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1. Narrative Ability Under Noisy Conditions in Children With Low-Normal Auditory Processing Skills
Sabina Anthony
Jennifer Kleinow
La Salle University, Philadelphia, Pennsylvania
Joanne Bobiak
Garrettford Elementary School, Drexel Hill, Pennsylvania
Abstract: With concern that typically developing children are vulnerable to noise effects on narrative skills, we compared children's narrative performance in quiet and in noise. We hypothesized that narrative performance would decrease in noise and that children with lower baseline scores on auditory processing tasks would be more vulnerable to noise interference on language processing.
2. The Dynamic Relationship of Sentence Complexity, Childhood Stuttering, and Grammatical Development
Kim R. Bauerly
Sheryl R. Gottwald
University of New Hampshire, Durham, New Hampshire
Abstract: The present study was conducted to determine if the relationship between sentence complexity and childhood stuttering is influenced by grammatical development. The study was cross-sectional in design and observed the spontaneous speech of 6 children who stutter ranging in age from 32 to 46 months. To determine if the difference in sentence complexity of fluent and stuttered utterances was related to age and/or IPSyn, bivariate correlation analyses were conducted.
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3. Undergraduate and Graduate Students' Perceptions of an Instructor Who Stutters
Tanya P. Lake
Toronto East General Hospital, Toronto, Ontario, Canada
Paul G. Blanchet
Timothy Levonyan Radloff
Bruce G. Klonsky
State University of New York at Fredonia
Abstract: The purpose of this study was to examine university students' perceptions of an instructor who stutters. Fifty-six undergraduate and 24 graduate students enrolled in speech-language pathology courses evaluated the instructor on a variety of speech-related and personality dimensions. Descriptive statistics for individual survey items, between-groups comparisons, and correlations between pairs of items were calculated. In general, respondents rated the instructor somewhat negatively on several speech skills but positively on most personality characteristics. No statistically significant differences between undergraduate and graduate students' ratings of the instructor were found. Significant correlations were found between the constructs of intelligence and competence, fluency and ease of listening, and fluency and degree of handicap. Results were consistent with previous studies using an actual person who stutters rather than a hypothetical stutterer. Implications for future research are discussed.
4. Sign Language Proficiency Interview (SLPI): Prenegotiation Interrater Reliability and Rater Validity
Frank C. Caccamise
Vincent J. Samar
National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, New York
Abstract: The Sign Language Proficiency Interview (SLPI) is an interview tool that is widely used across the United States and Canada for assessing a person's sign language skills. In the traditional SLPI 3-rater team procedure, 3 raters independently rate a video recording of an interviewee's sign language interview and subsequently discuss and negotiate an official performance rating by reference to an explicit construct of scaled sign language skills. In this study, we evaluated the interrater reliability of raters' independent ratings before negotiation. In addition, we examined the degree of deviation of independent rater prenegotiation ratings from post-negotiation official ratings in order to estimate how seriously the idiosyncratic perceptions of raters affect the construct validity of the SLPI. Results support the existence of high reliability and little effect of raters' idiosyncratic perceptions on the construct validity of the SLPI when SLPI official ratings are obtained via the SLPI 3-rater team procedure.
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5. Role Entrapment of People Who Stutter Reported By K–12 Teachers
Farzan Irani
Rodney Gabel
Bowling Green State University, Bowling Green, Ohio
Stephanie Hughes
Governor's State University, University Park, Illinois
Eric R. Swartz
Scott T. Palasik
Bowling Green State University
Abstract: This study explored whether K–12 teachers reported attitudes that were indicative of role entrapment of people who stutter (PWS) in the form of occupational stereotyping. It appears as if stuttering influenced the participants' judgments regarding these careers. Future research should explore role entrapment of PWS related to other aspects of vocational choices and opportunities.
6. The Use of Online Discussion Forums for Ethics Training
Filip T. Loncke
University of Virginia, Charlottesville, Virginia
Carol C. Dudding
James Madison University, Harrisonburg, Virginia
Ji eun Kim
University of Virginia
Abstract: This article reports the findings of a study that was designed to examine graduate student performance regarding ethical dilemmas that were presented in an online discussion forum. Thirty-seven graduate students in communication sciences and disorders participated in online discussions that focused on ethical dilemmas in the field.
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7. Academic and Clinical Preparation for Cultural and Linguistic Diversity in Speech-Language Pathology: Program Director Perspectives
Cara Hammond
The College of Wooster, Wooster, Ohio
Pamela Mitchell
Kent State University, Kent, Ohio
Michelle Johnson
The College of Wooster
Abstract: This investigation surveyed program directors of speech-language pathology graduate programs in the United States to determine their views on the academic instruction and clinical practicum experiences that are provided to prepare students to work with culturally and linguistically diverse populations.
8. Using a Single-Subject Experimental Design to Implement a Nonlinear Phonology Approach to Target Selection
Kimberly O. Shoaf
Gwinnett County Public Schools, Suwanee, Georgia
Suneeti Nathani Iyer
Anne K. Bothe
The University of Georgia, Athens, Georgia
Abstract: The purpose of this study was to determine whether nonlinear phonology could be applied to assessment and treatment in a public school setting. It was hypothesized that the nonlinear phonology approach to target selection would result in more rapid improvement in specific treatment targets, more generalization to other structures or segments, and greater improvement in overall speech intelligibility than had occurred with previous treatment.
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9. Professional Identity Theft: What Is It? How Are We Contributing to It? What Can We Do To Stop It?
Carmen Burkhalter
Jessica Crittenden
The University of Alabama, Tuscaloosa
Abstract: This article was written to expose the threat of identity theft that accompanies anonymous Internet access to databases of professional information for licensed speech-language pathologists and/or audiologists and to recommend some guidelines that can help to prevent professional identity theft in the future. In order to examine the risk for theft, each state's individual licensing division was visited electronically and was examined for the type of access provided, list form or verification search, and the type of information provided, including name, license number, and other variables. Results from this search indicated that 42 states permit Internet access to their databases of licensed professionals. Nine of these states provide the information in list form directly on the site; the remaining 34 states use a verification search program for access to the database. Information provided ranges from name and license number to gender, birth date, and phone number. To minimize the risk of theft, we recommend that Internet access to licensed professionals' information be allowed only through full name or license number search. We also recommend that the information provided through the search be standardized across states and monitored by The National Council of State Board of Examiners for Speech Language Pathology and Audiology.
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