The Informed SLP: Speech Language Pathology Research
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In a fog

12/12/2020

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On a recent social media post, we asked our followers to tell us about a topic they wanted to learn more about. The most popular response? Chemo brain, also called chemo fog.
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You asked, we answered. Read on for:

Five facts + twelve clinical takeaways about chemo brain

Written by: Grace Neubauer, MS, CCC-SLP
Edited by: Natalie Douglas, PhD, CCC-SLP
​ ​​
“I lost the capacity to multitask and to hold a string of ideas in my head. I groped for the right word that I knew would express what I wanted to say, and lost the ability to hold a thought in my mind if I had to wait a few minutes for my turn to speak. It felt like a mental fog had descended over me; I might begin a sentence knowing what I wanted to say, but by mid sentence I’d lost the sense of it and stumbled finding the words or had to stop speaking altogether. I could no longer do crossword puzzles; I would remember that I used to know the word, it might sit just out of reach in my mind, but I could no longer reliably retrieve it. I used to always rely on a nimble mind and strong facility with language, but could no longer trust my mind or memory. I lost the ability to discuss a book. I’d struggle to remember something I’d just read. Some of this has improved over the years since my transplant, but much has remained.”  ~ On living with chemo brain, contributed by Susan Evans (mom of TISLP Editor Karen)
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#AmIQualified: Let’s talk about bilingualism and white supremacy in CSD, one layer at a time

12/1/2020

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​By: Leah Fabiano-Smith, PhD, CCC-SLP
I was on the plane to Orlando, heading to the ASHA Convention. I realized I had an issue of the ASHA Leader in my carry-on, so I pulled it out to browse through. I was thumbing through the pages when I saw a page full of brief quotations. The question at the top of the page read, “How are you incorporating diversity into your clinical practice?”

​Respondents from all over the country shared their diversity initiatives. One SLP said, “We’re hosting an international night! Folks will bring foods that represent their cultures to share with everyone.” Another SLP shared, “We’re decorating the halls of our school to represent the different cultures of the world.” Yet another suggested something like, “We’re celebrating African-American History month with literature about the underground railroad.” I immediately stuffed the Leader back into my bag and pulled out my laptop. I had completed my presentation days ago on misdiagnosis of speech sound disorders in bilingual children, a topic I speak on nearly every year; however, I felt compelled to add a couple slides. The first listed the quotes I found in the Leader article. At the bottom of the slide I wrote in all caps THIS IS NOT ENOUGH.
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#AmIQualified:  Let’s talk about privilege in speech–language pathology

12/1/2020

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​By: 
Dr. Kyomi Gregory, PhD, CCC-SLP
With: Meredith Harold, PhD, CCC-SLP & Vivian Tisi, MA, CCC-SLP
​ 
Maybe you’ve said the following:
“Where are you from? No, where are you REALLY from?”
“You speak English really well for a ______ person!”
“Can you teach me words from your native language?”
“What are you?”
“You don’t look ______.”
 
But let’s think again. What makes me assume I know your culture and who you are from visual appearance?
 
The previous statements are actually considered to be microaggressions. They send the message that an individual is “other”, “different”, or “less-than” in some way. Sue et al. (2007) identifies microaggressions as daily verbal, behavioral, or environmental insults that can either be intentional or unintentional, and that can impact clinical interactions between a clinician and client.
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#AmIQualified: Let’s talk about moving from cultural competence to cultural humility

12/1/2020

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​By: Dr. Kyomi Gregory, PhD, CCC-SLP
With: AC Goldberg, PhD, CCC-SLP & Vivian Tisi, MA, CCC-SLP
​

Special thanks to Vivian for proposing the concept of #AmIQualified. We can ask ourselves this as SLPs who treat a broad range of individuals, as we push toward and through cultural humility.

What does culture mean to you?

Tell me what is most central to your identity:
 
Is it your age?
Disability?
Ethnicity?
Gender?
Sex?
Sexual orientation?
National origin?
Language?
Race?
Religion?
Veteran status?
… or something else?
 
If you had a hard time choosing one you probably, like most people, fit into more than one category. Oftentimes culture operates at a place of intersectionality. One box does not fit all areas of your cultural identity. Culture is the fabric that makes you who you are and is always evolving. But importantly, our assumptions about culture shape our interactions with our clients. These are the invisible biases that can prevent a clinician from being qualified to practice.
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The Not-New Speech Norms Part 2: An American Tale

11/17/2020

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Say hello to the: Early 13, Middle 7, and Late 4?!


​Review by Karen Evans, MA, CCC-SLP
​
Released to members of
TISLP in August, here.

​Quick: ​​​For those of you who are already caught up on the article that broke the SLP internet, the TL;DR version of this newer article is:
  • The same authors crunched the consonant age of acquisition data for just US English.
  • The headline is unchanged. Yes, including for /ɹ/.* Some sounds actually show up even earlier in this data set.
  • Go here for updated infographic posters to print, share, or hang on your wall.
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Everyone else, welcome! Let’s go on a journey together. Consider this topic an enchanted forest; the path through may be arduous, but we will all leave with our practices transformed for the better. Is it possible that quarantine at our house is involving a lot of Frozen 2? Perhaps. ​

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Motivational interviewing and behavioral change in clinical practice

10/20/2020

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by Lauril Sachet, MS, CCC-SLP
TISLP Staff
Maybe you’ve heard the buzz about Motivational Interviewing (MI) but are wondering, “what is it and how is it applicable to me?” This blog explores exactly that! My aim is to share the evidence, framework, application, and benefits of MI from an SLP perspective.
 
Any of these situations sound familiar to you?
  1. Clinician: “How did your home practice go?” Client: sheepish grin, blank stare, fill-in-the-blank excuse, hands over a partially completed homework log, etc.
  2. You steel yourself for a challenge after repeatedly reading the phrase “non-compliant” in your chart review.
  3. In order to improve access and quality of care, you’re advocating for a new program or protocol in your facility (e.g., oral care, FEES, integrating AAC use throughout the school day…)
  4. You’ve educated your patient, family, and care team repeatedly but are still having a hard time getting everyone on board with recommendations.
  5. All of the above
 
What do all these scenarios have in common? They all involve some relationship to behavioral change. As SLPs, we address change on a fundamental and often physiologic level: swallowing, voicing, language, respiration, motor speech, cognition, emotional regulation... These functions may be so ingrained that it takes a massive effort and steadfast dedication to alter them. And yet, our field exists precisely because change is possible!
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    By The Informed SLP Team,
    with occasional guests​
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    Better Information.
    Better Outcomes.

    Learn what works
    Along with
    members of The Informed SLP
    View all blog posts

    Blog posts by title:


    ​In a fog: Five facts + twelve clinical takeaways about chemo brain

     
    #AmIQualified: Let’s talk about bilingualism and white supremacy in CSD, one layer at a time
     
    #AmIQualified:  Let’s talk about privilege in speech–language pathology
     
    #AmIQualified: Let’s talk about moving from cultural competence to cultural humility

    The Not-New Speech Norms Part 2: An American Tale

    ​Motivational interviewing and behavioral change in clinical practice

    ​Standardized language tests: That score might not mean what you think it means

    ​The grammar guide you never knew you always wanted

    ​Top 12 questions about ASHA CEUs—answered

    ​Schools, safety, SLPs, and the evidence

    ​Response to #BlackLivesMatter, 2020

    COVID-19 and Dysphagia: Considerations for the Medical SLP

    ​COVID-19 and Cognition: Impact for the Medical SLP

    ​Looking for evidence on telepractice for SLPs?

    ​"I don't get what the difference is between ASHA's Evidence Maps, speechBITE, and The Informed SLP..."

    ​SLPD vs. PhD: What's the difference?

    ​That one time a journal article on speech sounds broke the SLP internet

    ​The difference between respecting our science and loving our science

    ​What does the evidence show about treatment intensity?

    ​EBP as a blame game

    ​The EBP barrier nobody is talking about

    ​Guest post: On evidence analysis

    ​Guest post: On trauma and language development

    ​Guest post: Working memory, processing speed, and language disorder

    ​Guest post: Push-in services—how to collaborate!

    ​Guest post: Complexity approach for speech sound disorders

    ​How am I supposed to find time to read research?!?

    ​SLPs: How to make sure you're using EBP

    ​SLPs: How to get access to full journal articles 
     
     
     

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