Seminars in Speech and Language最新文献

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 : 2026-08-26 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":"https://doi.org/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":""},"PeriodicalIF":1.0,"publicationDate":"2026-08-26","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

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 : 2026-07-28 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":"https://doi.org/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":""},"PeriodicalIF":1.0,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","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 : 2026-06-03 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":"https://doi.org/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":""},"PeriodicalIF":1.0,"publicationDate":"2026-06-03","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

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

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 : 2026-03-01 Epub Date: 2025-12-19 DOI: 10.1055/a-2746-4326

Derek Isetti, Nalanda Chakraborty, Ashley Ippolito

{"title":"Fostering Happiness in Speech-Language Pathology Education: An Integrated Approach to Self-Care, Service, and Gratitude.","authors":"Derek Isetti, Nalanda Chakraborty, Ashley Ippolito","doi":"10.1055/a-2746-4326","DOIUrl":"10.1055/a-2746-4326","url":null,"abstract":"Background: This exploratory study evaluated the impact of a structured class project focusing on service, gratitude, and self-care on the happiness levels across three cohorts of speech-language pathology university students.Method: Participants included 82 students from three cohorts: two undergraduate and one graduate. Over 15 weeks, students engaged in weekly activities from the three categories. Pre- and postintervention happiness levels were assessed using both the Oxford Happiness Questionnaire and data from two survey questions.Results: The results indicated a statistically significant improvement in overall happiness scores across all three cohorts, with service-to-others identified as the most impactful practice.Conclusion: These findings suggest that psychoeducation and structured happiness-enhancing activities can effectively improve mental health among university students, especially those in helping professions. Integrating such interventions into educational settings could support student well-being, warranting further research on their long-term benefits and applicability across different fields.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"86-95"},"PeriodicalIF":1.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145795161","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

Quantifying Question Asking in Young Autistic Children: Exploring the Role of Context. 幼年自闭症儿童量化提问：探索情境的作用。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2026-03-01 Epub Date: 2026-05-11 DOI: 10.1055/a-2859-6546

Brianna Armstrong, Sudha Arunachalam, Lauren Nehilla, Rhiannon Luyster

{"title":"Quantifying Question Asking in Young Autistic Children: Exploring the Role of Context.","authors":"Brianna Armstrong, Sudha Arunachalam, Lauren Nehilla, Rhiannon Luyster","doi":"10.1055/a-2859-6546","DOIUrl":"10.1055/a-2859-6546","url":null,"abstract":"Abstract: Questions are an important component of social communication. Autistic children experience difficulties in social communication, and question asking is a common target of services. We know little about how context shapes question asking in autistic children. The current study quantifies the frequency (rate per minute), form (wh-, yes/no, intonation), and function (information-seeking, directive, initiation/maintenance) of questions produced by autistic children (n = 15; mean age = 5.6 years) in two social contexts: a semi-structured activity (the \"tablet task\") and unstructured play (a naturalistic play session). Autistic children asked slightly more questions in the play session (M =1.35 questions/minute) than in the tablet task (M = 0.81 questions/minute), but there was no significant difference between conditions (effect size = 0.36). For question form, children asked wh-questions at similar rates across contexts, but they asked significantly more yes/no and intonation questions in the play session (effect sizes = 0.01, 0.62, 0.85, respectively). Finally, in function, children's use of information-seeking questions was similar across contexts, but they used significantly more directive and initiation/maintenance questions in the play session (effect sizes = 0.008, 0.82, 0.80, respectively). These findings offer important considerations for the assessment of question asking in autistic children.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"71-85"},"PeriodicalIF":1.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147876283","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 : 2026-03-01 Epub Date: 2026-06-10 DOI: 10.1055/s-0046-1822972

Anthony D Koutsoftas, Katie A Strong

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