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Whiplash-associated dysphagia and dysphonia: a scoping review
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Auditory Training Supports Auditory Rehabilitation: A State-of-the-Art Review
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Verbal contingencies in the lidcombe program: a noninferiority trial
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Student perceptions of factors that influence clinical competency in voice
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Abstract:
Purpose: This study aimed to explore factors, perceived by students themselves, that help or hinder development of competency in voice. Method: Focus group interviews were conducted with a convenience sample of 14 speech pathology students (93% female, mean age 22 years). Interviews were transcribed verbatim and analysed using template analysis. Result: Students’ perceptions of influencing factors were grouped into two major themes: (1) personal factors, and (2) educational factors. A key finding was that many participants perceived a student’s own voice to be a major factor impacting their development and attainment of clinical competency in voice, and that mindsets towards the (un)changeability of students’ own voices varied across participants. Students with a performance background were considered to be at an advantage in terms of performing vocal tasks and suitability to work with specific populations. Key facilitatory educational factors included access to and experience of demonstrations (face-to-face and video), additional training workshops, peer learning, and simulation. Conclusion: This study identified a number of personal and educational factors that students perceive to impact the development of competency in voice. Consideration of these holistic factors may assist speech-language pathology educators to deliver optimally effective voice-related curricula.
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Keyword:
1203 Language and Linguistics; 2733 Otorhinolaryngology; 2912 LPN and LVN; 2922 Research and Theory; 3616 Speech and Hearing; Language and Linguistics; LPN and LVN; Otorhinolaryngology; Research and Theory; Speech and Hearing
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URL: https://espace.library.uq.edu.au/view/UQ:5b1ad4c
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Elizabeth Usher Memorial Lecture: lost in translation? Challenges and future prospects for a neurobiological approach to aphasia rehabilitation
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The Communication Research Registry: facilitating access to research experiences for people with a communication disability
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What does a family who is “engaged” in early intervention look like? Perspectives of Australian speech-language pathologists
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Multisession transcranial direct current stimulation facilitates verbal learning and memory consolidation in young and older adults
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Identifying clients’ readiness for hearing rehabilitation within initial audiology appointments: a pilot intervention study
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Speech language therapy services for children in Small Island Developing States – the situation in the Maldives
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An evaluation of an integrated stuttering and parent-administered self-regulation program for early developmental stuttering disorders
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Client perspectives on living with dysphagia in the community
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Prognostication in post‐stroke aphasia: how do speech pathologists formulate and deliver information about recovery?
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Identifying the approaches used by audiologists to address the psychosocial needs of their adult clients
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Is cortical automatic threshold estimation a feasible alternative for hearing threshold estimation with adults with dementia living in aged care?
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Clinical reasoning and hypothesis generation in expert clinical swallowing examinations
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Audiological approaches to address the psychosocial needs of adults with hearing loss: perceived benefit and likelihood of use
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Engaging, collaborating and empowering through research and innovation
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The validity of an isiZulu speech reception threshold test for use with adult isiZulu speakers
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Knowing the costs of change: an introduction to health economic analyses and considerations for their use in implementation research
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