International Journal of Speech-Language Pathology最新文献

{"title":"Phonological intervention in Greek-speaking preschoolers with speech sound disorders: Implementing phonological similarity and density.","authors":"Kakia Petinou","doi":"10.1080/17549507.2025.2524387","DOIUrl":"https://doi.org/10.1080/17549507.2025.2524387","url":null,"abstract":"<p><strong>Purpose: </strong>The study examined speech gains in three bilectal Cypriot-Greek speaking children with speech sound disorders. The study is based on theoretical frameworks that are on par with word-level characteristics and is motivated by the sparsity of cross-language studies in speech sound disorder intervention.</p><p><strong>Method: </strong>A multiple-baseline, single-participant design was implemented across three participants with speech sound disorders aged 3;2-4;0 years across baseline (pre-test), intervention, post-test, and follow-up phases. Intervention was administered twice a week for two months. Treatment stimuli were selected based on phonological density and phonological similarity grouped in word clusters. Outcomes were measured using a 49-word pictorial production probe list. Maintenance gains were examined with 20 non-treated stimuli during a follow-up session. Dependent variables included phonetic inventory size, proportion of consonants correct, and percentage of whole word matches. Intelligibility was measured via the Intelligibility in Context Scale.</p><p><strong>Result: </strong>Phonological gains were observed across all measures with effect sizes ranging from 1.2 to 2.7.</p><p><strong>Conclusion: </strong>Implementing phonologically dense stimuli may facilitate speech outcomes in children with speech sound disorders cross-linguistically.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-14"},"PeriodicalIF":1.4,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144668751","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}

{"title":"Language and communication in children with complex tourette syndrome: Insights from five mixed methods case studies.","authors":"Angela Feehan, Lesley Pritchard, Paola Colozzo, Veronica Smith, Monique Charest","doi":"10.1080/17549507.2025.2529930","DOIUrl":"https://doi.org/10.1080/17549507.2025.2529930","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to understand and describe language skills and day-to-day communication in five children with complex Tourette syndrome.</p><p><strong>Method: </strong>We conducted five scaffolded mixed methods case studies. Psychosocial functioning and language skills were measured using standardised tests. We collected information about day-to-day communication using communication log books and semi-structured qualitative interviews. Communication was considered using the bioecological model with a focus on microstructure' contexts (i.e. school, home, and peer interaction).</p><p><strong>Result: </strong>All children had accessed school accommodations, extra services, or alternative education options. While some parents highlighted school successes, others described significant challenges in finding a fitting school environment for their child. Managing family interaction in the home required parents to be thoughtful and proactive in their planning. Parents strategised to keep the home environment calm and productive, adopted attitudes of acceptance and understanding, and accessed outside tools and supports. In some cases, parents provided social coaching and created intentional social experiences so their child could be successful; in other cases, children were thriving socially without need for parental intervention.</p><p><strong>Conclusion: </strong>The communication profiles and parent-reported experiences of children with complex Tourette syndrome are diverse. Interventions and accommodations need to be individualised to optimise language development and day-to-day communication.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-19"},"PeriodicalIF":1.4,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144668750","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}

{"title":"Exploring the social determinants of health affecting caregiver level of worry for children with paediatric feeding disorder.","authors":"Ryan P Wexler, Juliet Ochura, Kerry Pearl, Jessica M Pisegna","doi":"10.1080/17549507.2025.2521044","DOIUrl":"https://doi.org/10.1080/17549507.2025.2521044","url":null,"abstract":"<p><strong>Purpose: </strong>Research suggests that paediatric feeding disorder induces significant stress in caregivers and exacerbates health inequities. However, the relationship between social determinants of health and the worry that paediatric feeding disorder caregivers experience remains unexplored.</p><p><strong>Method: </strong>Race, ethnicity, and language data were collected via chart review from 238 visits between speech-language pathologists and children with paediatric feeding disorder. USA census data were used to determine median household income and high school degree rates for each patient's residential area code. Statistical associations between social determinants of health and the worry that caregivers reported on a 10-point Likert scale were investigated.</p><p><strong>Result: </strong>The mean worry level for the cohort was 6.2 (<i>SD =</i> 3.0). English and non-English speaking caregivers experienced worry levels of 5.7 and 6.8 respectively (<i>p =</i> 0.006). The mean worry for select races was investigated: Asian (6.5), African American (6.2), Hispanic (6.5), Other/not-reported (6.1), and White (6.2) (<i>p =</i> 0.890). The worry levels of caregivers living in area codes with mean household incomes above and below the group average were 5.8 and 6.4 respectively (<i>p =</i> 0.100). Caregivers living in area codes with high school degree rates above and below the group average had mean worry levels of 6.1 and 6.3 respectively (<i>p =</i> 0.584).</p><p><strong>Conclusion: </strong>Language barriers are associated with increased worry in caregivers of children with paediatric feeding disorder.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-7"},"PeriodicalIF":1.4,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530663","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}

{"title":"Contemporary clinical conversations about stuttering: Telling parents why their child began to stutter.","authors":"Marie-Christine Franken, Anna Hearne, Suzana Jelčić Jakšić, Nicole E Neef, Mark Onslow","doi":"10.1080/17549507.2025.2520534","DOIUrl":"https://doi.org/10.1080/17549507.2025.2520534","url":null,"abstract":"<p><p>Parents of children who have begun to stutter need an explanation why this has occurred. For that explanation, clinicians have many research findings available to them from many disciplines. It may be challenging for junior clinicians and students of speech-language pathology to integrate and synthesise that knowledge for parents. The purpose of this clinical conversation is to provide guidance in that matter. The issue was discussed by speech-language pathologists and researchers. Written conversational turns in an exchange were limited to 100 words each. There was general agreement about core material to be conveyed to parents: An explanation of stuttering onset needs to be multifactorial, incorporating a physical mechanism driving causality. We recommend this explanation needs to include current empirical research and theoretical perspectives about stuttering. To do that, clinicians need to keep up to date with current research and thinking about the condition. An explanation to parents must not overwhelm or alarm them, but be supportive and provide groundwork for intervention. Finally, it is essential to explore parent views about why a child began to stutter. Supplementary materials are provided (Appendix A): Participants present their model of how they would tell parents why their child began to stutter and a reading list is provided.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-6"},"PeriodicalIF":1.4,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144508974","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}

{"title":"Vocabulary performance of Malay school-age children in Malaysia: Starting points to developing language assessments for older children with developmental language disorder (DLD).","authors":"Lynette Jen Ni Tan, Yazmin Ahmad Rusli, Min-Li Lee, Nurul Najwa Syahida Ab Rasat, Raihanah Rosdin, Abigail Klarissa Lourdes, Hasherah Mohd Ibrahim","doi":"10.1080/17549507.2025.2517268","DOIUrl":"https://doi.org/10.1080/17549507.2025.2517268","url":null,"abstract":"<p><strong>Purpose: </strong>The unavailability of language assessments for older Malay children in Malaysia has turned the identification and management of children with language disorders into an arduous process. This has left many children with developmental language disorder undiagnosed and without proper support. This study aims to evaluate the utility of a vocabulary assessment designed for Malay school-age children who predominantly use Malay, focusing on comparisons between typically developing and children at-risk of language disorder to determine whether it can differentiate and highlight qualitative nuances between groups.</p><p><strong>Method: </strong>A total of 118 typically developing children aged 6;0 to 12;11 years (<i>M</i> = 109.20 months; <i>SD</i> = 19.35) completed a newly developed picture pointing receptive and word definition expressive vocabulary task. A small group of children at-risk of language disorder were then matched with typically developing children (<i>n</i> = 15) for comparison.</p><p><strong>Result: </strong>Both receptive and expressive subtests showed good reliability (α = 0.881; α = 0.915 respectively). Findings revealed that vocabulary scores increased with age and that children at-risk of language disorder had significantly poorer scores and qualitative responses compared to their typically developing peers.</p><p><strong>Conclusion: </strong>The vocabulary assessment demonstrates potential for evaluating vocabulary skills among Malay school-age children, with further research needed to establish reference scores for speech-language pathology therapeutic clinical application.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-17"},"PeriodicalIF":1.4,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318440","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}

{"title":"Scoping review of communication impairment management in adults with brain tumours.","authors":"Maeve Coleman, Emily Brogan, Sarah D'Souza","doi":"10.1080/17549507.2025.2510231","DOIUrl":"https://doi.org/10.1080/17549507.2025.2510231","url":null,"abstract":"<p><strong>Purpose: </strong>There are limited clinical pathways on the management of communication impairment in people with primary brain tumour. This scoping review aimed to collate the evidence on management of communication impairment for people with primary brain tumours and determine if there is sufficient evidence to develop a clinical pathway.</p><p><strong>Method: </strong>A systematic search strategy (September 2023) used Medline, CINAHL, PsychInfo, and The Cochrane Library. Eligibility criteria required the publication to be primary evidence, any study design, published in a peer reviewed journal in English, and investigating speech-language pathologist led assessment, rehabilitation, or education of communication impairment (aphasia, cognitive-communication impairment, dysarthria, apraxia of speech). A yield of 1500 articles were inputted into Research Screener software for title and abstract screening. Fourteen full-text articles assessed met eligibility criteria. Data were extracted on pre-, intra-, and post-operative assessment, rehabilitation, and education.</p><p><strong>Result: </strong>Assessment of aphasia was most frequently investigated. Some common formal assessments were reported not sensitive enough to detect aphasia in this population. Limited information was reported on intra-operative assessment, post-operative assessment, and rehabilitation. No studies focussed on education.</p><p><strong>Conclusion: </strong>Evidence on communication management for people with primary brain tumours is limited and more research is needed to inform a clinical pathway.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295132","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}

{"title":"Evaluating the feasibility and acceptability of SOS Dysphagia: Brief educational interventions for adult patients with oropharyngeal dysphagia and their informal caregivers.","authors":"Zahya Ghaddar, Nayla Matar, Anh Nguyet Diep, Delphine Kirkove, Aline Tohmé, Benoit Pétré","doi":"10.1080/17549507.2025.2510234","DOIUrl":"https://doi.org/10.1080/17549507.2025.2510234","url":null,"abstract":"<p><strong>Purpose: </strong>The study aims to evaluate the feasibility and acceptability of SOS Dysphagia, an educational tool used by speech-language pathologists for patients with oropharyngeal dysphagia and their informal caregivers in Lebanon.</p><p><strong>Method: </strong>SOS Dysphagia was developed to provide six educational activities, educational tools, and handouts targeting oropharyngeal dysphagia patients and their informal caregivers. Twelve speech-language pathologists delivered SOS Dysphagia to 33 patients and their informal caregivers. Participants completed questionnaires for feasibility and acceptability.</p><p><strong>Result: </strong>Participants completed questionnaires. All patients and informal caregivers were satisfied following educational activity sheets used by the speech-language patholoigst. Thirty-nine percent \"totally agreed\", and 60.7% \"agreed\" that the information received during the administration of the educational activities to be easily applicable in their daily life. Among patients and informal caregivers, 48.2% \"totally agreed\" and 51.8% \"agreed\" that the readability of the written material was adequate. All speech-language pathologists reported positive acceptability and 100% used only the tools and resources proposed in SOS Dysphagia to complete the educational activity sheets.</p><p><strong>Conclusion: </strong>The feasibility study demonstrates the participants' acceptability of SOS Dysphagia by showing satisfaction after its usage. Further research is needed to continue this study on the remaining SOS Dysphagia material targeting more speech-language pathologists, other health care professionals, and more patients and informal caregivers.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-16"},"PeriodicalIF":1.4,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259188","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}

{"title":"Speech-language pathologists' confidence levels and professional development needs in motor neurone disease: An Australian survey.","authors":"Sarah El-Wahsh, Susannah Bonnor, Katarina Byrne, Val Maynes, Clare McCluskey, Rachel Heatley, Monique Signorelli, Elise Bogart","doi":"10.1080/17549507.2025.2511950","DOIUrl":"https://doi.org/10.1080/17549507.2025.2511950","url":null,"abstract":"<p><strong>Purpose: </strong>Clinician confidence is vital for effective patient-professional relationships, yet limited research has explored speech-language pathologists' (SLPs) confidence in supporting people with motor neurone disease (MND). This study investigated speech-language pathologists' self-reported confidence across key speech-language pathology domains (swallowing, oral secretions, oral hygiene, airway management and communication) in MND. It also investigated associated demographic variables, barriers, facilitators and professional development needs.</p><p><strong>Method: </strong>Seventy-two speech-language pathologists from Australia completed an online questionnaire, covering the above topics. Quantitative data were analysed using descriptive statistics and regression analysis, while content analysis was applied to open-ended responses.</p><p><strong>Result: </strong>Participants reported varied confidence levels, with higher confidence with general interventions, including diet/fluid modification and clear speech strategies, but lower confidence in motor neurone disease-specific interventions, including voice preservation, secretion management, and electronic alternative and augmentative communication devices. Demographic and background factors including years of experience, motor neurone disease caseload proportion, multidisciplinary team structure, and clinician age were statistically significantly associated with confidence. Participants described various facilitators and barriers to confidence development, categorised into four themes: Support systems and collaboration, resources, knowledge and skills, and interactions and communication. Participants highlighted key insights they wish they had known when starting to work with people with motor neurone disease, which informed the development of practical tips for new clinicians.</p><p><strong>Conclusion: </strong>These findings highlight the complex interplay of factors influencing speech-language pathologists' confidence when supporting people with motor neurone disease, emphasising the need for targeted measures to address identified gaps. A set of recommendations has been developed to advance multidisciplinary team research and clinical practice in this area. Enhancing speech-language pathologist confidence has the potential to improve both clinician satisfaction and patient care. Further research is needed to implement and evaluate these recommendations.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-21"},"PeriodicalIF":1.4,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259189","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}

{"title":"Effect of oral academic narrative language intervention on listening comprehension and generalised word learning: A proof of concept study.","authors":"Trina D Spencer, Megan S Kirby, Chelsey Gardner, Douglas B Petersen","doi":"10.1080/17549507.2025.2510235","DOIUrl":"https://doi.org/10.1080/17549507.2025.2510235","url":null,"abstract":"<p><strong>Purpose: </strong>Science of reading experts have called for increased attention on oral academic language. Interventions need to integrate multiple dimensions of academic language and word learning strategies to impact broader academic repertoires. The purpose of this proof-of-concept study was to examine the effect of an oral academic narrative language intervention, with embedded vocabulary instruction, on listening comprehension and generalised word learning.</p><p><strong>Method: </strong>Twenty-two first graders at risk for language-based comprehension difficulties were randomly assigned to two groups. Research assistants delivered four 30 min, small group, academic language intervention sessions to the treatment group every week for 12 weeks. Control group students received their typical small group literacy interventions from classroom teachers. At pre-and post-test, first graders' narrative listening comprehension and ability to infer the meaning of words from story context were assessed.</p><p><strong>Result: </strong>From pre- to post-test, students in the treatment group outperformed students in the control group on both the narrative retell (<i>p</i> = .0001) and vocabulary (<i>p</i> = .029) measures, with large effects (<i>d</i> = 1.54 and 1.18, respectively).</p><p><strong>Conclusion: </strong>Vocabulary instruction embedded in narrative intervention can improve young students' ability to learn novel word meanings from context and listening comprehension skills. As a promising approach to integrating multiple aspects of oral academic language, further refinement and extensions are recommended.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-14"},"PeriodicalIF":1.4,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250483","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}

{"title":"Caregiver and child perspectives of wellbeing in school-age children with childhood apraxia of speech.","authors":"Michelle Turner Swartz, Elaine R Hitchcock, Megan C Leece, Benedette M Herbst, Jonathan L Preston","doi":"10.1080/17549507.2024.2364808","DOIUrl":"10.1080/17549507.2024.2364808","url":null,"abstract":"<p><strong>Purpose: </strong>Childhood apraxia of speech (CAS) is a communication deficit that impacts a child's overall quality of life, including their academic and social interactions, yet few studies have investigated the impact from the child's perspective. Using The World Health Organization's International Classification of Functioning, Disability, and Health (ICF) framework, we examined the children's and caregivers' perspectives on the impact of CAS on their overall wellbeing.</p><p><strong>Method: </strong>Survey data were collected from 32 child-caregiver dyads for children ages 9-17 years with CAS. Items elicited responses along a 5-point scale to examine the perceived impact of children's speech impairments using the framework, including impact on communication, interpersonal interactions/relationships, and major life events.</p><p><strong>Result: </strong>Results from non-parametric statistical analyses revealed: (a) caregivers reported a significantly greater impact than children across individual ICF domains; (b) child responses were not significantly correlated with their caregiver's responses or with the child's age, gender, or severity indicators; and (c) both caregivers and children indicated the domain of communication was impacted more than other domains.</p><p><strong>Conclusion: </strong>Results suggest a potential disconnect in the perceived impact of CAS between the caregiver and child. Recommendations include facilitating a dialogue between the child-caregiver dyad and considering treatment goals that address wellbeing.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"409-422"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989289","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}