From the Issue Editor Back in the early 80s, I started my first position as a speech-language pathologist (SLP) at a pediatric rehabilitation hospital in Pittsburgh with fellow University of Pittsburgh graduate and clinician Mark Ylvisaker. The “Institute” as it was called at the time, was a work environment that inspired caring ... Editorial
Editorial  |   January 01, 2014
From the Issue Editor
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Article Information
Editorial
Editorial   |   January 01, 2014
From the Issue Editor
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, January 2014, Vol. 24, 3. doi:10.1044/nnsld24.1.3
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, January 2014, Vol. 24, 3. doi:10.1044/nnsld24.1.3
Back in the early 80s, I started my first position as a speech-language pathologist (SLP) at a pediatric rehabilitation hospital in Pittsburgh with fellow University of Pittsburgh graduate and clinician Mark Ylvisaker. The “Institute” as it was called at the time, was a work environment that inspired caring and creativity in therapeutic approaches and emulated a patient first philosophy. We learned very early on about the practice of including individuals in their treatment plan at team meetings and the importance of an individual's environment outside of the therapy room in their plan of care. Mark was the epitome of a professional colleague: generous, insightful, supportive, and collaborative. He introduced me to Lev Vygotsky, a developmental psychologist whose work focused on the emergence of cognitive skills in a social environment, a theoretical paradigm that supported how we worked. Mark's infectious laugh and singing (I still remember, “eating Goober peas” while doing feeding therapy at lunch) inspired optimism.
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