Working with people with TBI: Staff Self-Study Module 3 Aim The module is for support workers who provide direct care and assistance to people who have had traumatic brain injury (TBI). It offers practical strategies that can help individuals with a TBI to increase their independence. This assistance could be provided in the person’s own home, in a residential care setting or a Transitional Living Unit. Rationale After a traumatic brain injury, a person’s ability to participate in their community and home environment may be significantly disrupted. When the person returns from hospital, it is likely that they may be receiving continuing treatment from rehabilitation professionals, who will be assisting them to increase their independence and achieve their goals. This module provides some basic guidelines and strategies to assist support workers in this process. Although increased independence signifies progress and is to be encouraged, there are times when this may pose associated risks for individuals. Outcomes 3.4 Know what rehabilitation is
Speech Pathology Cognitive Behavioral Therapy for SLPs: Applications for Counseling, Behavioral Change, and Clinical Supervision William Evans, MS, CCC-SLP May 12, 2015 This text-based course is a transcript of the webinar, “Cognitive Behavioral Therapy for SLPs: Applications for Counseling, Behavioral Change, and Clinical Supervision,” presented by Willi... Neurogenics/Cognition/Executive Function Veteran Affairs (VA) courses Pearson's EBP Briefs: The Effects of Structured Writing Intervention for Elementary Students With Special Needs: A Systematic Review Julie Masterson, PhD, CCC-SLP, Angella Powell-Webb, MS, CCC-SLP May 6, 2015 IntroductionThe American Speech-Language-Hearing Association (ASHA) 2006 Schools Survey indicated that literacy (reading and writing) was an area in which intervention was provided by 37% of SLPs in t... Language Disorder(s) Literacy/Phonological Awareness School Intervention/Collaboration in Schools Julie Wolter, PhD, CCC-SLP J. Stuttering Kimberly Murza, PhD, CCC-SLP, Chad Nye, PhD
Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision Ad Hoc Committee on Supervision in Speech-Language Pathology About this Document This knowledge and skills document is an official statement of the American Speech-Language-Hearing Association (ASHA). This knowledge and skills statement was developed by the Ad Hoc Committee on Supervision. Members of the committee were Lisa O'Connor (chair), Christine Baron, Thalia Coleman, Barbara Conrad, Wren Newman, Kathy Panther, and Janet E. Brown (ex officio). Table of Contents Knowledge and Skills This document accompanies ASHA's policy documents Clinical Supervision in Speech-Language Pathology: Position Statement and Technical Report (ASHA, 2008a, 2008b). Professionals looking for guidance in supervising support personnel should refer to the ASHA position statement and knowledge and skills documents on that topic (ASHA, 2002, 2004a, 2004b). ASHA's technical report on clinical supervision in speech-language pathology (2008b) cites Jean Anderson's (1988) definition of supervision: Return to Top I. A.
Look Who's Talking! All About Child Language Development Language and communication skills are critical to a child’s development. Good communication makes them better able to engage in socialization and to learn from their environment and from formal classroom instruction. When we talk about communication we are talking about both speech which is the verbal means of communication and language which is using shared rules to put words together to express thoughts and feelings as well has to understand the meaning of language through both spoken and written communication. There are four main components of language: Phonology involves the rules about the structure and sequence of speech sounds.Semantics consists of vocabulary and how concepts are expressed through words.Grammar involves two parts. From birth on, children are programmed to develop speech and language. In the early stages of language development, the brain is programmed to attend to speech sounds and begin to mimic them. Language Development Information From Experts In The Field
Brain Injury Initiative Survival Guide - Alberta Seniors Skip To Navigation Skip To Content Alberta.ca » Human Services » Programs & Services » Disability Services » Provincial Disability Supports Initiatives » Alberta Brain Injury Initiative » Survival Guide Feedback Alberta Brain Injury Initiative Survival Guide The Survival Guide is intended to provide basic information and support to survivors of acquired brain injury and their families. If you would like a copy of this guide, please contact the Brain Injury Initiative Office in your region. Click on the links below to access the different sections of the Survival Guide.
THE BRAIN FROM TOP TO BOTTOM For many years, scientists’ understanding of how the brain processes language was rather simple: they believed that Wernicke’s area interpreted the words that we hear or read, then relayed this information via a dense bundle of fibres to Broca’s area, which generated any words that we spoke in response. But subsequent experiments with brain imaging have revealed the existence of a third region of the brain that is also indispensable for language. This region is the inferior parietal lobule, also known as “Geschwind’s territory”, in honour of the American neurologist Norman Geschwind, who foresaw its importance as early as the 1960s. Brain imaging studies have now shown that the inferior parietal lobule (angular gyrus and supramarginal gyrus) is connected by large bundles of nerve fibres to both Broca’s area and Wernicke’s area. The inferior parietal lobule is one of the last structures of the human brain to have developed in the course of evolution.
Strategies for Clinical Teaching Joanne E. Schupbach Practice Management and Professional Issues Professional Issues 6944 Editor's note: This text-based course is a written transcript of the live seminar, "Strategies for Clinical Teaching," presented by Joanne Schupbach, M.S., M.A., Manager Audiology Clinical Education, Assistant Professor, Rush University Medical Center. The course handout is available here (PDF) - it is recommended to download the course handout prior to reading the text course. In my role here at the university, my interests have focused on clinical education including clinical teaching, supervision and mentorship. Clinical Teaching Goals Clinical preceptors have a great responsibility when training students and often this training takes place in a fast-paced, high workload environment. Increase students' knowledge and skillsRefine practice efficiency and effectivenessPromote increasing clinical independencePrepare students for optimal health outcomes with patientsBecome a competent, compassionate, independent and collaborative clinician This is quite a mandate for all of us. Figure 1.
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