International Journal of Speech-Language Pathology最新文献_第7页

Elizabeth Usher memorial lecture 2024: Speech-language pathology practice in Aboriginal spaces: A journey of learning and unlearning. 伊丽莎白·亚瑟纪念讲座2024：土著空间的语言病理学实践：学习和遗忘的旅程。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2025-06-01 Epub Date: 2025-06-18 DOI: 10.1080/17549507.2025.2515912

Elizabeth Armstrong

{"title":"Elizabeth Usher memorial lecture 2024: Speech-language pathology practice in Aboriginal spaces: A journey of learning and unlearning.","authors":"Elizabeth Armstrong","doi":"10.1080/17549507.2025.2515912","DOIUrl":"10.1080/17549507.2025.2515912","url":null,"abstract":"In this paper I describe learnings gained from 15 years collaboration with Aboriginal colleagues in Australia, in endeavours to improve rehabilitation services for Aboriginal people with brain injury and their families. Colleagues include Aboriginal researchers, clinicians, and people with communication and other disorders associated with brain injury and their families. My research journey in this field has been made possible through the work, mentoring, and support of these colleagues who introduced me to Aboriginal ways of knowing, being, and doing. My journey has involved challenging and un-learning some widely accepted Western tenets of speech-language pathology practice in order to explore culturally acceptable practices. The notion of learning, while at the same time unlearning and relearning is discussed in this paper along with several crucial ingredients of working cross-culturally in an Aboriginal space. These include ongoing relationships, collaboration, and the concept of cultural security. Clinical yarning as a method to be employed in both clinical and research contexts is also discussed as it has been applied to particular projects undertaken to date. The paper encourages the unpacking of aspects related to evidence-based practice, accepted research methodologies, and assessment and treatment processes in brain injury rehabilitation and in speech-language pathology, generally.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"312-327"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318439","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

Communicating for life: Speech-language pathology across the lifespan. 终身交流：贯穿一生的语言病理学。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2025-06-01 Epub Date: 2025-06-30 DOI: 10.1080/17549507.2025.2516965

Marleen F Westerveld, Lisa Furlong

引用次数: 0

Employment decision-making of final year speech-language pathology and occupational therapy students: Factors influencing job selection. 语言病理学与职业治疗专业毕业班学生的就业决策：影响就业选择的因素。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2025-06-01 Epub Date: 2025-04-27 DOI: 10.1080/17549507.2025.2493657

Chloe Schlatter, Jane McCormack, Elspeth Froude

{"title":"Employment decision-making of final year speech-language pathology and occupational therapy students: Factors influencing job selection.","authors":"Chloe Schlatter, Jane McCormack, Elspeth Froude","doi":"10.1080/17549507.2025.2493657","DOIUrl":"10.1080/17549507.2025.2493657","url":null,"abstract":"Purpose: Speech-language pathology and occupational therapy are among the fastest growing professions in Australia. This study aimed to explore the settings in which speech-language pathologists and occupational therapy students are choosing to work and the factors influencing their employment decision-making.Method: A cross-sectional survey design was used to capture employment preferences. Final year students from all undergraduate (Bachelors) and post-graduate (Masters) speech-language pathology and occupational therapy programs across Australia were invited to participate. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using content analysis.Result: A total of 57 speech-language pathology and 27 occupational thearpy students in the final year of their degrees completed the survey. Speech-language pathology students reported a preference for working in community settings (68.42%) with individuals who had spoken language needs (94.74%). Occupational thearpy students reported a preference for working within private practice (77.78%) and with adults (70.37%). Both disciplines identified three key factors influencing employment decisions: a) Inclusive and positive workplace culture, b) supervision and support, and c) work-life balance.Conclusion: Final year speech-language pathology and occupational thearpy students value workplace environment, culture, and support when making decisions about employment. Considering these factors when developing workplace policies and processes could enhance recruitment, support, and retention of these health professionals.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"385-396"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144058169","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

Managing cyberbullying among adolescents with neurodevelopmental disorders: A scoping review. 管理网络欺凌青少年神经发育障碍：范围审查。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2025-06-01 Epub Date: 2025-01-24 DOI: 10.1080/17549507.2025.2451305

Emily Jackson, Mark Boyes, Barbara Blundell, Juliana Hirn, Suze Leitão

{"title":"Managing cyberbullying among adolescents with neurodevelopmental disorders: A scoping review.","authors":"Emily Jackson, Mark Boyes, Barbara Blundell, Juliana Hirn, Suze Leitão","doi":"10.1080/17549507.2025.2451305","DOIUrl":"10.1080/17549507.2025.2451305","url":null,"abstract":"Purpose: While there is evidence for the effectiveness of programmes targeting cyberbullying in general adolescent populations, less is known for adolescents with neurodevelopmental disorders, who are at heightened risk of involvement in cyberbullying. This scoping review aimed to identify and map the evidence in relation to managing cyberbullying among adolescents aged 10-19 with neurodevelopmental disorders.Method: The following databases were searched: ProQuest (including dissertations and theses), PsychInfo, MEDLINE, Scopus, and Google Scholar. Two independent reviewers screened the studies in two stages: Title and abstract, and full text.Result: Twenty-nine studies were included; 19 involved exploring existing strategies used by adolescents with neurodevelopmental disorders, their parents, teachers, or service providers, to manage cyberbullying. The remaining 10 papers implemented and evaluated the effectiveness of cyberbullying prevention and/or intervention programmes.Conclusion: While there is some emerging evidence for the efficacy of cyberbullying programs for adolescents with neurodevelopmental disorders, the literature is sparse. Future research should explore the efficacy of programmes delivered at classroom, small group, and individual levels and examine how adolescents with a range of neurodevelopmental disorders and diverse learning needs respond to such programmes. Critically, this may help reduce cyberbullying incidents and the subsequent impact on mental health among adolescents with neurodevelopmental disorders.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"341-356"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143042705","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

The word learning dynamic assessment protocol (WorLDAP): Exploring speech-language pathologists' perceptions of the acceptability of a novel assessment tool. 单词学习动态评估协议（WorLDAP）：探索语言病理学家对新型评估工具可接受性的看法。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2025-06-01 Epub Date: 2025-02-02 DOI: 10.1080/17549507.2024.2446515

Emily Jackson, Jamie Botero, Caoimhe Hanavan, Rosalie Gent, Sharni Hatton, Suze Leitão

{"title":"The word learning dynamic assessment protocol (WorLDAP): Exploring speech-language pathologists' perceptions of the acceptability of a novel assessment tool.","authors":"Emily Jackson, Jamie Botero, Caoimhe Hanavan, Rosalie Gent, Sharni Hatton, Suze Leitão","doi":"10.1080/17549507.2024.2446515","DOIUrl":"10.1080/17549507.2024.2446515","url":null,"abstract":"Purpose: Few resources are available to support speech-language pathologists (SLPs') dynamic assessment of vocabulary with school-aged children. We developed the Word Learning Dynamic Assessment Protocol (currently undergoing pilot testing). Framed by implementation science, in the current study we worked with speech-language pathologists to explore their perspectives on the acceptability of the Word Learning Dynamic Assessment Protocol.Method: Eight speech-language pathologists who work with school-aged children watched a video demonstration of the Word Learning Dynamic Assessment Protocol being administered with a 6-year-old child and were then interviewed to share their thoughts on the Word Learning Dynamic Assessment Protocol's acceptability.Result: Six themes were generated using reflexive thematic analysis: 1) Structure, scripting, and resourcing builds confidence in speech-language pathologists, 2) gaining important insight into the learning process, 3) flexible assessment supports child engagement and diversity, 4) family buy-in is created with clear communication, 5) a worthwhile investment of time?, and 6) building a more tailored assessment.Conclusion: The speech-language pathologists who took part in this study valued the structure and resourcing of the Word Learning Dynamic Assessment Protocol as a way of supporting their ability to evaluate a child's strengths and challenges in vocabulary development in an engaging and individually tailored manner. Suggestions for further development will guide task refinement to meet the needs of speech-language pathologists.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"397-408"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081693","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

"Staying connected": Speech-language pathologists' perspectives on the communication needs of people with primary progressive aphasia and their family members. "保持联系"：言语病理学家对原发性进行性失语症患者及其家人沟通需求的看法。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2025-06-01 Epub Date: 2024-09-24 DOI: 10.1080/17549507.2024.2388072

Katharine Davies, Tami Howe, Jeff Small, Ging-Yuek Robin Hsiung

{"title":"\"Staying connected\": Speech-language pathologists' perspectives on the communication needs of people with primary progressive aphasia and their family members.","authors":"Katharine Davies, Tami Howe, Jeff Small, Ging-Yuek Robin Hsiung","doi":"10.1080/17549507.2024.2388072","DOIUrl":"10.1080/17549507.2024.2388072","url":null,"abstract":"Purpose: The research objectives were to explore the communication needs pertaining to (a) people with primary progressive aphasia (PwPPA); (b) family members of PwPPA; and (c) the different variants of primary progressive aphasia (PPA), from the perspectives of speech-language pathologists (SLPs).Method: This investigation used a qualitatively driven concurrent mixed methods research design. Data collection involved semi-structured interviews and mixed methods questionnaires with 14 SLPs. Qualitative content analysis of interview and questionnaire data was used to identify codes and categories related to the research objectives. Quantitative analysis of questionnaire data involved single item summaries and cross item tabulations.Result: Analysis revealed eight categories of communication need pertaining to PwPPA and six pertaining to their family members. Results regarding communication needs according to variant of PPA revealed limited findings.Conclusion: SLPs perceived several important areas of communication need for PwPPA and their family members, highlighting key clinical implications for proactive communication care across the continuum of care. Future research can build on the current findings and integrate the perspectives of PwPPA and their family members on this topic, to develop interventions and explore models of service delivery to meet their progressive and complex communication needs.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"423-439"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142330685","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 Tasmanian speech-language pathologists' perspectives on grammar intervention priorities and protocols for children with developmental language disorder: Preliminary findings from a participatory action research approach. 探索塔斯马尼亚语言病理学家对发展性语言障碍儿童的语法干预优先级和协议的观点：参与式行动研究方法的初步发现。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2025-06-01 Epub Date: 2025-01-19 DOI: 10.1080/17549507.2024.2442561

Samuel D Calder, Adrienne Wilmot, Britta Biedermann, Jade Cartwright, Grace C Fitzallen, Suze Leitão

{"title":"Exploring Tasmanian speech-language pathologists' perspectives on grammar intervention priorities and protocols for children with developmental language disorder: Preliminary findings from a participatory action research approach.","authors":"Samuel D Calder, Adrienne Wilmot, Britta Biedermann, Jade Cartwright, Grace C Fitzallen, Suze Leitão","doi":"10.1080/17549507.2024.2442561","DOIUrl":"10.1080/17549507.2024.2442561","url":null,"abstract":"Purpose: Children with developmental language disorder are likely to face challenges related to grammar difficulties. Existing empirically supported grammar interventions are typically developed using an expert model without acknowledging the community voices of clinicians who deliver such interventions. This project aims to explore the perspectives of Tasmanian speech-language pathologists on grammar intervention priorities and protocols for developmental language disorder through a participatory action research approach.Method: We report on preliminary evidence gathered through semi-structured interviews with speech-language pathologists who work with children with developmental language disorder with associated grammar difficulties. Qualitative data were analysed through reflexive thematic analysis to determine collaboratively prioritised actions for future research.Result: Responses from speech-language pathologists indicate that: Grammar is viewed as the critical framework for language, providing grammar intervention takes skill and even experienced clinicians are honing their craft, and there are professional tensions and challenges implementing grammar intervention at a contextual level.Conclusion: The speech-langauge pathologists perspectives endorse the need for evidence-based grammar interventions while calling for additional support to embed its use in practice. Future phases of the research project are discussed, including research priorities for ongoing community contributions to drive how the intervention can be best implemented to meet the needs of its intended consumers.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"357-369"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014291","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

Long-term evaluation of psychosocial impact and stuttering severity after intensive stuttering therapy. 对口吃强化治疗后的社会心理影响和口吃严重程度进行长期评估。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2025-06-01 Epub Date: 2024-09-02 DOI: 10.1080/17549507.2024.2371869

Birte Wiele, Susanne Cook, Erik X Raj, Stefan Heim

{"title":"Long-term evaluation of psychosocial impact and stuttering severity after intensive stuttering therapy.","authors":"Birte Wiele, Susanne Cook, Erik X Raj, Stefan Heim","doi":"10.1080/17549507.2024.2371869","DOIUrl":"10.1080/17549507.2024.2371869","url":null,"abstract":"Purpose: The purpose of this study was to assess the long-term stability of objective and subjective psychosocial improvements and fluency more than 10 years after participation in an intensive stuttering therapy camp.Method: Ten former participants in intensive stuttering therapy (IST; mean age at time of intervention 14; 2 years) participated in this study. Outcomes of the IST at that time were assessed with the Stuttering Severity Instrument (SSI-3; Riley, 1994) and a questionnaire to measure the psychosocial impact of stuttering. A semi-structured video call and a general questionnaire for the long-term evaluation were used to gauge the participants' perceptions of the IST. These follow-up data were compared to the therapy outcomes reported by Cook (2011, 2013).Result: Therapy effects on the severity of stuttering and psychosocial impact were stable over the follow-up period of more than 10 years. Moreover, scores for psychosocial impact and severity of stuttering further decreased from the end of the IST to the long-term evaluation. The intensive time and the periodically offered follow-up treatments were described as particularly positive by the participants.Conclusion: Intensive stuttering therapy in childhood or adolescence can have a long-term positive effect on both internal and external stuttering symptoms.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"450-464"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113912","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

Assessment of multilingual children by Western Australian speech-language pathologists: A survey of practices, barriers and facilitators. 西澳大利亚语言病理学家对多语言儿童的评估：对实践、障碍和促进因素的调查。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2025-06-01 Epub Date: 2025-05-15 DOI: 10.1080/17549507.2025.2499516

Emily Frances Hunt, Charn Nang, Suzanne Jacqueline Meldrum, Elizabeth Armstrong

{"title":"Assessment of multilingual children by Western Australian speech-language pathologists: A survey of practices, barriers and facilitators.","authors":"Emily Frances Hunt, Charn Nang, Suzanne Jacqueline Meldrum, Elizabeth Armstrong","doi":"10.1080/17549507.2025.2499516","DOIUrl":"10.1080/17549507.2025.2499516","url":null,"abstract":"Purpose: In the past decade, diagnostic criteria for developmental language disorder, guidelines for assessment of multilingual children, and reviews of the diagnostic utility of dynamic assessment have been published. It is unknown how Australian speech-language pathologists currently assess multilingual children or how local factors influence assessment.Method: A mixed-method anonymous online survey of Western Australian speech-language pathologists explored the frequency and perceived usefulness of assessment practices recommended for multilingual children, elements of dynamic assessment used, and the utility of specific client factors for diagnosis. Confidence ratings and descriptions of barriers and facilitators that affect assessment of multilingual children were also collected.Result: Nineteen speech-language pathologists completed the survey. Over 90% used case/family history and norm-referenced assessments. They most strongly valued case history and family interviews, but fewer valued language processing tasks or language sample analysis. Over three quarters performed dynamic assessment with varying elements included. Two-thirds were confident to assess multilingual children. Interpreter access, availability of specific assessments, supportive networks, and professional development influenced assessment accuracy.Conclusion: The speech-language pathologists in this study combine data from various sources to assess multilingual children for developmental language disorder. Increased access to interpreter services, professional development, and additional time and resources may improve services.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"370-384"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081276","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

Learning from and giving back: A comparison of speech-language pathology student outcomes to inform curriculum design on working with older adults. 学习和回馈：语言病理学学生成果的比较，为老年人课程设计提供信息。

IF 1.4 4区医学

International Journal of Speech-Language Pathology Pub Date : 2025-06-01 Epub Date: 2025-05-25 DOI: 10.1080/17549507.2025.2499497

Ronelle Hewetson, Simone R Howells, Amanda Love

{"title":"Learning from and giving back: A comparison of speech-language pathology student outcomes to inform curriculum design on working with older adults.","authors":"Ronelle Hewetson, Simone R Howells, Amanda Love","doi":"10.1080/17549507.2025.2499497","DOIUrl":"10.1080/17549507.2025.2499497","url":null,"abstract":"Purpose: Learning experiences that address ageism can be effective when key factors are incorporated in the design. The application of influential factors has been researched extensively in some professions, with few experiences explored in speech-language pathology. Experiences are often composite, however, the unique contribution of each component is seldom evaluated limiting application to future learning experience design. The purpose of this study was to explore individual components of a multi-component learning experience through student reported perceptions of working with older adults.Method: Data were gathered from speech-language pathology students (n = 79) who completed one of two iterations of a learning experience about working with older adults. Published scales, purposefully developed surveys, and structured reflections were analysed using directed content analysis and thematic analysis.Result: Inclusion of both preparatory learning and intergenerational contact emerged as highly influential. Particularly, contact with inspiring older adults and the opportunity to experience a different role of being a speech-language pathologist through service-learning, positively influenced attitudes related to service provision to older adults.Conclusion: Evidence informed learning experiences about older adults can achieve knowledge- and skill-based learning outcomes for students as well as positively influence perceptions of ageing and interest in service provision to older people.","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"328-340"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144197","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