George Wolford, CCC-SLP

Dr. Wolford joined the department in Fall 2022 as an assistant professor. Early in his career, he worked in the Arizona title 1 public schools in specialized classrooms for children with autism or similar educational needs. The five years prior to coming to Appalachian State, he worked at Midwestern University in Glendale, AZ as a clinical faculty member. In that setting, the majority of his time was spent in the university clinic educating students and working with pediatric populations. Dr. Wolford's research interests include effective clinical education strategies with measurable outcomes, development of clinical expertise, and pediatric language disorders/differences. He has published in numerous journals and has presentations at national conferences.

There are 7 included publications by George Wolford, CCC-SLP :

TitleDateViewsBrief Description
The Acquisition Of Static And Dynamic Intervention Skills By Graduate Speech-Language Pathology Students 2024 208 Purpose: Speech-language pathology programs use simulated learning experiences (SLEs) to teach graduate student clinicians about fidelity to therapeutic interventions, including static skills (clinical actions that are delivered in a pre-specified wa...
Clinical Education Outcomes And Research Directions In Speech-Language Pathology: A Scoping Review 2021 588 Purpose: To describe what researchers are investigating and how they are measuring the constructs of their investigations within the speech-language pathology (SLP) clinical education literature. Method: A scoping review methodology (Arksey & O'Malle...
Comparing In Vivo Versus Simulation Training For Transnasal Endoscopy Skills 2020 606 Fiberoptic endoscopic evaluations of swallowing (FEES) is as important of a swallowing evaluation as the video flouroscopic swallow study, but far fewer speech-language pathologists are competent in its use (Ambika, Datta, Manjula, Warawantkar, & Tho...
"Getting Back Into School Mode": Experiences Of Former Speech-Language Pathology Assistants In Graduate School 2022 735 The purpose of this article is to describe the speech-language pathology master's program experience for two groups of students: students with former speech-language pathology assistant (SLPA) experience (fSLPA) and students without SLPA experience (...
How Does Training Format And Clinical Education Model Impact Fidelity And Confidence In A Speech-Language Pathology Rotation? 2023 440 Clinical education rotations typically involve an initial training phase followed by supervised clinical practice. However, little research has explored the separate contributions of each component to the development of student confidence and treatme...
"Shouldn’t You Be Collaborative By Now?”: Supervisory Needs, Expectations, And Satisfaction Across The Educational Trajectory In Speech-Language Pathology 2020 386 In speech-language pathology, models of supervision suggest supervisors should both adjust their supervisory technique to match learners’ needs and provide less-directive support with more experienced learners. This cross-sectional survey design samp...
What Is Clinical Evidence In Speech-Language Pathology? A Scoping Review 2022 198 Purpose: Two disparate models drive American speech-language pathologists' views of evidence-based practice (EBP): the American Speech-Language-Hearing Association's (2004a, 2004b) and Dollaghan's (2007). These models discuss evidence derived from cl...