I have not yet been assigned a client with a phonological disorder and therefore did know much about methods of treatment. I learned that there are many to choose from and that the client’s deficit and learning style will dictate the method you choose. Through researching, I have adopted the thought that age is also a factor. A young child will not benefit from an explanation of the sound, sound class, or phonological system because he/she will not understand. An older child, however, may very well benefit from those types of explanations.

            Through researching use of nonstimulable sounds for the second position paper, I found that they are effective because they result in generalization across classes. Using stimulable sounds yields within class generalization which is beneficial, but for those with errors in many classes it would be more beneficial to elicit change in several classes as opposed to one.

            Most every day, we completed writing worksheets, most of which addressed certain elements I was already familiar with. However, I was not aware of how often I use “hedge” words in my writing. It seems that in most of my papers I am hesitant to make a commitment, or strong statements, and never realized that before. The issues that I am more familiar with of course are easier for me to write about more directly. I have become much more aware of the terms I use and try to replace the “fluffy” words, for lack of a better term, with those that are more firm and committed when I can.

            Although we discussed many other important things over the last few weeks, these stand out in my mind and have been most enlightening to me. I have learned a great deal about the different aspects of phonology (assessment, treatment, etc.) over the course of the semester through the completion of the reading logs and the position papers, and hope that I can continue to learn on my own as I feel that we have only touched on the issues.

Barlow, J. (2001).  Recent advances in phonological theory and treatment.  Language, Speech, and Hearing Services in Schools, 32, 295-297. 

Barlow, J. (2002).  Recent advances in phonological theory and treatment: Part II.         Language, Speech, and Hearing Services in Schools, 33, 4-8. 

TAP (topic, audience, purpose): The topic of the articles is theory, specifically the theories behind certain methods of treating phonological disorders. The intended audience is speech and language professionals interested in phonological treatment. The purpose is to discuss recent treatment methods for phonological disorders and the theories that drive them. 

Claims: The author states that the evidence points to using more complex (or marked sounds) as therapy targets, as does many other articles I have read. She also claimed that phonology is related to other aspects of language and shouldn’t be looked at as something separate. 

Evidence: The author cites studies within articles that were included in the treatment forum to support her claims. 

Connections 

• Text-to-self: I think that theory drives research, and of course research is what we look for when determining therapy methods to use. It’s definitely not something I think about every day, but after discussing it in class I guess I form theories all the time!
• Text-to-text: This text discussed the theory behind certain treatment approaches. I don’t recall other articles in which theory was discussed, but I’m sure they are out there.
• Text-to-world: Obviously theory is very important, and I think that any theories should be tested because our field is always looking for the most effective way to treat disorders.

TAP (topic, audience, purpose): The article addresses the process of reflective writing, discussing the purpose of your writing and what to keep in mind during the process. The intended audience is professionals who use journaling as a way to sumarize information so that it can be referenced later, specifically field naturalists and ecological planners. The purpose is to offer information on how to use journaling effectively and how to write so that you will get the most out of it later. 

Claims: The author claims journal writing is important and that by using their suggestions, you can organize important information in a way that will be most helpful for later recall. They also suggested that even things that seem insignificant should be documented as they may be beneficial for future reference. 

Evidence: The author proveded reflections of others who use journaling. They discussed the value of journal writing in their work. Different types of journals were explained and examples were given of each. 

Connections 

• Text-to-self: I do not journal at this point in my life (professional or personal), but have in the past. It seems as though personal journals for a lot of people are a way of writing things they don’t want to say. For others I think it is a way to reflect on events when time has passed and their memory fails them. I definitely have difficulty remembering past events and journaling could be beneficial to me, but there is no way I could squeeze one more thing in my hectic schedule! (especially something I wouldn’t enjoy) Professionally, I think it would be helpful when researching because there would be a lot of information to document and sort through later. Journal writing, as discussed in this article, could be very effective when reflecting and drawing conclusions.
• Text-to-text: I have not read other articles that address journal writing, but it this one was not addressing our field of work and there may not be articles that address journal writing and its effects for speech and language professionals.
• Text-to-world: As I mentioned above, I can see how journal writing would be helpful when researching and conducting studies. It would definitely be beneficial when pulling information together and discussing the process.

In completing the position paper I wasn’t feeling very passionate about choosing any topic, but I did and was back and forth about it for several weeks. I couldn’t find the information that I was looking for, tried to revise my topic, and procrastinated a lot! I learned through this experience that you write about what is out there. I was really looking for specific things and thought that since I couldn’t find them then I would have nothing to write about. This is not true. You can actually learn a lot from nothing, but who knew that?

When we were informed that we’d be doing charrettes in class, I was first a little concerned. I thought that the whole concept was a little out there and felt that it would be just as beneficial for people to talk to me rather than about me. However, once we began I was able to see the benefits. By reporting what I found and then telling a room full of people what I was struggling with I was able to get some really great feedback from people that, had we not done this in class, I would not have approached. I also thought that by talking about others work rather than to each person about their work we were able to generalize more and sort of throw in our own experiences as well in more of a group discussion way. Personally, I feel like when people talk to me about something that I didn’t do or could try in another way or something along those lines, I sort of need to explain myself but since no one is allowed to talk to me and I’m not supposed to make any comments it takes that element out completely.

In discussing the use of a single word sample vs. conversational sample I did not decide that one id better than the other. They both have strong points and weak points and I think that a better picture of a child’s speech is seen when both are used and can be compared. There’s always the feeling that when things are debated one must be better than the other but I think that I discovered that that isn’t necessarily true. Something may be preferred over something else in a certain situation, may be less time consuming, may be more natural, etc., but I think that in many cases two things are better than one and in my opinion this is one of those cases.

Well, it looks like I’ve learned more than I thought when I first sat down to write this memo. It’s funny that when I quickly thought back over the past few weeks I forget quite a bit (it’s been such a blur), but when I took some time to really think about what I’ve actually done it’s sort of shocking (especially when I throw my other class and practicum).

             In completing the critically appraised topic I have improved my research skills and learned how to make better use of the articles that I find. Previously, when I came across an article that I thought would help strengthen a project or support what I was researching, I would read it and include bits and pieces of information from it that would be easiest for me to restate and use in my paper. However, I have learned through the completion of part III of the CAT assignment that it is important to include from articles what supports your topic and what does not, what the article proved/claimed and what it did not, if you favor the article or not, etc. All of these things, and more, can really add to the content of a report and show that a well thought out process of research. 

            The response logs have proven to be helpful in reading and understanding articles whether I actually write a response or not. The template is a good way to look over and process the information provided and to somewhat simplify or see the specifics in a lengthy article. 

            The summary of the assigned section of the APA manual proved to be a challenge for me. It was quite difficult to condense and comprehend all of the information within the sections. However, I learned quite a lot about not only about the section that I researched, but those that my classmates researched as well because we discussed what was pertinent to our field. I feel a little more comfortable using the manual than I did prior to this assignment but I still have a feeling of dread when I have to break down and look something up. 

            I feel as though I have a better understanding about the code of ethics since reading it in this class. I had previously read the document but never fully understood it and I’m not quite sure why. For some reason it seems so simple to me now and I think that it is mainly common sense written out in a formal document. It is great that we have this document to support clinical decisions that we make and to look to when we are unsure of what is “ethical” when a situation may be questionable, but at the same time I think that it is sad that such a document has to exist which addresses several things that are basic right and wrong.  

            In completing my CAT project I learned that children learning English as a second language benefit greatly from intensive English language programs. The same skills that English only children need in order to be successful in the use and comprehension of the English language are the same skills that ESL children need and when focused on in programs whether they be in a school, day care, or in clinical settings significant improvement in their English skills has been seen.