Background: Written reflective practice (WRP) is a teaching tool used across speech--language therapy (SLT) clinical education programmes. The process aims to support the development of reflective skills required for the workplace (e.g., problem-solving and self-evaluation). Aims: This cross-sectional and repeated-measures study design…

The project aimed to explore what interpreting students' written reflections reveal about the impact of Interprofessional Education (IPE) on their development as future practising professionals. Student health interpreters from the Auckland University of Technology and postgraduate Speech Science students from the University of Auckland, who were…

Communication and play skills are important aspects of development yet are largely uncharted in children with attention deficit hyperactivity disorder (ADHD). This exploratory study examined whether changes in pragmatic skills and problem-solving skills were observed in children with ADHD pre- and post-participation in a play-based intervention…

The classification, diagnosis, and treatment of children with language disorders should reflect hypotheses about the different levels of cause-effect relationships that exist among the structures, processes, and behaviors involved in language. Clinical examples are presented to illustrate the way in which classification, diagnosis, and treatment…

The Test of Problem Solving (TOPS) was evaluated by 20 speech-language clinicians based on designer claims that the test assesses integration of semantic, linguistic, and reasoning ability and taps skills needed for academic and social acceptance. Results challenged the content validity of the test. (Author/DB)

Background: Studies from the amnesia literature suggest that errorless learning can produce superior results to errorful learning. However, it was found in a previous investigation by the present authors that errorless and errorful therapy produced equivalent results for patients with aphasic word-finding difficulties. A study in the academic…

This article offers a working definition and an overview of the critical components of collaborative consultation, including theoretical foundations, competencies, and model components. It focuses on the role of the speech language pathologist within various models and as a participant in a five-step problem-solving procedure. (DB)

Speech language pathologists providing collaborative-consultative services are urged to utilize a student skills framework, such as that of the MEGASKILLS approach, which focuses on developing students' confidence, motivation, effort, responsibility, initiative, perseverance, caring, teamwork, problem solving, and common sense. (DB)

This article describes a cognitive-behavioral treatment package for relapse management in adolescents who stutter. The package includes game-based training techniques in problem solving, communication skills, and assertiveness; coping responses for stuttering episodes; and realistic expectations for fluency and relapse. Follow-up results with…

This article discusses four solution-focused assumptions in providing early intervention services to children with speech-language disabilities and their families. These assumptions are: a polyocular perspective promotes successful family participation in treatment, a family's story contains resources for change, successful experiences promote…

A taxonomy for assessing development of speech-language clinicians based upon cognitive learning theory was applied in the analysis of videotaped clinical sessions involving three student clinicians. Developmental profiles in three areas of clinical problem solving (perspective taking, variables considered, and solutions generated) were derived.…