ECU Speech Pathology
Newsletter
November 2015
Introduction
Welcome to the 2015 edition of our ECU Speech Pathology newsletter. This year our
students have attended a wide range of clinical placements and community based
clinical experiences including our first ever placement in Tasmania. The Speech Pathology staff have continued to conduct, present and publish research within clinically applied and education related fields including studies in the use of videos to support reflective practice in students, intervention for aphasia and acquired communication disorders in Aboriginal people after stroke. The number of students completing Honours research increased and our PhD programme is set to expand next year.
For me highlights include attending the graduation ceremony of our third cohort of
graduates and catching up with our previously graduated students who are working
within the speech pathology community, research trips to rural and regional towns
and meeting with local speech pathologists, working on curriculum related projects
including the development of a dysphagia related learning resource, the ECU Speech
Pathology team hosting a National Speech Pathology Roundtable on Aboriginal
Health Curriculum, being part of students’ academic and clinical journey and attending meetings with the broader Speech Pathology community.
I hope you enjoy reading all about it in this year’s ECU Speech Pathology newsletter.
Natalie
Dr. Natalie Ciccone
Speech Pathology Course Coordinator
Using simulation to
develop inter-professional
skills
Clinicians working in the paediatric disability field are expected to work in interdisciplinary teams but students may not have
opportunities to develop the required skills
at an undergraduate level. In 2012 Edith
Cowan University launched a series of
learning resources developed to facilitate
interprofessional learning tutorials for
health students. Abigail worked with an OT
colleague to develop one of these resources around managing a child with autism in school, using video vignettes, written assessment material and facilitated
mixed group discussion. SP and OT students have been participating in a joint
three hour workshop using this resource
for the past four years and have evaluated
the effectiveness of the resource by completing a questionnaire.
Over 140 students have participated in this
opportunity over the past four years and
they are overwhelmingly positive about the
learning experience, the authenticity of the
materials and their own development of
interprofessional skills. The resource is effective for engaging students in interprofessional experiences in undergraduate education and will be continued to be used
each year by students.
The questionnaire results have been accepted as a paper to be presented at the
Australian & New Zealand Association for
Health Professional Educators (ANZAHPE)
National Conference in Perth, March 2016.
ANZAHPE is the peak organisation for practitioners involved in the education and
training of health professionals in Australia
and New Zealand and it is an exciting opportunity to attend and present at this conference.
There are seventeen cases freely available
on ECU’s website to support the development of interprofessional skills in students
and we have several others embedded in
the course. Check them out yourself at:
http://www.ecu.edu.au/communityengagement/health-advancement/
interprofessional-ambulatory-careprogram/interprofessional-learning/iplthrough-simulation
Abigail Lewis
Clinical Coordinator/Lecturer
Enhancing Student Dysphagia
Competency through Simulated Learning Environments
the 2016 ECU student cohort with collaboration with other universities possible in
the future.
This project aims to enhance student competency in the area of dysphagia management through a simulated learning environment. Simulated learning environments provide an exciting format to deliver appropriate, valuable and flexible education for students in Speech Pathology.
They are increasingly being used to provide clinical experiences for allied health
students.
Emily Brogan
Project Coordinator
Speech Pathology students are required to
demonstrate a high level of clinical skill in
dysphagia management in order to graduate. At supervised clinical placements
many students find it difficult to integrate
theoretical knowledge learned in the
course and the skills required in the clinical setting. Whilst video case studies are
used in the degree, the current videos
showcase a limited range of cases and do
not allow for in-depth and specific structured learning. High quality recordings of
in-depth Speech Pathology assessment
and treatment conducted by experienced
clinicians’ aims to bridge the theory to
practice gap. The assessment and treatment protocols used in the videos are designed with the latest evidence and best
practice in Speech Pathology. Clients from
a variety of backgrounds including stroke,
disability and neurodegenerative disorders
will provide real clinical cases. Additionally, recordings will take place in settings
including hospitals and nursing homes to
provide a realistic management environment.
It is hoped that through watching patient
clinician interactions, observing the decision making process and linking theory to
practice, students will demonstrate greater confidence and competency in managing patients with swallowing difficulties.
The package is hoped to be available for
Speech Pathology Australia
National Conference 2015
This year the annual Speech Pathology
Australia National Conference was held in
Canberra. Speech Pathology Honours student, Penny Wood, received support to attend the conference from Speech Pathology Australia through their Sponsored Student Conference registration programme.
This programme provides support to help
Speech Pathology Australia student members attend the National Conference each
year and recognises students who have
demonstrated a high degree of involvement in Speech Pathology Australia activities. Penny found the presentations inspiring and made the most of opportunities to
meet leading international and national researchers. Penny commented ‘it was exciting to connect with speech pathologists of
all levels of experience (other students
too) and learn about some of the innovative research taking place in the speech
pathology field’.
Visiting Scholar: Bronwyn
Hemsley
In June this year ECU was happy to host
visiting scholar Associate Professor Bronwyn Hemsley from The University of Newcastle. Bronwyn holds a Discovery Early
Career Research Award of the Australian
Research Council investigating the use of
social media by people with communication
disabilities, and is funded by the National
Health and Medical Research Council of
Australia to investigate with colleagues the
use of the Personally Controlled Electronic
Health Record by young people with severe
communication disabilities in transition
from child to adult health services. Bronwyn hosted a free community lecture called
‘Social media and e-health Information
Communication Technologies (ICT): online
participation by people with communication
disabilities for social interaction, information exchange, and e-health purposes.
Bronwyn presented the findings of recent
research and an overview of two important
Information Communication Technologies
online - ‘social media’/social networking;
and eHealth records online. She also provided an overview of barriers and facilitators that are common across these two
types of ICT, and engaged the audience in
considering strategies and supports that
might facilitate the inclusion and participation of people with communication disabilities in these communication technologies.
The workshop was attended by practitioners from a range of different fields and discussions were interesting and wide ranging.
If you would like to know more about the
project, or you know people with severe
communication disabilities who would like
to be involved, please contact Bronwyn at
[email protected]. Of
course you can also follow Bronwyn on
Twitter: @bronwynhemsley.
Abigail Lewis
Allied Health Student Vocational Experience 2015
As a country girl, I am very keen to work
rurally upon graduation. Therefore I was
thrilled to be selected as one of nine allied
health students to attend a two-week vocational experience at the Western Australian
Centre for Rural Health (WACRH) in
Geraldton, made possible by Rural Health
West. I felt that this experience would provide a taste of what to expect in fourth
year.
The first week involved heading out to
Mount Magnet to participate in the Carnival
of the Clowns experience, a community engagement program. We worked with clown
doctors from PMH to teach children, from
the local district high school, a variety of
circus tricks at after-school workshops. At
the end of the week, children demonstrated
their new skills for their families at a successful community performance in the town
hall.
The Carnival of the Clowns was a fun way
to interact with children, parents and community members and build rapport in a
community, where allied health services
may only visit every few weeks.
In the meantime, we also participated in a
cultural awareness session to learn more
about the local Yamatji people as well as
took in some of the sites that Mount Magnet had to offer such as the Granites and
Kirkalocka Station. We visited health services available to the community and recognised that dedicated people keep these
services functional within small transient
communities.
After a well-deserved weekend off in
Geraldton, the second week was a hectic,
but rewarding opportunity to develop clinical skills. At WACRH we participated in
Basic Life Support training and then tested
our skills through scenario-based simulations. While these were daunting, it highlighted the importance of being prepared
for anything to occur during clinic! Time
was also spent preparing for a Teddy Bear
Clinic to be run at a local primary school
during the week. The Teddy Bear Clinic required us to perform health checks on teddy bears while engaging children in discussions about their own personal care and
hygiene.
The highlight of the vocational experience
was the opportunity to participate in clinical
placements. I was able to spend one day at
Geraldton Health Campus in the Speech
Pathology department with numerous
speech pathologists and their paediatric clients. The day provided plenty of opportunity to work with children on various articulation, fluency and language issues as well as
interact with parents. The speech
pathologists encouraged me to engage with
the clients and their families while treatment was provided, which was a humbling
experience for someone with very little
clinical knowledge! This opportunity also
alleviated my fears about my own upcoming practicums, now that I have a clearer
idea of how to present treatment and communicate effectively with children, parents
and speech pathology staff.
The second day of clinical placement occurred at WACRH and provided a much different experience. Time constraints meant
that we were not able to visit more clients
at Opal Aged Care. However the day
demonstrated the importance of writing
session plans, pre-briefing and debriefing
visits and recognising the need for collaboration. A random conversation earlier in
the day meant that I became a guinea pig
for a voice assessment, an opportunity appreciated by the fourth year students. The
fourth year students also completed a dysphagia simulation session, in which I was
able to participate. While I felt I didn’t play
much of a role in the simulation, the opportunity helped me further develop my
understanding of a daunting concept.
I have loved being a part of this Vocational
Experience and am really looking forward
to returning to Geraldton in the future for
further rural practice and experience!
Nicole (Nickee) Priestman
2nd year student
(Below: Nickee with fellow students)
Communication Accessibility
and Person-Centred Practice
On the 13th and 14th February, Deborah
Hersh ran two invited workshops for Community Rehab North Queensland (CRnQ).
The first attracted an audience of about 45
health professionals from a range of rehabilitation disciplines. This workshop was
about creating inclusive, accessible and
friendly workplace and service environments for people with communication difficulties. Deborah considered how documents, interactions and environments could
act as barriers to services and suggested
strategies to overcome them. The workshop was well received and feedback included comments like: “The potential solutions for barriers were incredibly helpful
and innovative” and “I want to apply it to
my work as a psychologist, but also in my
own personal life when communicating with
others”.
The second workshop was specifically for
speech pathologists and considered different aspects of person-centred practice, encompassing assessment, goal-setting, therapeutic relationships and discharge issues.
The group was small but enthusiastic and
included new graduates and more experienced clinicians working in different settings across Townsville. Their feedback noted “open discussions about clinical experiences” and one person wrote “Great experience. CRnQ did a great job putting this on”.
This event, advertised through the Townsville-Mackay Medicare Local website, was
an opportunity to raise the profile of ECU in
the local community and at James Cook
University which has links to CRnQ. Deborah spent time with the staff and students
who were on placement at CRnQ, and observed a range of excellent initiatives run
through the centre.
Dr Deborah Hersh
Associate Professor
Enable Me
Enable Me is a website developed by the
National Stroke Foundation dedicated to
stroke recovery and support. It contains
resources, videos, “tips, tricks and tools”
which are shared by other stroke survivors.
Deborah Hersh contributed to the site
through their video resources by sharing
information on swallowing and communication problems after stroke.
It is available here:https://
enableme.org.au/
Dr Deborah Hersh
Associate Professor
Community engagement:
gaining experience with people who stutter
As part of a 3rd year unit, management of
sensorimotor disorders, students write a
plan for an activity to be conducted with
adults who stutter at The Speak Easy Association of WA Inc. Charn attends the sessions with the students in Fremantle and
East Perth to supervise their activities.
Every year, the reported experiences for all
those involved are extremely positive including for the Speak Easy members and
the ECU students. The students report that
the sessions are useful for them to gain
first-hand experience with people who
stutter and to learn about their stutters
and personal experiences with stuttering.
They also report that implementing a therapy activity with people who stutter is
great practical experience. The Speak Easy
members report that the students are enthusiastic and interactive, and they are
grateful for the opportunity to experience
positive communication with people they
are unfamiliar with.
In addition to the visits to the Speak Easy
group sessions, the ECU students attended
and facilitated a Speak Easy maintenance
session and a morning tea for Stuttering
Awareness Week (held in October 2015),
and the ECU Student Representatives
(across all year groups) conducted a bake
sale to raise funds for The Association.
Here's what Natasha Cross had to say:
To celebrate Stuttering Awareness week
2015, speech pathology student representatives hosted a bake sale at the ECU
Joondalup campus. Several students volunteered their time to bake all sorts of
yummy creations…from rich chocolate
torte to gourmet banana fudge muffins!
Patrons were able to purchase these goodies for a gold coin donation, and were provided with information about stuttering. All
funds raised were donated to the Speak
Easy Association, a support network for
people who stutter. The event was a great
success and raised a total of $175.10 for
Speak Easy.
Natasha Cross (3rd Year ECU Student
Rep).
What a magnificent effort! Thank you students! We are grateful of your community
participation!
Dr. Charn Nang
Lecturer
Photo above: Speech Pathology students
at the cake stall (Sarah Russell, Clare Andrews, Natasha Cross, Emily Saville, Angela Ford, Theresa Huth and Ildi Bruz.
Previous page: Sarah Russell, Merryn
Behn and Julia Avila Araya at Speak Easy.
Below: Speak Easy Session.
Adult practicum in Tasmania
Thanks to the Nursing and Allied Health
Scholarship Support Scheme (NAHSSS) I
was fortunate enough to complete my final year Speech Pathology practicum in
Tasmania. My adult placement was at the
North West Regional Hospital in Burnie
where I had the opportunity to work collaboratively with other Speech
Pathologists, Dieticians, Occupational
Therapists, Physiotherapists and Nursing
staff. The experience opened my eyes to
the demands, physical, mental and emotional, of working with adults in a hospital
setting and the numerous factors which
can impact in individual’s communication
and swallowing abilities.
My time away from the hospital was spent
exploring Tasmania’s beautiful landscape,
looking out over the Nut in Stanley, getting lost driving on windy forest roads,
playing in the snow after climbing Cradle
Mountain, trying to escape from the words
largest maze and eating all the cheese,
chocolates and berries I could get my
hands on. I had a fantastic experience and
am incredibly grateful I was given this opportunity.
Ildiko Bruz, 4th year student
Photo above and front page taken from
Cradle Mountain in Tasmania by Ildiko
Speech Pathology Week
To participate in Speech Pathology Week,
3rd years students are encouraged to host
events as part of their practicum. Here is a
summary of their activities.
Briony Congdon and Stacey Playforth
We set up a display at Balga Senior High
School where Stacey works as an education assistant. and Briony has been volunteering. We have a wide range of kids with
learning difficulties, some of whom see
speech pathologists. The teachers were
happy with some new pens and took some
of the handouts to read, which was very
good to see, especially in a school with so
many students with communication deficits and from ESL backgrounds.
quiz form in staff member pigeon holes the
Friday before SP Week and drew the prizes
on the Friday of SP Week, providing Freddo Frogs and cupcakes for staff members
on the day. We had great support and
feedback from the Deputy Principal, Natalie Landsdale, and great participation
from the teachers and staff.
Natasha Charlesworth and Clare Andrews
We had a great Speech Pathology Week at
Landsdale Primary! On Friday 21st, we set
up the display so that it would be available to staff for the full following week. We
covered the staff room in stickers and
magnets and we ran a quiz to encourage
staff to read the Speech Pathology Week
Flyers and handouts. Staff could win red
wine, white wine, or chocolates for having
their completed quiz forms in the box
(they were great incentives to participate!). We set the display up and left a
Our library display (also for the full week)
for parents including SPA flyers, posters,
balloons, relevant books from the library and 3 fact sheets on literacy, phonological development and language development.
The SP Week Poster was also projected
onto the chapel wall at Living Waters Lutheran College in Warnbro and later displayed in the staff room with some SPA
week flyers available, too.
“Talk with me”, and the focus for the day;
helping parents to speak to their children,
was discussed. We presented the teachers
with a colouring-in activity featuring the
Speech Pathology Week logo, with questions underneath. The questions were
placed there as conversation prompts parents can use to start conversations with
their child about their day; facilitating conversation.
Natasha Cross
Students completing pracs at the Joondalup Community Clinical School (JCCS) and
the Department of Child Protection (DCP)
worked in collaboration with Speech Pathology student representatives to host an
event for speech pathology students on
campus. The student representatives organised and advertised the event while
prac students acquired and distributed
'Talk With Me' promotional material and
information pamphlets. Students who attended the event had a great time networking with students in other years...
and left armed with promotional material
they could use to advocate for their clients
and profession in their everyday lives.
Amy Muir and Stephanie Perkov
To celebrate Speech pathology week
2015, we set up an information area in
the staff room of Yale Primary School
where we were on clinical practicum. In
addition to the area, they distributed information flyers to each staff member as
they entered the room. Staff were asked if
they were aware that it was Speech Pathology week, and the theme for this year,
Well done to all the 3rd year students for
promoting the profession in this important
week.
WACTN Clinical Supervision
Awards Finalist
Abigail Lewis, Clinical Coordinator/Lecturer
at Edith Cowan University was a finalist for
the West Australian Clinical Training Network’s Supervision Awards in Category 3 –
Innovation in Clinical Supervision.
Foundation Chair in Speech
Pathology Report
The ECU Speech Pathology team as a
whole has built an international reputation
in the short time since its inception in
2009, and has secured over $1.4m of Category 1 funding while concurrently establishing a new accredited undergraduate
teaching program. The primary areas of
research are i) early aphasia intervention
following stroke and ii) Aboriginal Australians’ experiences of brain impairment after
stroke and traumatic brain injury, with
significant research also being undertaken
in the areas of autism, early speech and
language development, fluency disorders,
and teaching and learning strategies within allied health curricula. NH&MRC funded
projects are Very Early rehabilitation in
Speech (VERSE) and Missing Voices: Communication difficulties after stroke and
traumatic brain injury in Indigenous Australians.
Related projects involve investigation of a
communication enhanced environment on
acute hospital wards. Our previous work
has found that people with communication
disorders after stroke spend the majority
of time immediately after the stroke alone
in a hospital ward and are less likely to be
spoken to than a stroke survivor without
communication problems. Our current
work is exploring how ward environments
can be ‘communication-enhanced’ so that
the important period of neuroplasticity
early after stroke is not wasted in terms of
speech recovery. Clinical decision making
has been another area of focus, reporting
on speech pathologists' rationales and assumptions standing behind current aphasia treatment practices. Our work in discourse analysis (linguistic analysis of everyday interactions) underpins all of the
above areas, with previous work explicating the nature of clinical interactions such
as those occurring during aphasia therapy,
on hospital wards, and in everyday conversational environments of people with
aphasia and their families. Analysing and
measuring how interactions work and don’t
work constitute a central part of speech
pathology, communication disorder, and
health service delivery research. Discourse
analysis is embedded in the currently
funded projects and is an integral part of
measuring improvement in language skills
in the VERSE study in particular.
Very Early Rehabilitation in Speech
(VERSE)
Our Very Early Rehabilitation in Speech
(VERSE) project, the largest RCT undertaken in our field to date internationally, is
utilising the most stringent RCT methodologies and will be the first to incorporate
important treatment fidelity measures and
cost-effectiveness evaluations. It will directly impact clinical services and form a
large part of the aphasia management evidence base in the National Stroke Foundation’s Clinical Stroke Guidelines (2017).
We have 14 primary sites across Australia.
This includes over 25 subacute care sites
and 18 Site Specific Ethics applications
since national ethical approval was granted
in October 2013. We are in negotiations
with three further sites in an effort to increase the rate of participant recruitment.
At October 28, 2015, we have recruited 78
participants. Approximately 3400 hospital
admissions have been screened, 24% of
which have aphasia.
Benefits derived from the research to
date:
Establishment of large clinical network of
participating sites across Australia ensuring research collaboration and clinical dissemination of results
Collaborative links established with international aphasia triallists – of mutual benefit to Australian and European advancement of knowledge in the field of aphasia
A model established for the conduct of
large randomised clinical trials within the
aphasia domain in Australia
Increased profile of aphasia and early intervention issues through conference
presentations, media releases, and community engagement.
Missing Voices: Communication difficulties after stroke and brain injury in
Indigenous Australians.
We have just published the first quantitative data on Indigenous people with acquired communication disorders after
stroke and traumatic brain injury in the
world, providing patient demographic and
medical profiles, along with service provision details. While this data alone provides
health service planners with crucial information not previously available, our subsequent projects will aim to implement
service delivery in innovative ways that
will improve outcomes for Aboriginal people in these categories. Our further Miss-
ing Voices outputs (currently in preparation) will provide the first detailed descriptive information on rehabilitation services
received by Aboriginal people whilst in
hospital, and attitudes of general practitioners, speech pathologists and Aboriginal
Health Workers to providing services to
this group which to date, has been largely
absent from ongoing rehabilitation caseloads. Most importantly, we will be publishing the first-ever, first-hand experiences of Aboriginal people with acquired communication disorders.
Benefits derived from the research to
date:
Documentation of the type and extent of
rehabilitation services (Speech Pathology)
across the sites involved
Documentation of the experiences and insights of Speech Pathologists working with
Aboriginal clients with ACD
Increased awareness of stroke and ACD at
Aboriginal Medical Services and communities involved in the project.
The first documentation of individual journeys of Aboriginal people with ACD post
stroke and TBI
Contribution of first published best practice
statements on speech pathologists working
with clients with acquired communication
disorders from Aboriginal and Torres Strait
Islander backgrounds
New collaboration between Universities,
Aboriginal Medical Services, service providers, advocacy groups and community
members.
Increasing the number of Aboriginal people
in the workforce via recruitment of Aboriginal Research Assistants and broadening of
the skill base of Aboriginal Health Workers.
Greater understanding of how health data
relating to stroke, acquired brain injury
and ACD is recorded and extracted in the
electronic databases of Aboriginal Medical
Services. This may lead to clinical pathways being developed at local sites.
Education and dissemination of findings to
the wider Speech Pathology, brain impairment research and allied health communities is leading to greater awareness of the
issues unique to Aboriginal Australians.
Contribution to the area of Indigenous research methods and methodologies as the
project is exploring and employing multiple modalities to ensure that the research
is completed in a culturally safe and culturally informed way (including the Indigenous Reference Group, Aboriginal Research Assistants and the Aboriginal Chief
and Associate Investigators)
Dissemination of information to inform
and educate service providers and community members about stroke and TBI including risk factors, the FAST message,
patterns of recovery and rehabilitation
services.
Participants have informally spoken about
the healing aspects of sharing their stories
of their stroke/TBI.
Media impact/translation activities to date
Professor Beth Armstrong was interviewed
about the Missing Voices project by Dianne Gray from Radio Mama in Geraldton
(Midwest Aboriginal Media Association)
during her morning show on 26 March
2015.
Professor Beth Armstrong and Ms
Meaghan McAllister were interviewed
about the Missing Voices project for the
Kalgoorlie Miner newspaper. In February
2014 an article titled “World First Study
into Strokes and Trauma” was featured
with a follow up article being published in
July 2014.
Professor Beth Armstrong delivered a
sound bite for ABC Radio Broome on 4
February 2014 and gave a follow up interview with reporter Natalie Jones in July
2014. This interview went to air on ABC
Radio Broome on 14 August 2014.
Professor Beth Armstrong was interviewed
by the Science Network Western Australia
about the Missing Voices project with particular focus on the screening tool being
developed. The article featured on the Science Network of WA’s website on 17 May
2014 and was entitled “Project tackles
communication disorders in rural settings”
Associate Professor Juli Coffin was interviewed about the Missing Voices project
for the Geraldton Guardian with an article
featuring in the newspaper in February
2014
Professor Beth Armstrong joined Nerida
Currey of the Strong Voices program on
Central Australian Aboriginal Media Association Radio in November 2012 to discuss
the new research into indigenous stroke
and brain injury. A follow up interview was
given on 4 February 2014.
Professor Beth Armstrong
Foundation Chair in Speech Pathology
Research identifies urgent
need for cultural training
(This article first appeared in ECU’s Cohesion
Magazine in April 2015).
The health of Aboriginal Australians is often in the media. One area of concern to
researchers at ECU is what happens for
people following stroke or traumatic brain
injury (TBI) who are left with acquired
communication disorders.
Acquired communication disorders (ACDs)
are not uncommon – but very little has
been published about them in Aboriginal
people – despite the fact that such disorders have profound consequences for people’s lives.
As part of the Speech Pathology team
working in this area in ECU’s School of
Psychology and Social Science, Associate
Professor Deborah Hersh does not underestimate the problems inherent in providing culturally appropriate services for Aboriginal people, particularly those who live
in remote communities.
Talking about the findings from a recent
survey of practice, carried out with Honours student, Vanessa Panak and colleagues, Beth Armstrong and Jacqui
Coombes, she says: “Speech pathologists
(SPs) do not feel particularly knowledgeable or confident working with Aboriginal
clients who have ACD following a stroke or
brain injury.
"This is an important issue considering
that Aboriginal and Torres Strait Islander
Australians are estimated to have up to 3
times the incidence of strokes compared
with non-Aboriginal Australians, their hospitalisation for stroke is twice the rate,
and their death rate from stroke is 1.6
times higher."
"Traumatic brain injuries, which also can
result in ACD, affect 2.3 per cent of Indigenous Australians compared with 0.7 per
cent of non-Indigenous Australians."
"There appears to be an urgent need to
review training for cultural awareness,
working arrangements with Aboriginal Liaison Officers and interpreters, and the recruitment and training of more Indigenous
speech pathologists."
Deborah and her colleagues have just had
their findings published in International
Journal of Speech-Language Pathology, which is regularly posted to more than
6,000 members of Speech Pathology Australia.
The research project involved developing a
questionnaire, and distributing it electronically to speech pathology clinicians working with ACD clients.
There were 112 respondents, 63 of whom
were currently working with Aboriginal and
Torres Strait Islander Australians and
about 25 more who had had clinical contact with these groups in the past. The
majority of respondents were from metropolitan areas, and while most worked in
Queensland or NSW, respondents came
from across the country.
Nobody claimed to speak an Aboriginal
Australian language, and only one respondent identified as being of Aboriginal
or Torres Strait Islander descent.
Despite 74 per cent of respondents reporting having participated in cultural awareness training, 65 per cent of respondents
felt they did not have sufficient knowledge
of Aboriginal or Torres Strait Islander cultures prior to working with these clients,
and 67 per cent felt less confident working
with these clients than with non-Aboriginal
and/or Torres Strait Islander clients.
Although nearly 50 per cent had worked
with Aboriginal Liaison Officers (ALOs), only 26 per cent of respondents were aware
of ALOs being employed at their current
workplace, and some SPs had had no contact with them or found it difficult to access their services.
"This is a pity, because those who did
work with ALOs reported that they had
helped to engage clients, to develop relationships, to bridge the gap between cultures and to provide insights important to
understand the needs of patients and their
families," Deborah says. " 'Couldn’t work
without them' was the comment from one
respondent."
Interpreting the quantitative results of the
research has been enriched by earlier
qualitative research that was also undertaken by Deborah, and which has resulted
in a new paper just published in an international multidisciplinary journal, Disability and Rehabilitation.
"This paper explores the adaptations that
a speech pathologist, "Angela", had to
make in working with her adult neurological patients who were mostly Aboriginal
Australians from urban and remote communities," Deborah says.
clinical decision-making. She talked about
working with a woman from a remote
community who had never seen a mirror
before her arrival at the hospital.
In another case, Angela described a man
post-stroke who she tried to assess
through an interpreter in a context where
neither the patient nor interpreter were
allowed to make eye contact with each
other.
"Angela's experiences told us a lot about
the nature of culturally sensitive practice
and clinical reasoning for this speech
pathologist, but it also reveals the extent
to which we as a profession need to develop assessments and treatments that are
culturally appropriate," Deborah says.
"The two papers are useful for gaining a
general overview across speech pathology
practice on the one hand and a detailed
narrative from a single clinician on the
other."
A thematic narrative analysis of the transcript from a prolonged in-depth interview
revealed the importance of speech
pathologists being flexible, aware of the
cultural context of the patient, focusing
specifically on the needs and wants of the
individual client, being practical, and
working ethically.
"We hope these publications, along with
the more recent NHMRC-funded Missing
Voices research at ECU, will start the discussion and raise awareness of this group
of clients."
"In all of this, there is an ongoing tension
between different demands," Deborah
says.
References:
"For example, a significant number of Aboriginal patients reach a point where they
urgently want to return to their families
and communities, and Angela had to work
on the basis that it was better to send
such a patient home on a planned basis –
even if clinically this was sub-optimal –
than have that patient leave without any
professional support."
The complexities of working across language and culture were evident in the
structural narrative analysis of Angela’s
Dr Deborah Hersh
Associate Professor
Hersh D et al (2015), Speech-language pathology practices with Indigenous Australians with
acquired communication disorders, International Journal of Speech-Language
Pathology, Vol 17:1, 74-85, http://
dx.doi.org/10.3109/17549507.2014.923510
Hersh D (2015), A narrative analysis of a
speech pathologist’s work with Indigenous Australians with acquired communications disorders, Disability and Rehabilitation, Vol 37:1, 33
-40, http://
dx.doi.org/10.3109/09638288.2014.890675
Investigating Communication
Enhanced Environments Early
after Stroke
In October I was funded by the ECU Research Student Travel Grant and ECU
Postgraduate Funding to travel to Canada
and meet with world leaders in stroke research to inform my PhD research project
‘Investigating Communication Enhanced
Environments Early after Stroke’. During
my time in Canada I completed the Supported Conversation for Adults with Aphasia training at The Aphasia Institute and
met with Dr. Aura Kagan to learn about
how this model is being explored during
early stroke recovery. This provided a
unique opportunity to network with
speech pathologists and academic researchers from all over the world who attended the training program. I also met
Professor Dale Corbett and his research
team at the University of Ottawa who provided a guided tour of their research laboratories where they are conducting preclinical trials investigating enriched environments to promote early stroke recovery. Professor Dale Corbett also hosted a
visit to Sunnybrook Hospital and Toronto
Rehabilitation Institute to meet other lead
researchers and learn how preclinical
stroke research is being translated into a
clinical setting. I have also had the opportunity to learn about the The Canadian
Partnership for Stroke Recovery which is a
joint initiative of the Heart and Stroke
Foundation and Canada’s leading stroke
research centres which support research to
improve recovery and quality of life for
stroke survivors.
Sarah D’Souza
PhD Candidate
Honours projects
This year we have six students in 4th year
completing honours projects.
Ildiko Bruz
My honours research is an investigation
into detecting early markers of autism
spectrum disorders through acoustic analysis of infant cries. There is evidence to
support possible differences in brainstem
development in areas which are involved
in vocal production in individuals with autism. Lack of coordination may alter the
acoustic properties of an infant’s cry and
therefore be perceived through changes in
fundamental frequency, amplitude and
variations in formant frequencies. This
study aims to identify if there are any significant differences in acoustic properties
between cries of one year old infants at
risk for autism and cries from low risk infants.
Frank Edwards
This research project has been devised
through collaboration with ECU researchers and Steve Watson, Principal of Special
Education Needs - Sensory Service. The
project aims to investigate factors that
may influence education outcomes as
measured by NAPLAN in children with
hearing impairment. This topic has not
been previously investigated before with
NAPLAN results. Therefore, it is envisaged
that the results of the study can be useful
for the school and for educational organisations nationally and internationally. The
NAPLAN results of Year 3 students with
hearing impairment in W.A over the past 3
years will be collated as well as deidentified information about the children.
The de-identified data will include information such as type and degree of hearing impairment, gender and any previous
educational support that the child has accessed. The data will be statistically analysed (NAPLAN results and factors for Year
3 deaf/hard of hearing students) searching for patterns and correlations to investigate if any factors relate to NAPLAN outcomes. The number of students in the
preliminary estimate is 180 (60 each year
over 3 years).
Theresa Huth
Early neural recovery in the brain is highly
receptive to experience dependent learning where the potential for change is enhanced. Current communication interactions with stroke in-patients in very early
recovery are minimal, potentially leading
to the learned non-use of language having
a negative impact on language recovery in
people with aphasia. My research used pre
-collected video data to investigate the
quality of communicative interactions of in
-patients with and without aphasia on an
acute stroke ward. Results from this study
enhance understanding of stroke survivors’
communicative interactions and the behaviours used by communication partners
on stroke wards during early recovery.
This will contribute to the development of
interventions targeted at improving staffpatient interactions in an acute hospital
setting which may lead to an increased opportunity for communication interactions
for people with and without aphasia.
Stacey Osborne
My honours project is a systematic review
looking at parent focused early intervention for preterm infants (< 37 weeks gestational age). The systematic search returned 8 articles which were assessed for
bias and analysed for themes and outcomes. The main findings of these articles
include positive results regarding parental
stress and depression. This lead to enhanced parent-infant interactions, which
were characterised by better sensitivity
and responsiveness of the parent
to the infant. In terms of infant
outcomes, there were mixed results with some studies showing
improvements in infants’ cognitive
and communicative development,
and others showing no significant
changes. This review showed that
there was little research in the field
of language intervention in preterm
infants, indicating further research
is needed in this area.
Bianca Piano
My honours thesis is titled Indirect
Approaches: A Systematic Review
of Pediatric Dysphagia Interventions. Following two previous systematic
reviews examining the use of direct interventions, a systematic review was used in
this study to evaluate between-groups,
randomized control studies involving indirect pediatric dysphagia interventions.
Thirteen studies were included in the final
analysis, which involved two separate rating teams assessing treatment studies on
two different quality appraisal scales. Additionally, effect sizes were computed to
compare indirect interventions. Results
were positive; rated articles met a number
of quality criterions with some study results indicating positive effects on feeding
and anthropometric outcomes. This review
adds to current body of pediatric dysphagia literature by bridging an evidence gap
and supporting the use of indirect management approaches within clinical practice.
Penny Wood
Interactions between a speech pathologist
and people with aphasia in the first 6
weeks post stroke: A qualitative study of
assessment experiences. This project is a
study of a little-researched area of aphasiology: the experiences of speech pathology assessment of people with aphasia following stroke.
People with aphasia and their speech
pathologist were interviewed following assessment sessions conducted in a small
urban hospital's stroke unit. Analysis involved thematic analysis of those interviews, as well as discourse analysis of the
assessment sessions. Whilst the study is
far from comprehensive, it revealed experiences which tally with the wider literature
on both communication and healthcare experiences of people with aphasia. It has
been shown by previous researchers that
contemporary speech pathologists in similar settings are more likely to use unstandardised, rather than standardised assessment tools and procedures. This study offers some insights into why this might be.
Photo above: Penny Wood (centre) with
Kathryn Fitzgerald (Clinical Education Supervisor) and Elham Osman (4th year student) on their outback adventure (Mount
Magnet and Yalgoo).
Previous page: Honours students Bianca
Piano, Ildiko Bruz, Stacey Osborne and
Theresa Huth.
for two years under the mentorship of
Dr Lee Partridge from UWA. During this
period Abigail evaluated a variety of evidence from her teaching including feedback directly from students in class and
at end of semester, assignment results,
focus group data and questionnaire data. She also reviewed a range of literature on the best practice in tertiary
teaching in order to inform improved
teaching practices.
Vice Chancellor’s Staff Award
Deborah Hersh received a Vice Chancellor’s Staff Award: Citation for Outstanding
Contribution to Student Learning “For motivating speech pathology students to develop a person-centred philosophy and
prepare them for narrative-based practice”. Deborah received her award for
ECU’s new Vice Chancellor: Professor Steve Chapman (above)
HERDSA Fellowship
Abigail Lewis was awarded a HERDSA Fellowship by president, Dr Allan Goody, at
the Higher Education Research and Development Society of Australasia (HERDSA)
National Conference in Melbourne in July,
one of only three people nationally to receive this honour in 2015. HERDSA focuses on advancing higher education and promotes the study of teaching and learning.
The HERDSA Fellowship Scheme is a sustained process of deep reflection on collected evidence of teaching and on the experience of teaching itself. Applicants develop their teaching philosophy and collate
multiple reflections and pieces of evidence
demonstrating improved teaching quality
under the guidance of an experienced
mentor. The final portfolio is thirty pages
long and is reviewed by two members of a
panel of assessors using a detailed marking rubric.
Abigail has been preparing her application
National Speech Pathology
Roundtable
Edith Cowan University hosted a two day
National University Roundtable of speech
pathology academics, clinicians, and related scholars involved in curriculum development surrounding Aboriginal and Torres
Strait Islander content. The Roundtable
was held in Perth on November 12/13,
2015. A group of academics committed to
this area have previously met through teleconferences and at a national conference
to discuss each university's current curriculum content, facilitators and barriers to
curriculum development in this area, and
competency requirements of graduates
working with Aboriginal and Torres Strait
Islander clients and communities. The national professional association, Speech Pathology Australia, has also indicated an inprinciple commitment to improving services for people of Aboriginal and Torres
Strait Islander background and is looking
to the academic group for guidance as to
the kinds of competencies and issues that
should be embedded in their own documentation and practices. For example,
more specific cultural competencies could
be embedded in the accreditation framework, as has been undertaken in New
Zealand. The meetings to date have been
initial discussions only, but all agreed that
a more intensive meeting with clear goals
was needed to progress anything further.
Purpose of the roundtable
To improve the cultural competence of
speech pathology graduates, with particular reference to working with clients from
Aboriginal and Torres Strait islander backgrounds
To bring together academics and clinicians
involved in the design and implementation
of Aboriginal curriculum in speech pathology programs across Australia
To provide an overview of current curriculum initiatives in speech pathology and
related disciplines
To develop consensus recommendations
surrounding the implementation of Aboriginal content and community experience
within speech pathology programs across
Australia (to be published)
To make recommendations to Speech Pathology Australia regarding how cultural
competence, with specific reference to Aboriginal and Torres Strait Islander clients,
can be embedded within the national accreditation framework
To share resources and discuss potential
collaborative teaching projects
Publications and Conference
Presentations 2015
Refereed journal articles and book chapters
Nang, C., & Ciccone, N. (submitted). Stuttering
prognosis and predictive factors of treatment
outcome: a review. Journal of Clinical Practice
in Speech-Language Pathology.
FitzGerald, D. B., Ciccone, N., Rendell, B., &
Whitehouse, A., (submitted). A preliminary
evaluation of the Communication ChecklistAdult for assessing adults with communication
impairment post traumatic brain injury. Brain
Injury.
Armstrong, E. (accepted for publication, 2015).
Cohesion and coherence. Encyclopaedia of Human Communication Sciences and Disorders.
London: SAGE.
Urbanowicz, A., Leonard, H., Girdler, S., Ciccone, N., & Downs, J. (accepted). An exploration of the use of eye gaze and gestures in females with Rett syndrome. Journal of Speech,
Language and Hearing Research.
Katzenellenbogen, J., Atkins, E., Thompson, S.,
Hersh, D., Coffin, J., Flicker, L., Hayward, C.,
Ciccone, N., Woods, D., McAllister, M., & Armstrong, E. (accepted for publication August
2015). Missing Voices: Profile and extent of
acquired communication disorders in Aboriginal
and non-Aboriginal adult stroke survivors in
Western Australia. International Journal of
Stroke.
Godecke, E., & Armstrong, E. (under review).
The issue of timing in aphasia rehabilitation:
An assessment model incorporating early
stroke recovery principles into clinical practice
and research. Aphasiology.
Ferreira, D., Ciccone, N., Verheggen, A., &
Godecke, E. (submitted, April 2015). Aphasia
incidence and speech pathology service delivery in the acute hospital setting. Journal of
Clinical Practice in Speech Language Pathology.
Berg, K., Rise. ,Marit, B., Balandin, S., Armstrong, E., & Askim, T.B. (early online, 2015).
A qualitative analysis of speech pathologists`
experience with client participation in aphasia
rehabilitation. Disability & Rehabilitation.
Ciccone, N., Cream, A., West, D., Cartwright,
J., Rai, T., Granger, A., Hankey, G.J.,&
Godecke, E. (early online, 2015). A randomised controlled trial comparing individual and
Constraint Induced Aphasia Therapy in very
early recovery following stroke. Aphasiology
Armstrong, E., Hersh, D., Hayward, C., & Fraser, J. (2015). Communication disorders after
stroke in Aboriginal Australians. Disability and
Rehabilitation, 37/16, 1462-1469.
Armstrong, E., Hersh, D., Katzenellenbogen,
J., Coffin, J., Thompson, S., Ciccone, N., Hayward, C., Flicker, L., & Woods, D. (early
online, 2015). Study Protocol: Missing Voices‐
Communication difficulties after stroke and
traumatic brain injury in Aboriginal Australians. Brain Impairment.
Ferguson, A., Spencer, E., & Armstrong, E. (in
press). SFL and clinical linguistics. In T. Bartlett, & G. O’Grady (Eds.). Handbook London:
Routledge.
Hersh, D. (2015). “Hopeless, sorry, hopeless”:
Co‐constructing narratives of care with people
who have aphasia post‐stroke. Topics in Language Disorders (special issue on narrative),
35(3), 219 -236.
Hersh, D. (accepted for publication, 2015).
Focus Groups. Encyclopaedia of Human Communication Sciences and Disorders. London:
SAGE.
Hersh, D. (accepted for publication, 2015).
Case Studies. Encyclopaedia of Human Communication Sciences and Disorders. London:
SAGE.
Hersh, D. (accepted for publication, 2015).
Discharge from therapy. Encyclopaedia of Human Communication Sciences and Disorders.
London: SAGE.
Hersh, D. & Ciccone, N. (submitted). Predicting potential for aphasia rehabilitation: The
role of judgments of motivation. Journal of
Clinical Practice in Speech-Language Pathology
Ilich, K., & Hersh, D. (2015). Babies with feeding difficulties: Mothers’ perceptions of hospital discharge, transition home and the role of
speech-language pathology. Journal of Clinical
Practice in Speech-Language Pathology, 17(3),
114-119.
Hersh, D., Armstrong, E., Panak, V., &
Coombes, J. (2015). Speech-language pathology practices with Indigenous Australians with
acquired communication disorders: results of a
national survey. International Journal of
Speech Language Pathology, 17(1), 74-85.
Hersh, D., Armstrong, E., & Bourke, N. (2015).
A Narrative Analysis of Culturally Sensitive
Aphasia Rehabilitation with Indigenous Australian Clients. Disability & Rehabilitation, 37, 3340.
Lewis, A., Moore, C. & Nang, C. (2015). Using
video of student-client interactions to engage
students in reflection and peer review. Journal
of University Teaching and Learning Practice.
Meldrum, S., Dunstan, J.A., Foster, J.K., Simmer, K., Prescott, S.L. (2015). Maternal fish oil
supplementation in pregnancy: A 12 year follow-up of a randomized controlled trial. Nutrients 7 (3), 2061-2067.
MacDonald, J. & Lewis, A., (submitted) Developing reflective practice in speech pathology.
Infant Mental Health Journal
Power, E., Thomas, E., Worrall, L., Rose, M.,
Togher, L., Nickels, L., Hersh, D., Godecke, E.,
O’Halloran, R., Lamont, S., O’Conner, S., &
Clarke, K. (2015). Development and validation
of Australian Aphasia rehabilitation best practice statements using the RAND/UCLA appropriateness method. Submitted: BMJ Open.
Reynolds, V., Meldrum, S., Simmer, K., Vijayasekaran, S., French, N.P. (2015). Laryngeal
pathology at school age following very preterm
birth. International Journal of Pediatric Otorhinolaryngology, 79 (3), 398-404.
Sherratt, S., Worrall, L., Hersh, D., Howe, T., &
Davidson, B. (2015). Goals and goal setting for
people with aphasia, their family members and
clinicians. In R. J. Siegert & W. Levack (Eds.),
Rehabilitation Goal Setting: Theory, Practice,
and Evidence. CRC Press, Taylor & Francis,.325
-343.
Urbanowicz, A., Leonard, H., Girdler, S., Ciccone, N., & Downs, J. (2015). Aspects of
Speech-Language Abilities are Influenced by
MECP2 Mutation Type in Girls with Rett Syndrome. American Journal of Medical Genetics,
167(2), 354-362.
Published Abstracts
Conference Presentations
D’Souza, S.G., Ciccone, N., Janssen, H.,
Hersh, D., Armstrong, E., & Godecke, E.
(2015). Communication enhanced environments to increase communication activity early after stroke: Design and protocols. International Journal of Stroke, 10(Suppl3), 59.
Armstrong, E., Ciccone, N., Hersh, D., Coffin,
J., McAllister, M., Katzenellenbogen, J.,
Thompson, S., Flicker, L., Hayward, C., &
Woods, D. (2015) Missing Voices: Aboriginal
stories of stroke and traumatic brain injury.
Paper to be presented at the National Allied
Health Conference, Melbourne, November.
Godecke, E., Armstrong, E., Ciccone, N., Middleton, S., Rai, T., Holland, A. Cadilhac, D.A.,
Whitworth, A., Rose, M., Hankey, G.J.,& Bernhardt, J. (2015). Establishing large scale therapy fidelity processes in the Very Early Rehabilitation in SpEech (VERSE) clinical trial: Lessons learned. International Journal of Stroke,
10(Suppl3).
Godecke, E., Armstrong, E., Ciccone, N., Middleton, S., Rai, T., Holland, A., Whitworth, A.,
Rose, M., Ellery, F., Cadilhac, D., Hankey,
G.J., & Bernhardt, J. (2015). Very Early Rehabilitation in SpEech (VERSE) after stroke: ongoing trial status. International Journal of
Stroke, 10(Suppl3).
Godecke, E., Armstrong, E., Middleton, S., Rai,
T., Holland, A., Cadilhac, D., Whitworth, A.,
Rose, M., Ciccone, N., Hankey, G.J., & Bernhardt, J. (2015). Assessment of therapy fidelity processes in the very early rehabilitation in
speech (VERSE) clinical trial. International
Journal of Stroke, Issue Supplement, 10
(Suppl2), 424.
Hersh, D., Armstrong, E., McAllister, M., Ciccone, N., Katzenellenbogen, J., Coffin, J.,
Thompson, S., Hayward, C., Woods, L., &
Flicker, L. (2015). General Practitioners’ views
of the needs of Aboriginal adults with acquired
communication disorders post stroke and TBI.
International Journal of Stroke, 10(Suppl3),
64.
Godecke, E., Armstrong, E., Ciccone, N., Middleton S, Rai, T., Holland, A., Whitworth, A.,
Rose, M., Ellery, F., Cadilhac, D., Hankey,
G.J., Bernhardt, J. (2015). The design of “A
prospective multicentre, randomised controlled
trial of Very Early Rehabilitation in Speech
(VERSE) in patients with aphasia following
acute stroke.” Submitted: International Journal of Stroke.
Godecke, E., Armstrong, E., Ciccone, N., Middleton, S., Rai, T., Holland, A., Cadilhac, D.,
Witworth, A., Rose, M., Hankey, G., & Bernhardt, J. (2015). Structuring therapy fidelity
assessment in clinical aphasia research: An example from the VERSE Trial. Paper presented
at the British Aphasiology Society Conference,
London, September.
Armstrong, E., & Penn, C. (2015). Towards cultural aphasiology: Some lessons from Indigenous contexts. Paper presented at the 45th
Clinical Aphasiology Conference in Monterey,
California, May.
Armstrong, E., Ciccone, N., Hersh, D., Coffin,
J., McAllister, M., Katzenellenbogen, J.,
Thompson, S., Flicker, L., Hayward, C., &
Woods, D. (2015) Missing Voices: Aboriginal
people’s stories of stroke and traumatic brain
injury. Paper presented at the Speech Pathology Australia Conference, Canberra, May.
D’Souza, S.G., Ciccone, N., Janssen, H., Hersh,
D., Armstrong, E. & Godecke, E. (2015). Communication enhanced environments to increase
communication activity early after stroke: Design and protocols. Combined Smart Strokes
and Stroke Society of Australasia Annual Scientific Meeting, 2nd – 4th September 2015,
Melbourne, Australia. International Journal of
Stroke 2015
Godecke, E., Armstrong, E., Ciccone, N., Whitworth, A., Rose, M., Holland, A., Rai, T., Cadilhac, D., Middleton, S., Hankey, G., & Bernhardt, J., on behalf of the VERSE collaboration.
(2015). A protocol outlining treatment fidelity
processes in the Very Early Rehabilitation in
SpEech (VERSE) randomised clinical trial. Paper presented at the 45th Clinical Aphasiology
Conference in Monterey, California, May.
Godecke, E. & Armstrong, E. (2015). Issues
and evidence in acute aphasia rehabilitation.
Roundtable presentation at the 45th Clinical
Aphasiology Conference in Monterey, California, May.
Godecke, E., Armstrong, E., Middleton, S, Rai,
T., Holland, A., Cadilhac, D., Whitworth, A.,
Rose, M., Ciccone, N., Hankey, G.J. & Bernhardt, J. (2015). Assessment of therapy fidelity processes in the very early rehabilitation in
speech (verse) clinical trial. European Stroke
Organisation Conference 17th-19th April 2015,
Glasgow, Scotland.
Godecke, E. & Armstrong, E., A protocol outlining treatment fidelity processes in the Very
Early Rehabilitation in SpEech (VERSE) randomised clinical trial. Combined Smart Strokes
and Stroke Society of Australasia Annual Scientific Meeting, 2nd – 4th September 2015,
Melbourne, Australia.
Lewis, A., & Strampel, K. (2015). ePortfolios
across a course: do students see value and
links to employability? Paper presented at
HERDSA Conference, Melbourne, July.
Lewis, A., Moore, C. & Nang, C. (2015). Using
video of student-client interactions to engage
students in reflection and peer review. Paper
presented at Teaching and Learning Forum,
Perth, February.
Power, E., Thomas, E., Worrall, E., Rose, M.,
Togher, L., Nickels, L., Hersh, D., Godecke, E.,
O’Halloran, R., Lamont, S., O’Conner, C., &
Clarke, K. (2015). The development and validation of aphasia rehabilitation Best Practice
Statements using the RAND/UCLA appropriateness method. Clinical Aphasiology Conference.
26th– 31st May 2015, Monterey, California.
Hersh, D., Armstrong, E., Ciccone, N., Katzenellenbogen, J., Coffin, J., Thompson, S., Flicker, L., McAllister, M., Hayward, C., & Woods,
D. (2015). General Practitioners’ views of the
needs of Aboriginal adults with acquired communication disorders post stroke and TBI.
Poster presentation at Combined Smart
Strokes and Stroke Society of Australasia Annual Scientific Meeting,2nd – 4th September
2015, Melbourne, Australia.
Katzenellenbogen, J.M., Atkins, E.R., Thompson, S.C., Hersh, D., Coffin, J., Flicker, L.,
Hayward, C., Ciccone, N., Woods, D., McAllister, M. & Armstrong, E.M. (2015). Quantitative
data on acquired communication disorder
(ACD) in Aboriginal Western Australian hospitalised stroke survivors: the Missing Voices
Project. Combined Smart Strokes and Stroke
Society of Australasia Annual Scientific Meeting, 2nd – 4th September 2015, Melbourne,
Australia.
More Information
Edith Cowan University
Student Information Office
Telephone: 134 ECU (134 328)
Web: reachyourpotential.com.au
CRICOS IPC 00279B
Lewis, A. (2015). Embedding ePortfolios
across a course: tips, tricks and trip-ups. Facilitated conversation at ePortfolio Forum,
Perth, October.
Information contained in this brochure
was correct at the time of printing and
may be subject to change
Lewis, A. (2015). The evolution of an ePortfolio embedded across a course. Invited presentation to PebblePad in Health Online User
Group, Perth, September.
Editor: Abigail Lewis
[email protected]