Seminars in Speech and Language最新文献

Building Therapeutic Alliances in Aphasia Rehabilitation: Developing Relational Competencies Through Narrative Practice. 在失语康复中建立治疗联盟：通过叙事实践发展关系能力。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-04-13 DOI: 10.1055/a-2845-0475

Katie A Strong

{"title":"Building Therapeutic Alliances in Aphasia Rehabilitation: Developing Relational Competencies Through Narrative Practice.","authors":"Katie A Strong","doi":"10.1055/a-2845-0475","DOIUrl":"https://doi.org/10.1055/a-2845-0475","url":null,"abstract":"This study explored how graduate clinicians developed relational competencies while facilitating the My Story Project, an evidence-based narrative intervention in which clinicians support people with aphasia to co-construct personal life stories.Using reflexive thematic analysis, focus group data from 11 graduate students in speech-language pathology who served as story coaches were analyzed. Each coach facilitated weekly virtual story co-construction sessions with one person with aphasia during a clinical practicum. Coaches received training in the relationship between narrative and identity, and person-centered principles, including the PULSE framework. Focus groups explored their experiences.Four interconnected themes characterized coaches' development: Opening Space for Stories (embracing uncertainty, creating safe environments), Discovering Their Story (seeing beyond diagnosis, recognizing the whole person), Holding Space for Emotion (remaining present during emotional vulnerability), and Building Story Partnerships (co-constructing authentic relationships). Themes captured both the relational competencies coaches developed and how they emerged through authentic relationships with people with aphasia.Relational competencies essential for person-centered aphasia rehabilitation-including building therapeutic alliances, addressing psychosocial needs, and supporting identity work-develop through experiential learning within therapeutic relationships rather than through didactic instruction alone. Clinical training programs should prioritize direct practice opportunities through authentic relationships with people with aphasia.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147677882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

New Zealand Early Childhood Teachers' Beliefs, Knowledge, and Practices for Supporting Children's Oral Language. 新西兰幼儿教师支持儿童口语的信念、知识和实践。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-03-23 DOI: 10.1055/a-2822-8189

Jayne Newbury, Catherine Sivertsen, Megan McAuliffe

{"title":"New Zealand Early Childhood Teachers' Beliefs, Knowledge, and Practices for Supporting Children's Oral Language.","authors":"Jayne Newbury, Catherine Sivertsen, Megan McAuliffe","doi":"10.1055/a-2822-8189","DOIUrl":"https://doi.org/10.1055/a-2822-8189","url":null,"abstract":"Early childhood teachers are key professionals supporting children's oral language development. Understanding teachers' perspectives and practices is crucial for developing appropriate support. This study investigated New Zealand kindergarten teachers' evidence-based beliefs and knowledge about oral language, their self-reported practices, and perceived facilitators of oral language in their centers.This mixed-methods study used a nationwide online survey with open-text and Likert scale questions. Responses from 146 teachers were analyzed using descriptive statistics, hierarchical regression, and thematic analysis.Teachers' beliefs and knowledge generally aligned with the evidence base, except regarding the link between early vocabulary and later school achievement. They reported frequent use of evidence-based practices, though some were underutilized. In statistical models, only beliefs and knowledge, not experience or professional development, showed a modest association with practices. Teachers wanted more support for children's oral language, including improved environments and greater access to professional knowledge.Translating oral language beliefs and knowledge into practice in busy early childhood centers is influenced by multiple factors that policy makers and professional development designers should take into account. These findings align with research indicating that training that targets professional cognition is needed to achieve sustained practice change.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147505190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Foreword. 前言。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-01-01 Epub Date: 2026-04-28 DOI: 10.1055/s-0046-1820096

Katie A Strong, Anthony D Koutsoftas

引用次数: 0

Unpacking the Black Box: A Systematic Search and Narrative Review of Components in Pediatric Speech and Language Therapy Sessions. 打开黑盒子：一个系统的搜索和叙述审查的组成部分，在儿童言语和语言治疗会议。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-01-01 Epub Date: 2026-03-23 DOI: 10.1055/a-2820-3968

Marah Abu Awwad, Rebecca Sutherland, Donna C Thomas

{"title":"Unpacking the Black Box: A Systematic Search and Narrative Review of Components in Pediatric Speech and Language Therapy Sessions.","authors":"Marah Abu Awwad, Rebecca Sutherland, Donna C Thomas","doi":"10.1055/a-2820-3968","DOIUrl":"10.1055/a-2820-3968","url":null,"abstract":"Background: There is limited empirical data describing components of pediatric speech-language therapy sessions across the range of practice areas. In many cases, intervention sessions function as a \"black box\" with internal workings insufficiently documented or understood. This systematic search and review investigates how pediatric speech-language pathology intervention sessions are described and measured.Method: A systematic search and review were conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Five databases were searched for peer-reviewed, empirical studies published from 2003, where the primary research focus was describing and measuring the constituent components in pediatric speech-language pathology intervention sessions. Screening was completed in duplicate; data were extracted, and studies were critically appraised. Narrative analysis was used to describe the findings.Results: A total of 680 studies were found; 18 met the eligibility criteria. The main components measured related to treatment intensity and interpersonal interaction were measured by counting occurrences, recording time, and assigning ratings.Conclusion: The two main ways speech-language therapy sessions were described were via measures of intensity and interpersonal interaction. Understanding the measurement of these areas can guide the development of comprehensive tools to describe and compare sessions, informing and enhancing clinical practice.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"18-32"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147505146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Barriers and Facilitators Impacting Return-to-Work Reported by People with Poststroke Aphasia. 中风后失语症患者报告的影响重返工作的障碍和促进因素。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-01-01 Epub Date: 2025-12-16 DOI: 10.1055/a-2736-6651

Elizabeth Riley, Andrea Pascariello, Sarah Arnett, Jennifer Mozeiko

{"title":"Barriers and Facilitators Impacting Return-to-Work Reported by People with Poststroke Aphasia.","authors":"Elizabeth Riley, Andrea Pascariello, Sarah Arnett, Jennifer Mozeiko","doi":"10.1055/a-2736-6651","DOIUrl":"10.1055/a-2736-6651","url":null,"abstract":"Objective: Returning to employment is a common goal for individuals with stroke-induced aphasia, and success or failure in doing so can significantly impact quality of life. This study investigates the factors that hinder and facilitate return-to-work for people with aphasia, based on the perspectives of individuals with aphasia.Method: Twenty people with varying severities of stroke-induced aphasia participated in virtual focus groups and discussed their experiences with returning or attempting to return to work. Qualitative content analysis was conducted to categorize the factors impacting return-to-work described by participants. Results were compared between participants who had and had not successfully returned to work.Results: Communication, Cognitive Deficits, and Physical Disability were the most frequently discussed Barriers to regaining employment. Patience and Slowed Pace, Change in Type of Employment, Supportive Environment, and High-Technology Aids were the most reported Facilitators. Participants who were actively employed indicated Facilitators more frequently than those who had not returned to work.Conclusion: Consensus from the primary stakeholders is critical in prioritizing a plan of action for employment re-entry. This study provides insights from those with aphasia looking to return to work that identify factors that rehabilitation professionals may already be addressing and those that require more attention.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"33-44"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145769607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Influences on Early Intervention Speech-Language Pathologists' Beliefs, Knowledge, and Practices for Assessing Dual Language Learners. 语言病理学家的信念、知识和实践对早期干预评估双语学习者的影响。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-01-01 Epub Date: 2025-07-17 DOI: 10.1055/a-2642-7283

Rebecca L Jarzynski, Milijana Buac

{"title":"Influences on Early Intervention Speech-Language Pathologists' Beliefs, Knowledge, and Practices for Assessing Dual Language Learners.","authors":"Rebecca L Jarzynski, Milijana Buac","doi":"10.1055/a-2642-7283","DOIUrl":"10.1055/a-2642-7283","url":null,"abstract":"Abstract: There are identifiable gaps between speech-language pathologists' (SLPs) beliefs and their implementation of best practices for dual language learners (DLLs). In the present study, we examined how early intervention (EI) SLPs' backgrounds, experiences, and practice settings influenced their beliefs, knowledge, and use of best practices when assessing DLLs. A survey of 134 EI SLPs was used to examine their assessment procedures for a DLL case scenario, beliefs about assessment practices, and knowledge of cultural and linguistic influences on DLLs' language development. Participants also provided information about their backgrounds and practice settings. Statistical analyses explored relationships between these factors and variables such as years since graduation, sociolinguistic context of practice setting, and continuing education on DLL assessment knowledge and practices. Results showed gaps between beliefs and practices and deficits in knowledge about cultural and linguistic influences on DLLs. Knowledge was negatively correlated with time since graduation and positively correlated with the proportion of DLLs on caseloads. SLPs in linguistically diverse areas had higher knowledge scores, while best practice use was tied to the percentage of DLLs on caseloads. Continued education, removal of barriers, and support are crucial, particularly for EI SLPs in less diverse contexts or with more time since graduation.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"3-17"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Awareness of Ableism in the Context of Stuttering Among Speech-Language Pathologists in India. 印度语言病理学家对口吃背景下的残疾意识。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-01-01 Epub Date: 2025-12-19 DOI: 10.1055/a-2742-1507

Ashisha P Prasad, Pallavi Kelkar

{"title":"Awareness of Ableism in the Context of Stuttering Among Speech-Language Pathologists in India.","authors":"Ashisha P Prasad, Pallavi Kelkar","doi":"10.1055/a-2742-1507","DOIUrl":"10.1055/a-2742-1507","url":null,"abstract":"Objective: The purpose of the study was to explore the awareness of ableism in the context of stuttering among speech language pathologists (SLPs) in India.Method: Eighty SLPs were asked to explain the concept of ableism in their own words. Following this, a hypothetical conversational transcript between an SLP and a person who stutters was given to participants along with a response sheet. For each of 20 marked statements in the transcript, the respondents decided whether the statement made by the SLP tended toward being ableist or affirming.Result: Only three SLPs were aware of the term ableism; six SLPs thought they were aware of the term but could not define it correctly. Thirty-two SLPs scored lower than 50% on the second task that involved the classification of statements as relatively more ableist or more affirming. Only one SLP achieved a full score of 20 on the second task. Responses to individual statements revealed insights for future training programs for SLPs on ableism in the context of stuttering.Conclusion: Findings suggest a need to improve SLPs' understanding and implementation of affirming attitudes toward neurodiversity in the management of stuttering.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"45-56"},"PeriodicalIF":1.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145795142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering Happiness in Speech-Language Pathology Education: An Integrated Approach to Self-Care, Service, and Gratitude. 在语言病理学教育中培养快乐：自我照顾、服务和感恩的综合方法。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-12-19 DOI: 10.1055/a-2746-4326

Derek Isetti, Nalanda Chakraborty, Ashley Ippolito

引用次数: 0

Does Auditory Stimulation Matter? A Single-Subject Design Examining the Active Ingredients Within a Modified Cycles Approach. 听觉刺激重要吗？在改良循环方法中检验活性成分的单受试者设计。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-12-18 DOI: 10.1055/a-2719-4944

Nicole Redman, Klaire Brumbaugh, Kelly Farquharson

{"title":"Does Auditory Stimulation Matter? A Single-Subject Design Examining the Active Ingredients Within a Modified Cycles Approach.","authors":"Nicole Redman, Klaire Brumbaugh, Kelly Farquharson","doi":"10.1055/a-2719-4944","DOIUrl":"https://doi.org/10.1055/a-2719-4944","url":null,"abstract":"This investigation compared the effectiveness of the Cycles Approach with and without auditory stimulation. Using an alternating treatment design (AATD), three preschool-aged children with severe phonological disorders received a modified Cycles Approach targeting two phonological patterns. Effectiveness was measured by the percentage of occurrence of errors. Treatment outcomes were analyzed across experimental conditions and participants with respect to the effectiveness of the Cycles Approach, modified by including and excluding auditory stimulation. All participants demonstrated improvements in speech sound production skills when auditory stimulation was withheld. Two participants demonstrated a statistically significant change in speech intelligibility from baseline to intervention regardless of auditory stimulation inclusion. One participant experienced a statistically significant difference in speech intelligibility when auditory stimulation was withheld. Parents of all participants indicated improvements in their child's speech intelligibility on a posttreatment questionnaire. This investigation substantiates prior research suggesting that a modified Cycles Approach is an effective intervention to treat preschool children with phonological disorders. For the three participants in this study, implementing auditory stimulation techniques did not improve or expedite speech intelligibility outcomes, and for one participant, improved clinical outcomes were achieved without the use of auditory stimulation.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145783257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Survey of Communication Partner Training for Individuals with Traumatic Brain Injury in China: Awareness, Benefits, and Barriers. 中国外伤性脑损伤患者沟通伙伴培训的调查：意识、益处和障碍。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-11-01 Epub Date: 2025-05-21 DOI: 10.1055/s-0045-1809158

Guanyu Wei, Louise C Keegan

{"title":"A Survey of Communication Partner Training for Individuals with Traumatic Brain Injury in China: Awareness, Benefits, and Barriers.","authors":"Guanyu Wei, Louise C Keegan","doi":"10.1055/s-0045-1809158","DOIUrl":"10.1055/s-0045-1809158","url":null,"abstract":"Communication partner training (CPT) is an evidence-based treatment approach, applied when working with people with traumatic brain injury (pwTBI). However, all existing programs are available in English only. This article focuses on surveying people in China about their awareness of CPT for pwTBI, and the perceived benefits and challenges of implementing CPT programs, with a view to providing recommendations for optimal services. The authors surveyed 339 medical professional (n = 169) and non-medical professional (n = 170) communication partners to obtain their awareness about CPT. Further, they were asked to identify the potential barriers and benefits of implementing CPT. Potential components that should be considered when developing a CPT program for pwTBI in China were also identified by the communication partners. This article reported low awareness levels about CPT for both medical professional (33.33%) and non-medical professional (22.14%) communication partners. Both groups reported interest in opportunities to receive CPT. The findings of this study will be useful as a guide when developing CPT programs for pwTBI in China. The findings also have implications for the global translation of CPT programs to other languages and countries where they may have a positive impact on the lives of pwTBI and their communication partners.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"518-541"},"PeriodicalIF":1.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0