Participants’ Satisfaction with Functional Treatment Goals
Location
Presentation 1 (Learning Commons- Studio M)
Session Format
Oral Presentation
Your Campus
Armstrong Campus - Armstrong Center, April 19th
Academic Unit
Department of Rehabilitation Sciences
Research Area Topic:
Education & Learning - Teaching, Learning & Human Development
Co-Presenters and Faculty Mentors or Advisors
Dr. April Garrity- Faculty Mentor
Abstract
Goal writing is an important part of treatment and helps guide speech-language pathologists (SLPs) plan for their clients. Goals need to be functional, meaning they should be individualized and relevant to the client’s life. The Learning Participation-Based Assessment and Treatment System (LPATS) is a method for writing functional goals that was developed with the International Classification of Functioning, Disability and Health (ICF) in mind. The ICF is a healthcare framework created by the World Health Organization (WHO) that outlines health holistically and explores three domains: body and structure, activity, and participation. The use of this framework is encouraged by the American Speech, Language, and Hearing Association (ASHA). SLPs primarily work on communication which affects the activity and participation aspects of the clients’ life. Improving clients’ participation in activities can improve their quality of life (QOL).This study examined clinicians’ opinions of LPATS when utilized within the context of individuals with aphasia. Aphasia is an acquired neurogenic communication disorder in which individuals experience chronic limitations in the ability to use and understand language. The study participants were three graduate students/student clinicians in the SLP graduate program at Georgia Southern University’s Armstrong Campus. The participants were taught to use LPATS with adult clients with aphasia. They were later asked to share their thoughts on the method through questionnaires and semi-structured interviews. Results revealed that participants found goals written using LPATS were client-appropriate and that they would like to continue using the method. However, they also had concerns about the time efficiency of the method.
Program Description
Speech-language pathologists (SLPs) craft individualized and relevant goals for clients with communication disorders. This study represents a preliminary investigation of a goal-writing approach for SLPs, the Learning Participation-Based Assessment and Treatment System (LPATS). Results were mostly positive but also revealed areas for improvement of the approach.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Presentation Type and Release Option
Presentation (File Not Available for Download)
Start Date
4-19-2022 10:30 AM
End Date
4-19-2022 11:30 AM
Recommended Citation
Botsford, Ricki M., "Participants’ Satisfaction with Functional Treatment Goals" (2022). GS4 Georgia Southern Student Scholars Symposium. 13.
https://digitalcommons.georgiasouthern.edu/research_symposium/2022A/2022A/13
Participants’ Satisfaction with Functional Treatment Goals
Presentation 1 (Learning Commons- Studio M)
Goal writing is an important part of treatment and helps guide speech-language pathologists (SLPs) plan for their clients. Goals need to be functional, meaning they should be individualized and relevant to the client’s life. The Learning Participation-Based Assessment and Treatment System (LPATS) is a method for writing functional goals that was developed with the International Classification of Functioning, Disability and Health (ICF) in mind. The ICF is a healthcare framework created by the World Health Organization (WHO) that outlines health holistically and explores three domains: body and structure, activity, and participation. The use of this framework is encouraged by the American Speech, Language, and Hearing Association (ASHA). SLPs primarily work on communication which affects the activity and participation aspects of the clients’ life. Improving clients’ participation in activities can improve their quality of life (QOL).This study examined clinicians’ opinions of LPATS when utilized within the context of individuals with aphasia. Aphasia is an acquired neurogenic communication disorder in which individuals experience chronic limitations in the ability to use and understand language. The study participants were three graduate students/student clinicians in the SLP graduate program at Georgia Southern University’s Armstrong Campus. The participants were taught to use LPATS with adult clients with aphasia. They were later asked to share their thoughts on the method through questionnaires and semi-structured interviews. Results revealed that participants found goals written using LPATS were client-appropriate and that they would like to continue using the method. However, they also had concerns about the time efficiency of the method.
