International Journal of Speech-Language Pathology最新文献

{"title":"The influence of classroom context on AAC device use for nonspeaking school-aged autistic children.","authors":"Meredith Suhr, Allison Bean, Jordyn Rolniak, Lindsey Paden Cargill, Samantha Lyle","doi":"10.1080/17549507.2023.2220992","DOIUrl":"10.1080/17549507.2023.2220992","url":null,"abstract":"<p><p><i>Purpose</i>: Language learning, including on a speech-generating device (SGD), relies on having communication opportunities to use language. Yet, children who use SGDs do not consistently use their devices throughout the day. As a first step towards increasing device use, it is important to determine how the numerous contexts (e.g. recess, lunch, academic) that exist throughout the school day impact the frequency and type of communication opportunities that children have. Within this study, we used complex adaptive systems theory to investigate whether there were differences in how frequently nonspeaking autistic children classified as emerging communicators (i.e. children who do not consistently produce two-word utterances independently and do not communicate for a variety of communicative functions) used their SGDs to communicate and the type of communication they produced (i.e. spontaneous, prompted, or imitation) across different classroom contexts.<i>Method</i>: Fourteen autistic children who use an SGD as their primary mode of communication were videotaped up to nine times throughout different school days. The videos were coded for the type of device use (i.e. whether the child's use of the device was spontaneous, prompted, or imitation) and classroom context, which were categorised by the inherent level of support and directiveness.<i>Result</i>: There was a significant difference in SGD use across classroom contexts. Overall, the children communicated more and engaged in more spontaneous, prompted, and imitated communication in classroom contexts with high levels of structure (e.g. tabletop work) compared to contexts with low levels of structure and directiveness (e.g. free play).<i>Conclusion</i>: This study highlights the need to increase communication opportunities across all school contexts. Creating appropriate communication opportunities in all contexts, especially those with less structure, will help ensure that communication does not become context-bound.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"434-444"},"PeriodicalIF":1.4,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10489983","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":"A systematic scoping review of the literacy skills of children with childhood apraxia of speech: Recommendations for best practice and further research.","authors":"Sarah Tzy Yun Chou, Rebecca Sutherland, Patricia McCabe","doi":"10.1080/17549507.2024.2363935","DOIUrl":"10.1080/17549507.2024.2363935","url":null,"abstract":"<p><strong>Purpose: </strong>Little is known about the literacy skills of children with childhood apraxia of speech (CAS) or effective methods for teaching them to read. This systematic scoping review aimed to synthesise what is known about this issue.</p><p><strong>Method: </strong>Nine databases were searched to identify relevant articles. Included articles were categorised by study design, quality, and confidence of CAS diagnosis.</p><p><strong>Result: </strong>Twenty-three articles were included, 17 described literacy skills of children with CAS and six trialled literacy interventions. Children with CAS had early skills deficits that manifest as literacy difficulties in the later school years and beyond. They frequently had poorer outcomes compared with both typical readers and children with other speech disorders. Both the extent of literacy impairment and responsiveness to intervention appear to be related to the severity of speech impairment. Four literacy interventions for children with CAS were identified.</p><p><strong>Conclusions: </strong>Children with CAS are at high risk of literacy difficulty and may require early literacy intervention to help them attain academic success. Further research is warranted to determine the longer-term literacy outcomes of children with CAS, appropriate means of assessment, and whether a systematic synthetic phonics approach is an effective form of literacy instruction for this population.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"346-366"},"PeriodicalIF":1.4,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141555794","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":"\"One of the biggest grey areas\": A focus group study exploring dosage of swallowing exercises from speech-language pathologist perspectives.","authors":"Jacinda Choy, Fereshteh Pourkazemi, Hans Bogaardt, Caitlin Anderson, Shing Yee Chai, Roxanna N Pebdani","doi":"10.1080/17549507.2023.2240038","DOIUrl":"10.1080/17549507.2023.2240038","url":null,"abstract":"<p><p><i>Purpose</i>: To explore the perspectives and practices of speech-language pathologists on dosage of swallowing exercises in stroke rehabilitation.<i>Method</i>: Online focus groups involved 20 speech-language pathologists working in various settings across Australia. Focus group data were recorded, deidentified, and analysed using inductive thematic analysis guided by an interpretivist phenomenological approach.<i>Result</i>: Analysis resulted in four main themes: (1) \"Getting the most bang for your buck\": Importance of dosage in swallowing, (2) \"No patient is identical\": Personalising swallowing exercise dosage to the patient, (3) \"You've got what you should do, and then what you can do\": Gap between recommendations and practical application, and (4) \"Not much guidance out there about dosage\": More research needed to guide dosage. Speech-language pathologists agreed that dosage was theoretically important for swallowing exercises, but practical application of dosage was impacted by patient factors, limited access to resources, and lack of research-based guidelines.<i>Conclusion</i>: Speech-language pathologists reported trying to provide optimal care despite multiple barriers to prescribing dosages of swallowing exercises in practice. Personalising exercise dosage to the patient, creative clinician strategies, improved and equitable access to resources, and research-based guidelines on swallowing exercise dosages are needed to address these barriers.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"445-456"},"PeriodicalIF":1.4,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10119286","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":"Interprofessional delivery of Read It Again - KindergartenQ!: Classroom, educator, and child outcomes of an Australian pilot study.","authors":"Jacqueline McKechnie, Isabel Collis, Long Yi Lo, Xiaofan Mei, Anamika Sharma, Vivian Yu","doi":"10.1080/17549507.2024.2360064","DOIUrl":"10.1080/17549507.2024.2360064","url":null,"abstract":"<p><strong>Purpose: </strong>Australian Early Development Census (AEDC) data for the Australian Capital Territory (ACT) indicates a concerning increase in the proportion of children who are at risk or developmentally vulnerable in the domains of communication and general knowledge, and language and cognitive skills. This study investigated the effectiveness of speech-language pathologist and educator collaboration to build educator capacity to promote oral language and emergent literacy skills in preschool children.</p><p><strong>Method: </strong>A quasi-experimental, pre-test post-test design was used to evaluate the effectiveness of interprofessional delivery of <i>Read It Again - KindergartenQ!</i> on (a) children's oral language and emergent literacy outcomes, (b) educators' oral language and emergent literacy instructional practices, and (c) quality of the classroom environment.</p><p><strong>Result: </strong>Children demonstrated improved print knowledge and narrative skills. One of the two educators demonstrated a significant increase in their use of oral language and emergent literacy promoting strategies in their day-to-day interactions with children. No significant changes were observed in the classroom environment.</p><p><strong>Conclusion: </strong>Interprofessional collaboration with a coaching component is an effective method of improving children's emergent literacy skills and educator instructional practices.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"390-409"},"PeriodicalIF":1.4,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141437642","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":"Introducing a novel clinical tool to describe child engagement in telehealth speech and language assessments.","authors":"Gia Di Pietro, Sarah Masso","doi":"10.1080/17549507.2023.2223782","DOIUrl":"10.1080/17549507.2023.2223782","url":null,"abstract":"<p><p><i>Purpose</i>: Telehealth may be a solution to access barriers in speech-language pathology. Previous investigations of telehealth assessment have alluded to factors affecting children's engagement, though these factors have not been comprehensively described.<i>Aim</i>: This study aimed to develop a novel clinical tool to describe the factors affecting children's engagement in paediatric telehealth assessments.<i>Method</i>: The Factors Affecting Child Engagement in Telehealth Sessions (FACETS) tool was developed using a mixed methods approach. Iterative analysis was conducted through a qualitative evidence synthesis, followed by the application of the tool to seven children aged between 4;3 and 5;7 years old who participated in a speech and language assessment via telehealth. Descriptive data were obtained regarding engagement on both a child-by-child and task-by-task basis. Reliability of the FACETS was determined via percent agreement and Cohen's kappa between two independent raters.<i>Result</i>: Using a mixed methods design, the FACETS framework was developed and refined. Application of the tool to seven case studies revealed variability in engagement with acceptable inter-rater reliability.<i>Conclusion</i>: The FACETS may be a useful resource for describing the factors that influence children's engagement in telehealth during the assessment. The FACETS requires further testing with clinical populations.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"410-422"},"PeriodicalIF":1.4,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9698337","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 impact of a 'Clients-as-Tutors Program on speech-language pathology students' and graduates understanding of client-centred practice.","authors":"Ruby M Kearney, Sarah E Verdon, Laura Hoffman, Michelle Smith-Tamaray","doi":"10.1080/17549507.2023.2236804","DOIUrl":"10.1080/17549507.2023.2236804","url":null,"abstract":"<p><strong>Purpose: </strong>This study explored the impact of an Australian regional university's Clients-as-Tutors Program (CTP) on speech-language pathology students' perception and understanding of client-centred practice.</p><p><strong>Method: </strong>Two focus group interviews comprising three final-year students and four newly graduated speech-language pathologists who had completed the CTP. An inductive thematic analysis was undertaken to identify salient themes.</p><p><strong>Result: </strong>Three themes were identified: (a) learning from theory, (b) learning from others, and (c) learning from yourself. These themes represented all participants' experiences in the CTP, yet there were unique, individual journeys that each participant experienced.</p><p><strong>Conclusion: </strong>Findings from this study have the capacity to affect change in how client-centred practice is taught at universities across speech-language pathology and other health courses, to disrupt the traditional power structure between client and clinician, and to provide an evidence base for the role of experiential learning in this area.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"423-433"},"PeriodicalIF":1.4,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9979721","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":"Exploration of how youth justice staff perceive the speech-language pathology role and service provision in an Australian youth justice setting.","authors":"Courtney Reid, Catherine Linnett-Young, Yvonne Parry, Jane Bickford","doi":"10.1080/17549507.2024.2330500","DOIUrl":"https://doi.org/10.1080/17549507.2024.2330500","url":null,"abstract":"<p><strong>Purpose: </strong>The aims of this project were to explore how youth justice staff perceive the speech-language pathology role and provision in an Australian youth justice setting, including the speech-language pathologist's role in supporting young people to participate in the activities of the youth justice service studied.</p><p><strong>Method: </strong>A narrative inquiry approach was employed to guide semi-structured interviews with youth justice staff. Perceptions and experiences were analysed via reflexive thematic analysis, with member checking and inter-rater coding utilised for rigour.</p><p><strong>Result: </strong>Seven semi-structured interviews were conducted. Interviewees worked in either the custodial setting (<i>n</i> = 3) or the community setting (<i>n</i> = 4) for the youth justice service studied, though most had worked in both settings. Six themes and six subthemes were identified from the interview data and related to factors that supported improved participation in the activities of the youth justice service studied. These factors were the speech-language pathology skillset and approach, and that there were systemic barriers within the service. All participants perceived speech-language pathology input as valuable for the young people in the service studied. There was also acknowledgement by the participants of how speech, language, and communication needs of the young people impacted their participation in the activities of the service studied. These findings were despite the perceived need for organisation-wide education on the speech-language pathologist role and offering.</p><p><strong>Conclusion: </strong>Increased understanding of how youth justice staff perceive the role and benefits of speech-language pathology in supporting young people in contact with the youth justice system will assist with service planning, inform education strategies, and may support policy change.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-11"},"PeriodicalIF":1.8,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141071098","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":"Identifying developmental language disorder (DLD) in multilingual children: A case study tutorial.","authors":"Saboor Hamdani, Angel Chan, Rachel Kan, Shula Chiat, Natalia Gagarina, Ewa Haman, Magdalena Łuniewska, Kamila Polišenská, Sharon Armon-Lotem","doi":"10.1080/17549507.2024.2326095","DOIUrl":"https://doi.org/10.1080/17549507.2024.2326095","url":null,"abstract":"<p><strong>Purpose: </strong>A long-standing issue in identifying developmental language disorder (DLD) in multilingual children is differentiating between effects of language experience and genuine impairment when clinicians often lack suitable norm-referenced assessments. In this tutorial we demonstrate, via a case study, that it is feasible to identify DLD in a multilingual child using the CATALISE diagnostic criteria, Language Impairment Testing in Multilingual Settings (LITMUS) assessment tools, and telepractice.</p><p><strong>Method: </strong>This tutorial features a case study of one 6-year-old Urdu-Cantonese multilingual ethnic minority child, and seven age- and grade-matched multilinguals. They were tested via Zoom using Urdu versions of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN), the Crosslinguistic Lexical Task (LITMUS-CLT), the Crosslinguistic Nonword Repetition Test (LITMUS-CL-NWR), and the Sentence Repetition Task (LITMUS-SRep).</p><p><strong>Result: </strong>The child scored significantly lower in the LITMUS tests compared to her peers in her best/first language of Urdu. Together with the presence of negative functional impact and poor prognostic features, and absence of associated biomedical conditions, the findings suggest this participant could be identified as having DLD using the CATALISE diagnostic criteria.</p><p><strong>Conclusion: </strong>The result demonstrates the promise of this approach to collect reference data and identify DLD in multilingual children. The online LITMUS battery has the potential to support identification of multilingual DLD in any target language.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-15"},"PeriodicalIF":1.8,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141066179","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":"Perceptual consequences of online group speech treatment for individuals with Parkinson's disease: A pilot study case series.","authors":"Gemma Moya-Galé, George Pagano, Stephen J Walsh","doi":"10.1080/17549507.2024.2330538","DOIUrl":"https://doi.org/10.1080/17549507.2024.2330538","url":null,"abstract":"<p><strong>Purpose: </strong>We examined perceptual changes in the domains of ease of understanding, naturalness, and speech severity, as well as changes in self-perceptions of voice disability, following an online group speech treatment program for people with Parkinson's disease (PD) conducted during the COVID-19 pandemic.</p><p><strong>Method: </strong>Seven speakers with hypokinetic dysarthria associated with PD participated in a university and community-based online group speech program for 10 weeks. Speech recordings occurred remotely 1 week before and 1 week after the online program. Thirty naïve listeners rated ease of understanding, naturalness, and speech severity based on the speech recordings. Speakers' self-perceptions of voice disability were also obtained at both time points.</p><p><strong>Result: </strong>Individual analysis of the speech data showed that for most speakers with dysarthria, ease of understanding and perceptions of severity were rated the same or better pre- to post-treatment. Naturalness, however, was only perceived to be the same or better post-treatment in three out of seven speakers. Over half of the speakers reported improvements in their self-perception of voice disability.</p><p><strong>Conclusion: </strong>This pilot study highlighted the individual variability among speakers with dysarthria and the potential of online group speech treatment to maintain and/or improve speech function in this population.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"1-16"},"PeriodicalIF":1.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140861163","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 pathology and our diverse landscape of research and practice!","authors":"Natalie Munro, Elizabeth Cardell","doi":"10.1080/17549507.2024.2333145","DOIUrl":"https://doi.org/10.1080/17549507.2024.2333145","url":null,"abstract":"Published in International Journal of Speech-Language Pathology (Vol. 26, No. 2, 2024)","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":"52 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140613232","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}