Ethical case studies in speech pathology

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The children in IIA responded immediately. After her second session with 5-year-old Norma Jean Pugh, Tudor wrote, "It was very difficult to get her to speak, although she spoke very freely the month before. Potter also began to interject and to snap her fingers in frustration. She was asked why she said 'a' so much. All the children's schoolwork fell off. One of the boys began refusing to recite in class. The other, eleven-year-old Clarence Fifer, started anxiously correcting himself.

She asked him how he knew. He said that the sound "wouldn't come out. Feels like it's stuck in there. The sixth orphan, Mary Korlaske, a year-old, grew withdrawn and fractious. During their sessions, Tudor asked whether her best friend knew about her 'stuttering,' Korlaske muttered, "No. Mary Tudor herself wasn't untouched.

Three times after her experiment had officially ended she returned to the orphanage to voluntarily provide follow-up care. She told the IIA children that they didn't stutter after all. The impact, however well-meaning, was questionable. She wrote to Johnson about the orphans in a slightly defensive letter dated April 22, , "I believe that in time they … will recover, but we certainly made a definite impression on them.

Unit description

The results of the study were freely available in the library of the University of Iowa, but Johnson did not seek publication of the results. The experiment became national news in the wake of a series of articles conducted by an investigative reporter at the San Jose Mercury News in , and a book titled Ethics: A Case Study from Fluency was written to provide an impartial scientific evaluation. The panel of authors in the book consists mostly of speech pathologists who fail to reach any consensus on either the ethical ramifications or scientific consequences of the Monster Study.

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Richard Schwartz concludes in Chapter 6 of the book that the Monster Study "was unfortunate in Tudor and Johnson's lack of regard for the potential harm to the children who participated and in their selection of institutionalized children simply because they were easily available. The deception and the apparent lack of debriefing were also not justifiable. Others, however, felt that the ethical standards in were different from those used today. Some felt the study was poorly designed and executed by Tudor, and as a result the data offered no proof of Johnson's subsequent hypothesis that "stuttering begins, not in the child's mouth but in the parent's ear" [ citation needed ] -- i.

The Monster Study name may come from this negative reception. The study learned that although none of the children became stutterers, some became self-conscious and reluctant to speak. In no way would I ever think of defending this study. In no way.

Texas Speech-Language Pathology Ethics and Jurisprudence

The lawsuit was an outgrowth of a San Jose Mercury News article in conducted by an investigative reporter. The article revealed that several of the orphans had long-lasting psychological effects stemming from the experiment. The state tried unsuccessfully to have the lawsuit dismissed but in September , Iowa's Supreme Court justices agreed with a lower court in rejecting the state's claim of immunity and petition for dismissal. Many of the orphans testified that they were harmed by the "Monster Study" but outside of Mary Tudor, who testified in a deposition on November 19, , there were no actual eyewitnesses to the events.

The advanced age of the three surviving former orphans on the plaintiff's side helped expedite a settlement with the state. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning. Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details. Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change.

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The most current information regarding a unit will be provided to enrolled students at the beginning of the study session. Commencing Commonwealth Supported only. Student contribution band: 2. Narrative Intervention to support language and literacy development Presenter: Sandra Gillam. Narrative language skills contribute to academic success for school-age students. Children with language impairment have difficulty acquiring narrative proficiency. This may negatively impact their academic performance in oral and written contexts.

This course will summarize narrative intervention strategies and procedures, as well as provide an overview of the research to support them. A program that has integrated all of these procedures will be highlighted. Describe the importance of narrative proficiency for academic, social and cognitive development.

Describe evidence based procedures and approaches for addressing narrative proficiency in school-age children.

Describe the language skills that support narrative proficiency. Success in school requires age-appropriate knowledge of words and concepts, and the ability to use the knowledge for listening, reading, speaking, and writing. Unfortunately, not all children enter school with the word and concept knowledge that is foundational to learning. This presentation will focus on how clinicians can use the new PPVT-5 and EVT-3 to assess vocabulary size and determine the need for vocabulary instruction.

The presenter will describe the different administration and scoring options for the PPVT-5 and EVT-3, including the digital application which allows for efficient administration and scoring, and immediate connection of assessment results to evidence-based interventions.

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List three reasons for assessing vocabulary. Compare receptive and expressive vocabulary acquisition. Identify interventions based on assessment data. Myo-Fascial Release for Voice and Swallowing Many voice and swallowing patients continue to struggle with severe laryngeal pain and tightness even after having numerous therapy sessions.

Sometimes the traditional therapy interventions focusing on vocal hygiene, resonance or swallowing precautions and strategies are just not enough to break the severe strain and pain associated with voice and swallowing disorders. Myo-fascial release is an innovative, hands-on and effective modality that SLPs are adding to their intervention arsenal.

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Some clinicians feel MFR may be the future of treatment goals for these specialty populations and make all the difference in positive outcomes. This presentation will review the role that MFR can play in these therapies, describe the training process and how to implement the techniques and give the audience a hands-on approach and a new way to think about treating these populations. Demonstrate 3 MFR stretches for laryngeal pain and tightness. List at least three contraindications for an MFR modality approach with voice and swallowing patients.

This presentation is designed to increase awareness of the difficulties and frustrations that people with dyslexia encounter daily. Participants experience learning situations that simulate various language related tasks similar to those encountered in the classroom and workplace. Participants will understand the frustration felt by students with dyslexia during reading tasks. Participants will understand the frustration felt by students with dyslexia during writing tasks. Participants will understand the frustration felt by students with dyslexia during a listening task.

The evaluation and management of the sound sensitivity patient can be a differentiating factor for you clinical practice. In this lecture we will discuss fundamental elements to management of the sound sensitivity patient and perform case step-by-step walk through. Describe counseling of sound sensitivity. Describe sound therapy based approaches for sound sensitivity. Comparing traditional vs computerized assessments of speech and voice performance. Although Visipitch and CSL are often appropriate and widely practiced, the GAP procedure seems to provide some unique features for certain types of articulatory dysfunction.

This approach appears to be both sensitive and specific to articulatory movements of the tongue, lips, and jaw. Limitations of the currently implemented version of the GAP procedure will be considered, and future goals of enhancing these features will be suggested. Able to understand current limitations.

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