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108 JCPSLP Volume 14, Number 2 2012 Journal of Clinical Practice in Speech-Language Pathology
Cocks, N., & Harding, C. (2011). The dysphagia
placement workbook. Croydon, UK: J & R Press; ISBN
978 1 907826 05 4; pp. 115; A$28.31 (£15) plus postage
and packing;
Julie Cichero
The Dysphagia Placement
Workbook is a small, lightweight
companion that will travel well from
lectures to hospital ward. Careful
design is evident with two pre-
placement quizzes on general
dysphagia knowledge, oral hygiene,
and aspiration pneumonia. Provision
is made for both UK and Australian
speech language pathology
students. Care has been taken to
combine important information from the Royal College of
Speech and Language Therapists and Speech Pathology
Australia. In addition to pre-placement quizzes, the book
contains 14 placement activities designed to educate and
engage students, while also offering opportunities for
reflection. Lined pages provide opportunity to write
responses directly onto the book. No two books will be
exactly the same, as students are required to reflect upon
cases they have seen under supervision.
Each section begins with a list of resources in the form of
journal articles and websites. Supervisors will benefit most
from this book if they collate resource lists for students to
read prior to observations or practical tasks. It is anticipated
that students would need at least one hour to review the
resource material prior to completing activities.
The workbook also makes use of role-plays in recognition
that patient safety comes first. For example, in addition to
completing an oro-motor assessment on a colleague prior
to patient contact, students are prompted to reflect and
write “if they had the opportunity to do the task again, what
would they do differently?”. Other novel learning techniques
include: prompting to write a script with a colleague about
how to deliver “bad news” (e.g., that the client can’t eat
or drink) after a videofluoroscopy. Although efforts have
been made to include paediatric resources for many of
the sections, the book is probably best suited for adult
clients. It is not setting specific. The workbook is designed
to operate in conjunction with a textbook by the same
authors: Developing Clinical Skills in Dysphagia: A Guide for
Speech and Language Therapists.
The 14 activities covered include essential elements
such as general observation and communication status,
mealtime observation, information gathering, oral motor
assessment, oral trials, and information on thickened
liquids, modified diets, and non-oral feeding. In addition,
clinical documentation, management and working with
others is covered. Instrumental assessment such as
videofluoroscopy and fibreoptic endoscopic evaluation of
swallowing is addressed. A dysphagia placement checklist
completes the book, with a place for the supervisor to
provide comment on each activity, sign, and date.
Amaze (2011). Picture my world. Carlton South, Vic.:
Author; Cards, display board, and information guide;
A$70;
Diane Jacobs
Speech pathology resources
Picture My World is a series of 20 coloured picture cards
comprising 10 different feelings and emotions (10 male and
10 female picture cards) that has been developed for use
by individuals with limited communication skills and for
individuals who exhibit difficulty expressing emotions. The
picture cards are a good size (8 cm x 11 cm) and made
from a sturdy laminate that should ensure durability. The aid
also comes with an A3-sized board with plastic pockets
that enables up to eight picture cards (those provided with
the resource or a combination of the resource cards plus
other cards tailored to the needs of the individual) to be
simultaneously displayed.
While the 10 cards have designated emotions, they
are not prescriptive, with flexibility for the pictures to
be identified as other emotions. This is requisite as the
reviewer and a peer could not agree upon all the emotions
displayed within the picture cards. As such, when using
the cards it will be vital to clarify each user’s interpretation
of the emotion cards in order to prevent communication
breakdown.
The cards come with an information guide identifying
a non-exhaustive range of uses for the emotion cards.
Additionally, the cards are colour coded with green being
used to describe so-called “positive” emotions and red
“negative” emotions. The reviewer is not convinced
of the utility of such terminology and the concept that
emotions such as “angry” and “scared” are “negative”.
Rather, encouraging and promoting the expression and
communication of feelings and emotions as experienced
by the individual per se is the goal, and these cards will be
suitable for such a use by some adolescents and adults.
Overall, it is believed that the cards will be a useful
adjunct to assist individuals with the understanding and
expression of emotions. It is however recommended that
inspection occurs prior to purchase to ensure that the
cards are suitable for the identified client/s.
Resource reviews