Hotel Conference & Event CentreDublin, Ireland21 – 25 August 2016
IALP
Sr. Marie De Montfort
13
CommitteesIALP committees are at the core of this internationalorganization. The committees of the organizationaddress scientific, educational and professional issuesrelating to communication disorders from a broadinternational and multicultural perspective. Thesevarious perspectives enrich and extend scientific inquiryand professional practice. The work of the committeesis shared through publications, conferences, and asvital components of the triennial congress.Each of the committees deals with an area of studyand practice. Some of the committees focus on specifictypes of communication disorders such as the AphasiaCommittee, the Child Language Committee, theDysphagia Committee, the Fluency Committee, theMotor Speech Disorders Committee, and the VoiceCommittee or on interventional approaches such as theAAC Committee and the Audiology Committee. Othersfocus on professional issues such as the Education forSpeech Language Pathology Committee, theEducational Committee for Phoniatrics, and theMultilingual Affairs Committee.
Members of the IASLT are affiliated members to IALP,but may wish to consider becoming individual membersof IALP as well as attending this congress. IALPcurrently has over 400 individual members from 54countries all over the world. Members receive sixissues of the IALP journal, Folia Phoniatrica etLogopedica each year at a reduced fee and have onlineaccess to the journal. They also get to participate in theinternational congress of the IALP at a reduced rateand vote at the General Assembly and can serve onone of IALP’s 12 international committees. Each countrycan learn a great deal from each other particularly asthe culture, challenges, educational and health systems
are different allowing a broad range of discussion ofdifferent approaches stimulating support, sharing,comparison and development. Furthermore, IALP has aphilanthropic purpose aimed at raising awareness ofthe public, advance policy, and foster dissemination ofcurrent scientific information and effective practicesrelated to the assessment and management of speech,language, communication and swallowing difficulties,with particular concern in supporting practitionersworking in many underserved parts of the world.
History of IALPThe organisation was founded in 1924 and aimed tofoster collaboration of professionals throughout theworld. Emil Froeschels (1884 -1972), the first Presidentof IALP was a giant in the profession of speechpathology both in Europe and America. He served as acrucial bridge between European and American SpeechPathology, in the 1940s. Froeschels received hismedical degree in otolaryngolgy in Vienna in 1907 andentered the field at a time when there wasconsiderable interest in new theories and approachesto the speech, language and hearing impaired. Histeacher, Viktor Urbantschitsch, a well-known otologisthad developed an elaborate program of auditory
training for children whowere deaf. Froeschelsentered the field ofmedicine at a time whenthe "German speechdoctors" in Vienna weredevising diagnostic andtherapy approaches forworking with people withspeech, fluency and
language problems.Emil Froeschels
IALP Board at a recent meeting
14
International CongressThe 30th World Congress of IALP is to be hosted by theIrish Association of Speech and Language Therapy onthe 21st-25th August 2016 at City West Hotel, Dublin,Ireland. The theme of the conference is:
Creating the Future Now: Advancing Research andClinical PracticeThe conference organising committee was set up in2010 once the IASLT won the tender to host theconference and is currently chaired by Aoife McGuirefrom the University of Limerick.
The Plenary Speakers for the Main Reports will addressthe following highly topical, contemporary themes atthe beginning of three congress days:• Neuro-scientific implications in assessment and
intervention in acquired communication disorders• Biological and environmental influences in
prevention and early intervention in speech and language disorders
• Technological advances and innovation in voice and dysphagia
For further information please seewww.ialpdublin2016.org where you can join thenewsletter to stay informed about furtherdevelopments for the congress. For further informationon IALP see www.ialp.info.
Written by Pam Enderby & Ciara O’Toole, Jan ‘15
IALP 2016 Organising Committee
Cork Artist Blooms Post-Stroke“In Bloom” Exhibition: Cork University Hospital Gallery, July 02, 2014Cork Artist, Eugene O’Driscoll, known to his family andfriends as Owen, survived a stroke in 2010. As a result ofhis stroke, Owen continues to find talking difficult. Tosupport his communication, he has begun to use paintingas another way of expressing his feelings and thoughts.He has in the last two years discovered a talent andpassion for painting that has lead him in an entirelydifferent but very fulfilling creative direction. Painting hasoffered Owen a new lease of life.
An exhibition of his paintings was launched in “TheGallery” on July 2nd and continued until the end of themonth. His subject matter, generally flowers, is thanks toBetty, his wife, who takes great pride in her garden. Theexhibition was organised in conjunction with Headway,which offers on going support to people following braininjury, Edelle Nolan, CUH's Arts Coordinator, Cuh Speechand Language Therapy Dept, and Owen and his family.Huge thanks is extended to Owen and his family forsharing their experience in living with the challengesexperienced by all following a stroke.
The launch was a lovely sociable event with family, friends,CUH staff and Owen’s colleagues from Headway enjoyingviewing his paintings, catching up with friends andsampling gorgeous refreshments, provided by CUH
Catering. During the launch Owen donated one of hispaintings (pictured) to the Speech and Language TherapyDepartment. It will provide not only a talking point but alsoinspiration for those on the road to recovery following astroke, when it is hung in the clinical room on the recntlyopened Stroke Unit in Cork University Hospital.
Article by Tricia Diamond, SLT Manager, CorkUniversity Hospital.
Eugene O’Driscoll, known to his family and friends as
Owen with his wife Betty and Tricia Diamond, CUH.
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2014 marked the year of theInternational CommunicationProject (ICP), which aimed tohighlight the importance of humancommunication and howcommunication disabilities severelyimpact every aspect of life. TheICP 2014 was built on the premisethat communication is vital toparticipation in life; but is largelyignored as a disability.
As part of our involvement in theICP and in celebration of theInternational Day of Persons withDisability, the NationalRehabilitation Hospital (NRH)hosted a ‘Communication AccessDay’ on 6th of December 2014 forstaff and patients. The‘Communication Access Day’ wasjointly hosted by the NRHAccessibility Committee and theSpeech and Language Therapy (SLT)Department and ran as a 2 hour lunchtime session. Itsaim was to promote both awareness of communicationdisability and communication accessibility.
The area of communication accessibility has become arecently expanding focus within the NRH. Accessibilityis defined as something ‘‘that can readily be reached,entered, or used’’. Communication accessibility is aboutmaking sure that people can access and understandinformation that is given to them, and also that they canget their own message across to others effectively.
Communication access is what people can do- be theyin a social capacity or as part of a business ororganisation- so that people who have communicationdisabilities can • understand what is being said, • have their messages accurately understood,
• read and understand writteninformation , • use communication methodsthat work best for them such as speech, gestures,writing, pointing to objects orpictures, spelling words, typingon a communication device or humanassistance, • sign documents, take notesand complete forms in ways that are accessible tothem
(Adapted from CommunicationDisabilities Access Canada (CDAD) website)
Communication accessibility isfor everyone. All information, beit education material, signage,verbal feedback, should beaccessible to all stakeholders.Because communication access
is not just about making things “aphasia friendly”. It’sabout making information accessible for all withdifficulties that impact their communication and abilityto access information- for example people with aphasia,people with memory or recall difficulties, people withliteracy difficulties, people with auditory and visualattention difficulties, people with language processingdifficulties, people with social communicationdifficulties, people with motor speech difficulties.
The aim of the ‘Communication Access Day’ was tohighlight the functional impact of communicationdifficulties and to promote this concept ofcommunication accessibility. The session consisted of anumber of speakers and stands as outlined below,which accumulatively strove to achieve this aim.
Promoting Awareness of CommunicationDisability and Accessibility in theNational Rehabilitation HospitalAoife O’Reilly, Senior Speech and Language Therapist, NationalRehabilitation Hospital, Dun Laoghaire, Co. Dublin
Aoife O Reilly
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The first speaker, a gentleman with aphasia who hadbeen both an inpatient and an outpatient in the NRH,spoke about his lived experience with a communicationdisability and shared poetry he has composed reflectingthe impact of communication difficulties. The standingovation he received was testament to the powerfuleffect of his words.
Other speakers includeda representative fromthe SLT department whospoke about themeaning ofcommunicationaccessibility, and arepresentative fromnursing who spokeabout practical ways tofacilitate those withcommunicationdifficulties on a day-to-day level using ourcommunication wardpacks.
Immediately prior to the ‘Communication Access Day’, theNRH SLT and Catering departments jointly ran a week-long‘Silent Order’ initiative, whereby all staff were asked to tryand order their drinks and food in the canteen withoutusing spoken words. SLT representatives were on handeach day to provide support regarding the use of TotalCommunication strategies (e.g. pointing, writing, gesture)to effectively relay food and drink orders to canteen staff. The premise of the ‘Silent Order’ was to promoteawareness of communication disability and to providepeople with an insight into how communication disabilitycan have a significant impact in just one of a range ofeveryday activities.
At the ‘Communication Access Day’, staff wereencouraged to reflect on their experience of ‘Silent Order’and display their reflections on a board at an allocatedstand. Examples of personal responses to the initiativeincluded “I felt weird!”, “it was awkward”, “self-conscious”, “frustrating”. Reflections also indicated agrowing awareness and understanding of communicationdisability (e.g. “I have increased awareness”, “it wasinsightful”, “need to be creative”). Other stands includeda reflection on ‘My favourite word/phrase and how I’dfeel if I lost it’, and a simulated experience of aphasia,accessed through http://aphasiacorner.com/aphasia-simulations/.
Feedback on the ‘Communication Access Day’ indicatedthat it was successful in promoting awareness ofcommunication disability and communicationaccessibility. It highlighted the vital role ofcommunication in life participation, the functional impactof communication disability, and the need for focus oncommunication accessibility. It was emphasised thataccessibility is not just about ramps and lifts. It is farbroader than that. Accessibility includes communication,and communication access needs to become part of whatwe think of when we consider the term “accessibility”.
Reflec tions on the ‘Silent Order’
The World On My Mind
I never knew I needed words,Until I lost them,
And now I miss them so much,They make sense,
Of my whole world,The ifs, Is, It’s, the us, we,
So, me, you, am, of, are, be etcThere are the joints of letters, words, sentences,
chapters and books, I will find you again, I promise.
Poem by Derek Cummins, April 2014
Derek Cummins
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Ann O’Donnell: Winner of Irish HeartFoundation Adult Bravery Award (2014)Ann’s StoryAnn sustained a left intracranial haemorrhage type strokein March 2013, which resulted in aphasia. It affectedAnn’s verbal comprehension and expression, as well asher reading and writing to varying degrees. Ann alsopresented with right sided visual difficulties which meantthat she was unable to see items through the right sideof both her eyes. Ann initially felt very down after herstroke due to her language and visual difficulties. It washard for others to understand the hidden disabilities ofaphasia and visual loss that Ann was experiencingbecause she looked well physically. She was able towalk around and could mask her language difficulties bysaying she was okay and using social phrases. Annreported that everyone told her she was doing great,however this made things worse as people did notunderstand that she could not read signs or communicatewhat she wanted to say easily. Ann has had to come toterms with giving up her job and the realisation that shewould not be able to read or drive again due to herwritten language and visual difficulties.
Through her sheer determination and positive outlook,Ann has made great gains in moving on with her life poststroke and helping others to overcome their difficultiestoo. She attended a communication group at NaasGeneral Hospital and provided support, encouragementand useful ideas to others on how to compensate forlanguage difficulties, for example, putting pictures onmedicine boxes to help identify them when the labelscouldn’t be read.
Ann spoke about her post-stroke journey at the Irish HeartFoundation Stroke Survivor’s day that was held in CrokePark in 2014. Although she was nervous, Ann wasdelighted that she could speak in public and felt that theexperience increased her confidence. Now when shemeets others who have difficulty finding words, she saysI know the way they are feeling, I would like to getthrough to them that there is hope, there is life afterstroke, you can get on, you have to keep going and findways around the difficulty.
Ann previously worked as a hairdresser for many years.She takes pride in her appearance and that of others andsays that if you look good you feel good! Ann reports thatit used to bother her that she cannot see on the right sideor read, and that she gets stuck for words. She used toget very frustrated. However, she says you have to putthat aside, I am determined to get on with it. She is nowvery open about telling others that she had a stroke andthe difficulties she experiences as a result. As a result,she finds people helpful and understanding. She
encourages others to talk about their stroke as well asshe feels that when people understand how to help, theywill.
Ann has shown great courage in moving on after her ownstroke, coming to terms with her disabilities, and keepinga positive outlook. She continues to inspire other strokesurvivors to get on with life and increases awareness ofaphasia at every opportunity. Ann was presented with herbravery award at a ceremony in the Gibson Hotel, Dublin,on 9th December 2014. Since receiving her award, Annreports that her confidence has increased further. Shecontinues to raise awareness of aphasia in her localcommunity. She recently spoke about aphasia on KildareFM and is planning to share her story with an Irish HeartFoundation Stroke Support Group early this year.
Sarah McDonagh Senior Speech & Language Therapist in Stroke Speech & Language Therapy DepartmentHSE Dublin Mid-LeinsterNaas General Hospital Naas, Co. Kildare
T: (045) 843083E: [email protected]
Ann O’Donnell and Sarah McDonagh, SSLT, at
the Irish Heart Foundation Bravery Awards in
The Gibson Hotel, Dublin.
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Michael Hayes (21), a student at ChildVision, tookpart in a self-advocacy project to raise awareness ofcommunication disorders in support of theInternational Communication Project 2014 (ICP2014).
The ICP2014 aims to: • Raise the profile and status of communication
disability with international health bodies and policy makers;
• Increase public awareness of communication disability and the severe impact it has on people’slives;
• Encourage people around the world to join together to make a difference in the lives of people living with communication disability.
The ICP 2014 is built on the premise thatcommunication is vital to participation in life; but islargely ignored as a disability. The World HealthOrganization’s World Report on Disability estimatesthat roughly one billion people around the world areliving with some form of disability; however, eventhe authors of the report acknowledge that peoplewith communication disabilities may not be includedin this estimate, despite encountering significantdifficulties in their daily lives.
Michael’s ContributionWhen the ICP was introduced to the VocationalEducation students at ChildVision, Michael was oneof the first to contribute his opinions on whycommunication was important to him. Michaelpreviously attended speech and language therapyand as such he volunteered to advocate on behalf ofhimself and his peers with communicationdifficulties. Michael discussed aspects of communication thatwere important to him, such as the need to be heardby others and adapting society to make it more
communication friendly. He also discussed elementsof communication that were particularly significantto those with visual impairment
Getting the Message OutOnce Michael decided to advocate on behalf ofhimself and his peers, the next step was to choose amedium for communicating to the masses! A videointerview was decided upon. Michael had a globalmedia forum to share his thoughts with others usingsuch websites such as YouTube and Facebook. Ascript was added below the video for those who mayuse text as a communicative format and for peoplewith hearing impairments.
Michael’s video struck a chord, not only with thosewho have communication difficulties, but also withthose who are blind or visually impaired. He gavekey strategies that can make social interaction lesschallenging for people who are blind.
Michael is an advocate in the truest sense. To listento/watch his video, go tohttps://www.youtube.com/channel/UCd4XCXr9A7svLUSTZH6NEWQ
Jenny Neary & Suzanne Byrne, SLT Department, ChildVision, National EducationCentre for Blind Children
Communication is a Basic Human RightInternational Communication Project 2014
Communication is the most fundamental of human capacities. People need to be able to communicate to fulfil their social, educational, emotional and
vocational potential. Everybody has the potential to communicate.(International Communication Project 2014)
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Transcript:My name is Michael, I am in the third year of thevocational education here in ChildVision. I am 21 yearsof age, and my favourite football team is ManchesterUnited.
Can you tell us about your visual impairment?I have no vision at all; I lost my vision through anoperation I had when I was a baby. I had the operationon my skullWhat communication strategies can be helpful forsomeone with a visual impairment?People can say who they are, for example, if I’mwalking down the street and I met someone, they couldsay ‘hello my name is Henry’. They can also put theirhand out and say I’m putting my hand out – do youwant to shake it? They should ask the person ‘do youwant help?’ rather than going up and just grabbing yourarm assuming you want help anyway.
Have you ever attended speech and languagetherapy?Yeah, I had speech and language therapy last year. Ihad it to help me with my stammer, which was kind ofbad, but now I have solved the problem with thespeech and language therapy. If I was going to saysomething now, I would think about what I am going tosay.I’m quite confident speaking everywhere really. If I haveto give a speech at a hall or do a talk or something, I’dbe quite confident doing it.
I just say either go to speech and language therapy orjust go and listen to others talk and then have a go atdoing it yourself.
What do you think is unhelpful?Well things you shouldn’t do would be to try rush theperson. Another thing they could do is give them achance to talk.
Why is communication important to you?Communication is important to be sociable, hanging outwith some friends and family at home or up here inDublin … you can have a chat with them. It’s alsoimportant because if you’re worried about somethingyou can say it to whoever, the staff up at the house ormy parents down home … tell them I’m worried aboutsomething and maybe they’ll be able to help me out.
Is there anything else you’d like to say aboutcommunication?Yeah, I’d just say communication is really good becauseit can give you a chance to talk to new people andmake new friends and it also give you a chance to talkin a public area, like giving a speech.
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Speech sound disorder (SSD) refers to a significantdelay in the acquisition of articulate speech sounds.The aetiology is most often unknown. Intervention forSSD typically targets articulatory and phonologicalimpairments by optimising speech discrimination skills,speech sound production, and intelligibility across allcommunication contexts (Bowen, 2009). The long termgoals in SSD intervention are usually the achievementof speech normalisation and effective communication(Kamhi, 2006). These goals should ideally be achievedby the time a child commences school, therebyreducing the risk of future academic and social-emotional difficulties (Johnson, Beitchman, & Brownlie,2010).
Children with SSD form a large proportion of a speechand language therapist’s (SLTs) paediatric caseload(Mullen & Schooling, 2010). The remediation of SSD isa constant challenge in practice. One such challenge istarget selection (TS), which refers to the choice ofspeech sounds to be targeted in therapy. TS is often astraight forward process when a child presents withjust one or two sounds that are produced in error, butthe SLT is faced with a much more difficult task when achild presents with multiple speech sound errors.
Although much research has been carried out into theeffectiveness of different treatment approaches forSSD, Gierut (2005) suggests that the primary triggers ofchange are actually the sounds and phonologicalstructures chosen as therapy targets, rather than theactual treatment method. In other words, what istreated is often more important than how it is treated.This view makes the focus on TS of high importance toSLTs. Research into current clinical practice of SLTs inthe USA and Australia reveal TS methods are generallybased on traditional practices or anecdotal evidence(Brumbaugh & Smit, 2013; McLeod & Baker, 2014).
On review of the literature on TS in SSD, six keythemes are apparent.
ComplexityThe complexity approach to TS in SSD has receivedmuch attention in the literature. The theory underlyingthe complexity approach proposes that targeting morecomplex or more difficult linguistic targets in therapywill result in the greatest overall change in a child’ssound system by effecting improvement of targetsounds and also improvement of other untreatedsounds (Elbert, Dinnsen, & Powell, 1984; Gierut, Elbert,& Dinnsen, 1987; Gierut, 2005; Gierut, 1985, 2001;Kamhi, 2006; Tyler & Figurski, 1994; Williams, 1991).In contrast to this theory, common clinical practice inthe field of SSD is to target sounds that arephonetically less complex according to the belief thatenhancement of more simple phonological skills arerequired for the mastery of more complex skills (Gierut,Morrisette, Hughes, & Rowland, 1996). Rvachew andBrosseau-Lapré (2012) support this rationale andadvocate for choosing less complex targets. However,much of the evidence base in this field demonstratesthat treatment of less complex sounds is lesseffective.
Developmental (Earlier/Later) Speech SoundTargetsMuch debate and conflicting evidence existssurrounding the selection of earlier versus laterdeveloping speech sounds as treatment targets in SSDintervention. Review of the current evidence baseindicates that within-class generalisation (i.e.generalisation to sounds within the same sound classonly e.g. fricatives) can be achieved by targeting eitherearly or late developing sounds. Across-classgeneralisation (i.e. generalisation to sounds acrossdifferent sound classes e.g. fricatives and stops) hasonly been found when later developing sounds havebeen targeted and monitored or treated over a periodof time. Therefore, it can be hypothesised thattargeting a later developing speech sound will result inan equal if not greater improvement in overallintelligibility than if an early developing sound istargeted.
Literature Review: Therapy TargetSelection in Speech Sound Disorders
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Interestingly, findings from two recent studies indicatethat the majority of SLTs, i.e. 57% of 489 AmericanSLTs (Brumbaugh & Smit, 2013) and 64.8% of 231Australian SLTs (McLeod & Baker, 2014), choose earlydeveloping speech sounds as targets in therapy. As aresult, it may be assumed that TS in SSD interventioncontinues to be based on anecdotal evidence andclinical experience, rather than the evidence base.
StimulabilityStimulability refers to a child’s ability to imitate asound absent from his/her inventory. Stimulablespeech sounds represent ‘most knowledge’ i.e. themore knowledge a child has of a sound, the lesscomplex it is as a target. Non stimulable soundsrepresent ‘least knowledge’ and are the mostcomplex for a child. The evidence regarding the useof stimulability to identify therapy targets in SSD isalso conflicting. The premise that SLTs can achieve quickergeneralisation of stimulable versus non-stimulablespeech sounds underlies much of the current clinicalpractice in SSD intervention. Past research studieshave shown that targeting stimulable speech soundsin therapy results in more rapid progression inachieving generalisation (Hodson & Paden, 1991)and this reduces frustration for all parties involved intherapy (Bleile, 2004). The opposite of this opinion has in fact been foundto be true in several studies. Treatment of non-stimulable sounds has been found to prompt change,not only in the treatment target, but also in othernon-treatment targets, thus resulting in greateroverall phonological change (Bernthal, Bankson &Flipsen, 2013). Furthermore, sounds which arestimulable are likely to be added to a child’sinventory regardless of treatment (Miccio, 1995;Powell, 1991). A non-stimulable sound is more likelyto require direct treatment (Miccio, Elbert, & Forrest,1999).
So how can this conflict be resolved for practicingSLTs? It may be difficult for SLTs to choose therapytargets solely based on this evidence as parent andchild satisfaction has been found to be greater whenstimulable speech sounds are targeted in therapy(Rvachew & Nowak, 2001). This is most likely aresult of the usually rapid progress made by thechild. Bleile (2004) argues that the choice ofstimulable speech sound targets over non stimulableones is preferable, as it can result in a less
frustrating and time-consuming process for allstakeholders. Targeting a non-stimulable soundmight only prove suitable for a child who is easilymotivated and does not show signs of frustration intherapy. There are strong opinions and evidencesupporting both the selection of stimulable and non-stimulable sounds as targets but ultimately thisselection may be best made using clinical judgmentin order to ensure a client-centred approach.
Laws of ImplicationThe laws of implication are closely linked to theoriesaround markedness and the terminology for both issometimes used inter-changeably. Marked traits areusually more complex, later developing and representphonological characteristics which are uncommonacross a language (Baker & Williams, 2010). The lawsof implication are a set of rules for which theoccurrence of one marked trait implies or is predictiveof another unmarked trait, but not vice versa e.g. thetheory that fricatives imply stops. There is a closerelationship between using the laws of implication inTS and choosing sounds which are more complex ordevelopmentally later occurring as intervention targets.
Although no studies have been found which haveattempted to disprove these laws, the studies thatsupport the theory of selecting intervention targets inSSD according to the laws of implication are all of amoderate or low level of evidence. There is a dearthof research studies of high levels of evidence and,therefore, recommendations regarding TS based onthe laws of implication should be interpreted withcaution. Further rigorous studies are needed to informbest practice in this area.
Frequency of Use in the LanguageFrequency of use of a speech sound refers to howoften a sound is used in everyday language. Thisvaries across languages (Stokes & Surendran, 2005).Does it make a difference to therapy outcomes if youchoose a sound which is frequently occurring?
Different opinions exist in the literature. Bernthal,Bankson and Flipsen (2013) propose that higherfrequency speech sounds have the greatest potentialeffect on overall intelligibility. On review of theliterature it appears that no actual research has beencarried out on the role the frequency of use of a soundplays in TS in SSD intervention.
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ConsistencyAnother TS approach in the intervention for SSDcentres on the idea that speech sounds can betargeted for therapy based on their consistency ina child’s speech. A consistent speech sound erroris that which is consistently produced in error andrepresents the lowest level of phonologicalknowledge the child can have for a sound. Aninconsistent speech sound error on the other handis produced accurately at times, or in certain wordpositions, indicating that the child has somephonological knowledge of the sound.
Gierut (2001) explains that traditionally,inconsistent speech sound errors were selected astreatment targets based on the principle thatexisting phonological knowledge should becapitalised and expanded upon. This approachwas seen to lend itself to increased success levelsand opportunities for positive feedback, therebycreating a positive therapy experience for allinvolved (Bernthal, Bankson & Flipsen, 2013). Gierut (2001) further explains that there is,however, research to indicate that soundsexcluded completely from a child’s inventory arelikely to be the best targets in therapy as theyresult in the most optimum outcomes (Gierut,Elbert, & Dinnsen, 1987). The authors of thesestudies concluded that by taking a leastknowledge approach, targeting sounds which arecompletely absent in a child’s inventory, morepositive outcomes can be achieved. Thesepositive benefits include: the addition of newsounds to the overall inventory, the use of knownsounds (produced inconsistently in error atbaseline) in new words and word positions, and areduction in the use of phonological rules (Gierutet al., 1987).
On review of the literature, it is clear that muchwork has been undertaken by the SLT researchcommunity in creating a body of evidence tosupport the efficacy of intervention in SSD.However, research studies associated with higherlevels of scientific rigor are needed to enablebalanced clinical decision making in the selectionof therapy targets (Baker & McLeod, 2011).Researchers and clinicians in the field of SSDoften report treatment outcomes but fail todescribe and justify how targets were selected fortherapy, indicating a lack of knowledge or
awareness into the importance of TS rationale.There is a need for greater emphasis to be placedon knowledge translation in order to combat thislack of awareness which is proving detrimental toevidence based practice in the area of SSD.
TS in SSD encompasses a multitude of theorieswhich all warrant consideration by practicingclinicians when selecting targets and planningintervention. Despite agreement amongst the keyresearchers in the field that treatment decisionsshould be based on a careful appraisal of a child’sspeech production patterns, consensus has yet tobe reached regarding the selection andprioritisation of treatment targets (Miccio &Powell, 2010). Each approach should therefore beconsidered on a case by case basis with the childand family at the centre of the planning process. Research findings regarding TS in SSD may not
be conclusive or definitive as yet but nonethelessencourage the SLT to avoid therapy practices thatare grounded in tradition and to continuouslyevaluate their clinical decision using the evidencebase as their guide.
Reference list available upon request.Please contact [email protected].
Ciara Rochford
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The International Association for the Study of ChildLanguage (IASCL) triennial conference attracts awide ranging audience of researchers andpractitioners from across the world, addressing basicand applied questions relating to child language, itsdevelopment and disorders. At IASCL 2014 (held atUniversity of Amsterdam), linguists, psychologists,and speech and language therapists presentedresearch addressing child bilingual and firstlanguage development, language development inatypical populations, cognition, cultural, social andneurobiological factors and language development,quantitative and qualitative input factors, signlanguage acquisition and gestures. It’s impossible todo justice to the content in one short piece. The fourdays of the conference featured 4 keynote speakers,64 parallel symposia and almost 300 posters. Sufficeto say, strategically selecting from among competinginterests, while making time to work with researchcollaborators was itself a challenge! Among the keynotes, Morten Christiansen’s model oflanguage acquisition coheres with current thinkingon real-time processing, Construction grammars andSimpler Syntax. Importantly it fits data both from
input to the child and child production, and canaccount for the developing memory system. Hereminded us about process, where the child’s task islearning how to comprehend and produce language,as opposed to acquiring a grammar; and proposedthat multi-word chunks form key building blocks oflanguage acquisition and processing, with noseparation of grammar and the lexicon (at least notin early stages) and that language acquisition is“learning to process”. Debbie Mills presented dataacross a number of studies exploring similarities anddifferences between infant bilingual versusmonolingual brains, considering the process oflearning one versus two languages. Her conclusions,at least based on studies of children up to 2 years,indicate that experience shapes the organisation ofthe brain for language, not just age or proficiency.Her presentation flagged up some differencesbetween the infant bilingual v monolingual brains,although it is not clear how being bilingual actuallychanges the organisation of the brain. She notedthat the similarities or differences in the languagesbeing learned have different impacts. Severalpresentations and posters reported findings from
research conducted during COST action(ISO1084) “Language impairment in amulti-lingual society” with one keysymposium led by Ciara O’Toole (UCC)and Daniela Gatt (U of Malta) presentingimportant findings based on cross-linguistic research (including Irish)around risk and protective factors inbilingual language acquisition.Among other presentations of interest,was a symposium on language andsocio-emotional development lead byJames Law, covering ADHD, childrenliving with social disadvantage, thesocial emotional and behavioural well-being of children with and withoutlanguage difficulties, and relationshipsbetween these across thedevelopmental trajectory. In a studywhich has addressed some of the
News from the World of ChildLanguage IASCL Conference 2014
Siobhan NicShlannchadha, UCD
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methodological concerns aroundprevious research on ADHD andlanguage difficulties, significantdifferences across several keyareas between children with ADHDand controls were reported(Sciberras et al), with 40% of thechildren with ADHD presentinglanguage problems compared to17% of controls. This differencewas the same whether adjusted orunadjusted for confounds relatingto history, family background etc.Children with the combined AD +HD profile were more likely to havelanguage difficulties than childrenwith ADD. Significant effect sizeswere reported for differences inreading, maths and academiccompetence between childrenpresenting with ADHD andlanguage difficulties versus ADHDonly. Interestingly, on this data,there was less evidence thatlanguage problems adversely affected socialfunctioning. This might be partly due to thescreening measures used for language and socialfunctioning. In common with many groupspresenting across typical and atypical populations,the presenters argue for follow up studies and theneed to explore individual differences andbidirectional relationships. Conway et al compared social emotional
development in children with profiles of low versustypical language development. Children with lowlanguage at age 4 performed more poorly onmeasures of social emotional development (usingthe Strengths and Difficulties Questionnaire) withsignificant effect seizes for hyperactivity, conduct,peer and emotional problems at 4, 5 and 7 years.BUT in common with the findings across the overallELVS cohort (Early Language in Victoria Study) thesame children were not presenting with SEBD ateach age. There was extreme fluidity, indicating lowlanguage and social, emotional and behaviouraldifficulties are not stable across these years.Consistent with previous research on this and otherpopulations, their findings point up the importance ofcareful decision making where using once-offassessments. Discussions led by Nicola Botting,point to the need for sensitive measurements, tools
that adequately capture change, and continued workneeded to tease apart whether SEBD were aconsequence of or comorbid with languageimpairments, based on differences observedbetween groups. Sheena Reilly et al’s symposium raised questionsarising from the outcomes of RCTs for childrenconducted within population-based cohort studies.Fluidity of early language delay and the challengesof ensuring that interventions are provided to thosewho most need and will benefit from them, wereonce again flagged. Melissa Wade pointed out thatwe have yet to develop predictive tools thatdetermine a child’s absolute risk of languageimpairment and Courtenay Norbury as symposiumdiscussant, advocated not putting all of our eggs inthe “early intervention” basket. James Lawcontends that understanding normal developmentalchange is key to understanding the potential role ofintervention. On this note, findings presented in asymposium led by Katharina Rohlfing, whichexplored predictors of language acquisition,including gesture types, contingent talk and jointattention in children up to two years may providesome direction for intervention. Considering forexample, positive impacts of providing parenttraining in contingent talk on vocabulary outcomes(McGillon et al), the value of viewing joint attention
Dr Daniela Gatt, University of Malta and Dr Ciara O’Toole, University
College Cork.
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as “active engagement” rather than entity, inexplorations of language development (Gattis), inaddition to reports on early gestures; furtherinitiatives to develop nuanced and effectiveapproaches to prevent language difficulties in at-riskpopulations, and to intervene with early identifiedlanguage impairments, has a growing body of workto draw upon. (Future findings from the recentlyestablished ESRC funded International Centre forLanguage and Communicative Development (LuCiD)in the UK, should further contribute to ourunderstanding of communication development whileinforming health and education interventions andprogrammes) A positive end to the week was the presentation offirst prize in the student poster competition toSiobhan Nic Fhlannchadha (PhD Student of TinaHickey UCD) for her work on the development of Irishin children in the Gaeltacht and Irish mediumschools. As of now, links to live streams of the keynotespeakers and the titles and abstracts for bothsymposia and posters are still accessible on theIASCL website (http://www.iascl2014.org/scientific-program/).
Dr. Carol-Anne Murphy, University of Limerick.
Ireland to participate in aEuropean Wide Action onChild Language Intervention At a time when “evidence based practice” is on thelips of practitioners and policy makers alike, a newresearch network called a “COST ACTION”, entitled“Enhancing children's oral language skills acrossEurope and beyond: a collaboration focusing oninterventions for children with difficulties learningtheir first language [IS1406]" has just been funded.The project is open to 36 countries of Europe andbeyond and 16 countries have signed up so far.Ireland has signed up to the Action and the countryrepresentatives on the management committee areDr. Carol-Anne Murphy (UL) and Dr. Pauline Frizelle(UCC). COST is an intergovernmental framework forEuropean Cooperation in Science and Technology,allowing the coordination of nationally-fundedresearch on a European level. COST actions seek toenable breakthrough scientific developments in
important areas, build capacity, provide networkingopportunities and increase research impact on policymakers, regulatory bodies and decision makers. The proposers estimate that language impairmentaffects 5.8 million children and young people acrossEurope. There is evidence for the efficacy andeffectiveness of intervention to improve thelanguage skills of these children but this informationis not well disseminated and services areinconsistent. Many different academic andprofessional groups (e.g. speech and languagetherapists, linguists, psychologists and pedagogs)support these children across Europe but thesegroups have never been brought together before tofocus on intervention. Two previous COST Actions inthe area – focussing on the diagnosis of SpecificLanguage Impairment and on bilingualism, did notaddress intervention and service delivery.This “Action” is intended to enhance the science inthe field and improve the effectiveness of servicesfor children with LI, developing a sustainablenetwork of researchers well placed to answer thekey questions in this area. The network will be anexcellent opportunity for researchers andpractitioners to come together to discuss the issuesthat matter, to look for patterns of practice acrossEurope and to take forward the evidence agenda. Itwill run for the next four years and will be made upof three working groups and various “short termscientific missions”. The Working Groups areentitled:- 1. The linguistic and psychological underpinnings of
interventions for Language Impairment; 2. The delivery of interventions for Language
Impairment 3. The social and cultural context of intervention for
children with Language Impairment.
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The proposed working group objectives includecreating accessible databases of interventions,developing best practice and policy guidelines andcreating information sharing portals for keystakeholders. This COST Action places an emphasison relevant multi-disciplinary involvement and in
common with other COST actions, the developmentof early stage researchers with an interest inresearch in this area. CPLOL (Comité Permanent deLiaison des Orthophonistes the Europewideorganisation representing 60,000 speech-languagetherapists from the 31 associations in the EU) hasendorsed the proposal and the action will involvecollaboration with and dissemination throughprofessional groups. The Action will be led by Professor James Law atNewcastle University in the UK. Interested partiesare invited to follow the development of the Actionon Twitter (#COSTIS1406) and as the Actiondevelops they will be able to communicate withintervention specialists across the Action countries,contribute to the Working Groups and attend theannual Action conferences. The Action will includedevelopment of a dedicated website. Preliminaryinformation is currently available via the COSTwebsite at:http://www.cost.eu/COST_Actions/isch/Actions/IS1406.
Dr. Carol-Anne Murphy University of Limerick,with thanks to Professor James Law fromwhose outline this COST piece was adapted.
Dr Carol-Anne Murphy, University of Limerick
The IASLT website has continued to develop andexpand since its update in late 2013. At the end of2014 a new look documents area and news sectionwas launched. It is hoped that members will now beable to locate clinical guidelines, position papers,membership information, special interest groupdetails and other documents with greater ease.
In this area, members can find archived positionpapers, press releases, copies of UPDATE magazineand in recent months the Journal of Clinical Speechand Language Studies from 1991 to 2013 was madeavailable. This is a valuable resource from a clinicaland research perspective, as well as providing aninteresting insight into how research in Ireland hasevolved over the years.
The website committee, IASLT council and our staffhave recently completed an IASLT logo usage policy,
which provides guidelines for using the IASLT logoand can also be found in the documents area of thewebsite. The CPD section of the website continuesto be a valuable resource for members, allowingthem to record, plan and access their CPD activitiesusing the IASLT Online CPD System.
As this is the Conference Special issue of UPDATE,remember that there is a designated conferencewebsite conference.iaslt.ie where information ontimetables, presentations and more will bepublished. You will also find details on how toregister to attend there.
The website committee welcomes any feedback andsuggestions so that the website can supportmembers and continue to provide the resources tomeet your needs.
IASLT Website Committee Update
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Speech and Language Therapyintervention in DEIS schoolsCollaboration between Cabra School Completion Programme ,SpeechMatters Independent SLT Practice and Trinity College Dublin
DEIS schools in Ireland launched by the Department ofEducation and Skills in 2005 are focused onaddressing the educational needs of children andyoung people aged 3-18 in disadvantagedcommunities. The schools design and participate inaction plans to ensure opportunities for educationalinclusion are there for all. Many teachers participatingin DEIS programmes express specific concern aboutthe prevalence of speech and language difficultiesamong their pupils. They also express concern thatsome parents had been unsuccessful at attendingspeech and language appointments.
The concerns of teachers were supported byevidence from international research which suggeststhat the prevalence of language difficulties amongchildren from socioeconomically disadvantaged areasis higher than in general population, with childrenshowing smaller vocabularies, less complex sentencestructures and weaker phonological awareness skillsthan children from non-disadvantaged communities(Arriaga, Fenson, Cronan & Petnick, 1998; Hart &Risley, 1995; Law, McBean & Rush, 2011; Locke,Ginsborg & Peers, 2002; Pan, Rowe, Singer & Snow,2005). The sheer number of children considered tohave speech and language problems in areas ofsocioeconomic deprivation led Law and colleagues(2011) in the UK to call it a public health issue. InIreland, speech and language impairment has beenidentified as one of the priority issues in areasdesignated as disadvantaged by both practitionersand researchers in Ireland. Nearly a decade ago, theDelivering Equality of Opportunity in Schools (2005)programme which recommended school supportprogramme for schools designated as disadvantagedin Ireland recommended Speech and LanguageTherapy services on-site in DEIS schools. Thisrecommendation has yet to be centrally implemented.
The Cabra School Completion Programme initiateda school-based project to trial assessment and
therapy provision in order to achieve better outcomesfor some of the pupils experiencing difficulties in thedevelopment of speech, language and communicationskills. The project is running for two 6-week periods in6 primary schools clustered in Cabra SchoolCompletion Programme in February-March and May-June. The project involves a partnership betweenteachers in the schools and Speech and LanguageTherapists employed by the programme fromSpeechMatters independent SLT clinic, and SLTstudents from the Department of Clinical Speech andLanguage Studies in Trinity College, Dublin.
Currently the project is providing assessment andspeech and language intervention to 40 plus children.The pupils are assessed and provided with therapyindividually or in small groups by the students underthe supervision and guidance of Serena Bruen who isa Senior Speech and Language Therapist and aClinical Educator and is contracted to work in CabraSchool Completion Programme via Speechmatters.The students are benefitting from the experiencedelivering a service in schools, where they canassess, plan and implement therapy in their clients’natural learning environment, working collaborativelywith teachers and educational psychologists from theNational Educational Psychological Service (NEPS).The students also give guidance to school staff onsupporting communication in the classroom i.e.vocabulary strategies and active listening techniques.In one school, the students have had the opportunityto deliver a whole class intervention developing socialskills and narrative skills. Teachers are involved ingoal setting and commenting on the intervention andadult communication styles/strategies observed. The project enables schools to receive direct adviceand support strategies to help meet the languageneeds of the children in the classroom, helping tomaximise communication and access to thecurriculum for all children.
1. School Completion Programme, part of Educational Welfare Services of Child and Family Agency, is a school-based targetedintervention programme that aims to reduce early school leaving.
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We hope that this experience will increase the SLTstudents’ understanding of education and languagecurricula and enable them to work morecollaboratively with teachers and more effectively astherapists in the future. The pupils are benefittingfrom individualised assessments and interventionprogrammes designed and implementedcollaboratively with the teachers. Part of the expectedefficacy of school-based speech and language modelsis that they operate in a child’s key developmentalsystem and include an element of consultancy. Thiscollaboration is a valuable learning experience for theSLT students and a significant support for the schoolstaff. The project is linked to local HSE clinics to avoid dualservice provision and to maximise outcomes for thechildren.
Arriaga, R. I., Fenson, L., Cronan, T., & Pethick, S.J.(1998). Scores on the MacArthur CommunicativeDevelopment Inventory of children from low- andmiddle-income families. Applied Psycholinguistics, 19,209-223.
Hart, B., & Risley, T. (1995). Meaningful differences inthe everyday experience of young American children.Baltimore: Brookes.
Law, J., McBean, K., & Rush, R. (2011).Communication skills in a population of primaryschool-aged children raised in an area of pronouncedsocial disadvantage. International Journal ofLanguage and Communication Disorders, 46 (6), 657-664.
Locke, A., Ginsborg, J., & Peers, I. (2002).Development and disadvantage: Implications for theearly years and beyond. International Journal ofLanguage and Communication Disorders, 37, 3-15.
Pan, B. A., Rowe, M. L., Singer, J., & Snow, C. E.(2005). Maternal correlates of toddler vocabularyproduction in low-income families. ChildDevelopment, 76, 763-782.
For further information please contact SylwiaKazmierczak-Murray, Cabra School CompletionProgramme Coordinator at [email protected] orSerena Bruen, Senior Speech and Language Therapistat [email protected].
SpeechMatters is an Independent Speech andLanguage Therapy Practice in Ranelagh, Dublin,established by Jonathon Linklater and Aisling Keogh
Article by Sylwia Kazmierczak-Murray, SerenaBruen, Jonathon Linklater and Clothra NiCholmain.
Aoife Dunne, Serena Bruen, Sarah Rowland, Gráinne Murphy, Beatrijs van de Belt
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Due to chance meeting at the 2014 IASLT AGM, I wasinvited to present at the 2014 Guangzhou InternationalSymposium on Special Education November 9-11, 2014.Though the coordinators of the event knew I had notone word of Mandarin, they were keen on myparticipation. The topic I was to cover was autism.Though I have been working as a speech pathologist forwell over a decade, I was asked to be there primarily asa parent of a now adult child who was diagnosed at 28months as autistic. My son was also asked toparticipate. I thought (wrongly) that he would decline.He enthusiastically agreed to travel half way across theworld to an entirely unfamiliar culture. He was nottroubled by the fact we were to present to two groupsof approximately 300 people each time.
The woman who invited us, Dr. Lilly Cheng knew whatshe was doing. She is a dynamo, an incrediblyengaging, perceptive woman whose faith in me mademe apply myself intently to the task of giving theeducators a basic understanding of seeing the childbehind the diagnosis. This was particularly dauntingsince so much of the profile is defined by
communication challenges, and the only spokenlanguage examples I would be able to give would befrom an English-speaking American culture, not aCantonese- or Mandarin-speaking Chinese one.
Dr. Cheng knew that from before his birth, and wellbefore his diagnosis, my son was videotaped morefrequently than I care to admit. During lunch at theAGM I mentioned those videos, and when sheexpressed interest in seeing some, I got my son’spermission to send a few short clips to her.
My husband was a successful character actor and Iassociate produced documentaries and independentfilms when I was younger. We had a professional videocamera and played around with it constantly. My poorson had no opportunity to decline the lead role in ourown version of “A Boy’s Life.” It was this raw data thatLilly hoped to share in Guangzhou.
Because we were not experts in autism but I was adocumentarian and a besotted mother, the footage shotwas accessible in a way footage filmed in a clinicwould not be. However, there was A LOT of it. It was adifficult task to find clips that were not language-dependent or culture-specific yet could illustratefeatures of autism. I often stopped filming to calm himwhen he became distressed, as any mother would.There was plenty to clearly show his challenges andhow they changed over time, though. Together, my sonand I culled the videos to a series of snippets of his lifefrom atypical babbling to adult speech, frompreservative behaviour and absences to soloperformance in the transition year musical. It was apowerful and informative experience going through thisprocess with him and discussing what we rememberedof those events. We both had enough distance to lookat ourselves as others must have seen us. We had someinteresting conversations about Theory of Mind andwhat he considered flaws in the neurotypical’s blindspot in arguing this theory.
On autism and another speech andlanguage disorder.By Barbara Hallahan MFA, MS, [email protected]
Barbara Hallahan
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Our powerpoint presentation was written in English andincluded interactive experiential components toreplicate sensory challenges as well as the videos. Thepowerpoint was translated into Mandarin and the twopowerpoints were presented simultaneously. Dr. JeanTorng translated for us. We gave her a rough script ofwhat we planned to say during the presentation so shewould not have to search for the right words mid-talk.She was a joy as a partner and translator.
I had worried about the sensory overload my son and Iwere to experience in order to participate in thesymposium. I was concerned about the jet lag, theunfamiliar culture and the language I could not tune myear to even though I tried a crash course in Mandarin.We booked our flight so we would have a day and ahalf to adjust to the time zone and wished for the best.My son did not find it at all as hard as I did. We came tothe realization that in a way he was always living in acompletely foreign culture, so to him it was business asusual. I relied on him to find our way from the hotel tothe university.
The audience had many questions for my son and hewas well able to answer them concisely and honestly.He rose to the occasion and looks forward to theopportunity to present on autism again.
I continue to study Mandarin with very slow progress. Ihave been thinking a lot about the limitation of havingonly English as your mode of expression when theothers in the group are code-switching fluidly betweenEnglish, Mandarin, Cantonese and Spanish. I watchedthe other lecturers closely when they were presenting.Since I could not understand the words, the bodylanguage, facial expressions, prosody, responses fromthe audience and the visuals in the powerpoints cameinto sharper focus. I was flooded with more informationthan I could process. Could it be that monolingualismstunts the ability to access all the components ofcommunication more fully? It certainly felt that way tome. I plan to exercise those weak modalitiesconscientiously from now on, though I do not think I willtackle more languages than Mandarin for the timebeing.
Guangzhou lecturers
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10 Years of the Rehabilitaion andTherapy Research Society (TRTRS)Why RTRS was founded:The Rehabilitation and Therapy Research Society (RTRS)was established in 2004 by Dr Deirdre Hurley-Osing,School of Physiotherapy, UCD and Professor SuzanneMcDonough, School of Health Sciences, University ofUlster, Jordanstown, with an inaugural meeting held inTrinity College Dublin in February 2005. The All-Irelandsociety was established to promote and capacity-buildresearch activity in physiotherapy (PT), occupationaltherapy (OT) and speech and language therapy (SLT) andto provide a firm scientific knowledge base from whichto enhance the effectiveness of therapy practice andimprove services to patients. Similar societies had beenin existence in the UK for at least 10 years and hadbeen successful in raising the profile of researchamongst allied health professionals and helping tocapacity-build research activity through annual meetingsand, more recently, small amounts of grant funding. Prof McDonough and Dr Hurley-Osing thought that in2004 the time was right to set something up specificallyin Ireland, particularly given the expansion of alliedhealth course professions. Given the increase in thenumber of Universities offering education inphysiotherapy, occupational therapy and speech andlanguage therapy (particularly in ROI) it was timely toform an All Ireland Society to bring together academicsacross the Island and develop stronger inter -universitylinks. Consequently, contact was made with universitieswho offered programmes in physiotherapy (PT),
occupational therapy (OT) and speech and languagetherapy (SLT), and a representative invited to a meetingin Dublin. However there was a clear longer termaspiration to encourage a wide membership ofclinicians, researchers, educators and students alike,across all allied health disciplines.
Specific identified activities of the RTRS at that timewere:• Liaison with funding agencies, policy makers and
professional bodies to support research in the three therapy professions.
• Encouragement of high effectiveness, quality research relevant to physiotherapy, occupational therapy and speech and language therapy practice and fostering critical awareness throughout the profession.
• Dissemination of results of such research both within and beyond the professions.
Annual membership across the three therapyprofessions is shown in Figure 1.
Figure 1: RTRS membership 2004-2013.
RTRS Annual Scientific Conference eOver the past 10 years, the RTRS has held an annualconference which has rotated around Universitiesbetween a therapy school in Belfast, Dublin, Cork and
Figure 1: RTRS membership 2004-2013.
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Limerick. The purpose of this conference is to provide aforum for therapists to disseminate their research, inparticular for early-stage researchers. Each conferenceis centred on a theme and includes keynote addressesdelivered by eminent national and international therapyresearchers, invited speakers and open abstracts of oralor poster presentations. Open oral and posterpresentations are published in Physical Therapy ReviewsJournal. Since inception of the conference, a number ofinitiatives have been developed, such as invitingspeakers who have received Health Research Board(Republic of Ireland), Department of Research andDevelopment (Northern Ireland) and Department ofEducation and Learning (Northern Ireland) fellowshipsto present the findings of their PhD research. Weintroduced an option for clinicians to submit abstractson innovative service delivery initiatives in 2012 whichproved very successful. In 2013, this was furtherdeveloped by inviting clinicians to showcase excitingservice development projects. Several members of theRTRS committee were members of the Department ofHealth Steering Committee which produced the firstResearch Strategy for the Therapy Professions in Ireland(2008).
Figure 2: Number of abstracts submitted andpresented at RTRS 2006-2013
Changes in Therapy Research Landscape Over the course of the 10 years since the RTRS wasfounded, there has been a number of changes in theclinical setting and research environments. Increasedcompetition for funding and less research opportunities,
changes in the health service delivery models andeconomic restrictions impacting on staffing andresources available within the health service have beenbarriers to undertaking research by clinicians andresearchers alike. This, along with a greater range ofscientific forums for therapists to present their research,has posed challenges for the RTRS in its current format. Future of RTRS As we reach the 10 year existence of RTRS, the time isright for us to step back and reflect on our purpose as aresearch group. With this in mind, we are engaging instrategic planning with the assistance of VanessaHamilton, Clinical Strategist, Cerner Ireland Limited toset strategic objectives for RTRS for the next 3-5 yearsto ensure we are continuing to develop and supportresearch activity within the therapy professions. Due toVanessa’s past experience as a physiotherapist, she hasprovided invaluable guidance and focus in helping us toidentify and achieve our strategic aims.
RTRS Committee Chair -Dr Helen French (Physiotherapy) RCSI. Membership Secretary – Ms Clare O’Sullivan(Occupational Therapy), UCCTreasurer-Dr Catherine Doody (Physiotherapy), UCDAbstract Secretary- Ms Clare Carroll (Speech andLanguage Therapy), NUIGWebsite Manager –Dr Jill Titterington (Speech andLanguage Therapy), UUJCommittee members: Dr Iseult Wilson (Physiotherapy),UUJ; Dr Ailis Malone (Physiotherapy), Central RemedialClinic: Dr Deidre Murray ( Physiotherapy), Beaumonthospital; Dr Grainne Kelly (Physiotherapy), UL.
Figure 2: Number of abstracts submitted and presented at RTRS 2006-2013
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News from UCCHealth Research Board CochraneTraining Fellowship for the Departmentof Speech and Hearing Sciences, UCCThe Department of Speech and Hearing Sciences inUCC has won their first HRB Cochrane Fellowship. DrCiara O’Toole from the Department of Speech andHearing began her review of Parent training topromote spoken language in preschool children withDown syndrome in January 2015. Ciara worked formany years as a speech and language therapist withchildren with Down syndrome and their families inCork before coming to UCC and will be working with agroup of local and international researchers, as wellas service users to produce this review. CochraneReviews are full-text systematic reviews whichprovide an overview of the effects of interventions inhealth care. There are a number of reviews publishedin the area of speech and language therapy includingreviews of the evidence for:• Treatment for speech disorder in Friedreich’s
ataxia and other hereditary ataxia syndromes• Auditory-verbal therapy for promoting spoken
language development in children with permanent hearing impairments
• Interventions for drooling in children with cerebral palsy
• Non-speech oral motor treatment for developmental speech sound disorders in children
The reviews summarise the current status, level andquality of intervention studies available for a varietyof therapies and conditions and the outcomes aremade publically and freely available to download fromthe Cochrane Library (www.thecochranelibrary.com).The reviews are regularly updated (approximatelyevery two-years) to determine whether new evidencefor an intervention has emerged. The aim of the HRBTraining Fellowship is to build capacity on the islandof Ireland in conducting systematic reviews forinclusion in the Cochrane Library by providing trainingcourses in systematic reviews and protected time forthe Fellow to complete the review.
The Department of Speech and Hearing Sciences inUCC has extensive experience in conducting andpublishing Cochrane systematic review in variousareas of speech and language therapy practice, and itis hoped that this review will be a valuable source ofinformation for those giving and receiving therapy, aswell as for decision makers and researchers. Furtherinformation on the fellowships can be access atwww.hrb.ie .
Dr. Ciara O’TooleDepartment of Speech and Hearing SciencesBrookfield Health Sciences ComplexUCCCorkPh: 00353 21 4901539
Dr. Ciara O’Toole
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The theme of this year’s Mental Health Week wasUCC Talks 14, and it definitely got all of campustalking. From the 10th-15th of November members ofthe Student’s Union along with a whole host of othersociety members set out to raise awareness all overcampus about mental health issues that affect us all.Everyone at the Clinical Therapies Society felt thiswas a brilliant opportunity to get involved for a greatcause and to get the society name out there. Wedevised the “Watch your Words” campaign tohighlight the fact that mental health disorders arenot adjectives. Too often we use words and phrasesthat can be hurtful to people with mental healthdisorders. Everyone is guilty of doing this, but withthe “Watch your Words” campaign, we proposedchanging our words to change the way we feel. Wewent on campus during Mental Health Week andprovided students with flyers that included examplesof words/phrases that trivialise mental health issuesand a corresponding suggestion of a silly, fun phrase
we might use instead. Eventhough it may have been oneof the wettest weeks we’veseen all year, the atmosphereon campus was electric andour campaign sparked somegenuine interest from a lot ofdifferent people; studentsand staff alike. On Tuesday11th the society were proudto lend a helping hand andtake part in LIFE UCC’s Guinness world recordattempt for longest chain of people to pass througha hula hoop. It was an amazing event that attractedhundreds of participants and got so many peoplethinking about their own mental wellbeing and themental health of others.
Jennifer McCarthy, 4th Year SLT
Mental Health Week ’14 – ClinicalTherapies Society UCC
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The Discipline of Speech and Language Therapy,NUI Galway, is delighted to announce that a newPostgraduate Certificate in Using Evidence inPaediatric Speech and Language Therapy begins inSeptember 2015. This new PostgraduateCertificate is suitable for speech and languagetherapists working with children withdevelopmental speech, language, andcommunication needs.
Many speech and language therapists haveclinical questions e.g., which approaches tointervention work best for which children? Doesgroup therapy result in similar outcomes asindividual sessions? How much therapy is neededto bring about positive outcomes? Are theredifferences in outcomes according to who is theagent of therapy? What outcomes are importantfor speech and language therapists, parents,
children, and teachers? How do we measure theseoutcomes? What exactly do we mean bynarratives and how can I use them in my practice?Is there evidence that says that using narratives ismore or less effective than other interventions?
This programme will facilitate you to developskills in relation to using evidence which isrelevant for your practice. It will also enable youto meet continuing professional developmentrequirements for IASLT and CORU. You can alsouse this programme as a stepping stone towards aPostgraduate Diploma, MSc, or PhD. Thisprogramme has been designed to meet the needsof busy practitioners and it provides a flexibleapproach to learning. For each module, there aretwo days of face-to-face contact in NUI Galwayand the remainder of the programme is deliveredon-line. Therefore, participants will need access to
a PC and the internet.
The PostgraduateCertificate Using Evidencein Paediatric Speech andLanguage Therapy has apractical clinical focus andis made of three modulesi.e., Advanced ResearchMethods, Using Evidencein Practice, and Narrativesin Practice with Childrenwith DevelopmentalLanguage Impairments.You have the option ofregistering for thePostgraduate Certificate,which is made up of threemodules, or you canregister for individualmodules and attain aProfessional Credit Award.
News from NUI GalwayNew postgraduate certificate in Using Evidence in Paediatric Speech andLanguage Therapy beginning in September 2015
Amy Curran being awarded first prize in November 2014
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The Using Evidence in Practice module willprovide an overview of evidence-based practiceand will equip you with the skills to find, critique,and use evidence in your practice. The AdvancedResearch Methods module will enable participantsto explore the methodological issues and practicalissues about research. It will help you determinethe right research design for your work and is anopportunity for you to debate, challenge, andclarify research issues. The Narratives in Practicewith Children with Developmental LanguageImpairments module will facilitate you to usenarratives in your practice. It seems like we alllove a good story. Narrative is considered to beone of the most ecologically valid ways ofassessing children’s language and communication.Narrative ability is linked to academic, literacy,and social success. In this module you will learnwhy narrative is such an important and usefulassessment and intervention practice. You willlearn to distinguish different types of narratives,the developmental sequence of narratives, andfeatures of narratives in a variety of clinicalpopulations. You will also learn a variety ofnarrative elicitation, scoring, and interpretationtechniques. You will also learn to use narratives toplan language intervention.
Scheduling of the Postgraduate Certificate is subject tosufficient participants enrolling on the programme. Ifyou have queries about this programme check ourwebsite or contact Dr. Rena Lyons (091 492918 [email protected])
NUI Dr. Henry Hutchinson Speech and LanguageTherapy AwardAmy Curran, a final year student in NUI Galway(2013/2014), was awarded first prize in the NUI Dr.Henry Hutchinson Awards ceremony in the RoyalHospital Kilmainham for her final year thesis. Her thesiswas a retrospective study which examinedinappropriate referrals of school-aged children to aspeech and language therapy service.Photo: Amy Curran being awarded first prize inNovember 2014
New chairperson of RCSLT is from Galway! Congratulations to Maria Luscombe who is the newChairperson of the RCSLT. Maria was originally fromGalway and studied in Dublin. We have invited Maria toNUI Galway in June 2015 to talk about her experiencesin relation to the implications of statutory registrationfor speech and language therapists, managers, andorganisations; management of services for children; andher new role as Chairperson of the RCSLT.
Clare Carroll, Aoife Henn, Maria Luscombe, Anne Healy, and Rena Lyons (from left to right) at theRCSLT Conference in Leeds on 17th and 18th September 2014
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Curriculum Changes for 2015It is a busy time in the University of Limerick withpreparations well on the way for the revamp of thespeech and language therapy curriculum which willbegin with its first cohort in September 2015. TheDepartment of Clinical Therapies in UL, which iscomprised of Occupational Therapy, Physiotherapyand Speech and Language Therapy, will movetowards greater integration of inter professionaleducation within their professional programmes.
This will allow students from all three disciplines toexperience opportunities to learn from, with andabout each other, to work together in academicmodules and practice placements. The preparationfor this has required a lot of reflection and hard workto facilitate changes to timetables, modulestructures and placement timelines. Currently, thestudents from each of the three professionalprogrammes have limited opportunity for combinedteaching or practice placement due to programmetimetables. The new curriculum will have acombined timetable with students (at the same levelwithin the three professional programmes) all in forteaching at the same time and then out onplacement at the same time.
This provides a greater opportunity for interprofessional education in particular for shared topicssuch as research methods. In order to do this weare making some changes to our placementtimelines (see diagram 1 for dates of the newpractice education placements) and we haveinvolved placement sites and practice educators inthe planning of this. It is an exciting time for UL andwe look forward to working with our new cohort ofstudents in September 2015.
Diagram 1.
Practice Education NewsThe Practice Education Team (Practice EducationCoordinators, Regional Placement Facilitators andPractice Tutors linked to the UL OccupationalTherapy, Physiotherapy, and Speech and LanguageTherapy programmes) held the Annual PracticeEducation Symposium on Thursday 11th December2014 in the University of Limerick. Topics covered onthe day included facilitating the struggling student,the importance of feedback and a selection ofcurrent practice education research being carried outin UL. Practice educators discussed how to supporta student who is finding their competencydevelopment to be challenging on placement, andthe implications this can have on the student,educator, site, university and the profession itself.The second workshop emphasised the importance offeedback for student development with usefulstrategies provided, along with tips on the choice oflanguage which can help deliver feedback moreeffectively as well as those to be avoided. Thefeedback from attendees was very positive withcomments such as “topics were useful and verytransferable to practice” and “an excellent idea tohave the three disciplines (PT, OT, SLT) together atthe Symposium”.
Research UpdatesAileen Wright and a group of final year students areconducting a study into the efficacy of a homeprogram based on phonological principles forchildren who have speech impairments. Theprogram, in the form of 4 fortnightly issues of acomic-book style collection of stories and activitiesbased around a character called Mixed Up Marty, isdesigned to help the child to structure theirphonological system correctly. The current version isa refinement of the programme tested in 3 previousstudies to measure the effect of diagnosis, different
types of activity and amountof parent training needed. Ithas proven to be very popularwith parents and effective fora large proportion of children.
Update from University of LimerickSLT Department
Practice Education 1
Practice Education 2
Practice Education 3
Practice Education 4
ducEecitcarP
ducEecitcarP
ducEecitcarP
1on itaatduc
2on itaatduc
3on itaatduc
ducEecitcarP
ducEecitcarP
3on itaatduc
4on itaatduc
23/11/15 to 18/12/15 (on-site in UL)
03/05/16 to 24/06/16
05/09/16 to 28/10/16
18/01/17 to 18/03/17
18/o t15 11/23/
24/o t16 05/03/
28/o t16 09/05/
on(15 /1218/ - )LUnietsi
16/0624/
16/1028/
28/o t16 09/05/
18/o t17 01/18/
16/1028/
17/0318/
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It is hoped that the Mixed Up Marty Programme willprovide an evidence based therapy tool that parentscan access as soon as a their child is diagnosed witha phonological impairment. Another aim is that it willprove to be an effective triage tool for SLTs, indifferentiating those children who will improvemerely with a concentrated increase in targetedinput, from those who really require skilled andfocused direct intervention, thus freeing uptherapists’ time to provide individual therapy forthose children who really need their specialisedskills.
Aileen Wright and Emily James, Speech andLanguage Therapist with the National BehaviourSupport Service (NBSS) who is currently working withstudents and upskilling teachers in six post primaryschools in Limerick city, have also started working ona set of case studies of children who still presentwith persistent functional speech difficulties atsecondary school. This is part of a collaboration withProfessor Barbara Dodd from the University ofQueensland Associate Professor Angela Morgan ofthe Murdoch Children’s’ Research Institute inAustralia.
Professor Alison Perry and Research Associate SLTsMolly Manning and Joanne McCormack areconducting a study about measuring oro-lingualpressure using a wireless tool called OroPress.Produced at the University of Limerick, this new,
stable and reliable tool is used to measure tongue-palate contact pressures during swallowing andisometric (tongue pushing) tasks. OroPress alsoprovides biofeedback to clients undertaking tonguestrengthening protocols. The research was discussedat the recent 4th Congress of ESSD (EuropeanSociety for Swallowing Disorders) in Brussels and aposter will be presented at the Dysphagia ResearchSociety (DRS) Congress in Chicago in March 2015. Tobuild taxonomy of tongue and swallowing pressures,we now have data from over 100 healthy adults. Aclinical pilot study, correlating tongue strength inpatients with Head & Neck Cancer with theirswallowing safety, efficiency, measures taken fromvideofluoroscopy has started at St James andBeaumont with Claire Parkes and Marion O’Brien, SLTstaff in Dublin.Dr Arlene McCurtin’s article "‘We don't have recipes;we just have loads of ingredients’: explanations ofevidence and clinical decision making by speech andlanguage therapists" was published in the Journal ofEvaluation in Clinical Practice in January 2015.
FundingDr Carol-Anne Murphy participated in a successfulproposal with Professor James Law and collaboratorsfrom several other European countries to fund aCOST action entitled: “Enhancing children's orallanguage skills across Europe and beyond: acollaboration focusing on interventions for childrenwith difficulties learning their first language”. Theapproval was granted in November 2014 and theCOST group have their first meeting in April 2015.Carol-Anne is one of the two Irish countryrepresentatives on the management committee, theother being Dr. Pauline Frizelle from UCC.
Leanne (Ellen) Bridgeman presented with the IASLTResearch Prize at UL graduations by her supervisorDr Carol-Anne Murphy
AoifeKiernan atthe ULGraduationwith hermotherDeirdre(also anSLT)
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Learning Sessions for SLTPractice Educators: Communityof PracticeAoife McGuire, as part of her roleas Regional Placement Facilitatorhas developed an initiative toprovide learning sessions to SLTPractice Educators and theirdiscipline teams in the Mid-WestRegion. This initiative is a directresponse to a request for CPDmade through an ongoingcommittee comprising SLT practiceeducation staff (namely: thePractice Education Coordinator andRegional Placement Facilitators)and SLT Managers from the Mid-West region. Topics were collatedfrom the local teams and a workinggroup was formed comprising of Aoife McGuire, RPF,Dr. Carol-Anne Murphy, Lecturer and Aileen Wright,Lecturer. The first of these Community of Practicesessions is taking place on Friday 23rd January. Theworkshops include : SLI: Process and Predictors (Dr.Carol-Anne Murphy) and Bilingualism and Multi-lingualism (Aileen Wright). Three Community ofPractice sessions will be run in total. The Communityof Practice is building on an already establishedmutually beneficial relationship between the MScprofessional qualification SLT course and the Mid-West SLTs. It is hoped that this initiative will supportincreasing number of placements in the Mid-Westregion, the quality of practice and the provision ofcare to clients living and availing of services in theMid-West region.
Preparations for the IALP Congress, Dublin 2016, Creating the Future Now: advancing researchand clinical practicePreparations are ongoing for the IALP Congress beingheld in Citywest, Dublin during 21-25th August 2016and hosted by the IASLT. The IALP is the internationalorganisation for professionals and scientists incommunication, voice, speech language pathology,audiology and swallowing and IASLT is one of fifty-eight affiliated societies from around the globe. Threemembers of staff from UL are involved in theorganising committee, Dr. Arlene McCurtin (vice-chairScientific Committee), Aoife McGuire, (chair of theOrganising Committee) and Úna Deane (Delegatesand Engagement committee). Staff and students are
both preparing for the submission of abstracts, whichis due to open in August, 2015.
GraduationsCongratulations to the group of graduates conferredwith a Masters in Speech and Language Therapy(professional practice) qualification in January 2015.A number of these graduates have alreadycommenced employment as speech and languagetherapists and we wish each and every one of themall the best in their future careers.
Enjoying the Symposium Learning Session in the Department ofClinical Therapies, University of Limerick, November 2014
Roisin Cunningham presented with the Certificate of
Clinical Excellence by Aoife McGuire, Practice
Education Team, UL.
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Book ReviewTITLE: Diagnosis and Treatment of
Voice Disorders
Authors: John S. Rubin, Robert T. Sataloff, Gwen S. Korovin (Eds)
Published by: Plural Publishing Place of publication: San Diego, USANumber of pages: 1019Edition number: 4Features: Colour photos, dyed slides,
black and white figuresDate of publication: 31/05/2014Cost: $350 (€302 approx)ISBN: 978-1-59756-553-0
Reviewed by:
Ciarán KennyArea: Senior Speech andLanguage Therapist – ENTLocation: Tallaght Hospital,Dublin
Diagnosis and Treatment ofVoice Disorders is described by its editors as being areference book for students and professionals workingwith voice. They state that the target audience includesthose interested in otolaryngology, speech andlanguage therapy, voice and singing. Its aim is toprovide readers with information on basic science ofthe voice (including anatomy), diagnostic procedures,assessment protocols and both surgical and non-surgical management techniques. While the bookfeatures three editors, there are in fact a whopping 92contributors to the chapters in the book, covering adiverse range of interests.
The book itself is divided into three sections: BasicScience, Assessment and Management. The firstsection is a bit of a misnomer though, as the science isanything but basic! There are many chapters devotedto anatomy and microanatomy of the larynx, but alsosome nice additions that make this section stand out alittle more. These includle chapters on the developmentof the larynx from gestation through to adulthood andan interesting chapter on how injuries in the larynxheal, how long the healing process takes anddifficulties that can emerge. Strangely, the BasicScience section also includes a chapter on stuttering,with no reference to voice contained within!
Section two refers to Clinical Assessment and is amuch longer section. Amongst the more “stand out”features, there includes a chapter on the various typesof imaging techniques used in laryngoscopy (includinginformation on scope types), a chapter on transnasaloesophagoscopy (not voice, but an emerging area thatSLTs are starting to work in) and a very futuristicchapter on the use of CT scanners in generating 3Dmodels of the larynx in use, which may become anadditional means of non-invasively visualising thelarynx in future. Beyond that, there are many chapters devoted to topicsthat you might expect to see in any standard referencebook on voice: case history taking, quality of lifemeasures, instrumental assessment techniques andhow to measure impact of voice disorders.
Surprisingly, the third section on Management is wherethings get more interesting. While this is usuallyglossed over in reference books, it receives thegreatest amount of space in this book. Frankly, many ofthe SLT-authored chapters in this section are not ofparticular interest, since they mostly provide anintroduction for non-SLTs to our role in the managementof voice. Instead, there are chapters by otherprofessionals on their roles and contributions.
Highlights include common medical comorbidities thatoccur with voice disorders and their impact, congenitalabnormalities in the larynx, the effects of hormones onthe larynx, the effects of various medications on thelarynx, management of vocal fold paralysis, afascinating chapter on laryngopharyngeal refluxdisease, the role of the voice specialist and the role ofthe voice coach, and several chapters on surgicalmanagement of dysphonia.
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Given its size and the many contributions, it’s difficultto rate this book as a whole, but there are definitestrengths that are apparent. For one, the book is welllaid-out and easily accessible for those that want tojump in to learn more about a particular topic, withouthaving to read the rest of the book. It also presents thecutting-edge of clinical practice and research and moreimportantly, addresses niche topics that don’t typicallyget a lot of “air time” in other text books (such as thechapter on reflux).
Where the book falls down is that it seems to be quitemedically-focussed. Perhaps this is because all threeeditors are doctors, but the chapters on anatomy,medical management and surgery all seem to be farless accessible and much heavier than the chapters onSLT, psychological aspects of voice, impact of voicedisorders, etc. For that reason, I would suggest that thebook is probably more relevant to those working withina hospital setting, where information is needed onmedical and surgical procedures and to generallyunderstand the doctor’s role in the assessment andmanagement of voice.
I would absolutely recommend this as a reference text,but very much only for a select few chapters and onlyfor those therapists interested in learning more aboutthe medical and surgical management of the voice.Writing: 7/10. The chapters are well-written and verywell laid-out, but not all are accessible to the targetaudience of “anyone interested in voice”. Content: 6/10. Much of the content of the book isquite novel and interesting, with many new ideas, butthere is a lot of repetition between chapters (especiallywith regards instrumental assessment) and the book asa whole is not really designed to be a core textbook forcovering the fundamentals of voice.Value to the Field: 5/10. Where chapters are relevantto SLTs, they are very, very relevant and provide greatinsight in a way that no other textbook on voice thatI’ve ever read has explored. Unfortunately, thesechapters make up less than half the book and so makeit an expensive purchase. Ultimately, I wouldrecommend the text as a resource, but not as a highpriority.
Book ReviewTITLE: Language Sampling with
Adolescents, Implications for
Intervention Second Edition
Authors: Marilyn A. Nippold, PhD, CCC- SLP
Published by: Plural Publishing inc.Date of publication: 2014Cost: $59.95 (€52.67)
Reviewed by:Celine Lenihan, currently employed as a Senior SLTby the Child and Family agency as part of theNational Assessment, Consultation and TherapyService for young people in Special Care anddetention.
Nippold’s stated purpose for this publication is toprovide guidance for eliciting, transcribing andanalysing language samples with students aged 10-18 and to discuss the formulation of interventiongoals based on the results of such language samples.This purpose is more than fulfilled within the book,which, in addition to providing a clear map forlanguage sampling and formulation of intervention,provides a comprehensive, up to date examination ofadolescent language to include characteristics ofadolescent language development, the relationshipbetween specific aspects of language and academic,social and vocational outcomes and the potentiallylife changing impact of language difficulties on theadolescent. In addition to its stated purpose, thisbook gives inspiration. The author is clear that it isNOT too late to help adolescents.....and suppliesevidence to support that view.
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The book is divided into parts; the early chaptersdescribe in detail the features of adolescentlanguage, characteristics of adolescent languagedisorders, the clear rationale for use of languagesampling in adolescents and the history andevolution of language sampling.
Nippold recommends that, when reading the book,the early chapters are paired with some later onesthat provide exercises to allow clinicians topractice identifying the word and phrase types,clause types and sentence types that she refers toin the early chapters. A separate chapter isdevoted to Autism Spectrum Disorder outlining,with the support of a small case study, syntacticdevelopment in a sample of this population, aswell as illustrating the inherent challenges andthe flexible approach required in obtaining auseful language sample from individuals withASD. Later chapters are a “how to” of languagesampling. Nippold is clear that standardisedlanguage testing is required in identifyinglanguage deficits but proffers the view, supportedby research, that such assessments samplelanguage out of context and don’t provide thenaturalistic information required to planintervention activities.
Nippold goes on to describe four genres ofdiscourse that she considers it essential to sample(conversational, narrative, expository andpersuasive). She gives an account of what isinvolved in each type of discourse and how itrelates to the everyday function of the adolescent,for instance the prevalence of expository andpersuasive discourse in the late primary and post-primary classroom. She provides enlightening casestudies to illustrate how essential language gapsremain unidentified if sampling of one of thegenres is omitted.
The author then goes on to give a detailed guideon how to procure a comprehensive languagesample, including advice on setting up theinteraction, activities she has used in procuringsamples across the 4 genres and guidelines foranalysis including a reference for software thatthe clinician can use to analyse the sample(www.saltsoftware.com).Following on from this Nippold illustrates the
formulation of intervention goals based onlanguage sampling and gives detailed examples ofactivities that target the various genres,conversational, narrative, expository andpersuasive. Nippold’s intervention strategy is one ofcollaboration with Teachers and of working onlanguage and communication goals within thecontext of the curriculum, using tasks that aremotivating and relevant to the young person. Thefinal chapter on intervention suggests motivatingstudents by working on the publication of a schoolnewspaper. In this example Nippold suggestsgrouping students with typical language withthose with language deficits and illustrates indetail how this process works.
This reviewer found this book to have severalstrengths. The richness of the authors “on theground” experience with this group was evidentthroughout and lent practical credibility. The ideaspresented had a sound evidence base and werebacked up by research and practical examples andcase studies. . The empathy of the Author with thelanguage impaired individual’s struggle and thewill to intervene to improve the individual’ssituation, which draws many to work in the fieldof SLT, came through the pages and manytherapists will identify with Nippold’s statementthat “The ultimate goal of language interventionwith adolescents is to increase ability tocommunicate in meaningful contexts beyond thetherapy room”. The ideas were presented in alogical sequence, from rationale to practice andtools for sampling and intervention werecomprehensive and provided in a manner that wasclear and easy to follow. Tables were used a gooddeal to summarise and clarify, which made ideasaccessible. Although Nippold has extensiveexpertise in this field, the tone of the publicationwas not didactic and, whilst giving clearprotocols, she recommended a flexible approach inaccordance with the individual client’s needs andthe use of clinical judgement.
The reviewer found little wanting in thispublication. Nippold was open in relation tohaving a small sample of participants in her studyof syntax in young adolescents with ASD andcautions that the number of participants is toosmall to draw generalisations.
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The reviewer found the content of this book to havegreat relevance to her area of clinical practice.Young people in special care and detention canstruggle with the content and relevance ofstandardised assessments, which negatively impactson their engagement and performance on suchstandardised measures. Language sampling acrossgenres as suggested by Nippold is an effective toolfor assessing the young person’s languagecompetence in functional settings and of developingrealistic and relevant goals. Educationalacheivement is a protective factor for young peopleat risk, so a collaborative approach with Teachers inassessing language and in implementing languageinterventions is highly desirable. All interventions(such as counselling, key sessions, etc) with theseyoung people are verbally mediated so there are alsoopportunities for working collaboratively on
language and communication within these contexts.Nippold provides sample activities for working oneach genre of discourse; however the principles ofthe work are clear so that they can be applied tomany activities that might motivate a young person.
I would highly recommend this publication to SLTsworking in the field of adolescent language. Thisreviewer would suggest reading the full text as itcovers both the rationale and the process forlanguage sampling and demonstrates theformulation of goals based on the findings oflanguage samples
Writing: 10/10Content: 10/10Value to the Field: 9/10
Book ReviewTITLE: Counseling in
Communication Disorders: A
Wellness Perspective, 2nd Edition
Authors: Audrey L. Holland & Ryan L. Nelson.
Published by: Plural Publishing Place of publication: San Diego, USANumber of pages: 341Edition number: 2ndDate of publication: 10/09/2013Cost: $69.95 (approx. €60.38)
Reviewed by:
Anna McLeod, Senior Speechand Language Therapist, LinnDara CAMHS, South Kildare.
With almost six years experience in mental health, Iwas instantly drawn to the title of this book. I havenot read the first edition so cannot comment on anychanges but as it stands, I feel that this 2nd editionis important reading for SLTs in any setting. In fact, Istarted reading it expecting it to be of more specificrelevance to me given my work in CAMHS but foundit was more focused on “counseling moments” thatmay arise with any client or family with whom anSLT may work. This book is based on the tenets of positivepsychology and sets out to describe a “counselingattitude” and explore how SLTs can “enrich theirclinical practice using specific skills and techniques”by incorporating this attitude (Preface). The authorsachieve this goal and have written an immenselyreadable and uplifting book about how SLTs canhighlight and use their clients’ and client’s families’strengths in all of their interactions, not just SLTtherapy sessions.
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The book begins with three introductory chapterswhich introduce and discuss “communicationcounseling” and the idea of “counseling moments”.An overview of the positive psychology approach ispresented (ch. 2) as well as characteristics of goodcounselors (ch. 3). For SLTs working with children,chapters 4 and 5 are of particular relevance, focusingon communication counseling with parents (ch. 4) anddirect work with children (ch. 5). The followingchapters provide an overview of issues which mayarise when working with adults for whomprogression is towards improvment (ch. 6) andtowards deterioration (ch. 7). While you could dip into particular chapters of mostrelevance to your work, despite working with childrenand adolescents, I still found the latter chapters ofinterest on a personal level and found myselfreflecting on my interactions with grandparents andthose in my life who have experienced illness. Thelatter chapters also reference activities introduced inprevious chapters which means that, rather thanflicking back and forth between chapters, reading thebook in its entirety will likely be easiest and of mostuse. Chapter 8 summarises how one might deliverthe positive psychology message in a group workshopformat, providing an overview of a four week groupprogramme which can be adapted for use withfamilies of adults with communication needs, parentsof children with disabilities or clients themselves.
The book offers frequent opportunities (displayed ineasy-to-find boxes) for reflection on our own practiceand to use the appproaches and activities in relationto our own lives. It highlights the importance of atherapist’s own self-awareness to develop skills andapproaches with clients and each chapter provides alist of references as well as websites and youtubeclips which could also be shared with clients (anexample of one useful website iswww.authentichappiness.org).
As the book is drawn from positive psychology, it isstrengths-focused, whether discussing how tohighlight a child’s strengths with their parents orreflecting on what strengths an adult who has had astroke may capitalise on as they come to terms withtheir “new normal”. The book focuses on “normal”people who are dealing with catastrophic situaitons,rather than those who may present with specificmental health diagnoses and as such, is relevant toSLTs working in any field.
The final chapter is written by guest author, StanGoldberg and is titled “There’s an elephant in theroom: issues with death and dying”. It provides verypractical and matter-of-fact advice for how to sit andcommunicate with someone who is dying. It shouldprobably be read by anyone working in this field notjust SLTs. It is simply written and describes how tosupport a dying person in having a peaceful deathand dealing with painful communications which mayarise.
This is definitely a book for SLT students andclinicians and while parents/families/clients could bedirected to some of the references it is not writtenfor clients to read directly themselves. It is written byAmerican authors and as such, some of thereferences and case studies are related to Americanlegislations, school systems and so on. Towards theend of the book I found myself mildly frustrated withsome of the scenarios described as I would havepreferred more of a working through of how torespond in a positive-psychology-influenced way,rather than just more opportunities for reflection (forexample, how to respond to family members whospeak for the individual with the communicationdisorder). However, the authors have not set out toprovide all the answers (and indeed, highlight thatthere are rarely right or wrong responses) and thiswas likely more my relative newness to this field andwanting to have the answers given to me rather thancoming up with them on my own!
With regard to strengths, the book is very readableand I suspect would be of relevance to manydisciplines, not just SLTs. There are frequentdescriptions of real-life case scenarios and examplesfrom the authors’ practice which lifts it from atheoretical text to a very practical and relevant one. Iwould definitely recommend this book and hope thatit will influence my work, whether through the use ofspecific activities or simply increased awareness ofhow counseling moments can arise in everydayinteractions and how I can best respond by focusingon strengths to instil hope and achieve moresuccessful communication with my clients.
Writing: 9/10 Content: 10/10Value to the field: 10/10
Laryngeal Videoendostroboscopy Study DayFriday 1st MayThis is a study day we are running and applications are viahttp://form.jotformeu.com/form/50474519317356There is info on Facebook, Twitter and Website
HSCP CPD Conference22nd June Our Lady’s Hospice Harolds Cross
Student to Practitioner Conference NUIG 27th MayStewarts Care Palmerstown 3rd June
HSCP Research Conference 16thApril TCD School of Nursing andMidwiferyIts free and people can register at HSELand or see our website for details
WHY JOIN THE IASLT?Your Membership Counts INFLUENCING THE FUTURE1. The IASLT lobbies the Government, Oireachtas
Health Committee, all political parties, and the Department of Health and Children and other National Bodies on key issues and priorities. We influence policy development and plans through responses and submissions.
2. The IASLT is leading work to shape the speech and language therapy profession into the future, developing the scope and standards of practice, influencing and accrediting curriculum development, and supporting members.
3. We keep the profile of the profession high by achieving coverage in the national and regional media.
4. The IASLT represents member’s views.5. The IASLT is recognised as the designated
authority for the Speech and Language Therapy Profession in Ireland, acting with the approval of the Minister of Health and Children.
6. The IASLT accredits Irish University undergraduate speech and language therapy programmes.
KEEPING YOU INFORMED AND UP TO DATE1. You receive the all colour, information packed
Update magazine twice a year.2. You can read the latest research and evidence in
our bi-annual journal of clinical speech and language studies.
3. Members can access a range of information online including access to printed guidelines on many topics.
4. Members can access IASLT publications ranging from the latest clinical guidelines to public information leaflets.
PROFESSIONAL LEADERSHIP AND MEMBERSUPPPORT1. The IASLT CPD Officer explores and responds to
your professional development needs, using a variety of tools and recourses some of which are accessible via the IASLT website.
2. CPD events are advertised on www.iaslt.ie 3. The IASLT submits proposals to the HSE annually
for CPD funding.4. We work to ensure that the quality of speech and
language therapy education meets the present and future needs of clients.
5. The IASLT professional indemnity insurance scheme is available for members.
6. The IASLT ONLINE CPD Log is available for members to record their CPD and keep their records up to date in the event of a CPD Audit by CORU or IASLT
GETTING INVOLVED1. You have the opportunity to vote in council
elections at our annual AGM.2. You can join committees.3. You can attend the annual IASLT Conference with
top national and international speakers and a fantastic range of educational, scientific and social networking opportunities and experiences.
MEMBERSHIP BENEFITS1. Only current member’s clients can claim
reimbursement for treatment from Health Insurance Providers.
2. Members have the opportunity to submit their research, group or individual, in the form of a Poster or an Oral Presentation at the IASLT Biennial Conference.
3. ABOVE ALL, AS A MEMBER, YOU CAN MAKE A DIFFERENCE AND POSITIVELY CONTRIBUTE TO THE FUTURE DEVELOPMENT OF THE PROFESSION IN IRELAND.