research topics for speech pathology

American Journal of Speech-Language Pathology

Editors-in-Chief: Erinn Finke, PhD, CCC-SLP, The University of Tennessee Health Science Center Rita R. Patel, PhD, CCC-SLP, Indiana University Bloomington

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2.6 (2022) 2.9 (5-year)

AJSLP  publishes peer-reviewed research and other scholarly articles on all aspects of clinical practice in speech-language pathology. The journal is an international outlet for clinical research pertaining to screening, detection, diagnosis, management, and outcomes of communication and swallowing disorders across the lifespan as well as the etiologies and characteristics of these disorders. Because of its clinical orientation, the journal disseminates research findings applicable to diverse aspects of clinical practice in speech-language pathology.  AJSLP  seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work.

The broad field of speech-language pathology, including aphasia; apraxia of speech and childhood apraxia of speech; aural rehabilitation; augmentative and alternative communication; cognitive impairment; craniofacial disorders; dysarthria; fluency disorders; language disorders in children; speech sound disorders; swallowing, dysphagia, and feeding disorders; and voice disorders.

Publication Frequency

AJSLP  is continuously published, with articles added to the Newly Published section of the website as they complete production. The journal also publishes issues on a bimonthly basis in January, March, May, July, September, and November, as well as special issues on an ad hoc basis at other times throughout the year.

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A research article is a full-length article presenting important new research results. Research articles include an abstract, introduction, methods and results sections, discussion, and relevant citations.

Suggested Maximum Length: 40 manuscript pages including citations, tables, and figures (supplemental materials not included in length guidelines).

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A research note is a brief manuscript presenting pilot, preliminary, and/or exploratory findings or a new method for the collection or analysis of data. Includes a short abstract and introductory paragraph. The scientific findings should be explained and documented concisely. 

Suggested Maximum Length:  20 manuscript pages including citations, tables, and figures (supplemental materials not included in length guidelines).

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“Review Article” is an umbrella term covering systematic reviews (with or without meta-analyses), historical reviews of a body of research, description of an author’s programmatic research, and possibly other types of reviews. Reviews can be a comprehensive overview, or they can be focused on a narrow body of research. Reviews should be accessible to knowledgeable readers not expert in the subject area. They should be prepared with the same rigor as a research article reporting specific results.

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A clinical focus is an article that may be of primary clinical interest but may not have a traditional research format. Case studies, descriptions of clinical programs, and innovative clinical services and activities are among the possibilities

Suggested Maximum Length:  40 manuscript pages including citations, tables, and figures (supplemental materials not included in length guidelines).

A tutorial is an educational exposition covering recent literature on topics of interest to clinicians and other scholars

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Suggested Maximum Length:  30 manuscript pages including citations, tables, and figures (supplemental materials not included in length guidelines).

A viewpoint includes scholarly based opinion(s) on an issue of clinical relevance that currently may be neglected, controversial, or related to future legislation, or could serve to update the readership on current thinking in an area.

Suggested Maximum Length:  10 manuscript pages including citations, tables, and figures (supplemental materials not included in length guidelines).

A commentary is a short, timely article that spotlights current issues of direct interest to the communication sciences and disorders community. Commentary articles are often extensions or reactions to positions put forward in viewpoint articles. 

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Note: A letter relating to work published in the journal will be referred to the author(s) of the original item for a response, which may be published along with the letter.

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Suggested Maximum Length: 10 manuscript pages, including citations, tables, and figures.

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Suggested Maximum Length:  10 manuscript pages, including citations, tables, and figures.

An erratum is a correction of any sort to an already published article.

Note:  An erratum should include the full citation reference for the original article (including the digital object identifier [DOI]), a summary of the error, and what the text should have said. 

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About the ASHA Journals

ASHA publishes four peer-reviewed scholarly journals and one peer-reviewed scholarly review journal pertaining to the general field of communication sciences and disorders (CSD) and to the professions of audiology and speech-language pathology. These journals are the  American Journal of Audiology ;  American Journal of Speech-Language Pathology ;  Journal of Speech, Language, and Hearing Research ;  Language, Speech, and Hearing Services in Schools ; and Perspectives of the ASHA Special Interest Groups . These journals have the collective mission of disseminating research findings, theoretical advances, and clinical knowledge in CSD.

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Evidence-Based Practice in Speech-Language Pathology: Where Are We Now?

Tamar greenwell.

a Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN

c Tamar Greenwell and Bridget Walsh share first authorship.

Bridget Walsh

b Department of Communicative Sciences and Disorders, Michigan State University, East Lansing

In 2004, American Speech-Language-Hearing Association established its position statement on evidence-based practice (EBP). Since 2008, the Council on Academic Accreditation has required accredited graduate education programs in speech-language pathology to incorporate research methodology and EBP principles into their curricula and clinical practicums. Over the past 15 years, access to EBP resources and employer-led EBP training opportunities have increased. The purpose of this study is to provide an update of how increased exposure to EBP principles affects reported use of EBP and perceived barriers to providing EBP in clinical decision making.

Three hundred seventeen speech-language pathologists completed an online questionnaire querying their perceptions about EBP, use of EBP in clinical practice, and perceived barriers to incorporating EBP. Participants' responses were analyzed using descriptive and inferential statistics. We used multiple linear regression to examine whether years of practice, degree, EBP exposure during graduate program and clinical fellowship (CF), EBP career training, and average barrier score predicted EBP use.

Exposure to EBP in graduate school and during the CF, perception of barriers, and EBP career training significantly predicted the use of EBP in clinical practice. Speech-language pathologists identified the three major components of EBP: client preferences, external evidence, and clinical experience as the most frequently turned to sources of EBP. Inadequate time for research and workload/caseload size remain the most significant barriers to EBP implementation. Respondents who indicated time was a barrier were more likely to cite other barriers to implementing EBP. An increase in EBP career training was associated with a decrease in the perception of time as a barrier.

Conclusions

These findings suggest that explicit training in graduate school and during the CF lays a foundation for EBP principles that is shaped through continued learning opportunities. We documented positive attitudes toward EBP and consistent application of the three components of EBP in clinical practice. Nevertheless, long-standing barriers remain. We suggest that accessible, time-saving resources, a consistent process for posing and answering clinical questions, and on the job support and guidance from employers/organizations are essential to implementing clinical practices that are evidence based. The implications of our findings and suggestions for future research to bridge the research-to-practice gap are discussed.

Promoting the understanding and use of evidence in clinical practice through explicit instruction in the classroom and clinic has long been an objective of graduate programs in speech-language pathology. A committee of the American Speech-Language-Hearing Association (ASHA) on evidence-based practice (EBP) was formed in 2004 to review clinical practices in the field at that time. The committee established the following position statement regarding EBP: “An approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions” ( ASHA, 2004 ). ASHA's statement reflects the influential position proposed by Sackett et al. (1996) that “Evidence based medicine is the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients” (p. 71). Since 2008, the Council on Academic Accreditation ( CAA, 2014 ) has required accredited graduate education programs in audiology and speech-language pathology to include research methodology and EBP principles into their curricula and clinical practicum. ASHA certification standards in speech-language pathology incorporate three principles into their definition of EBP: EBP is the integration of evidence, for example, from the scientific literature, with clinical expertise and experience, and client preferences. Graduate students aspiring to receive the Certificate of Clinical Competence must demonstrate a proficiency in these skills related to both evaluation and intervention. Familiarity with EBP and access to EBP resources are key components to promoting its use in clinical practice.

After ASHA released its EBP statement in 2004, Zipoli and Kennedy (2005) conducted a survey of 240 speech-language pathologists to explore the perception, use, and perceived barriers of providing EBP. Despite a growing body of EBP literature in other health professions, Zipoli and Kennedy's seminal study was among the earliest in the field of speech-language pathology. They found that greater exposure to EBP principles and research during participants' clinical fellowships (CFs) translated into greater reported use of EBP. Speech-language pathologists (SLPs) who reported greater exposure to EBP in their graduate program and/or CF experience were also more likely to view EBP more positively. Zipoli and Kennedy also found that SLPs who reported reading research articles and conducting database searches during graduate school were more likely to continue to do so in their professional practice. Of the three components of EBP, research evidence, clinical expertise, and client preferences, SLPs reported they relied on their clinical experience and the expertise of colleagues most often. Dollaghan (2004) argued that empirical findings, if available, should be emphasized over expert opinion in terms of evidence quality; however, it is clear that clinicians should also incorporate clinical expertise and client preferences to guide clinical decision making. Finally, Zipoli and Kennedy noted that SLPs most often reported a lack of time as the number one barrier to providing EBP.

Until a recent publication by Thome et al. (2020) , there had been surprisingly few follow-up EBP studies of the same magnitude and scope conducted over the past 15 years since Zipoli and Kennedy published their report. Many of these follow-up studies targeted specific groups of SLPs—for example, those practicing in the schools ( Hoffman et al., 2013 ) or from a particular state (e.g., Guo et al., 2008 ). The purpose of this study is to provide a critical update to Zipoli and Kennedy (2005) by assessing how increased exposure to EBP principles affects reported use of EBP and perceived barriers to providing EBP in clinical decision making.

Earlier studies report mixed findings regarding SLP's confidence with EBP principles. While knowledge and skills related to implementing EBP were not found to be barriers by Zipoli and Kennedy (2005) , other reports convey perceptions of insufficient training and uncertainty about what constitutes EBP. For example, Guo et al. (2008) used a needs assessment to identify how SLPs viewed their EBP training. The SLPs surveyed reported they lacked the appropriate training and resources to interpret the research and determine which practices were evidence based. Guo et al. found that only half of the 84 participants reported knowledge of EBP, yet nearly all participants answered questions probing clinical practice suggesting they implement EBP principles in their clinical decision making. Guo et al. surmised SLPs may not share a common definition of EBP and suggested that graduate training programs should support the development of EBP skills into course work and clinical practicums.

In a large study of 2,762 school-based SLPs, Hoffman et al. (2013) concluded that the amount and type of exposure to EBP principles is also important to consider. Although 75% of the SLPs in their study reported having formal training in EBP, 70% of participants reported a need for even more EBP training. For example, the clinicians in the study reported rarely posing and researching EBP questions (on average, 0–2 a year). Hoffman et al. concluded that SLPs, regardless of years of experience, do not rely on a consistent process to ask and answer clinical questions using research evidence.

Finally, Vallino-Napoli and Reilly (2004) investigated clinicians' definition of what EBP means to their practice. Although nearly all respondents (94%) identified applying research results to clinical practice, only 51% of respondents cited clinical experience/expertise as an additional important element of EBP. Even fewer, 28%, of clinicians recognized client preferences as the final component of EBP. Approximately one quarter of clinicians recognized all three essential components of EBP delivery. This contrasts with Zipoli and Kennedy's finding that SLPs most frequently relied upon clinical expertise to deliver EBP. Recent studies by Fulcher-Rood et al. (2020) and Thome et al. (2020) provided updated findings on clinicians' perspectives on the three EBP components. Participants in the Fulcher-Rood et al. study most often identified research as an essential component of EBP. Only two of their 26 participants (8%) stated all three components of EBP: research, clinical experience, and client preferences. Despite the lack of clear identification of all three components, however, the SLPs from the study self-reported using research, experience, and client needs to determine if they should use a practice clinically. Thome et al. (2020) surveyed 176 SLPs across the United States. Only 14% of SLPs identified the three components of EBP.

Together, these studies suggest that while most SLPs agree that EBP is integral to evaluation and intervention, there is a need for explicit, consistent training of EBP ethos and a process for asking and answering clinical questions.

EBP Resources

In their study of school-based SLPs, Hoffman et al. (2013) categorized EBP resources as tangible versus intangible. Examples of tangible resources, those that can be purchased or printed, include a computer, internet access, journal access, workshops, and continuing education. In contrast, examples of intangible resources, those which cannot be bought or purchased, include dedicated time to research and access to knowledgeable professionals (professional learning communities). We note that, in other EBP studies, dedicated time to research is categorized as a potential barrier to providing EBP ( Fulcher-Rood et al., 2020 ). The majority of SLPs surveyed reported adequate access to tangible resources, such as computers with internet access, but less adequate intangible resources, such as dedicated time for EBP. Additionally, few SLPs reported an established workplace statement regarding EBP practices. Zipoli and Kennedy (2005) also found that EBP and clinical guidelines were not commonly used by practicing clinicians.

Regarding external evidence, Hoffman et al. (2013) reported that, although 87% of respondents were aware that ASHA members have access to all ASHA peer-reviewed journals, they infrequently accessed ASHA journal articles (0–4 times a year) to support EBP. In contrast, Harding et al. (2014) found that “health clinicians,” or clinical practitioners across seven allied health disciplines, accessed databases once a month to research EBP. Several studies have suggested that clinical experience is the most frequently relied upon source of EBP ( McCurtin & Clifford, 2015 ; Zipoli & Kennedy, 2005 ). For example, respondents to McCurtin and Clifford's 2015 survey most often turned to the opinions of colleagues and experts to provide EBP.

A frequently noted barrier to EBP is insufficient time ( Fulcher-Rood et al., 2020 ; Harding et al., 2014 ; Hoffman et al., 2013 ; O'Connor & Pettigrew, 2009 ; Thome et al., 2020 ; Zipoli & Kennedy, 2005 ). Hoffman et al. (2013) reported that less than 10% of their school-based SLP respondents had dedicated time for EBP research and review. Respondents who were afforded dedicated time for research reported, on average, less than 1 hr per week. Considering that posing and answering clinical questions is estimated to take between 3 and 7 hr ( Brackenbury et al., 2008 ), this is clearly insufficient. Other oft reported barriers include high caseload/workload and lack of funds for resources such as journal articles ( Fulcher-Rood et al., 2020 ; Harding et al., 2014 ; Upton & Upton, 2006 )

The literature also reveals barriers related to specific components of EBP training, such as skills to search for and analyze research articles. While some studies probed perceptions of the adequacy of general training of EBP processes ( Harding et al., 2014 ; Hoffman et al., 2013 ), other studies queried whether clinicians possessed specific skills to implement research findings such as the ability to evaluate the results or comprehend statistical analyses. Metcalfe et al. (2001) reported that 78% of clinicians felt ill-equipped to evaluate statistical findings. Similarly, O'Connor and Pettigrew (2009) found 73% of less experienced and 43% of more experienced SLPs had difficulty understanding statistical analyses. Most recently, however, Thome et al. (2020) noted that most SLPs (73%) felt very to somewhat knowledgeable about accessing online databases and 84% were very to somewhat confident in interpreting findings from studies. Their recent finding may reflect EBP training routinely incorporated into graduate school curriculums—a suggestion we will explore in this study.

In 2015, ASHA's EBP committee was replaced with the Committee on Clinical Research, Implementation Science, and Evidence-Based Practice (CRISP) to fulfill a broader aim of upholding principles of EBP and expanding clinical practice research to advance treatment approaches ( ASHA, 2019 ). As EBP principles have become integrated into clinical training and practice over the past decade, there has been a dramatic increase in EBP resources and other tools available to clinicians to help incorporate current research findings into their clinical practice. Given the widely recognized research-to-practice gap that exists in the field, an emerging field of study, implementation science, is dedicated to bridging this gap and enhancing the dissemination of research findings into clinical practice (e.g., Olswang & Prelock, 2015 ). Resources such as ASHA Evidence Maps, websites dedicated to speech-language pathology training and materials, online access to journals, and searchable databases are a few examples of more readily available tools to promote the implementation of practices that are evidence based. Logically, increased exposure to EBP principles in clinical training combined with an increased availability of EBP resources should translate into increased acceptance, understanding, and use of EBP along with fewer perceived barriers to implementation of EBP. However, few studies have been undertaken in recent years to empirically examine this assertion. The purpose of this study is to provide a critical update on current EBP practices in the field of speech-language pathology. We surveyed practicing SLPs to determine how SLPs are using EBP in their clinical practice and their perceptions of barriers to providing EBP to assess the hypotheses that greater exposure to EBP in clinical training coupled with increased availability of EBP resources has led to increased EBP acceptance and use and reduced perceived barriers toward implementing practices that are evidence based.

Participants

We targeted multiple sources including social media, ASHA Special Interest Groups, and state speech and language associations to recruit practicing SLPs from diverse workplace settings to complete the survey. Participants accessed the survey through an electronic link that provided them with a brief description and purpose of the study. Participants were informed that their responses were anonymous, as no data linking a participant to their responses was collected. Informed consent was not explicitly requested because this study qualified as exempt research by the internal review board at Purdue University.

We received 324 responses to the survey; however, we excluded abandoned surveys and responses from participants who had not completed their CF. This resulted in a final data set of 317 participants. Forty-four percent of participants had been employed as an SLP for more than 20 years. Nearly 28% had practiced between 11 and 19 years, and 27.8% had practiced for ≤ 10 years. Most participants, 86.4%, were master's level clinicians, 1.3% of participants held a clinical doctorate and 11.7% of participants held a PhD. Seventy-seven percent of participants indicated they worked full time, and 19.2% indicated they worked part time. Nearly 95% of our participants were ASHA members. Figure 1 illustrates participants' primary practice settings, with the most common setting being elementary, middle, or high schools (37%).

Primary workplace setting for survey respondents. Percentages of SLPs employed by workplace setting. The most common write-in responses for the “Other” category included telepractice, specialty clinics, and home health. Percentages yield greater than 100% accounting for practitioners employed in more than one setting.

We developed a 48-item electronic survey that was modeled after previously published EBP surveys in the field of speech-language pathology to facilitate comparison with earlier findings (e.g., O'Connor & Pettigrew, 2009 ; Vallino-Napoli & Reilly, 2004 ; Zipoli & Kennedy, 2005 ). The first section of the survey gathered demographic information such as participant's age, highest degree, years in practice, employment status, and primary practice setting. The second section probed exposure to EBP during graduate school and CF training. The third section asked about the type and amount of EBP training participants had received during their career. The next section probed EBP use by asking participants to indicate the frequency (i.e., daily, weekly, monthly, yearly, never) that they incorporated different sources of EBP into their clinical practice. These sources represented the three components of EBP—current research findings, clinical experience, and client preferences. The last section probed participants' attitudes and perceived barriers toward EBP by asking their level of agreement on a 5-point scale ranging from strongly disagree to strongly agree .

Six clinical professors of speech-language pathology employed at Purdue University independently reviewed an initial survey draft and provided oral or written feedback. Feedback included suggestions for additional questions and revising question wording to enhance clarity and streamline the survey. The final version of the survey incorporated the changes suggested by this panel of reviewers (see Appendix ).

Predictors of EBP Use

Participants' responses were analyzed using descriptive and inferential statistics. We conducted a standard multiple regression (enter-method) to determine which factors predicted use of EBP. We used the survey items probing sources of EBP in clinical practice in Section 4 along with two items from Section 5, “I routinely incorporate new research findings into my clinical practice” and “I consider my clients' preferences when making clinical decisions” as our planned outcome variable, “EBP use” integrating the three essential components of EBP. The independent variables, years of practice, degree, EBP exposure during graduate program and CF, EBP career training, average barrier score, and average EBP attitude score were used in the regression to predict EBP use. The coefficient of determination, R 2 , represents the proportion of variance in the dependent variable that is explained by variables in the regression model. Standard interpretation of the coefficient of variation— R 2 of .20 = small effect, R 2 of .50 = moderate effect, and R 2 of .80 = large effect—were applied ( Cohen, 1988 ). The independent variable, EBP exposure during graduate training and CF, was calculated by taking the total number of affirmative responses to each item in the second section of the survey with one additional item from the last section probing attitudes/barriers. Specifically, an additional point was added if participants indicated a degree of agreement (i.e., agree or strongly agree) to the statement, “The SLPs that I was in contact with during my CF incorporated EBP into their clinical practice.” Finally, to establish the independent variable EBP career training, the average response was taken across items in the third section of the survey. We assessed the internal consistency of the composite outcome variables (i.e., variables calculated using multiple items from the survey), “EBP use,” average barrier score, and average attitude score using Cronbach's alpha. A reliability coefficient of .70 or higher is considered acceptable internal consistency.

Post Hoc Analysis

Given that time is an often-cited barrier to implementation of EBP, we conducted Pearson correlations to examine the relationship between time and other barriers to assess the hypothesis that individuals citing time as a significant barrier to EBP would also be more impacted by other barriers. We also examined relationships between time and EBP graduate training and workplace training to explore the suggestion that clinicians who received increased EBP training would be less likely to cite time as a significant barrier to implementing EBP in their clinical practice.

The composite outcome variable, “EBP use,” achieved an acceptable internal consistency of 0.79 using Cronbach's alpha. We also examined Cronbach's alpha levels for two of the predictor variables that represented composite scores. The average barrier score achieved an acceptable internal consistency of 0.72. However, the average composite attitude score achieved unacceptably low reliability with coefficients ranging from –.02 to .25 (depending upon whether any of the four items were removed from the overall composite score). Therefore, the predictor, “average attitude score” was removed from the multiple regression model. The remaining five predictors, years of practice, degree, EBP exposure during graduate program and CF, EBP career training, and average barrier score, collectively accounted for a significant percentage, approximately 17%, of the variance of EBP use, F (5, 312) = 12.20; R 2 = .17, p < .001. The coefficient of determination R 2 represents a medium effect ( Cohen, 1988 ). The results of the multiple regression are provided in Table 1 . The correlation matrix for the six predictor variables and EBP use are presented in Table 2 . The three independent variables, exposure to EBP during graduate training and CF, EBP career training, and average barrier score each significantly predicted EBP use.

Multiple regression analysis for predictors of evidence-based practice (EBP) use.

Note.  CF = clinical fellowship.

Correlation matrix ( n = 317).

Note.  EBP = evidence-based practice; CF = clinical fellowship.

We found that an increase in exposure to EBP principles during graduate school/CF and EBP career training each translated into an increase in average EBP use. Table 2 reveals modest correlations between EBP use and these predictors. Of the possible sources of EBP training in graduate school/CF exposure (i.e., dedicated EBP course, individual project related to EBP, EBP training embedded within a course, and EBP training embedded within clinical practicum), most participants indicated that they had received EBP training as part of a class in graduate school (65.4%). Approximately 89% of participants reported at least one affirmative response to EBP training in graduate school/CF. Approximately 87% of participants reported that they had received EBP training during their career (i.e., workplace training, online training, workshop/conference/seminar). The most often cited source of career EBP training was through workshops or conferences, with 95% of respondents selecting this option.

Finally, higher barrier scores were also associated with increased EBP use. It is important to note that higher barrier scores are interpreted positively, meaning the responder was less impacted by a particular barrier (e.g., indicating strong agreement to the statement “I have sufficient access to journal articles at my workplace” would yield a higher score—see Appendix ). Table 2 confirms a moderate correlation between barrier score and EBP use.

Sources of EBP

Participants were asked to indicate the frequency they turned to different sources of EBP with higher scores indicating more frequent use (see Table 3 ). The three overall components of EBP, client preferences, external evidence, and clinical experience represented the top three sources of EBP, respectively. SLPs considered their clients' preferences more frequently than any other source of EBP. Incorporating research into clinical practice earned the second highest score, indicating that SLPs turn to this source on a weekly basis. Relying on clinical expertise received the third highest score. The three most infrequently utilized sources of EBP were posting questions on listservs, presenting findings at conferences/workshops and completing online case studies.

Evidence-based practice (EBP) sources—average scores are based on Likert-scale frequency responses: 0 = never , 1 = yearly , 2 = monthly , 3 = weekly , 4 = daily.

Note.  ASHA = American Speech-Language-Hearing Association.

Barriers to Providing EBP

Table 4 reveals the frequency of participants indicating disagreement (“2”) or strong disagreement (“1”) to each barrier type along with the mean and standard deviation for each barrier score. Recall that disagreement is interpreted negatively. Participants who responded neutrally––neither agree/disagree (“3”) or indicated some level of agreement (“4” or “5”)—were not included in the frequency counts. The two barriers earning an average score of less than 3 were allocated time and caseload size. Over 54% of respondents considered time to be a significant barrier, while over 43% considered caseload size to be a significant barrier. Post hoc correlations indicated a significant relationship between lack of time and several barriers in Table 4 . Participants indicating that time was a significant barrier were more likely to rate caseload size, r (307) = .47, p < .01; access to resources, r (309) = .36, p < .01; lack of training, r (309) = .26, p < .01; and workplace culture, r (309) = .29, p < .01, as barriers to delivering EBP. Although none of the types of EBP training during graduate school correlated with the perception of time as a barrier to implementing EBP (all r –.003 to .08; all p > .05), the barrier time was significantly correlated with EBP workplace training, r (268) = .26, p < .01; online EBP training, r (259) = .18, p < .01; and EBP workshop/conference/seminar training, r (297) = .16, p < .01. Participants who were less likely to rate time as a barrier to providing EBP reported receiving more EBP career training.

Perceived barriers to EBP.

Note.  Items indicating disagreement or strong disagreement (i.e., lower scores on the 5-point scale) were considered significant barriers. Scoring was reversed for negatively stated items (e.g., “I do not have allocated time at work to research/read about my clients”). ASHA = American Speech-Language-Hearing Association.

Over one-third of participants also indicated that access to journal articles at home and comfort with statistical analyses were significant barriers. SLPs infrequently cited the ability to perform a literature search, lack of training, and workplace culture as barriers to providing EBP; these three potential barriers earned the highest scores.

Attitudes Toward EBP

Although we were unable to use the composite score representing average attitude toward EBP in the multiple regression model, we examined the relationship between individual items conveying opinions about EBP use through Pearson correlations and descriptive statistics. Most participants viewed EBP favorably, with 89.3% indicating they somewhat or strongly agreed with the statement, “I am an advocate of EBP.” However, the correlation between average EBP use and advocacy was not significant, r (315) = .05, p = .35. The percentage of participants disagreeing with the statement, “I am uncertain what necessarily constitutes EBP,” reached 79.5%, indicating that most participants had an overall understanding of EBP principles. Greater certainty of what constitutes EBP was associated with increased EBP use, r (312) = .18, p = .001. Overall, most participants, 81.4%, expressed that they were confident in their ability to determine the optimal intervention for their client in the face of conflicting evidence. The correlation between this item relating to confidence and EBP use was significant, r (312) = .12, p = .04. Finally, we noted a range in level of agreement to the statement, “I should increase the use of evidence in my clinical decisions.” Out of 314 responses, 11.7% strongly agreed, 42.3% somewhat agreed, 26.8% were neutral, 12.3% somewhat disagreed, and 6% strongly disagreed. The correlation between this item and average EBP use was not statistically significant, r (312) = –.09, p = .11.

The intent of this study was to document current EBP practices in the field of speech-language pathology by surveying practicing clinicians about their use of EBP in clinical practice, training in EBP, attitudes toward EBP, and perceived barriers to providing EBP. Our survey was modeled after those implemented in previous studies to assess whether increased exposure to EBP principles and access to sources of EBP has led to an increase in EBP use and decrease in perceived barriers. Training and exposure to EBP in graduate school and during the CF, training/exposure in the workplace, and barrier scores each significantly predicted EBP use. Overall, survey respondents reported positive attitudes toward EBP, demonstrated an understanding of EBP, and consistently applied the three components of EBP in their clinical practice.

This study confirms an earlier finding from Zipoli and Kennedy (2005) that exposure and training in EBP during graduate school/CF significantly predicts EBP use. Respondents who indicated more exposure during graduate school/CF were more likely to implement EBP principles in clinical practice. We also queried EBP training in the workplace to clarify how exposure during different career phases supports EBP use. An increase in EBP exposure through workplace training, independent online training, and/or through workshops and conferences also significantly predicted higher EBP use in clinical practice. These findings confirm the importance of EBP exposure during the initial and later stages of clinicians' careers to promote the incorporation of EBP principles into conventional practice.

Finally, barrier scores significantly predicted EBP use. As expected, clinicians indicating that they were less impacted by the practical barriers listed in Table 4 were more likely to report higher use of EBP. It is important to note that, although these three predictor variables accounted for a significant degree of the variability in EBP usage, clearly, there are additional factors we did not explore that contribute substantially to EBP use. We present directions for future research in the following sections to explore additional factors that affect EBP use.

Previous studies revealed a high reliance on clinical expertise; multiple studies found that clinicians relied on their own clinical judgment and the input of qualified colleagues to deliver EBP ( McCurtin & Clifford, 2015 ; Nail-Chiwetalu & Bernstein Ratner, 2007 ; O'Connor & Pettigrew, 2009 ; Togher et al., 2011 ; Zipoli & Kennedy, 2005 ). Although respondents to our survey also cited clinical experience and colleagues' opinions as often turned to sources of EBP, they ranked client preferences and research findings higher, as the No. 1 and 2 sources, respectively. Taken together, our results confirmed frequent––weekly or monthly––application of three principles of EBP, current research findings, clinical experience, and client preferences into practice. This finding may reflect a shift from relying primarily on clinical experience to the inclusion of research findings and client needs/preferences. It is possible that increased training and exposure to all three components of EBP has precipitated this change.

On the other hand, this result seems at odds with earlier findings suggesting that only 14%[en dash]25% of SLPs correctly identified the three components of EBP ( Thome et al. (2020) ; allino-Napoli & Reilly, 2004 ). Yet, Vallino-Napoli and Reilly's study predates a time when principles of EBP were routinely incorporated into graduate education programs. Participants in the recent Thome et al. (2020) studies were given a list of five possible answers that included the three components of EBP along with two foils and were instructed to select all that applied. It is important to note that many of the respondents correctly identified the three EBP components, but also selected the foils, accounting for the much lower reported understanding of EBP. When examining each possible answer individually, 97% identified research, 72% identified clinical expertise, and 57% identified client values. Our results align with studies suggesting that clinicians do indeed incorporate evidence-based principles into their clinical practice even if they cannot explicitly identify EBP components ( Fulcher-Rood et al., 2020 ; Guo et al., 2008 ).

There has been an increase in online EBP resources available to SLPs over the past decade. Interestingly, these comprise the more frequently reported (i.e., journal articles, internet browsing, blogs) and the least frequently reported (i.e., online case studies, listservs/e-mail lists) EBP sources (see Table 3 ). While many online sources are available to support EBP use, clearly, clinicians report a greater reliance on some sources over others. Participants in the study by Thome et al. (2020) ranked ASHA resources as being those most likely to be accessed and most helpful. The 2020 pandemic has brought an abrupt shift to telehealth practices. Many SLP master's students, for example, have had to rely on case simulation and teletherapy as part of their clinical caseloads. This may result in greater reliance on online EBP resources in the coming years.

Current EBP Barriers

Corroborating other studies, insufficient time and workload/caseload size remain the most often cited barriers to EBP implementation, with over half of respondents indicating they had insufficient time to research topics, and over 43% citing workload/caseload size as barriers to providing EBP ( Fulcher-Rood et al., 2020 ; Harding et al., 2014 ; Hoffman et al., 2013 ; O'Connor & Pettigrew, 2009 ; Sadeghi-Bazargani et al., 2014 ; Vallino-Napoli & Reilly, 2004 ; Zipoli & Kennedy, 2005 ).

Harding et al. (2014) espoused the importance of not only identifying barriers to implementing EBP but elucidating the nature of these barriers to effect changes that ultimately lead to an increase in EBP. It was unsurprising to find a positive relationship between time and caseload size as our results revealed. However, it is noteworthy that many clinicians who cited time as a significant barrier also indicated inadequate support in the workplace including lack of training and access to resources and workplace culture as additional hurdles to providing EBP. After an SLP has identified an EBP, the next step is to effectively apply it to their clinical practice. Implementation science has sought to identify strategies that promote the more efficient transfer of research findings into practice (e.g., Olswang & Prelock, 2015 ). Investigations into effective strategies for implementation of research findings often cite the need for support and guidance from employers/organizations ( Douglas et al., 2015 ; Powell et al., 2015 ).

While it could be argued that time to pose and answer clinical questions through research review is a compulsory component of clinical services, current demands on clinicians do not support this ideal. Health clinicians in the Harding et al. (2014) study reported that research and review for EBP was viewed as a part of professional development as opposed to an essential part of the workload, resulting in limited administrative support for research time within the workday. Limited time to ask and answer clinical questions is a direct result of requirements for productivity. Nonbillable indirect client services are often neglected in the establishment of workload responsibilities. In school settings, this translates to time required to meet student needs that cannot be counted as service minutes. Further integration of dedicated time to ask and answer clinical questions into workload is needed to reduce the barrier of time.

Previous studies identified insufficient training as a barrier to providing EBP. For example, Hoffman et al. (2013) found that 25% of school-based SLPs reported no formal EBP training. Other studies cited insufficient training in specific areas such as statistical analysis as a barrier. O'Connor and Pettigrew (2009) noted that a significant proportion, or 47%, of respondents reported difficulty understanding statistical results/analysis. We found that a smaller proportion––16% of respondents—identified a lack of training as a barrier to providing EBP. Fewer SLPs, or 33%, identified difficulties with statistical analysis as a barrier. The lower percentages in our study compared with earlier reports may reflect, in part, intentional training in research methodology in SLP graduate programs and increased exposure to research in the CF and beyond. However, given that one third of SLPs still view statistics as a barrier to EBP indicates a need for even more focused training in statistical analysis to facilitate interpretation of research findings.

Despite the fact that there were many more online resources available to clinicians when our study was conducted, clinicians still report limited access to online sources of EBP, a finding noted in several earlier reports ( O'Conner & Pettigrew, 2009 ; Vallino-Napoli & Reilly, 2004 ; Zipoli & Kennedy, 2005 ). Again, the 2020 pandemic and resultant move to telepractice could have a long-term impact on online resource availability and use. Access to free webinars and other materials was pervasive at the start of the pandemic. For example, in response to the public health crisis, ASHA made online access to continuing education, the ASHA pass, free to all members for 3 months. Access to this pass afforded practicing SLPs the opportunity to take courses promoting evidence-based telepractice they may not have had the opportunity to take otherwise.

We found that most respondents, over 89%, advocated for EBP, corroborating overall positive attitudes toward EBP by other studies (e.g., Alhaidary, 2019 ; Fulcher-Rood et al., 2020 ; Thome et al., 2020 ; Zipoli & Kennedy, 2005 ). Encouragingly, nearly 80% of respondents indicated they understood what constitutes EBP, with over 81% indicating they could select an appropriate treatment when there is conflicting evidence. This demonstrates an overall understanding of EBP principles and degree of confidence in implementing EBP by most respondents.

Although responses to items assessing attitudes toward EBP were generally positive, we noted a range in responses to the item, “I should increase the use of evidence in my clinical decisions.” Interpreting this range in responses is difficult. For example, it is possible that participants expressing neutrality or disagreement may feel that they already incorporate a sufficient degree of evidence into their clinical decisions. On the other hand, some respondents may feel that they are not able to increase their use of EBP in clinical practice given practical barriers such as time.

Considerations and Limitations

We did not ask participants to report their sex, race/ethnicity, or the state that they practice in. The latest ASHA 2019 profile reveals that over 96% of SLPs are female with 92% of members not identifying as a member of a minority group. Given the homogeneous demographics of ASHA-affiliated SLPs of which nearly all survey participants were members, we would have been underpowered to analyze these data in a meaningful way. We acknowledge, however, that we could have collected and reported these data to serve as a basis of comparison for future studies. The recent study by Thome et al. (2020) included these data along with U.S. regions and whether respondents practiced in rural, urban, or suburban settings, although they did not incorporate these demographic details into their hypotheses or statistical analyses.

Our survey was designed to provide an updated broad perspective of EBP rather than an in-depth probe of individual topics related to EBP. For example, although we asked SLPs to indicate whether they understood what constituted EBP, we did not explicitly ask them to define EBP or to list the components of EBP to document level of comprehension. Similarly, we asked clinicians whether items were barriers to providing EBP; however, we did not ask participants to detail why an item was necessarily a barrier. Follow-up research into prevalent barriers is crucial toward the development of viable solutions to lessen their impact and advance implementation theory and practice ( Powell et al., 2017 ). For example, although clinicians recognize the importance of external evidence, how often do they retrieve articles that help develop effective treatment plans? Building a pipeline of research findings to implement into clinical practice requires developing a substantial evidence base, yet a recent study re-affirms the paucity of clinical practice research publications. Roberts et al. (2020) reported that clinical practice research comprises only 25% of the articles published in ASHA journals over the past 10 years—and these articles were not distributed evenly across disorders. A direction for future study is assessing the initiatives that support and the barriers that hinder clinical practice research to narrow the research-to-practice gap.

Implications and Future Directions

There have been relatively few large-scale studies since Zipoli and Kennedy published their seminal study on EBP in speech-language pathology 15 years ago. Current findings suggest that clinicians' understanding and acceptance of EBP principles is shaped, in part, by laying the groundwork in graduate school and during the CF with continued opportunities for training and exposure in the workplace. Greater exposure to EBP in each of these settings was associated with higher reported use of EBP in clinical practice. While earlier studies identified a primary focus on clinical expertise to deliver EBP, we found the three most frequently cited sources of EBP comprised each of the three principal components: considering client preferences, incorporating new research findings into practice, and reliance on clinical expertise. Our field increasingly recognizes the importance of client and caregiver input into the therapy process to cultivate engagement and, ultimately, improved long-term therapy outcomes ( Braden et al., 2018 ; Jahromi & Ahmadian, 2018 ; Lawton et al., 2018 ; McCoy et al., 2019 ). Strides made to increase client input and feedback should be continued and expanded so that therapeutic alliance is an integral component of the initial assessment and plays an essential role in improved long-term outcomes.

Although we documented increased understanding and use of EBP, long-standing barriers remain. The most frequently cited barrier was insufficient time for research. An understanding of the process and time required to pose and answer clinical questions seems essential to developing strategies to reduce its impact as a barrier to EBP. Brackenbury et al. (2008) estimated that it takes 3–7 hr to pose and answer a clinical question. Considering this estimate, the amount of time (if any) that most clinicians are allotted for research is plainly insufficient.

Reiterating the importance of support from employers and organizations toward implementing EBP, we found a significant relationship between time and EBP career training. Clinicians indicating that they were less impacted by the time barrier were more likely to have received more EBP career training. Follow-up research is needed to clarify this relationship by delineating the type of EBP career training that clinicians receive and the potential impact on their professional time. For example, whether SLPs were trained on techniques that are evidenced based or on specific strategies to support implementation of EBP.

Recent evidence suggests that promoting the efficacy of a treatment does not ensure that it will be adopted into routine clinical practice ( Bauer & Kirchner, 2020 ). Douglas et al. (2015) identified effective strategies that may readily lead to changes in implementing practices that are evidence based, including informal knowledge sharing, onsite coaching/mentoring, consistent access to data/feedback of performance, positive reinforcement, and organizational support. Thus, investment in the implementation of EBP from all stakeholders (SLPs, workplace administrators, educational institutions/research centers, and professional organizations) is essential to advance EBP use.

Considering EBPs result in measurable returns, for example, improved health outcomes and a reduction in the cost of care, it is imprudent not to allocate time for research ( Melnyk et al., 2016 ). Resources that are both accessible and time friendly are also necessary to support the consistent use of EBP. The ASHA Evidence Maps ( https://www.asha.org/Evidence-Maps/ ) is one example of a resource created to facilitate EBP by increasing the efficiency of conducting a literature review. Currently, there are 43 topics covered by the Evidence Maps with several additional topics under development. Most participants, approximately 77%, reported using the Evidence Maps. Additional time-saving resources are needed to support implementation of EBP as well as explicit instruction into the process of asking and answering clinical questions ( ASHA, n.d .; Melnyk et al., 2010 ).

Although few respondents, 15.6%, identified lack of training as a barrier to providing EBP, over 33% indicated that they were not comfortable with the statistical analyses in research articles. Graduate school coursework should not be the only opportunity to learn about research methodology. Continuing education opportunities are needed to further the development of clinical research skills after graduate school. Continuing education offerings focusing on statistical approaches or how to appraise research findings, for example, could help clinicians extrapolate findings to their clinical practice. This would help, in part, advance the career-long development and implementation of EBP.

Acknowledgments

We would like to acknowledge support from our colleagues in the Department of Speech Language and Hearing Sciences at Purdue University. Specifically, we thank Teasha McKinley for her patience and attention to detail throughout the survey development and data collection process. We are grateful to the clinical faculty for their valued contributions to the development of the survey.

Section 1 Demographics

What is your age?

○ Under 25

○ 25–35

○ 36–45

○ 46–60

○ Over 60

What is the highest degree you hold in a speech-language or hearing science program?

○ Bachelor's degree

○ Master's degree

○ Clinical Doctorate degree

○ PhD

○ Other –Write In _______________________________

Comments (Optional): _______________________________

How many years have you been in practice since graduation?

○ 0–5

○ 5–10

○ 10–15

○ 15–20

○ 20+

What is your current employment status?

○ Part time

○ Full time

○ Seeking employment in the field

○ Employed outside of the field

○ Currently unemployed

Comments (Optional): ______________________________

Which best describes your primary work setting? Please mark all that apply.

○ Birth to three (0–3) agency

○ School

○ Hospital/Outpatient clinic

○ Hospital/Inpatient

○ Rehabilitation

○ Long-term care facility

○ University/College

○ Private practice

○ Other –Write In ___________________________________

Comments (Optional): __________________________________

Please mark all professional affiliations for which you are currently a member.

○ ASHA noncertified member

○ ASHA Clinical Fellow

○ ASHA CCC member

○ State organization member

○ Student organization

Comments (Optional): _________________________________

Section II. EBP Training Graduate School Training

During your graduate program indicate which of the following you completed. Please mark all that apply.

Section III. EBP Career Training

Select the type and amount of EBP training you have completed during your professional career. Please mark all that apply.

Section IV. Sources of EBP

Please select the amount of time you spend on each activity in your current clinical practice. If an activity does not apply, please skip to the next item.

Daily  Weekly  Monthly  Yearly  Never

Relying on my own clinical experience/expertise

Gaining input from qualified colleagues

Gaining input from experts in the field

Posting questions on listservs or e-mail lists

Attending seminars, conferences, or workshops

Sharing strategies or ideas with my colleagues

Reading textbooks for information

Reading journal articles for information

Reading clinical practice guidelines (e.g., National, state, and/or facility)

Reading professional blogs

Visiting the ASHA Maps website

Visiting other professional websites

Participating in online case studies (e.g., SimuCase or Master Clinician)

Reading special interest group material (e.g., ASHA SIGs)

Reading discipline-wide publications (e.g., ASHA Leader )

Searching research databases (e.g., Cochrane Library)

Internet browsing (e.g., Google or Google Scholar)

Presenting findings from my clinical practice at conferences or meetings.

Section V. Attitudes and Barriers

Please read each statement and indicate your level of agreement.

Strongly disagree Somewhat disagree Neither agree or disagree Somewhat agree Strongly agree

I am an advocate of EBP.

I have sufficient access to journal articles at my workplace.

I have sufficient access to journal articles at my home.

I do not have allocated time at work for research/to read about my clients.

The SLPs that I was in contact with during my Clinical Fellowship incorporated research findings into their clinical practice.

My workload is too large to keep up with latest research.

I am most comfortable relying on my clinical expertise to make clinical decisions.

I consider my clients' preferences when making clinical decisions.

A lack of access to resources hinders my ability to implement EBP.

I am not confident in my ability to appraise research articles.

I am uncertain what necessarily constitutes EBP.

If there is conflicting evidence, I am confident in my ability to determine the optimal intervention for my client.

I am comfortable with most of the statistical analyses in research articles.

A lack of training hinders my ability to implement EBP.

I should increase the use of evidence in my clinical decisions.

The culture at my workplace advocates EBP.

I am not confident in my ability to perform a literature search.

I routinely incorporate new research findings into my clinical practice.

Funding Statement

Funding for this article was provided by the National Institute on Deafness and Other Communication Disorders, grant R01 DC018000, awarded to Sharon L. Christ.

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New perspectives, theory, method, and practice: Qualitative research and innovation in speech-language pathology

Affiliations.

• 1 Speech Pathology, School of Allied Health, Curtin University, Perth, Australia.
• 2 Speech Pathology, School of Medical and Health Sciences, Edith Cowan University, Perth, Australia.
• 3 School of Allied Health Science and Practice, Adelaide University, Adelaide, Australia.
• 4 Speech Pathology, Rural Department of Allied Health, La Trobe University, Bendigo, Australia.
• 5 Department of Speech and Language Therapy, National University of Ireland, Galway, Ireland.
• 6 Health Professions Education, School of Medicine, Deakin University, Geelong, Victoria, Australia.
• PMID: 35172643
• DOI: 10.1080/17549507.2022.2029942

Purpose: Research in speech-language pathology has been dominated by experimental, empirical, and scientific approaches, which build on hypothesis testing and logical, deductive reasoning. Qualitative approaches stem from a different paradigm or world view which imply different questions and methodologies which, for example, emphasise codesign, reciprocity, individual experience and context. This article explores the relationship between qualitative inquiry in the field of speech-language pathology and innovation. It aims to show how the aspirations of the profession can be supported, and how innovation can be achieved, through research which sheds light on the lived experiences and perceptions of clients and families and builds an understanding of how they function in their everyday contexts. Method: We summarise qualitative approaches in speech-language pathology, explain the notion of innovation, and review qualitative research as a source of theoretical, methodological, and practice innovation in speech-language pathology. Result: Not only has qualitative inquiry underpinned examples of theoretical, methodological and practice innovations in speech-language pathology, but it can also play a part in enhancing translation and implementation of research innovations. Conclusion: An explicit consideration of what we mean by innovation is useful for speech-language pathologists. Qualitative research complements other forms of research in the field and has prompted new theoretical understandings, new methodologies and methods of research, and new ways to deliver our services in ways that are responsive to our clients and communities.

Keywords: innovation;; qualitative research;; speech-language pathology.

• Communication Disorders*
• Qualitative Research
• Research Design
• Speech-Language Pathology*

99+ Research Topics for Speech Language Pathology [2024]

Did you know that about 1 in every 12 kids in the United States has a problem with talking or understanding? This big number shows how important it is to help kids with these issues early.

Speech-language pathology covers a lot of different ways to help people who have trouble talking or swallowing, no matter how old they are. From little kids just learning to talk to older people struggling with language problems, SLP professionals help a lot of different kinds of people.

Research in speech-language pathology is super important because it helps develop new ideas and better ways to help patients. By trying out new therapies, seeing if treatments work well, and understanding how talking problems happen, researchers improve things for patients and those who help them.

In this blog, we’ll talk about some really interesting research topics for speech language pathology. We’ll look at things researchers are studying that could change how we help people with talking problems and make their lives better.

What Exactly Does Speech Language Pathology Mean?

Table of Contents

Speech Language Pathology (SLP) is a field focused on diagnosing, assessing, and treating disorders related to communication and swallowing. 

SLP professionals, often known as speech therapists, work with individuals of all ages to address issues such as speech articulation, language development, voice disorders, fluency problems (like stuttering), and difficulties with swallowing. 

They use various techniques and therapies to help clients improve their communication skills and enhance their quality of life. 

Additionally, SLPs may work in diverse settings, including schools, hospitals, rehabilitation centers, and private practices, providing tailored interventions to meet the unique needs of each client.

How to Choose the Suitable Research Topic In Speech Language Pathology? 

Choosing a suitable research topic in speech-language pathology (SLP) involves considering several factors to ensure relevance, feasibility, and potential impact. Here are some steps to help you select an appropriate research topic:

1. Identify your interests

Consider what aspects of Speech Language Pathology (SLP) intrigue you the most, whether it’s language development, cognitive-communication, fluency disorders, swallowing difficulties, or another area.

2. Assess current trends

Stay updated on recent advancements and emerging topics in SLP research through academic journals, conferences, and discussions within the field.

3. Consider feasibility

Evaluate the resources available to you, including access to data, equipment, and mentorship, to ensure that your chosen research topic is achievable within your constraints.

4. Align with goals

Ensure that your research topic aligns with your academic or professional goals, whether it’s fulfilling degree requirements, contributing to the field, or addressing a specific clinical need.

5. Narrow down options

Narrow your focus by selecting a specific aspect or question within your chosen area of interest that you can realistically explore within the scope of your research project.

6. Seek feedback

Discuss your potential research topics with peers, professors, or SLP professionals to gather insights and perspectives that can help you refine your ideas and make an informed decision.

List of Research Topics for Speech Language Pathology

Here’s a list of research topics for speech-language pathology across various areas of interest and specialization:

Language Development

• The role of parental interaction in language development.
• Language acquisition in bilingual children.
• Effects of early intervention on language development in children with autism spectrum disorder.
• Assessing the impact of socioeconomic status on language skills in preschoolers.
• Language development in children with hearing impairments.
• The efficacy of storytelling in promoting language skills in preschoolers.
• Intervention strategies for late talkers.
• Language development in children with specific language impairment.
• Long-term outcomes of early language intervention programs.
• The influence of technology on language development in children.

Cognitive Communication

• Cognitive-communication deficits in traumatic brain injury patients.
• The relationship between executive function and language skills in older adults.
• Cognitive-communication interventions for individuals with dementia.
• Cognitive-communication challenges in stroke survivors.
• The impact of attention deficits on language processing.
• Cognitive-communication strategies for individuals with aphasia.
• Cognitive-communication assessment tools for adolescents.
• The role of memory in language comprehension.
• Cognitive-communication therapy for individuals with Parkinson’s disease.
• Cognitive-communication difficulties in individuals with ADHD.

Fluency Disorders

• Neurobiological mechanisms of stuttering.
• The efficacy of fluency shaping techniques in treating stuttering.
• Early predictors of persistent stuttering in children.
• Emotional and psychological impacts of stuttering.
• The effectiveness of teletherapy for individuals who stutter.
• Genetic factors contribute to stuttering.
• Stigma and social attitudes towards individuals who stutter.
• Impact of fluency disorders on academic and social functioning.
• The role of anxiety in stuttering.
• Treatment outcomes of different therapy approaches for stuttering.

Swallowing Disorders

• Dysphagia assessment techniques in stroke patients.
• The efficacy of neuromuscular electrical stimulation in dysphagia treatment.
• Dysphagia management in head and neck cancer patients.
• Swallowing disorders in Parkinson’s disease.
• Effects of aging on swallowing function.
• Dysphagia interventions in children with cerebral palsy.
• The impact of dysphagia on nutritional status and quality of life.
• Complications and risk factors associated with dysphagia.
• The role of posture and positioning in dysphagia therapy.
• Rehabilitation strategies for oropharyngeal dysphagia.

Voice Disorders

• Vocal hygiene practices in preventing voice disorders.
• The efficacy of voice therapy for vocal nodules.
• Voice disorders in teachers: Prevalence and interventions.
• Psychological factors contributing to functional voice disorders.
• Vocal fold paralysis: Diagnosis and treatment options.
• Effects of hormone therapy on voice quality in transgender individuals.
• Vocal fatigue in professional voice users.
• The role of laryngeal imaging in voice assessment.
• Vocal rehabilitation following laryngectomy.
• Alternative and augmentative communication devices for individuals with severe voice disorders.

Autism Spectrum Disorders (ASD)

• Communication interventions for nonverbal individuals with ASD.
• Social communication deficits in children with ASD.
• Sensory processing and communication in ASD.
• Effects of early intervention on communication skills in children with ASD.
• Peer-mediated interventions for promoting social communication in children with ASD.
• The relationship between restricted interests and language development in ASD.
• Augmentative and alternative communication (AAC) strategies for individuals with ASD.
• Theory of mind and its implications for communication in ASD.
• The role of play-based therapy in promoting communication skills in children with ASD.
• Parent training programs for enhancing communication in children with ASD.

Augmentative and Alternative Communication (AAC)

• AAC interventions for individuals with acquired communication disorders.
• Access methods for AAC devices: Evaluating efficacy and usability.
• Multimodal communication systems for individuals with severe disabilities.
• AAC strategies for individuals with degenerative diseases.
• Personalized vocabulary selection for AAC users.
• The impact of AAC on social participation and quality of life.
• Training programs for caregivers and communication partners of AAC users.
• Integration of AAC devices in educational settings.
• The effectiveness of aided vs. unaided AAC systems.
• AAC technology trends and innovations.

Literacy and Language Disorders

• Reading comprehension strategies for children with language disorders.
• Phonological awareness interventions for children at risk of reading difficulties.
• The role of vocabulary knowledge in reading comprehension.
• Language-based literacy interventions for children with dyslexia.
• Relationship between oral language skills and literacy development.
• The impact of narrative skills on reading comprehension.
• Executive function and its influence on literacy acquisition.
• The effectiveness of computer-assisted literacy interventions.
• Language-literacy connections in bilingual children.
• Literacy interventions for adolescents with language disorders.

Cultural and Linguistic Diversity

• Cultural considerations in assessment and intervention for bilingual children.
• Communication challenges in multicultural populations.
• The impact of language dominance on assessment results in bilingual individuals.
• Culturally responsive therapy approaches in Speech-Language Pathology.
• Bilingualism and cognitive advantages: Exploring the evidence.
• Language brokering experiences of bilingual adolescents.
• Integrating cultural competence into graduate SLP education.
• The influence of cultural beliefs and practices on communication disorders.
• Addressing language barriers in healthcare settings.
• Community-based approaches to supporting communication in multicultural populations.

Technology and Innovation

• Telepractice in Speech-Language Pathology: Efficacy and accessibility.
• Augmented reality applications for language therapy.
• Wearable technology for monitoring speech and swallowing function.
• Artificial intelligence in speech and language assessment.
• Virtual reality interventions for individuals with communication disorders.
• Mobile applications for speech therapy: Usability and effectiveness.
• Voice recognition technology for AAC users.
• Robotics-assisted therapy for individuals with motor speech disorders.
• Gamification of speech and language interventions.
• Emerging trends in assistive technology for communication disorders.

These topics cover a range of issues and areas within speech-language pathology, from clinical interventions to theoretical investigations. Depending on your interests and expertise, you can further refine these topics or explore related areas to develop your research focus.

Ethical Considerations in SLP Research Topics

Ethical considerations are paramount in any research endeavor, including speech-language pathology (SLP). Here are some key ethical considerations to keep in mind when conducting research in this field:

• Informed consent: Ensure that participants fully understand the research procedures, risks, and benefits before agreeing to participate.
• Confidentiality: Safeguard the privacy of participants by securely storing and anonymizing data to prevent unauthorized access.
• Respect for autonomy: Respect the autonomy and self-determination of individuals with communication disorders, ensuring their right to make informed decisions.
• Avoidance of harm: Minimize potential harm to participants through careful design and implementation of research protocols.
• Cultural sensitivity: Recognize and respect cultural differences and individual preferences when conducting research with diverse populations.
• Conflict of interest: Disclose any potential conflicts of interest that may influence the research process or outcomes.
• Transparency: Maintain transparency in reporting research findings, including any limitations or biases in the study.
• Collaboration: Foster collaboration and communication among researchers, participants, and relevant stakeholders to ensure ethical conduct throughout the research process.

Promising Directions and Future Prospects In Research Topics for Speech Language Pathology

Research in speech-language pathology (SLP) continually evolves, with promising directions and future prospects emerging in various areas. Here are some promising directions and future prospects in research topics for SLP:

• Technology integration: Continued exploration of innovative technologies, such as telepractice, virtual reality , and wearable devices, to enhance assessment and intervention methods.
• Personalized therapy approaches: Development of tailored interventions based on individual needs, preferences, and characteristics to optimize outcomes.
• Multidisciplinary collaboration: Increasing collaboration with other disciplines, such as neuroscience and engineering, to advance understanding and treatment of communication disorders.
• Cultural competence: Integrating cultural competence training and awareness into research and clinical practice to better serve diverse populations.
• Longitudinal studies: Conduct longitudinal studies to track the effectiveness of interventions over time and understand the long-term impacts of communication disorders.

Final Thoughts

The field of Speech Language Pathology offers a rich landscape of research topics that hold immense promise for advancing our understanding and treatment of communication disorders. 

Through interdisciplinary collaboration, technological innovation, and a commitment to ethical practice, researchers continue to uncover new insights and develop effective interventions to improve the lives of individuals with speech and language challenges. 

As we embark on this journey of discovery, let us remain vigilant in addressing the diverse needs of our communities and fostering a culture of inclusivity and respect. 

Together, we can pave the way toward a future where communication barriers are overcome, and every voice is heard.

1. How can I find inspiration for research topics in speech-language pathology?

Explore areas of personal interest, stay updated with current issues in the field, and consider collaborating with colleagues for diverse perspectives.

2. How does research in SLP translate to clinical practice?

Research findings inform assessment and treatment approaches, guiding speech-language pathologists in providing evidence-based care to their clients.

3. What are some emerging areas of research in speech-language pathology?

Emerging areas include telepractice, cultural and linguistic diversity, neuroplasticity, and the use of technology in assessment and intervention.

4. Where can I find resources for identifying research topics in SLP?

Utilize academic journals, professional conferences, online databases, and networking opportunities with colleagues and mentors.

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Future Speech-Language Pathologists Demonstrate Research at CSD Showcase

The three graduate students presenting their theses at the Communication, Sciences and Disorders Showcase on Wednesday, April 24, exhibit the range within the speech pathology field.

The trio’s theses address topics on experiences of neurodivergent Asian Americans, accent training services for multilingual individuals in the U.S., and evaluating hyoid movement in swallow studies.

CSD Graduate Program Director and Associate Professor Robin Danzak is the thesis coordinator for CSD, and spoke about her enjoyment of working with students on developing their theses.

“I get so energized talking about research with students, and love all aspects of the research process: brainstorming ideas, designing impactful qualitative studies, working with communities, analyzing data, and sharing people’s stories. For the students and participants, it can be an extremely rich and rewarding experience,” said Danzak.

Emerson Today asked the three students about their theses, career goals, and more:

Emily Chen, MA ’24

What was the inspiration that led to your thesis: Lived Experiences of Neurodivergent Asian American Emerging Adults: A Photovoice Exploration?

Chen: My own experience as a neurodivergent Asian American (ND AA) led to my thesis topic. I was diagnosed with ADHD at the age of 23 after years of struggling, and there was and still is very little information and research about, and community for, ND AA, which made my journey difficult and lonely. I’ve come a long way since, and I became curious about other ND AA’s experiences: Were they similar to mine? Completely different? How do ND and AA intersect and interact with one another? My thesis explores what life is like for neurodivergent Asian Americans, so that other ND AA can understand themselves and receive the support they need more quickly and easily than I did.

How would your thesis work and research be applied in real life applications?

Chen: In speech therapy and other clinical settings, this research can help clinicians better understand and support ND AA clients of all ages (kids will one day grow into adults!) and, thus, provide more neurodiversity-affirming and culturally responsive care. My thesis work, however, is not specific to clinical work by any means. This research also applies to ND AA peers, colleagues, family members, community members, and can help ND AA individuals feel seen and less alone, as well as help others support us and our unique needs. What kind of professional work would you like to do after graduating from Emerson?

Chen: I will be a speech-language pathologist, and I would like to support neurodivergent clients and their families (especially Asian American ones). I hope to empower ND clients to accept and live as their full, authentic selves and help families and communities support ND individuals in affirming ways. Is there anything else you’d like to share about yourself, your thesis, your Emerson experience, etc?

Chen: You can check out more of my work at my website emilychenstudio.com . DisOrient is my educational YouTube series for the AAPI community about mental health and neurodiversity. I also have other articles, interviews, and songs where I share my own experiences as a neurodivergent Asian American! I am so grateful for Emerson CSD’s warm and accepting community that has allowed me to be my full self, feel so supported in my clinical work and research, and thrive.

Lior Grader, MA ’24

What was the inspiration that led to your thesis: Motivation to Participate in Accent Training Services among Bilingual and Multilingual Individuals in the US? 

Grader: As a bilingual individual (my first language is Hebrew, and my second language is English), I was interested in learning more about accent training services due to my personal experience as an individual with an accent.

I wanted to learn more about what motivates people to participate in accent training services. Accent training services are elective services that are performed (also) by speech-language pathologists (SLPs) and aim to improve verbal and non-verbal communication among people who speak English with an accent.

After reviewing the literature about accent training, I learned about a debate in the SLP field regarding whether SLPs should offer those services. Some claim those services perpetuate bias against culturally diverse individuals, whereas others argue that they serve as a beneficial tool for career advancement and social integration. After learning about the debate, I was wondering what the clients think. Are those services meaningful and important?

Grader: The research aims to bring the perspective of the clients, individuals with an accent, to the debate. So far, the debate has been among SLPs, but when we discuss eliminating services, we should also consider the client’s point of view. 

What kind of professional work would you like to do after graduating from Emerson? 

Grader: I plan to work as a speech-language pathologist

Is there anything else you’d like to share about yourself, your thesis, your Emerson experience, etc? 

Grader: I want to thank my participants who agreed to take part in this research, my committee members, [CSD Senior Scholar-In-Residence] Maryam Salehomoum, Robin Danzak, and [CSD Affiliated Faculty] Wendy Kohn, for all the help and support during this amazing learning process, and [CSD Research Assistant] Briana Primavera ’26 for assisting with the data analysis process. 

Elona Meziu Ribari, MA ’24

What was the inspiration that led to your thesis: Reliability in Speech-Language Pathology: Evaluating SLP’ Interpretations of Hyoid Movement in Videofluoroscopic Swallow Studies? 

Ribari: My thesis was directly inspired by my work at EATS Lab, which I began under the guidance of [CSD Assistant Professor] Lindsay Griffin since September 2022. Working closely with Lindsay has been a life-changing journey for me. This experience exposed me to the complexities and challenges of assessing hyoid movement, which plays a critical role for swallowing safety, sparking my interest in working toward improving how these evaluations are conducted in clinical settings.

Ribari: My research is aimed at enhancing the precision of SLPs’ interpretations of hyoid movement during Videofluoroscopic Swallow Studies (VFSS). By improving the reliability of these assessments, my work could lead to more accurate diagnostic practices and treatment plans for patients with dysphagia. This could significantly improve patient care and outcomes by preventing severe complications such as aspiration, pneumonia, and other related conditions. 

What kind of professional work would you like to do after graduating from Emerson?

Ribari: After graduation, I envision myself working as a medical speech-language pathologist (SLP) in an acute care setting. My current internship at Boston Medical Center has reinforced my passion for this role, where I find great fulfillment in assisting patients with their rehabilitation, especially those struggling with swallowing difficulties and other communicative disorders.

Is there anything else you’d like to share about yourself, your thesis, your Emerson experience, etc?

Ribari: Coming from Kosovo, a small country where speech-language pathology is still relatively new, I’ve found my experience at Emerson College to be profoundly transformative. The practices and skills I have gained here go beyond anything available back home, and I feel deeply honored to represent my country in such a prestigious institution. At Emerson, I’ve learned that the support of professors, supervisors, and staff is unconditional. They encourage us to aim higher and dream bigger, always ready to guide and assist us along our academic and professional journeys. Being part of this community has not only enhanced my skills but also reinforced my commitment to advancing this field in Kosovo and beyond.

The CSD Showcase will be held April 24, 4-6 pm, in The Judee.

News & Stories

Communication Sciences and Disorders , Faculty , Graduate and Professional Studies , School of Communication

David Ertischek View All

Communication Sciences & Disorders | SLP

• Choose a Topic
• PICO Your Question
• Search Well
• Evidence-Based Resources
• Journal Articles
• Zotero This link opens in a new window

How to Pick a Topic

• Choose a topic that is interesting to you .  Research is much more enjoyable if you care about your topic.
• Look at your class notes or textbook--sometimes these will provide ideas for topics.
• Talk with friends or family; often they can suggest topics you haven't considered or  focus your ideas.
• Browse the table of contents of a core speech, language or communication disorder journal:  Audiology Research, American Journal of Speech-Language Pathology , International Journal of Language and Communication Disorders , Journal of Communication Disorders , Language and Speech . 
• Consider a controversial topic.
• What drew you into this field?  Is there something in particular that interests you?
• Is there an issue within the field that is currently sparking interest or conversations?

Once you've thought of a few topics, you'll want to test drive your topic.  

Running a trial search (a test drive) for information in the library's article databases is part of the research process.  If your test drive shows that there's too much or not enough information, you can tweak your topic.  

Explore the library's article databases--under the FIND tab, choose articles.  Select one of the links provided in the Find box. 

Topic Evolution

Choosing a research topic is rarely a straightforward process.

When you begin looking for information, you may find too many or too few articles on your topic.  If this is the case, your research topic will need to evolve.

Adapting to the amount of information you find by tweaking, focusing, or broadening your topic is a normal part of the research process. 

Video from NSCU on the research process:

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Develop your research question

• Search for your assignment
• Find books and journal articles
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• Evidence-Based Practice

STEP 1: Understand your research objective

Before you start developing your research question, think about your research objectives:

• What are you trying to do? (compare, analyse)
• What do you need to know about the topic?
• What type of research are you doing?
• What types of information/studies do you need? (e.g. randomised controlled trial, case study, guideline, protocol?)
• Does the information need to be current?

Watch the following video (6:26) to get you started:

Key points from the video

• All good academic research starts with a research question.
• A research question is an actual question you want to answer about a particular topic.
• Developing a question helps you focus on an aspect of your topic, which will streamline your research and writing.
• Pick a topic you are interested in.
• Narrow the topic to a particular aspect.
• Brainstorm some questions around your topic aspect.
• Select a question to work with.
• Focus the question by making it more specific. Make sure your question clearly states who, what, when, where, and why.
• A good research question focuses on one issue only and requires analysis.
• Your search for information should be directed by your research question.
• Your thesis or hypothesis should be a direct answer to your research question, summarised into one sentence.

STEP 2: Search before you research

The benefits of doing a background search :

• You can gather more background knowledge on a subject
• explore different aspects of your topic
• identify additional keywords and terminology

STEP 3: Choose a topic

The resources linked below are a good place to start: 

• UpToDate It covers thousands of clinical topics grouped into specialties with links to articles, drugs and drug interaction databases, medical calculators and guidelines.
• An@tomedia This online anatomy resource features images, videos, and slides together with interactive, educational text and quiz questions.
• Anatomy.tv Find 3D anatomical images; functional anatomy animations and videos, and MRI, anatomy, and clinical slides. Test your knowledge through interactive activities and quizzes.

STEP 4: Brainstorm your questions

Now you have explored different aspects of your topic, you may construct more focused questions (you can create a few questions and pick one later).

Learn more: 

• Clear and present questions: formulating questions for evidence based practice (Booth 2006) This article provides an overview of thinking in relation to the theory and practice of formulating answerable research questions.

STEP 5: Pick a question and focus

Once you have a few questions to choose from, pick one and refine it even further.

Are you required to use "PICO"?

• PICO worksheet
• Other frameworks

The PICO framework (or other variations) can be useful for developing an answerable clinical question. 

The example question used in this guide is a PICO question:   How does speech therapy compare to cognitive behavioural therapy in improving speech fluency in adolescents?

Use the interactive PICO worksheet to get started with your question, or you can download the worksheet document.

• Building your question with PICO

Here are some different frameworks you may want to use:

There are a number of PICO variations which can be used for different types of questions, such as qualitative, and background and foreground questions. Visit the Evidence-Based Practice (EBP) Guide to learn more:

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SLP program listed on 2025 US News and World Report rankings

• April 19, 2024

U.S. News & World Report has released its 2025 “Best Graduate Schools” rankings, and CWRU’s master’s program in speech-language pathology (SLP) was ranked 44 th in the nation.

“We are grateful for the recognition that this list has generated and welcome the chance to highlight what makes our program special,” said Kay McNeal , MA clinical program director.

One of the aspects that make the CWRU SLP program special is the hands-on research by students. 

“Every student completes a research project on a topic of their choice, unique for master’s level SLP programs in the country,” said psychological sciences’ Angela Ciccia . 

McNeal and communication science’s Lauren Calandruccio gave us a breakdown on other aspects of the program that stand out:

The university’s smaller size as compared to others on the list fosters faculty/student collaboration. Students assigned research and clinical advisors.

Students engage the community and perform clinical work at area hospitals, rehab facilities, clinics, early childhood programs and in CWRU’s Speakeasy program .

The 10 master’s students from the program’s 2023 graduating class logged over 4,300 hours of clinical service.

Students participate in IMPACT (Innovative Mentoring and Professional Advancement through Cultural Training), which is designed to increase the diversity of SLPs serving an increasingly diverse U.S. population.

The program recently hired 2 new tenure-track faculty who will bring additional research and teaching depth.

100% of SLP students obtain clinical fellowships either before or shortly after they graduate. This includes at The Cleveland Clinic, University of Wisconsin’s Waisman Center and Nationwide Children’s Hospital, just to name a few.

“We have an amazing faculty and an amazing student body,” said Calandruccio. “Rankings are nice, but what we are accomplishing in our small program is awesome. I am very proud to serve on the faculty.”

The Master of Arts in Speech-Language Pathology (SLP) Program at California State University, Long Beach is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA).

The primary purpose of CSULB’s Speech-Language Pathology Graduate Program is to prepare students as professional speech-language pathologists. The program’s objectives are to provide our students with: 

• Advanced knowledge in congenital, developmental, acquired, and neurogenic speech, language and communication disorders across the lifespan 
• Competence in implementing evidence-based practice in making ethical clinical decisions    
• Knowledge of procedures and methods for differential diagnosis in speech-language pathology 
• 400 clinical contact hours working with individuals with various communication and swallowing disorders 
• Competence in working with individuals with different cultural and linguistic backgrounds
• On-campus clinical practicum and off-campus internships to develop and refine clinical skills consistent with the defined scope of practice
• Internship experience in both school and medical/private practice settings 
• Development of cultural competence through seminars, clinical courses, internships, and student exchange program 
• Coursework and clinical contact hours for certification as a speech-language pathologist by the American Speech-Language and Hearing Association 
• Opportunities to participate in faculty-led or student-led research projects

CSULB SLP M.A. program is a cohort program to be completed in 5 semesters which include a semester of school-based internship and a semester of medical/private practice internship. Students who successfully complete the SLP M.A. program at CSULB are eligible for Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP), California State License in Speech-Language Pathology, and California Speech-Language Pathology Services Credential (SLPSC). 

Admission to the Graduate Program

Enrollment in 500/600 level courses in Speech-Language Pathology is restricted to students who have been accepted to the graduate program of the department as unconditionally classified students. Students wishing to be admitted must complete the following procedures:

• Students must meet the criteria for acceptance by the University as a graduate student;
•  Every student must apply directly to the university through Cal State Apply. Cal State Apply applications are processed by the university online at  https://www2.calstate.edu/apply . The department will access the transcripts electronically for department evaluation. 
• Students applying to the SLP M.A. program must apply to the Department of Speech-Language Pathology for admission using the Department Application Form. The appropriate Department Application Form which is available on the SLP Department website:  https://www.csulb.edu/college-of-health-human-services/speech-language-pathology . The Department of Speech-Language Pathology admits students to the M.A program once per year for fall start dates.  

Prerequisites

Students applying to the graduate program in Speech-Language Pathology must have completed one of these two prerequisites:

• A bachelor’s degree from an accredited institution with a major in Communication Sciences and Disorders (CSD), Speech-Language Pathology (SLP), Speech, Language and Hearing Sciences; or
• A bachelor’s degree from an accredited institution in a discipline other than Communication Sciences and Disorders (CSD). The applicant must have at least 30 semester units (or 45 quarter units) of coursework in speech-language pathology/communication sciences and disorders before enrollment in the graduate program.

Note 1: A minimum of 30 semester units (45 quarter units) in SLP coursework must be completed before enrollment in the graduate program.

Note 2: Any course deficiencies will be determined by the department graduate advisor and the department chairperson after consultation with the student and the student’s faculty advisor. Students applying to the graduate program in Speech-Language Pathology will have completed the identified coursework prior to enrollment in graduate classes.

Advancement to Candidacy

In order to be advanced to candidacy for a master’s degree, a student must meet the following criteria:

• enrollment in the semester in which advancement takes place;
• must complete all undergraduate requirements if any course deficiencies are identified by the department graduate advisor and the department chairperson;
• complete a minimum of 9 units of SLP graduate-level coursework at CSULB;
• maintenance of a GPA of at least 3.0 in (a) all graduate work completed in Speech-Language Pathology, (b) all graduate work completed at CSULB, and (c) all graduate work transferred to meet graduation requirements with no grade below “C”;
• submission of the Department’s Advancement to Candidacy Form which will be reviewed and approved by the department graduate advisor and the department chairperson. 

Note: Once a student advances to candidacy, he/she must continue to maintain at least a 3.0 cumulative GPA; otherwise, candidacy may be revoked.

Requirements

Fifty-six to fifty-eight (57-59) units of graduate coursework are required:

Take all of the following courses (51 units):

• SLP 661 - Seminar in Cognitive-Communication Disorders after Acquired Brain Injury (3 units)
• SLP 662 - Seminar in Language and Literacy Disorders in School-Age Children and Adolescents (3 units)
• SLP 663 - Seminar in Preschool Language Disorders and Speech Sound Disorders (3 units)
• SLP 665 - Seminar in Aphasia and Related Neurogenic Language Disorders (3 units)
• SLP 666 - Seminar in Motor Speech Disorders (3 units)
• SLP 667 - Seminar in Autism Spectrum Disorders (3 units)
• SLP 668 - Seminar in Dysphagia (3 units)
• SLP 669A - Multicultural Clinical Practicum: Developmental Speech and Language Clinic (4 units)
• SLP 669H - Multicultural Clinical Practicum: Entry Level Clinic (3 units)
• SLP 669J - Multicultural Clinical Practicum: Acquired Neurogenic Speech and Language Clinic (4 units)
• SLP 696 - Research Methods: Applied and Basic (3 units)
• SLP 670 - Clinical Internship in Speech-Language Pathology (5 units)
• SLP 672 - Seminar in Augmentative and Alternative Communication (3 units)
• SLP 676 - Seminar in Voice, Resonance and Fluency Disorders (3 Units)
• SLP 686A - Public School Practicum in Speech-Language Pathology (5 units)

Complete two (2 units) of the following course

• SLP 678 - Clinical Methods in Speech-Language Pathology (1 Unit)

Complete one of the following culminating requirements (4-6 units) in the final semester of the program

• SLP 575 - Educational Topics in Speech-Language Pathology (3 units)
• SLP 695 - Directed Readings (1‑3 units)
• SLP 698 - Thesis (1‑4 units)

Regulations governing the preparation and eligibility for culminating activity options are available in the Department Office and Graduate Handbook.

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Core Topics for Speech-Language Pathology Assistants

This course includes one hour of content on each of the following topics: 1) ethical concepts and decision-making; 2) universal safety precautions, including the Occupational Safety & Health Administration's (OSHA) bloodborne pathogens standard, and 3) patient confidentiality and the Health Insurance Portability & Accountability Act (HIPAA).

Please note: This series is comprised of the following individual courses: 9588, 1033794, 1033808. If you have completed any of these individual courses in any format, you will NOT be able to earn CEU credit for this course series (9892).

Course created on October 1, 2021

Course Type : Video

CEUs/Hours Offered: ASHA/0.3 Introductory, Related; IACET/0.3; Kansas LTS-S1370/3.0; SAC/3.0

Learning Outcomes

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Presented By

Klaire Brumbaugh ClinScD CCC-SLP

Klaire Brumbaugh, ClinScD, CCC-SLP, is an assistant professor and the director of clinical services for the University of Central Missouri. Prior to joining the university, Dr. Brumbaugh’s primary work experience was with the birth to three population. She graduated with her bachelor's and master’s degree from Kansas State University. In 2019, she graduated from Rocky Mountain University of Health Professions with a clinical doctorate in speech-language pathology. Her research interests include treatment of phonological disorders and professional issues such as issues and supervision.

J. Nikki Gaylord ClinScD CCC-SLP

J. Nikki Gaylord, CScD, CCC-SLP is an assistant professor at Murray State University in the Center for Communication Disorders. Dr. Gaylord has been a practicing speech-language pathologist for over 20 years. She received her bachelor’s and master’s degrees from Southeast Missouri State University. She completed her doctorate of clinical science in speech-language pathology in 2019 from Rocky Mountain University of Health Professions and is currently working toward completion of a doctorate of education in P-20 leadership from Murray State University. Her current research interests include exercise-induced laryngeal obstruction in athletes, exercise-induced dyspnea, voice disorders, clinical supervision, and ethics and diversity in speech-language pathology.

Kathleen Weissberg OTD OTR/L

Dr. Kathleen Weissberg, (MS in OT, 1993; Doctoral 2014) in her 25+ years of practice, has worked in rehabilitation and long-term care as an executive, researcher, and educator.  She has established numerous programs in nursing facilities; authored peer-reviewed publications on topics such as low vision, dementia quality care, and wellness; has spoken at numerous conferences both nationally and internationally, for 20+ State Health Care Associations, and for 25+ state LeadingAge affiliates.  She provides continuing education support to over 17,000 therapists, nurses, and administrators nationwide as National Director of Education for Select Rehabilitation. She is a Certified Dementia Care Practitioner and a Certified Montessori Dementia Care Practitioner.  She serves as the Region 1 Director for the American Occupational Therapy Association Political Affairs Affiliates and is an adjunct professor at both Duquesne University in Pittsburgh, PA, and Gannon University in Erie, PA. 

Kim Cavitt AuD

Kim Cavitt, AuD was a clinical audiologist and preceptor at The Ohio State University and Northwestern University. Since 2001, Dr. Cavitt has operated her own Audiology consulting firm, Audiology Resources, Inc. Audiology Resources, Inc. provides comprehensive operational, compliance and reimbursement consulting services to hearing healthcare providers. She is a Past President of the Academy of Doctors of Audiology (ADA), serves as the Chair of the State of Illinois Speech Pathology and Audiology Licensure Board, serves on the Audiology Quality Consortium and serves on committees through ADA and ASHA. Dr. Cavitt is an Adjunct Lecturer at Northwestern University.

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American Speech-Language-Hearing Assn.

Introductory Level 0.3 ASHA CEUs

International Association for Continuing Education and Training

Continu ed , LLC, DBA SpeechPathology.com, is accredited by the International Association for Continuing Education and Training (IACET). Continu ed complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, Continu ed is authorized to issue the IACET CEU. continu ed , LLC, is authorized by IACET to offer 0.3 CEUs for this program.

Kansas Dept for Aging and Disability Services

Approved for 3 continuing education clock hour(s) for Kansas licensed Speech Pathologists by the Kansas Department for Aging and Disability Services. Long-Term Sponsorship number: LTS-S1370. California Speech-Language Pathology and Audiology Board: SpeechPathology.com is approved by the California Speech-Language Pathology and Audiology Board as a Continuing Professional Development Provider, approval number PDP 268. This course may meet the requirements for 3 hours of continuing education credit for SLPs as required by the California Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board. The responsibility for determining whether or not this specific course counts toward an individual's requirements for license renewal is up to the individual. Please refer to the CA state board rules regarding allowable topics and self-study limits: http://www.speechandhearing.ca.gov/licensees/ce_req.shtml. Live webinars on SpeechPathology.com do not count as self-study courses toward California professional development requirements.

Speech-Language and Audiology Canada

Clinically certified members of Speech-Language and Audiology Canada (SAC) can accumulate continuing education equivalents (CEEs) for their participation with SpeechPathology.com. One hour of coursework equals 1 CEE. All SAC members are encouraged to participate in on-going education.

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