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Degree

Doctor of Philosophy (PhD), Ohio University, Speech-Language Pathology (Health and Human Services), 2002.

Abstract

The purpose of this study is to investigate the relationship of knowledge of the physiology of normal and abnormal swallowing to accuracy interpreting instrumental observation of swallowing. Participants included a group of undergraduate speech-language pathology students at Ohio University who had completed an undergraduate level anatomy and physiology course, a group of graduate speech-language pathology students at Ohio University who had completed a graduate level didactic course in dysphagia, and a group of experienced speech-language pathologists (SLP’s) who were members of the Dysphagia Listserve. Participants were considered experienced SLP’s after completing 20 or more Videofluoroscopic Swallow Studies (VFSS). Participants were given no additional training by the investigator.

The investigation used a quasi-experimental research design. Participants completed a test of knowledge of the physiology of normal and abnormal swallowing and interpreted five VFSS video clips via a survey on the Internet. Group and individual scores from the two tasks were compared using one-way analysis of variance, one-way analysis of covariance, and correlation.

Results suggest that although knowledge of the physiology of normal and abnormal swallowing is inadequate as a total explanation for accuracy interpreting VFSS, it is highly correlated to accuracy interpreting VFSS. These results parallel the investigation of Wooi, Scott, and Perry (2001) who found a significant relationship between knowledge of anatomical landmarks found in the swallowing mechanism and accuracy interpreting VFSS. When controlling for knowledge of the physiology of normal and abnormal swallowing, criteria involved in determining group membership combined with knowledge of the physiology of normal and abnormal swallowing were found to be significant predictors of accuracy interpreting VFSS.

This investigation is preliminary research designed with the purpose of establishing benchmarks for the education and experience needed to assess persons with dysphagia. If results from this study can be generalized to undergraduate and graduate students from ASHA accredited speech-language pathology programs throughout the U.S., it may be warranted to establish curricular content standards for undergraduate level anatomy and physiology coursework and graduate level didactic coursework in dysphagia.

Subject Headings

Health Sciences, Speech Pathology

Keywords

Dysphagia; Videofluoroscopy; Speech-language pathologist Accuracy interpreting videofluoroscopy Swallowing

Advisor

Charles Richard Dean

Pages

102p.

Document number: ohiou1015595609
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1015595609

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