ethanporcaro/eric-fulltext-meta huggingface dataset:
I Want It That Way! -- Engineering Students&apos; Needs for English Language Preparation for the TOEIC Listening and Reading Test
Author: Taladngoen, Unaree
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Preparation,Foreign Countries,English (Second Language),Language Tests,Second Language Learning,Needs Assessment,Engineering Education,Student Attitudes,Undergraduate Students,Listening Comprehension Tests,Reading Tests,Teacher Certification,Vocabulary Skills,Grammar,Scores,Communication Skills,Second Language Instruction

Needs analysis is a critical step to undertake when executing the design and development of a course. This quantitative research aimed to investigate the engineering students' reasons for taking the TOEIC Listening and Reading Test and their needs for English language preparation for taking the test. The participants were 83 voluntary and anonymous engineering students. The instrument was the researcher-constructed needs analysis questionnaire. The gathered quantitative data were statistically analyzed, and responses to an open-ended question were examined through thematic analysis. The results revealed that the participants would take the TOEIC Listening and Reading Test to fulfill one of the requirements to obtain an official teacher's license. As for the need for English language preparation, the participants wanted to be prepared with English listening, reading, vocabulary, and grammar essential for achieving the expected TOEIC scores at a high level. According to the short answers obtained from the open-ended question, it was found that the participants mentioned their significant concern of being unable to understand words' meaning. In addition, the participants expressed their interest in developing communication abilities simultaneously with test-taking preparation. Consequently, the information provided in this study can be the basics for designing and developing a training course that enhances the linguistic knowledge necessary for test-taking and communication.
A Comparison of the Efficacies of Differential Item Functioning Detection Methods
Author: Basman, Munevver
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Bias,Test Items,Test Validity,Item Response Theory,Test Theory,Test Length,Sample Size,Monte Carlo Methods,Error Patterns

To ensure the validity of the tests is to check that all items have similar results across different groups of individuals. However, differential item functioning (DIF) occurs when the results of individuals with equal ability levels from different groups differ from each other on the same test item. Based on Item Response Theory and Classic Test Theory, there are some methods, with different advantages and limitations to identify items that show DIF. This study aims to compare the performances of five methods for detecting DIF. The efficacies of Mantel-Haenszel (MH), Logistic Regression (LR), Crossing simultaneous item bias test (CSIBTEST), Lord's chi-square (LORD), and Raju's area measure (RAJU) methods are examined considering conditions of the sample size, DIF ratio, and test length. In this study, to compare the detection methods, power and Type I error rates are evaluated using a simulation study with 100 replications conducted for each condition. Results show that LR and MH have the lowest Type I error and the highest power rate in detecting uniform DIF. In addition, CSIBTEST has a similar power rate to MH and LR. Under DIF conditions, sample size, DIF ratio, test length and their interactions affect Type I error and power rates.
Comparison of Kernel Equating Methods under NEAT and NEC Designs
Author: Ozsoy, Seyma Nur
Date: 2023-00-00
Type: Journal Articles
Subjects: Equated Scores,Testing,Test Items,Statistical Analysis,Evaluation Methods,Design,Error of Measurement,Computer Assisted Testing,Tablet Computers,Middle School Students,Foreign Countries

In this study, Kernel test equating methods were compared under NEAT and NEC designs. In NEAT design, Kernel post-stratification and chain equating methods taking into account optimal and large bandwidths were compared. In the NEC design, gender and/or computer/tablet use was considered as a covariate, and Kernel test equating methods were performed by using these covariates and considering bandwidths. The study shows that, in the NEAT design, Kernel chain equating methods exhibit higher error than the post-stratification equating methods do since the lowest error in the NEC design was obtained from the Kernel equating method with large bandwidth through the computer/tablet variable. Kernel test equating results based on the NEC design, which considers gender and computer tablet use variables as a covariate separately, showed lower SEE than that of the NEC pattern, which takes these variables together as covariates. In terms of the bandwidth, when all methods are compared within the pattern used (i.e., NEAT and NEC), it has been seen that generally Kernel test equating with large bandwidth results in fewer errors than the Kernel test equating with optimal bandwidth. When the NEAT and NEC designs are compared generally, the NEAT design has a lower SEE than that of the NEC design.
A Survey of Communication Sciences and Disorders Graduate Students&apos; Perceptions of Critical Appraisal Skills
Author: Mahoney, Amanda S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Communication Disorders,Graduate Students,Attitudes,Evaluative Thinking,Prerequisites,Required Courses,Speech Language Pathology,Audiology,Journal Articles,Research Methodology,Critical Reading,Evidence Based Practice,Clinical Diagnosis

Research shows that prerequisite courses prepare students for participation in more challenging coursework and more advanced future learning. Despite being a field that heavily relies on research evidence to inform clinical decisions as part of evidence-based practice, many undergraduate Communication Sciences and Disorder (CSD) programs do not include prerequisite undergraduate coursework dedicated to research methods. The purpose of the present study was to explore speech-language pathology and audiology graduate students' experiences with and opinions about critical appraisal of research articles. A total of 201 graduate students from institutions nationwide completed an online survey with questions related to exposure to research appraisal, use of an appraisal tool, and perspectives on the importance of research appraisal and confidence in appraisal skills. Results indicated that nearly one-third of the respondents did not learn or could not remember learning about article appraisal in their undergraduate CSD programs, though almost all survey respondents reported that they had learned about article appraisal in their graduate classes. Over half of the students used an article appraisal tool to bolster their learning of article critiques, almost all of whom found it helpful. Most of the respondents recognized the importance of article appraisal knowledge prior to graduate school but suggested that many of their undergraduate instructors did not place importance on the skill. Respondents' confidence in their article appraisal skills ranged from &quot;least confident&quot; to &quot;most confident&quot;. This study supports early and ongoing practice with article appraisal, which will provide these future clinicians with the confidence to communicate their knowledge and understanding when making evidence-informed clinical decisions. Additionally, instructors who teach article appraisal may consider using a hands-on appraisal tool since almost all students with experience using them believe they are helpful.
A Team Science Training Approach to Enhance Cross-Disciplinary Collaboration in Communication Science and Disorders Programs
Author: Wood, Carla
Date: 2023-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Team Training,Communication Disorders,Cooperative Learning,Doctoral Students,Special Education,Psychology,Social Work,Seminars,Student Attitudes,Assignments,Outcomes of Education,Sciences,Educational Objectives

This paper aims to describe the core components of a cross-disciplinary team science training offered in a Communication Science and Disorders (CSD) program delivered to 17 doctoral scholars in CSD, education, special education, psychology, and social work. The team science training model is offered as one approach to consider in preparing pre-service leaders and faculty in CSD to engage in scientific collaboration with other researchers from different disciplinary backgrounds. In addition to an overview of training, the paper includes preliminary data on participants' perceptions of team science training and recommendations for future offerings. [For corresponding grantee submission, see ED628524.]
Cognitive Processes Used by Graduate Students during Case-Based AAC Assessment and Intervention Think-Aloud Tasks
Author: Sauerwein, Allison M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Graduate Students,Augmentative and Alternative Communication,Intervention,Protocol Analysis,Case Method (Teaching Technique),Communication Disorders

Think-alouds are a validated data collection method that have been used across disciplines in the scholarship of teaching and learning. Scholarly teachers in CSD can use think-alouds to uncover the cognitive processes students use when completing case-based learning assignments. The purpose of the study was to identify and describe graduate students' thought processes when planning for AAC assessment and intervention during think-aloud tasks. A total of 19 CSD graduate students were given cases and completed think-alouds in groups while planning for AAC assessment and intervention. Students' think-alouds were recorded, transcribed, and then coded using the revised Bloom's taxonomy. All groups engaged in cognitive processes representing each level of thinking in the taxonomy, but data analysis revealed differences across groups in the complexity of cognitive processes used during the think-alouds. The researchers present considerations for CSD instructors related to incorporating think-alouds in the classroom.
Enriching Pre-Clinical Education with Near-Peer Learning Experiences
Author: Springle, Alisha P.
Date: 2023-00-00
Type: Journal Articles
Subjects: Conventional Instruction,Peer Teaching,Undergraduate Students,Allied Health Personnel,Speech Language Pathology,Allied Health Occupations Education,Graduate Students,Student Attitudes,Preferences,Mentors,Tutoring

The purpose of this mixed methods study was to examine the outcomes of two instructional methodologies (traditional and peer-assisted learning; PAL) used in a clinical methods course for undergraduate speech-language pathology (SLP) students. The sample included 53 undergraduate SLP students (near-peer learners) as well as 27 graduate SLP students and 7 clinical fellows (near-peer tutors). Traditional instruction was used during the first half of the course and PAL was added during the second half. The undergraduate SLP students' weekly written reflections and grades (mid-term and final) were collected for analysis. Students demonstrated a preference for peer- and near-peer learning experiences and commented positively on learning via stories throughout the course. They exhibited more positive attitudes during PAL instruction. Further, students reported less clinical confidence and more confusion as the course progressed and they learned more about the demands and expectations for clinical practice. Implications and recommendations for SLP students' clinical training are discussed.
Gender Diversity Cultural Responsiveness Education in Speech-Language Pathology Graduate Programs: A Pilot Survey
Author: Dickinson, Tara E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Sexual Identity,LGBTQ People,Culturally Relevant Education,Speech Language Pathology,Allied Health Occupations Education,Graduate Students,Speech Curriculum,Student Attitudes,Readiness,Self Efficacy,Diversity

Gender-affirming voice therapy aims to align a person's voice and communication with their gender identity. Historically, transgender and gender-nonconforming (TGNC) individuals have been marginalized and continue to face significant healthcare disparities. The goal of this research was to examine the self-perceived preparedness of recent speech-language pathology (SLP) graduates for working with TGNC clients. A survey was developed to include both multiple choice and open-ended questions. Topics included graduate-level training on working with TGNC individuals, perceived preparedness to work with this client population, educational resources sought by respondents, and suggested improvements for SLP graduate programs. Thirty recent (since 2016) SLP graduates completed the survey anonymously. Although a majority (83%) of respondents reported that working with TGNC clients was addressed in their graduate education, 66% of respondents felt that instruction time spent on this topic was insufficient or slightly insufficient. Those who had clinical experiences with TGNC clients, or who learned from the perspectives of the TGNC community (e.g., from a guest speaker or video), reported that their graduate education better prepared them to work with TGNC clients. One of the most common recommendations to improve graduate education was to invite TGNC speakers to share their experiences. The majority of respondents identified a need for improvement of gender diversity education in SLP graduate programs. Further research is needed to determine the efficacy of different curricula in increasing the knowledge and skills of SLP graduates specific to TGNC clients to ensure clinical competency and equitable care.
Establishing Cueing Skills when Treating Bilingual Speech Sound Disorders
Author: Irizarry-Pérez, Carlos D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Graduate Students,Skill Development,Intervention,Bilingual Students,Children,Speech Impairments,Cues,Speech Therapy,Scores,Supervision,Training,Speech Language Pathology,Allied Health Occupations Education

Purpose: This study sought to train cueing skills in first-year graduate students when working with bilingual children with speech sound disorders to ensure fidelity of intervention of a larger research investigation. Method: Before explicitly training cueing skills, three students were randomly assigned bilingual clients that had been previously diagnosed with a speech sound disorder and asked to administer trial therapy. During the instructional phase, we gave students a cueing protocol, a scoring template, and feedback. We assessed performance according to challenge-point criteria and adherence to our cueing protocol. Results: Performance varied per student, but overall scores were higher during the instructional phases than during the baseline phase for all students. Performance was also higher when the students participated in individual conferencing versus group conferencing. Conclusion: Although the data are limited, the results suggest that a cueing protocol is supportive in establishing cueing skills in first-year graduate students administering speech sound intervention.
Minoritized Graduate Students&apos; Recommendations to Communication Sciences and Disorders Programs to Improve Inclusion of Minoritized Students
Author: Roberts, Teresa M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Minority Group Students,Graduate Students,Communication (Thought Transfer),Communication Disorders,Inclusion,Student Attitudes,Diversity,Student Recruitment,Gender Differences,Low Income Students,LGBTQ People,Students with Disabilities,Language Usage

Minoritized students in Communication Sciences and Disorders (CSD) programs have unique insights into inclusion and diversity initiatives based on their lived experiences. In this study, the researcher examined and analyzed recommendations that minorized CSD graduate students provided to programs to increase inclusion. The researcher identified themes within the recommendations using discourse analysis to analyze how students positioned themselves and faculty in relationship to diversity and inclusion. A total of 104 minoritized CSD graduate students across 28 states completed a survey that included demographic information and a writing prompt for recommendations to programs. The study found that students valued broad and targeted recruitment efforts, faculty education on diversity, supportive connections and networks, diversity topics throughout courses and within clinical training, and access to resources. Students positioned themselves as having social goods or assets in the form of diversity knowledge and lived experiences that could inform peers and faculty. Students positioned faculty as simultaneously having social goods through the social and political power of their roles and lacking social goods in the form of limited diversity knowledge. These findings align with existing literature for diversification of graduate programs that prioritize recruitment, foster connections, and offer resources. Minoritized graduate students provided additional recommendations to programs to provide faculty training, actively build community for students, address contemporary diversity issues throughout the curriculum, and advocate for diversity as an asset. Student recommendations on inclusion honored students as experts in their needs and contributed to discussion of how faculty can support inclusion and diversification of the field.
Teaching Undergraduate Students about Cultural and Linguistic Diversity: Assessment and Pedagogical Challenges
Author: Simon-Cereijido, Gabriela
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Cultural Awareness,Diversity,Communication Disorders,Hispanic American Students,Minority Serving Institutions,Speech Language Pathology,Attitude Change,Attitude Measures,Check Lists,Empathy

Purpose: Diverse undergraduate students can play a critical role in increasing the number of culturally competent clinicians in the future. However, exploring how these students develop cultural and linguistic awareness is crucial. This study examined the development and assessment of cultural and linguistic awareness among a diverse group of undergraduate students who completed a dedicated course on cultural and linguistic diversity in communication disorders. Method: We conducted quantitative and qualitative analyses to evaluate student growth. Ninety-seven undergraduate students from a public Hispanic-Serving Institution completed an adaptation of the &quot;ASHA's Cultural Competence Checklist: Personal Reflection&quot; at the beginning and end of a 16-week dedicated course. We analyzed the item responses using a paired t-test, and factor analyses were run to explore the potential presence of underlying constructs. We also analyzed open-ended students' reflections at the end of the semester. Results: Students exhibited significant gains in cultural awareness. The exploratory factor analyses of the &quot;Personal Reflection&quot; responses at the beginning and end of the semester resulted in similar percentages of explained variance but by different item groupings. Students' reflections converged into two broad categories: (1) topics related to the &quot;course content&quot;; and (2) student comments reflecting &quot;internal processes.&quot; Conclusions: A dedicated course with relevant content may positively influence growth in cultural awareness in diverse undergraduate students. We discuss pedagogical challenges and potential mitigating approaches to develop and evaluate cultural awareness. Overall, our study offers insights into the development of cultural understanding among diverse undergraduate students and provides actionable recommendations for promoting a more inclusive and culturally responsive learning environment.
Ultrasound Visual Biofeedback Training for Speech Language Pathology Students: A Single Case Design
Author: Campos, Ahmed Rivera
Date: 2023-00-00
Type: Journal Articles
Subjects: Human Body,Diagnostic Tests,Acoustics,Visual Aids,Biofeedback,Training,Speech Language Pathology,Clinical Diagnosis,Allied Health Occupations Education,Undergraduate Students,Instructional Effectiveness,Accuracy,Graduate Students

This study examined the effectiveness of an ultrasound visual biofeedback (UVB) training on speech-language pathology (SLP) students' assessment of sonographic tongue configuration. This study examined the presence of a functional relation between an ultrasound visual biofeedback (UVB) training within the Participatory Adult Teaching Strategy framework and speech-language pathology (SLP) students' assessment of sonographic tongue configuration. Method: This study employed a multiple baseline, single-case design across participants and behaviors for data collection and analysis. Four graduate and three undergraduate level SLP students participated. Results: Percentage of goal obtained indicated that training was effective across participants and behaviors for teaching SLP students in the assessment of sonographic tongue shape for remediation of speech sound errors. Differences were found between undergraduate and graduate SLP students in the accuracy of assessment of sonographic tongue section configuration. Conclusions: The study establishes preliminary effectiveness of UVB training for SLP students. Although results demonstrate the effectiveness, special considerations should be applied when training graduate and undergraduate students in implementation of UVB training in order to accommodate knowledge and clinical experience differences between graduate and undergraduate students.
Use of a Standardized Tracheostomy Patient Simulation to Evaluate Student Clinical Communication Skills
Author: Stead, Amanda
Date: 2023-00-00
Type: Journal Articles
Subjects: Special Health Problems,Speech Language Pathology,Allied Health Occupations Education,Medical Students,Clinical Diagnosis,Communication Skills,Simulation,Patients,Skill Development,Communication Disorders,Graduate Study,Student Evaluation

Simulation is a valid pedagogical tool used to teach students, observe student clinical skills, and to assess clinical competencies. During the COVID-19 pandemic, a lack of medical speech-language pathology placements required graduate programs to re-examine clinical training. Simulation has proven useful in providing an alternative and safe learning modality. Standardized patients, which are one simulation modality, provide increased standardization and higher fidelity than medical manikins. This is particularly true in the context of both student learning and demonstration of clinical communication skills (CCS) within a simulated learning environment where the simulated patient can interact authentically with the student clinician. CCS are important because they can lead to better treatment outcomes and strengthen the therapeutic alliance. The purpose of this study was to evaluate the evidence for a CCS training in the context of a speaking valve trial with a standardized tracheostomy patient. Results showed that students are demonstrating emerging skills or have already developed CCS in this context. Student questionnaire ratings suggest that this simulation was helpful to their learning as it provided a safe environment for them to practice valuable clinical skills. Simulation appears to be a viable modality to use when training CSD students to improve their CCS.