Seminars in Speech and Language最新文献

Word-Form and Lemma Dependency Networks of Connected Speech in Probable Alzheimer's Disease: Morphological Impacts on Syntactic Topological Metrics. 可能的阿尔茨海默病关联言语的词形和引理依赖网络：形态学对句法拓扑度量的影响。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-09-17 DOI: 10.1055/a-2954-9654

Hongyan Shi

{"title":"Word-Form and Lemma Dependency Networks of Connected Speech in Probable Alzheimer's Disease: Morphological Impacts on Syntactic Topological Metrics.","authors":"Hongyan Shi","doi":"10.1055/a-2954-9654","DOIUrl":"https://doi.org/10.1055/a-2954-9654","url":null,"abstract":"Background: Alzheimer's disease causes progressive cognitive and linguistic deterioration. Few studies investigate how morphological inflections shape syntactic network topology by comparing word-form and lemma networks.Method: Spontaneous language samples were collected by the Cookie Theft picture description task from 68 individuals with probable Alzheimer's disease (PA) and 68 healthy controls.Results: In both groups, lemma networks had fewer nodes/edges, higher average degree, density, and clustering coefficient, and shorter average path length than word-form networks. All networks showed small-world properties; only healthy networks obeyed scale-free rules, whereas patient networks deviated slightly. Controls had more nodes and edges, while patients demonstrated higher density and clustering coefficients. Intergroup average degree differences were limited to lemma networks (higher in controls). Average path length and diameter were similar across groups. Significant topological differences were accompanied by modest effect sizes (r = 0.21-0.29), likely arising from variability in spontaneous speech. Function words and basic verbs formed core nodes in both network types.Conclusion: This study identifies quantitative syntactic network biomarkers for linguistic impairments in early PA. Such topological measures may combine with clinical indicators for risk prediction and inform targeted early cognitive interventions.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991931","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

Exploring the Feasibility of Sketch and Speak Intervention in a Small Group Setting. 小团体情境下素描与言语干预的可行性探讨。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-09-16 DOI: 10.1055/a-2946-8100

Amy K Peterson, Shiloh R Gregory

{"title":"Exploring the Feasibility of Sketch and Speak Intervention in a Small Group Setting.","authors":"Amy K Peterson, Shiloh R Gregory","doi":"10.1055/a-2946-8100","DOIUrl":"https://doi.org/10.1055/a-2946-8100","url":null,"abstract":"Background: In this feasibility study, we sought to explore how the Sketch and Speak intervention could be provided in a small group setting with a focus on main ideas and details to better mimic \"real world\" services provided in schools.Method: Two fifth-grade participants completed eight sessions of intervention and pre-/posttesting over 5 weeks. In intervention, the group identified main ideas and details for each paragraph, independently took notes on their own note form, and orally practiced sentences as a group (choral responding).Results: Cheyenne, who had a language disorder, improved her performance in note quality and had a substantially more meaningful oral report with improved quality at posttest. Waylon, who had no known language disabilities, had the most meaningful changes in performance on the systematic analysis of language transcription expository task at posttest.Conclusion: This study demonstrates the potential feasibility of incorporating instruction on main ideas and supporting details into a small group delivery of Sketch and Speak intervention. Choral (group) responses provided the same number of oral practice opportunities for each student without downtime for any student and allowed for indirect models of complete sentences through peer and instructor participation.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148983979","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

Pediatric Dysphagia Lusoria: Identification on Videofluoroscopy. 小儿吞咽困难：透视鉴别。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-09-15 DOI: 10.1055/a-2946-8018

Jessica Davidson

{"title":"Pediatric Dysphagia Lusoria: Identification on Videofluoroscopy.","authors":"Jessica Davidson","doi":"10.1055/a-2946-8018","DOIUrl":"https://doi.org/10.1055/a-2946-8018","url":null,"abstract":"Abstract: Videofluoroscopic swallow studies (VFSSs) are considered the gold standard for the evaluation of pediatric dysphagia; however, clinical protocols primarily focus on oropharyngeal function and airway protection, with limited attention to the esophageal phase. This practice overlooks esophageal contributions to feeding dysfunction and fails to identify underlying etiologies for swallow dysfunction, potentially prolonging ineffective intervention. This case report describes a pediatric patient who underwent an esophageal sweep during a follow-up VFSS, resulting in identification of a posterior esophageal compression. A computed tomography angiogram confirmed the vascular anomaly, recommending cardiac surgery that resulted in clinical improvement. In the absence of overt cardiac symptoms, referral to cardiology would have been unlikely without esophageal visualization. Despite adherence to evidence-based dysphagia management, swallow safety only improved after surgical correction. This case highlights the clinical value of incorporating esophageal screening during VFSSs when standard oropharyngeal evaluation fails to fully explain symptoms or suggests an underlying esophageal etiology. These findings underscore the need for speech-language pathologists to recognize esophageal contributions to feeding and swallowing disorders when patient outcomes fail to improve with standard care. Overall, a shift in clinical practice toward exploration of etiology for feeding disorders is pertinent to improve therapeutic outcomes.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148978519","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

Linguistic Performance and Quality of Life in Patients with Low-Grade Gliomas. 低级别胶质瘤患者的语言表现和生活质量。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-06-01 Epub Date: 2026-06-03 DOI: 10.1055/a-2870-5840

Christos Papatzalas, Kostas Fountas, Eftychia Kapsalaki, Ilias Papathanasiou

{"title":"Linguistic Performance and Quality of Life in Patients with Low-Grade Gliomas.","authors":"Christos Papatzalas, Kostas Fountas, Eftychia Kapsalaki, Ilias Papathanasiou","doi":"10.1055/a-2870-5840","DOIUrl":"10.1055/a-2870-5840","url":null,"abstract":"Abstract: Low-grade gliomas (LGGs) may affect language functions and health-related quality of life (HRQoL), particularly when located in brain areas essential for language. The present study investigates linguistic performance and HRQoL in patients with prefrontal cortex (PFC) and motor-sensory cortex LGGs. Data from 15 patients who underwent a standardized preoperative assessment, including linguistic and HRQoL measures, were analyzed and compared with healthy controls and published norms. Self-reported physical and communication functioning were relatively preserved in both tumor groups, whereas psychosocial well-being was notably reduced, particularly in the PFC group. Linguistic performance in both groups was generally lower than that of controls, with the PFC group showing selective vulnerabilities in semantic processing, most consistently in the time-limited semantic odd-image out task. Correlations within the PFC group indicated links between semantic processing, naming, and perceived communication functioning. These findings reveal subtle yet functionally and clinically meaningful difficulties that may not be evident in routine examinations, suggesting a need to assess both language and quality of life, including time-limited measures, in patients with LGGs.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"126-137"},"PeriodicalIF":1.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148158863","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

Interprofessional Education with Graduate Students in Dietetics and Speech-Language Pathology: A Sequential-Explanatory Investigation. 营养学与言语语言病理学研究生的跨专业教育：一项序贯解释调查。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-06-01 Epub Date: 2026-07-28 DOI: 10.1055/a-2914-5938

David M Rehfeld, Jane Mertz Garcia, Taylor Nading, Kelly Whitehair

{"title":"Interprofessional Education with Graduate Students in Dietetics and Speech-Language Pathology: A Sequential-Explanatory Investigation.","authors":"David M Rehfeld, Jane Mertz Garcia, Taylor Nading, Kelly Whitehair","doi":"10.1055/a-2914-5938","DOIUrl":"10.1055/a-2914-5938","url":null,"abstract":"Abstract: Interprofessional education (IPE) prepares students to engage in interprofessional collaborative practice (IPCP), which is essential for managing complex clinical conditions. This mixed methods study examined the impact of a dysphagia-focused IPE sequence involving pre-service speech-language pathologists (SLPs) and registered dietitians (RDs) on their perceptions of collaboration and understanding of professional roles. A total of 31 graduate students (23 SLP, 8 RD) participated in two case-based IPE sessions embedded within existing coursework. Quantitative data were collected using the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) while qualitative data were gathered through open-ended reflections and analyzed using reflexive thematic analysis. Results indicated statistically significant improvements on the SPICE-R alongside significant increase in participants' perceived understanding of SLP and RD roles in dysphagia management. Qualitative findings illustrated how these changes occurred, revealing shifts from generalized descriptions of collaboration to more specific understandings of roles, communication, and shared responsibility for patients. There was strong convergence between the quantitative and qualitative strands, with qualitative themes elaborating on the processes underlying improvements in students' perceptions of IPCP. These findings suggest targeted IPE experiences embedded within existing coursework can meaningfully influence trainees' perceived readiness for dysphagia care.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"138-148"},"PeriodicalIF":1.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13614848/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148609089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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 : 2026-06-01 Epub 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":"10.1055/a-2719-4944","url":null,"abstract":"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":"110-125"},"PeriodicalIF":1.0,"publicationDate":"2026-06-01","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

Group Education for Future Healthcare Professionals on Aphasia and Communication Partner Strategies. 对未来医疗保健专业人员进行失语症和沟通伙伴策略的小组教育。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-06-01 Epub Date: 2026-08-26 DOI: 10.1055/a-2934-3800

Corri Newman, Erin L O'Bryan, Imran Musaji, Douglas F Parham, Jamie Harrington

{"title":"Group Education for Future Healthcare Professionals on Aphasia and Communication Partner Strategies.","authors":"Corri Newman, Erin L O'Bryan, Imran Musaji, Douglas F Parham, Jamie Harrington","doi":"10.1055/a-2934-3800","DOIUrl":"10.1055/a-2934-3800","url":null,"abstract":"Abstract: Many healthcare professionals receive little to no training in communicating with individuals with aphasia, which can negatively affect patient participation and quality of care. Communication partner training (CPT), including Supported Conversation for Adults with Aphasia (SCA), has demonstrated benefits, but many established training models rely on multi-component or resource-intensive formats. This study examined whether future healthcare professionals could acquire knowledge of aphasia and supported communication strategies through a brief, facilitated group training using the SCA eLearning module with special permission from the Aphasia Institute. Sixty-seven students, primarily from graduate physician associate and undergraduate nursing programs, participated in an interprofessional education event. Knowledge, strategy recall, and confidence were measured before and after training using a quasi-experimental pretest-posttest design. The Aphasia Attitudes, Strategies, and Knowledge (AASK) survey served as the outcome measure. Participants demonstrated statistically significant pretest-to-posttest improvements in aphasia knowledge, supported communication strategy recall, and self-reported confidence in their preparedness to communicate with individuals with communication barriers. Between-group analyses did not detect statistically significant differences between physician associate and nursing students. These findings provide preliminary support for brief, facilitated, group-based delivery of the SCA eLearning module as a feasible and scalable approach to foundational CPT for future healthcare professionals.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"149-162"},"PeriodicalIF":1.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148833789","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 : 2026-06-01 Epub Date: 2026-09-25 DOI: 10.1055/s-0046-1829064

Anthony D Koutsoftas, Katie A Strong

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 : 2026-03-01 Epub 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":"10.1055/a-2822-8189","url":null,"abstract":"Background: 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.Method: 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.Results: 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.Conclusion: 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":"96-107"},"PeriodicalIF":1.0,"publicationDate":"2026-03-01","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

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 : 2026-03-01 Epub 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":"10.1055/a-2845-0475","url":null,"abstract":"Objective: 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.Methods: 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.Results: 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.Conclusion: 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":"59-70"},"PeriodicalIF":1.0,"publicationDate":"2026-03-01","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