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Impairments in social discourse and self-awareness often compromise exchanges between individuals with traumatic brain injuries (TBI) and their everyday partners [1,2]. Individuals with TBI present with poor presupposition, unclear referents, problems initiating and maintaining topics, topic repetitiveness, interruptions, tangential topic shifts, verbosity or terseness, vague or overly specific explanations, perseverations, and other inappropriate social behaviors [3][4][5][6][7][8][9]. Those pragmatic impairments break social Purpose: This investigation examined the effects of joint video self-modeling (VSM) as an intervention for social interactions by individuals with traumatic brain injuries (TBI) and their close communication partners.Methods: One person with TBI and his everyday communication partner attended 16 intervention sessions, jointly reviewing recordings of conversations from their home and community under the guidance of a coach. Self-reflection was prompted using a hierarchy of prompts ranging from open-ended to direct. Sessions were transcribed and coded based on the conversational purpose of each statement. A mixed methods design was used to collect quantitative and qualitative outcomes.Results: Participants generated appropriate self-assessments of communication behaviors when viewing recorded interactions following prompts from a coach. Pre-and post-measures of social communication identified improvements in self-awareness and self-regulation. While partner' LaTrobe Communication Questionnaire remained stable, ratings increased for the participant with TBI, indicative of increased self-awareness. Measure of Participation in Conversation (MPC) scores for interaction and transaction both improved for the participant with TBI. Likewise, Measure of Skill in Supported Conversation (MSC) scores for acknowledging and revealing competence increased for the partner. Seven broad categories of discourse statements emerged.Conclusions: While this investigation is preliminary, VSM appears to hold potential for increasing self-awareness and improving communication interactions for individuals with TBI and their partners. A reduction in less desirable behaviors by the individual with TBI suggests that prompting self-assessment may foster self-regulatory behaviors. The partner increased positive conversational supports and a reduced set-ups and antagonistic statements.

Purpose The purpose of this article is to examine the current state of counseling curriculum within the discipline. The last systematic survey of counseling curriculum within the disciplines of communication sciences and disorders was completed with data from 1983 (McCarthy et al., 1986). The Council on Academic Accreditation in Audiology and Speech-Language Pathology (2017) states that counseling should be included in accredited programs but does not specify to what extent. Currently, there are no standards to specify number of credits, need for a stand-alone course, or guidance regarding content delivered. Method The present investigation collected data on the status of counseling curricula in accredited communication sciences and disorders graduate programs. A Qualtrics survey was distributed to identify counseling curriculum practices across accredited programs. Quantitative data such as percentages and frequency counts were compiled to summarize program offerings. Qualitative analyses were used to characterize written responses. Survey responses were also cross-validated with a review of offerings listed on program websites. Results Of programs currently accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology, 42.4% responded to the current survey. Fifty-nine percent of programs offer a stand-alone course. Review of curricula from program websites indicated that only 40% of accredited programs offer a stand-alone counseling course. Quantitative details about requirements, number of credits, and embedding counseling within other courses were compared to data from the 1983 survey. Qualitative analyses identified common learner outcomes and the nature of course or curricular content. Conclusions Investigators found a lack of consistency in incorporating counseling across programs and discussed implications of this in speech-language pathology practice. A decrease in the number of programs that offer a stand-alone counseling course was identified as compared to offerings in 1983, as well as a disparity regarding how programs provide training in counseling. Furthermore, survey responses differed from curriculum listings on program websites. Information derived from this study may serve as a starting point for the development of flexible standards that provide direction for achieving consistent preparation of counseling skills. Supplemental Material https://doi.org/10.23641/asha.12149703

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Purpose This project used a reflective practice framework to examine outcomes of an undergraduate student–faculty collaborative research project. The project examined benefits of undergraduate contributions to a large-scale systematic review and explore benefits to the students. Conclusions Throughout a large literature search process, two student researchers documented their reflections, including field notes and written reflections about their personal learning. Students completed searches of articles about speech and language impairments associated with right hemisphere damage. In the process, a repository of articles was created for further examination by a writing committee of the Academy of Neurologic Communication Disorders and Sciences. Student accuracy in identifying potential articles that met inclusion criteria was measured by comparing student inclusions to those identified by committee members. Authors examined student reflection outcomes in the context of existing research about student–faculty collaborative research outcomes. Broad-based student outcomes included improvements in understanding the research process, collaboration skills, and confidence, along with opportunities to network/disseminate findings, focus career interests, and foster continued interest in research. Outcomes specific to the project included an increase in topic knowledge and increased accuracy in identifying articles that met inclusion criteria. The two undergraduate student researchers were able to search and identify potential articles for the systematic review. This provided an opportunity to become more proficient in searching databases and interpreting articles. Beyond direct contributions to the systematic review project, both undergraduates reported growth as student learners, researchers, and future clinicians. The students also report ongoing interests in research and considering academic careers.