Georgieva Dobrinka, Stoilova Rositsa
South-West University "N. Rilski" - Blagoevgrad, Bulgaria.
Hospital Lozenetz, Medical Faculty, Sofia University "St. Kliment Ohridski" - Sofia, Bulgaria.
Codas. 2018 Oct 22;30(5):e20170259. doi: 10.1590/2317-1782/20182017259.
This study describes a practical model for improving the quality of Speech-Language Pathology (SLP) education on a clinical setting in a Bulgarian University. During this study, adults who stutter (AWS) received intensive treatment (IT) to increase fluent speech. The intensive treatment was delivered by students trained in the SLP Master's degree program "Logopedics Management in Fluency and Voice Disorders".
The La Trobe University intensive program of prolonged speech was implemented. SLP students were trained and delivered the IT for AWS, under supervision in all stages. The treatment followed a clinical modeling pattern.
The primary outcomes were measured according to (i) percent of syllables stuttered (%SS) within and outside the stuttering research center of the university; (ii) self-reported inventory scores; and (iii) speech naturalness score evaluations from pre-treatment, immediately following treatment, 11 months post-treatment, and 18 months after the intensive treatment using stutter-free speech samples. The outcomes were reported for the overall IT program delivered by the SLP Master students.
The treatment delivered by students can ensure objective speech outcomes. The evidence-based practice model allowed students to develop and master specific clinical skills in establishing fluent speech by applying a prolonged speech technique. During the IT experience, students began to incorporate elements of evidence-based practice (EBP), clinical expertise, and consider values held by AWS. After four outcome-sessions, the AWS developed self-consciousness about the quality of their prolonged speech during controlled fluent patterns. The participants produced objective speech fluency data and statistically significant differences before and immediately after the IT regarding %SS and overall speech naturalness.
本研究描述了一种在保加利亚一所大学的临床环境中提高言语语言病理学（SLP）教育质量的实用模型。在这项研究中，口吃成年人（AWS）接受了强化治疗（IT）以增加流畅言语。强化治疗由在SLP硕士学位课程“流利性和嗓音障碍的言语治疗管理”中接受培训的学生提供。
实施了拉筹伯大学延长言语强化计划。SLP学生在所有阶段的监督下接受培训并为AWS提供IT治疗。治疗遵循临床建模模式。
主要结果根据以下方面进行测量：（i）在大学口吃研究中心内外口吃的音节百分比（%SS）；（ii）自我报告的量表分数；以及（iii）使用无口吃言语样本，在治疗前、治疗后立即、治疗后11个月和强化治疗后18个月进行的言语自然度评分评估。报告了SLP硕士学生提供的整个IT计划的结果。
学生提供的治疗可以确保客观的言语结果。基于证据的实践模型使学生能够通过应用延长言语技术来培养和掌握建立流畅言语的特定临床技能。在IT治疗过程中，学生开始融入基于证据的实践（EBP）、临床专业知识的要素，并考虑AWS所持有的价值观。经过四次结果评估后，AWS在受控流畅模式下对其延长言语的质量产生了自我意识。参与者产生了客观的言语流畅性数据，并且在IT治疗前后，%SS和整体言语自然度方面存在统计学上的显著差异。
