Download Prevention of Communication Disorders

Promoting Health
and Well Being:
A Graduate Seminar
in Prevention
Jack Pickering, Ph.D., CCC-SLP
College of Saint Rose
Albany, NY
American Speech-Language-Hearing Association Convention
Friday, November 16, 2007
Boston, Massachusetts
Purpose of the Course
This course will explore the topic of
prevention in communication sciences and
disorders. Students will discuss prevention as
an essential feature of health care and
wellness, as well as a key feature of our
assessment and intervention.
Students in the course will:
learn about the science of prevention and its place
in health care and wellness,
gain knowledge about prevention in speechlanguage pathology and audiology,
research and present information about prevention
take part in activities that promote the prevention
of communication and swallowing disorders
Purpose of the Course
Consistent with ASHA’s educational
standards in speech-language pathology,
students in the course will:
gain knowledge of the principles and
methods of prevention for people with
communication and swallowing disorders
take part in prevention activities, including
the selection, development, and
dissemination of prevention materials
Outline of Topics
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Prevention: Definitions and concepts
Preventing health problems and promoting wellness
The science of prevention
Models of preventative health
Genetics and environment: Influences on health
Prevention across the lifespan and multicultural issues
Prevention of disorders of communication and swallowing
Fluency disorders and disorders of voice
Child language disorders
Adult language disorders
Cognitive/communicative disorders
Preventing hearing loss
Preventing communication problems with hearing loss
Swallowing disorders and speech sound disorders
Designing and implementing prevention programs
Presenting your program and de-briefing
Course Resources
National/Governmental Agency
Documents and Web Sites
ASHA’s Curriculum Guide for
Instructors and Students,
as well as Selected Readings
A Health Questionnaire
to Start the Class
Please respond to the following questions. You do
not need to divulge highly personal information, if
that would be uncomfortable. However, your
thoughtful responses will get us started thinking
about prevention in a broad, personal way.
Are you engaged in any activities or behaviors that
you consider preventative? If so, what are you
doing and what are you trying to prevent?
Are you aware of any factors (familial,
environmental, behavioral) that affect your health
(today or in the future)?
Have you ever been engaged in clinical activities
(as a student) that you consider preventative? If
so, what are/were they?
Annotated Bibliography
For this assignment, students and the instructor will
prepare an annotated bibliography on prevention that
will be created throughout the semester.
Students will be responsible for completing 5
annotations throughout the semester, and the
following criteria must be followed: a) annotations
will come from a variety of resources, b) at least 1
must be related to the prevalence or incidence of
communication sciences and disorders, c) at least 1
annotation must come from a resource less than a year
old, and d) each annotation will be word processed in
11 or 12 Times New Roman font.
Annotations will be graded according to content,
organization and mechanics. The annotations will be
shared, so that at the end of the semester, each
student and the instructor will have dozens of
annotated references on prevention.
Annotated Bibliography
Title of Article: The prevalence of vocal fold nodules in school age
children
Journal Title: International Jl of Pediatric Otorhinolaryngology
Authors: Akif Kilic, M., Okur, E., Yildirim, I., & Guzelsoy, S.
Year and Number of Pages: 2003, pp. 409-412
Brief Summary: This study assessed 617 school children, between
7 and 16 years of age. The researchers used telescopic
laryngoscopy to assess the structure of the vocal folds. Results
indicated that 16.9% of the children had vocal nodules, with a
male to female ratio of 2:1. This study demonstrated a high
prevalence of vocal fold nodules in the children and adolescents
studied. The authors stated that vocal nodules were usually
bilateral. This study suggests that both clinical and school based
speech language pathologists will likely treat children and
adolescents with vocal nodules during their career. It is
particularly important for school based speech language
pathologists to inform parents, teachers and children about voice
disorder and ways to maintain a healthy voice.
Epidemiology
epidemiology
Main Entry:
Pronunciation:
Function:
Etymology:
Date:
ep·i·de·mi·ol·o·gy
\e-pə-dē-mē-ä-lə-jē, -de-mē-\
noun
Late Latin epidemia + International Scientific
Vocabulary -logy
circa 1860
1 : a branch of medical science that deals with the incidence,
distribution, and control of disease in a population
2 : the sum of the factors controlling the presence or absence of a
disease or pathogen
Definition of epidemiology from the Merriam-Webster Online Dictionary:
www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=epidemiology
Questions about Epidemiology
What is epidemiology? Why should we care about it?
How can an epidemiologist help us do our job?
What is the incidence of communication and swallowing
disorders in the United States?
What is the prevalence of communication and swallowing
disorders in the United States?
Wait a minute…What are incidence and prevalence?
Does the disorder matter when it comes to incidence and
prevalence?
Can we change incidence and prevalence of communication
and swallowing disorders?
What do risk factors and protective factors have to do with
speech-language pathology?
How do we reduce risk factors with our clients or potential
clients?
Can we encourage protective factors with our clients or
potential clients?
Levels of Prevention
Primary Prevention is the elimination or inhibition of
the onset and development of a communication
disorder by altering susceptibility or reducing
exposure for susceptible persons.
An exposure means presence of a risk factor.
Immunization to prevent infectious disease is
probably the best known example of primary
prevention. Other examples are using ear protectors
in noisy environments to prevent noise-induced
hearing loss and wearing seat belts to prevent head
injury.
See Spring into Science.
American Speech-Language-Hearing Association. (1991).
Prevention of Communication Disorders [Relevant Paper].
Available from www.asha.org/policy
Levels of Prevention
Secondary Prevention is the early detection and
treatment of communication disorders. Early
detection and treatment may lead to the elimination of
the disorder or the retardation of the disorder's
progress, thereby preventing further complications.
Screening is an example of secondary prevention. A
specific example would be the high-risk register for the
detection of congenital or early onset deafness. If
hearing loss is identified and treated early, the
handicap may be reduced or eliminated.
See Screening Opportunities.
American Speech-Language-Hearing Association. (1991).
Prevention of Communication Disorders [Relevant Paper].
Available from www.asha.org/policy
Levels of Prevention
Tertiary Prevention is the reduction of a disability by
attempting to restore effective functioning. The major
approach is rehabilitation of the disabled individual
who has realized some residual problem as a result of
the disorder.
The history of the communication disorders
professions has been one of tertiary prevention.
Speech-language pathologists and audiologists have
most commonly provided tertiary prevention by
rehabilitating clients to maximal levels of function
within the constraints of their preexisting conditions.
See Student Presentations.
American Speech-Language-Hearing Association. (1991).
Prevention of Communication Disorders [Relevant Paper].
Available from www.asha.org/policy
Spring into Science
A program for middle school children from
Capital Region Catholic schools
Local colleges and medical facilities present
workshops that focus on various healthrelated careers, including speech-language
pathology and audiology
The College of Saint Rose offers workshops
on the prevention of hearing loss and voice
problems
Saint Rose students in the seminar plan and
deliver all aspects of the 2 workshops
Spring into Science
Spring into Science
Healthy Hearing
The human ear is delicate structure that allows us
to hear things around us. Unfortunately, our ears
are constantly bombarded by noise that can harm
your hearing. In this session work with graduate
students from The College of Saint Rose to look
inside the ear, test someone’s hearing, and learn
how to protect your ears from damage.
Care of Feeding of the Voice
Our voice comes from a tiny pair of very strong
vocal cords that vibrate about 270 times each
second. Come and join College of Saint Rose
graduate students to view the vocal cords in action
and see what happens when the voice is misused or
overused. Join in a test for voice problems and
learn what you can do to take care of your voice.
Screening Opportunities
Speech and hearing screenings for
students in our introductory course
Voice screenings for students in teacher
education and special education
Area preschool and kindergarten
speech, language, and hearing
screenings
Legislative hearing screening for May is
Better Hearing and Speech Month
NYSSLHA’s Legislative
Hearing Screening Program
The New York State Assembly
presents a proclamation for Better
Hearing and Speech Month
Students meet Senator Hannon,
the New York State Senate
Health Committee Chair
Student Presentations
Your presentation will be 30 minutes in length,
followed by a 15 minute question and answer period
(Q & A). Please include:
Brief introduction to your topic, including the organization
A brief description of the relationship of your topic to
primary, secondary, and/or tertiary prevention
The main content of your presentation, which should focus on
5-7 related ideas or topics. You could use this time to discuss
articles, information from your manual, or important details
on the web
At the end, take a couple of minutes to summarize your talk
For the Q & A, begin by opening things up for questions.
Then insert some of your own questions for the audience
Prepare a handout with an outline of your
presentation (2 or so pages) and a list of references.
For references, include sections from your manual,
articles, web sites, people resources, etc.
Student Presentations: Topics
Swallowing disorders
Preventing aspiration after head and neck injury and/or surgery
Preventing aspiration after nervous system impairment
Disorders of speech sound production
Preventing maladaptive articulation behaviors with cleft palate
Preventing oro-facial cancer
Fluency disorders
Preventing the onset of stuttering in young children
Reducing the impact of stuttering with adults
Disorders of voice
Preventing voice disorders with teachers and signers
Preventing voice disorders in school-aged children
Child language disorders
Stimulating language in medically fragile children
Preventing communication breakdown with children who have
specific language impairment
Student Presentations: Topics
Adult language disorders
Stroke prevention
Family-centered intervention after aphasia
Cognitive/communicative disorders
Preventing brain injury
Preventing communication breakdown after cognitive disorders
Preventing hearing loss
Universal hearing screening for infants
Preventing noise induced hearing loss
Preventing communication problems secondary to hearing loss
Preventing speech and language disorders in children with
hearing impairment
Preventing communication disorders after acquired hearing loss
Student Presentations: Grading
I will grade this assignment using the following guide:
The handout will account for 30% of the grade. The outline
should be well organized, free of errors, and consistent with
your talk. Your references should include a variety of resources.
The 30-minute presentation will account for 50% of the grade.
Your presentation should be well organized, well presented, and
informative. It is expected that you will go beyond what is in the
manual and mention the resources you used to put the talk
together. The talk should be 27.5 to 32.5 minutes in length. I
want you to consider this presentation like you would a
convention presentation.
The 15-minute Q & A session will account for 20% of the grade.
This aspect of the assignment will be graded according to how
well you respond to questions and the way in which you
incorporate others into the session. If you have a chance to ask
questions, they should be relevant and extend the discussion.
The session should last between 13 and 17 minutes.
A Class Activity: Planning
a Prevention Program
During the final class periods, 2 groups of students
will plan prevention activities using the class
materials in the Students’ Manual. The planning
process will include the following steps:
Form 2 groups of 8 students each
Each group will select a target population
Select and apply one of the models of prevention
program design: a) Public Health Model, or b)
Comprehensive Health Education Model
Develop a written plan for the prevention
program using resources in the Manual (See the
questions in the beginning of this section)
A Class Activity: Planning
a Prevention Program
At the end of the first class period, groups will
report on their progress and the steps they will
take to complete the project.
During the second class period, groups will
complete their work and present the program.
The final report to the class will include the
following:
A description of the target population; the
problem addressed by the program
The program’s goals/objectives/outcomes
The activities used to meet the goals/objectives
or address the outcomes
The procedures used to evaluate the program
World Wide Web Sites
www.asha.org – The American Speech-Language Hearing Association
www.health.state.ny.us/nysdoh/eip/index.htm - NY’s EI Program.
www.kidsource.com/ - Articles for parents.
www.babyhearing.org/ - Information about hearing in babies.
www.betterhearing.org/hearing_loss_prevention - This website also
focuses on hearing loss, including how to prevent it.
www.nidcd.nih.gov - The National Institutes of Deafness and
Communication Disorders.
www.cdc.gov/niosh/topics/noise/ - The National Institute for
Occupational Safety and Health, a part of the Centers for Disease
Control and Prevention. Also try www.cdc.gov/noish/noise.
www.prevent-stuttering.com and www.speechcare.com/prevention.html Two website about stuttering prevention.
www.ncvs.org – The National Center for Voice & Speech.
www.blues101.org/articles/holistic.htm - A website for musicians.
World Wide Web Sites
www.biausa.org/Pages/home.html - The Brain Injury Association of
America.
www.strokeassociation.org - The American Stroke Association’s (ASA)
website. This organization is part of the American Heart Association
(www.americanheartassociation.org).
www.stroke.org – The National Stroke Association (NSA).
www.teenpregnancy.org – A website about preventing teen pregnancy.
www.cdc.gov/nccdphp/aag/aag_oh.htm - From the Centers for Disease
Control and Prevention.
www.safetylit.com - A website about injury prevention.
www.cpsc.gov – The U.S. Consumer Product Safety Commission.
www.toysafety.net – A website devoted to information on toy safety.
www.epa.gov/appcdwww/ - The Environmental Protection Agency.
www.asmi.org – The American Sports Medicine Institute.
www.andreasvoice.org/prevention.htm - A website about the prevention
and treatment of eating disorders.