Speech Language Pathologists and Prosody: Knowledge and Clinical Practices

Fischer, Sarah Elizabeth (2018) Speech Language Pathologists and Prosody: Knowledge and Clinical Practices. Undergraduate thesis, under the direction of Kara Hawthorne from Communication Sciences and Disorders, University of Mississippi.

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Abstract

Prosody is an important aspect of language as it signals linguistic contrasts, conveys pragmatic distinctions, and expresses emotional affect. However, prosody is impaired in several populations, and such impairments can negatively affect intelligibility and the social perception of the speaker. Speech Language Pathologists (SLPs) are the professionals responsible for treating such impairments, yet the knowledge base of SLPs regarding prosody is unknown. The purpose of this study is to evaluate SLPs’ knowledge of assessing, treating, and diagnosing prosodic impairments by using a survey (n=269). While a majority of SLPs surveyed agreed that prosody is within their scope of practice, they also reported that their knowledge and clinical training on assessing, diagnosing, and treating prosodic impairments is not adequate. Overall, SLPs feel they are lacking in knowledge of assessment and treatment methods, experience with clients with prosodic impairments, and knowledge of the nature of prosody. By dedicating more coursework and CEUs to prosody, providing an easy-to-administer assessment, and encouraging SLPs in their efforts in working with such impairments, SLPs will feel more competent in working with clients with prosodic impairments.

Item Type: Thesis (Undergraduate)
Creators: Fischer, Sarah Elizabeth
Student's Degree Program(s): Communication Sciences and Disorders
Thesis Advisor: Kara Hawthorne
Thesis Advisor's Department: Communication Sciences and Disorders
Institution: University of Mississippi
Subjects: A General Works > AS Academies and learned societies (General)
Depositing User: Ms Sarah Fischer
Date Deposited: 18 May 2018 15:16
Last Modified: 18 May 2018 15:16
URI: http://thesis.honors.olemiss.edu/id/eprint/1240

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