Words Matter: Reframing Communication Sciences and Disorders Programs' Thinking about Adolescents
Saved in:
| Title: | Words Matter: Reframing Communication Sciences and Disorders Programs' Thinking about Adolescents |
|---|---|
| Language: | English |
| Authors: | Kristin Nellenbach (ORCID |
| Source: | Perspectives of the ASHA Special Interest Groups. 2024 9(3):613-626. |
| Availability: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 800-638-8255; Fax: 301-296-8580; e-mail: perspectives@asha.org; https://perspectives.pubs.asha.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Masters Programs, Communication Disorders, Communication (Thought Transfer), Speech Instruction, Speech Curriculum, Adolescents, Naming, Semantics, Ambiguity (Semantics), Inclusion, Curriculum Development |
| DOI: | 10.1044/2024_PERSP-23-00051 |
| ISSN: | 2381-473X |
| Abstract: | Purpose: The purpose of this investigation was to evaluate language development and disorders course titles across communication sciences and disorders (CSD) graduate programs in an effort to determine whether adolescents were specifically being recognized via inclusive language or dedicated courses. The findings can be used to propel important discussions about the need for inclusive course titles, inform initial directions for improvements in preprofessional education, and guide broader changes in the discipline, especially for the adolescent population. Method: A review of accredited CSD graduate programs across the United States was conducted using the American Speech-Language-Hearing Association EdFind database. A total of 298 master's-level CSD programs were used for this study. CSD course titles located in each of the university's graduate catalogs were documented, categorized, and reviewed by the research team. Results: Of the 298 CSD graduate programs reviewed, one in eight specifically included the word "adolescent(s)" or "adolescence" in the titles of their language development and disorders courses. Remarkably, only four adolescent-focused courses, two of which were listed as electives, were offered across all reviewed programs. A post hoc analysis of the language used in course titling revealed that 42 titles used inclusive terminology. Conclusions: Adolescents are developmentally distinct from children, yet a majority of CSD graduate programs used ambiguous or exclusive words in the titles of their language development and disorders courses. The unintentional failure to recognize this important difference in course titles may be contributing to the ongoing neglect of adolescents within the field. Reframing collective thinking is required for change. Reasons and suggestions for including adolescents in course titles and separate offerings are provided to assist CSD graduate programs in leading the way toward improving equity for adolescents. |
| Abstractor: | As Provided |
| Notes: | https://find.asha.org/ed/#sort=relevancy |
| Entry Date: | 2024 |
| Accession Number: | EJ1433465 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this investigation was to evaluate language development and disorders course titles across communication sciences and disorders (CSD) graduate programs in an effort to determine whether adolescents were specifically being recognized via inclusive language or dedicated courses. The findings can be used to propel important discussions about the need for inclusive course titles, inform initial directions for improvements in preprofessional education, and guide broader changes in the discipline, especially for the adolescent population. Method: A review of accredited CSD graduate programs across the United States was conducted using the American Speech-Language-Hearing Association EdFind database. A total of 298 master's-level CSD programs were used for this study. CSD course titles located in each of the university's graduate catalogs were documented, categorized, and reviewed by the research team. Results: Of the 298 CSD graduate programs reviewed, one in eight specifically included the word "adolescent(s)" or "adolescence" in the titles of their language development and disorders courses. Remarkably, only four adolescent-focused courses, two of which were listed as electives, were offered across all reviewed programs. A post hoc analysis of the language used in course titling revealed that 42 titles used inclusive terminology. Conclusions: Adolescents are developmentally distinct from children, yet a majority of CSD graduate programs used ambiguous or exclusive words in the titles of their language development and disorders courses. The unintentional failure to recognize this important difference in course titles may be contributing to the ongoing neglect of adolescents within the field. Reframing collective thinking is required for change. Reasons and suggestions for including adolescents in course titles and separate offerings are provided to assist CSD graduate programs in leading the way toward improving equity for adolescents. |
|---|---|
| ISSN: | 2381-473X |
| DOI: | 10.1044/2024_PERSP-23-00051 |
