by Jennifer Garrett, Jean Neils-Strunjas, Nancy Steinberg Warren and Charles Kishman
Genetics literacy materials for speech-language pathology and audiology students across the country will be easier to access as a result of efforts by Ohio clinicians whose statewide genetics education Web site will soon be expanded into a national online resource.
The Ohio site's expansion is being supported by an $18,000 grant from the National Coalition for Health Professional Education in Genetics (NCHPEG)-a coalition of more than 150 organizations, including ASHA-which has selected SLPs and audiologists as the target provider audience for 2006. NCHPEG, ASHA, the University of Cincinnati, and the National Society of Genetic Counselors are collaborating on development of a Web-based resource with targeted genetics instruction and resources that can be integrated into communication disorders curricula.
Genetics and ASHA Certification
The Ohio resource (see State Network sidebar) was developed in response to research indicating that students and professionals feel inadequate about their genetics knowledge. A survey of 147 SLPs and audiologists conducted in 1993 showed that they lacked general knowledge about genetics, genetic-based conditions, and genetic counseling (Chermak & Wagner-Bitz, 1993). Similarly, in a survey of recent graduates from allied health programs, including SLPs and audiologists, 79% of respondents rated their genetics knowledge and skills training as "marginal" or absent (Christianson, McWalter, & Warren, in press).
At the same time, however, the Praxis Series specialty area tests in speech-language pathology and audiology includes genetics-related topics. In the area of speech-language pathology, approximately 19% of questions relate to "Clinical Management," including understanding of "Syndromes and Genetics." Questions may include "basic principles of genetics, syndromic and nonsyndromic inherited and developmental conditions, and influence of syndromic and nonsyndromic conditions on hearing, speech, and language development, production, and processing."
In audiology, 31% of questions relate to "Basic Human Communication Processes," which include "Syndromes and Genetics." In this area, questions may include "basic principles of genetics, conditions associated with various syndromes, genetic influences on speech and language production, reception, and processing (ASHA, 2004)." Although the Praxis specialty tests reflect the importance of genetics knowledge, based on surveys of practicing professionals, training programs have not yet fully incorporated genetics content into the curricula.
Genetics in Literature
A growing number of articles in the professional literature about genetics-related research corroborates the increasingly prominent role of genetics in the practice of speech-language pathology and audiology. In stuttering research, Yairi for example, and Ambrose (The ASHA Leader, Oct. 5, 2004) reported that "conceptions regarding etiology have shifted from learning perspectives to those of multiple etiologies grounded in genetics (p. 4)." Genetic links to speech and language delays have also been explored (Flax, et al., 2003; Rice, Haney, & Wexler, 1998; Shriberg, Tomblin, & McSweeny, 1999).
In 2000, the Joint Committee on Infant Hearing released a position statement on Early Hearing Detection and Intervention, recommending that professionals offer families the option of a genetic evaluation and counseling by a genetics professional when infant hearing loss is diagnosed.
Conclusion
With the current explosion of genetics information, it is important for clinicians to be aware of the implications for clinical practice. In addition to gaining knowledge about genetics, SLPs and audiologists will need resources to learn how to share this information with clients and when to refer them to other professionals, such as genetic counselors. The Ohio Web site and the NCHPEG projects are initial steps in addressing clinical applications of genetically based findings. These interdisciplinary collaborations are expected to result in an important and timely electronic resource for speech-language pathology and audiology training program curricula.
For more information, visit the National Coalition for Health Professional Education in Genetics Web site.
Jennifer Garrett is a full-time doctoral student at University of Cincinnati. She worked as an SLP in Missouri public schools for five years before moving to Ohio to pursue her PhD. Contact her at garretj0@email.uc.edu.
Jean Neils-Strunjas is a professor of communication sciences and disorders at the University of Cincinnati. She has conducted research on language processing in the elderly and persons who have neurological impairments. In addition, she has been involved in several genetics-related projects.
Nancy Steinberg Warren, a board-certified genetic counselor with more than 25 years of experience, directs the genetic counseling graduate program at the University of Cincinnati and Cincinnati Children's Hospital Medical Center. She also is associate clinical professor at the Colleges of Allied Health Sciences and Medicines, University of Cincinnati.
Charles P. Kishman, Jr., has been an information services librarian at the health sciences library of the University of Cincinnati College of Medicine since 1997. He previously worked as a respiratory therapist for more than 20 years.