International Journal of Language & Communication Disorders最新文献

{"title":"Acknowledging a Stutter Affects the Impression One Makes in a Job Interview","authors":"Jennifer Perez, Leonard S. Newman, Jenna M. Walmer","doi":"10.1111/1460-6984.70035","DOIUrl":"https://doi.org/10.1111/1460-6984.70035","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People who have a stutter are often viewed negatively by others. Acknowledgement—defined as notifying others up front about characteristics that might lead one to be evaluated negatively—might be an effective impression management strategy for people stigmatized by stuttering. Past research testing this hypothesis, however, has produced inconsistent findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To assess the effectiveness of acknowledgement by people who stutter as a strategy for eliciting more positive evaluations from others while controlling for possible methodological problems in past research. Participants were expected to be more likely overall to find job applicants without a stutter to be better candidates for a job than those with a stutter. However, it was also hypothesized that this difference would not be significant when candidates with a stutter acknowledged it.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>Participants watched two simulated job interview videos: in one, the applicant had a stutter, and in the other, they did not. For half of the participants, the applicant who stuttered acknowledged the speech dysfluency at the beginning of the job interview. After watching each interview, the participants rated the interviewee.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>The results revealed the predicted significant interaction between stuttering and acknowledgement: acknowledgement of the stutter led the stuttering job candidate to be evaluated just as positively as the non-stuttering job candidate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>This research has implications for the kind of advice practitioners can offer people anticipating interactions (such as job interviews) where they will be evaluated. The findings also potentially widen the range of circumstances in which acknowledgement can be used to counteract the negative impressions people might be biased to form of stigmatized individuals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> What This Paper Adds</h3>\u0000 \u0000 <div><i>What is already known on the subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>Previous research shows that acknowledging a stigmatized identity (and other forms of acknowledgement) upfront before interacting with othe","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143809637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A survey of current practice for post-acute stroke patients with cognitive impairment requiring nasogastric feeding—A proposed management pathway","authors":"Benjamin J. Jelley, Jennifer Blackhouse","doi":"10.1111/1460-6984.70031","DOIUrl":"https://doi.org/10.1111/1460-6984.70031","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Dysphagia is a common complication of stroke, and enteral feeding is often necessary. If present, cognitive impairment can complicate the process of reintroducing oral intake. There is limited evidence concerning the outcomes of enteral feeding with this particular patient group and decision-making can be challenging when considering long-term feeding options.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To consolidate best practice and begin working towards developing a pathway for patients with cognitive impairment and dysphagia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A survey was conducted among post-acute stroke units in Wales to determine current practices and identify variations in the management of this patients group. We invited all stroke rehabilitation units that were part of a stroke-specific pathway in Wales to participate (<i>n</i> = 9).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Of the seven units that provided data, we identified great variety in experience and practice. Conversion to oral intake varied from 21.3% to 81.8% and to eating and drinking with acknowledged risk varying from 0.0% to 66.7%. Only one centre had a pathway specifically tailored to cognitively impaired nasogastric (NG)-fed patients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>This heterogeneity in practice and experience highlights a need to develop formal pathways for the weaning of NG feeding with these patients. Any variation in patient outcomes for those with both cognitive impairment and dysphagia compared with those unaffected need to be explored. We present a model pathway for conversion from NG feeding for patients with cognitive impairment. We also propose future work to develop a patient-centred evidence base to inform practice for patients with dysphagia and cognitive impairment post-stroke.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>There is limited research on how to achieve the best outcome for patients with stroke and coexistent cognitive impairment. Clinical experience of the authors would suggest that the dated evidence around appetite and NG feeding might need to be updated to allow the prospect of swallowing recovery in this group to be optimized.</li>\u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143770241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical reasoning and decision-making of pre-professional speech–language therapists during clinical swallowing examination","authors":"Claudia Saccone, Joanne Murray, Sulekha Gunasekaran, Sebastian H. Doeltgen","doi":"10.1111/1460-6984.70028","DOIUrl":"https://doi.org/10.1111/1460-6984.70028","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Sound clinical reasoning is crucial for synthesizing assessment and contextual information into evidence-based and patient-centred management decisions. Whilst clinical reasoning processes and development have been explored in broader health contexts, to date there has been limited evaluation of how clinical reasoning skills are employed by pre-professional speech–language therapists (SLTs) who conduct clinical swallowing examinations (CSEs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To evaluate how pre-professional SLTs (senior undergraduate students) apply reasoning and decision-making processes during simulated CSEs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A qualitative approach, using an audio-assisted think-aloud protocol, was employed to evaluate participants’ clinical reasoning and decision-making processes before and after completing two simulated learning activities. The Supported CSE (Activity 1) consisted of a simulated CSE with guidance and assistance, whereas the Independent CSE (Activity 2) consisted of a CSE without any guidance or assistance. Four Bachelor of Speech Pathology students in their penultimate year of study participated in the Supported CSE (Activity 1), and three of those participants returned 12 months later for the Independent CSE (Activity 2) after having completed an adult dysphagia placement. From transcribed interviews, three types of concepts maps were generated to reflect the clinical reasoning processes used: a descriptive map, a reasoning map and a hypothesis map. The concept maps were qualitatively examined with regard to the CSE structure used, the clinical facts gathered, the types of reasoning used, and the hypotheses generated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Pre-professional SLTs structured their CSEs in the same way that has been reported previously in expert SLTs, with some variation in individual assessment components and a step-by-step assessment structure. Participants generated a range of facts, with an emphasis on the biomechanical aspects of swallowing. They engaged in more inductive hypothesis generation than deductive hypothesis testing and, similar to expert clinicians, demonstrated cycles of inductive and deductive reasoning. Participants also generated a range of hypotheses, largely related to the biomechanical aspects of swallowing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143749637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating opportunities to communicate and connect in a global pandemic: Exploring the experiences of people with aphasia of an online conversation partner scheme","authors":"Naomi de Graff, Lindsey Thiel","doi":"10.1111/1460-6984.70027","DOIUrl":"https://doi.org/10.1111/1460-6984.70027","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Conversation partner schemes for people with aphasia (PWA) can promote communication and quality of life as well as support skill development for students. Initial evidence indicates online conversation partner formats are acceptable as an alternative to in-person delivery.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To evaluate the experiences of PWA of an online conversation partner scheme during the global pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>This qualitative study captured the experiences of eight PWA through semi-structured interviews. Reflexive thematic analysis was used to analyse the data and to create themes and subthemes, reflecting the experiences of the participants through the interpretation of the researchers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Two main themes were generated, each with subthemes. The first theme was Communicating and connecting online: ‘It was brilliant’ with subthemes: ‘It help me and I help them’: Mutual benefits, ‘Straight away I managed to speak’: Supported conversations, ‘We got to know each other’: Connecting, and ‘Nine out of ten, easy’: Convenient and easy. The second theme was Being me online: lacks ‘<i>Je ne sais quoi</i>’ with subthemes: ‘I like to shake hands’: Missing a human connection, ‘Show me, me self, myself, my broad Yorkshire coming out’: Restricted self-expression, and ‘Wetherspoons, Wetherspoons’: Loss of the physical environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>This study supports the existing evidence that online conversation partner schemes for PWA are successful. It contributes original ideas relating to the acceptability of technology, interaction and self-expression online for PWA, and considers the benefits of combining both online and face-to-face communication and connection opportunities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>University conversation partner schemes have been shown to improve the communication skills and confidence of PWA and students. A small body of research has shown that online conversation partner sch","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143749694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aphasia severity and factors predicting language recovery in the chronic stage of stroke","authors":"Sneha Rozelena Anthony, Praveena Babu, Avanthi Paplikar","doi":"10.1111/1460-6984.70030","DOIUrl":"https://doi.org/10.1111/1460-6984.70030","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>It is assumed that language impairments post-stroke do not show much improvement after the phase of spontaneous recovery, especially in the chronic stage. Several studies have reported language recovery and factors influencing it in the acute stages of stroke. There is limited literature focusing on language recovery in the chronic stages of stroke, especially in the Indian population, and the demographic, lesion- and aphasia-related factors that contribute towards language recovery in the chronic stages are poorly understood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To assess changes in aphasia severity at two time points in the chronic stage and to identify the factors (demographic, lesion- and aphasia-related) predicting language recovery in chronic stroke aphasia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>In this cross-sectional study, 22 individuals with chronic stroke aphasia underwent the baseline language assessment (T1) using Western Aphasia Battery (WAB) at least 2 or more months post-onset. A follow-up language assessment (T2) for the same individuals was conducted 3–12 months post-baseline assessment. The mean age of the participant group was 48.18 years (SD = 13.05) with a corresponding mean year of education of 9.18 (SD = 5.81). 81.8% of the participants (<i>N</i> = 18) were male and majority of them belonged to the lower middle socio-economic status (<i>N</i> = 9, 40%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>There was a significant change in mean language subdomain and aphasia quotient scores of WAB between two time points (<i>p</i> = 0.000). The majority showed a significant improvement in their AQ scores (WAB-SEM 2.5) in the absence of speech therapy. Socio-economic status (<i>p</i> = 0.005) and aphasia severity (AQ1) at baseline (<i>p</i> = 0.000) were significant in predicting language recovery.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>Significant language recovery occurs in the chronic stage of stroke, which is predicted by socio-economic status and aphasia severity at baseline assessment. This study will provide clinicians with an insight into language recovery in chronic stroke aphasia and help serve as a guide for evidence-based prognostic statements. These findings encourage patients with aphasia to seek speech and language therapy in the chronic stage of stroke.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143749696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges in skill acquisition and memory retention in children with developmental language disorder","authors":"Carmit Altman, Nehama Shaya, Roni Berke, Esther Adi-Japha","doi":"10.1111/1460-6984.70024","DOIUrl":"https://doi.org/10.1111/1460-6984.70024","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Understanding memory retention in children with developmental language disorder (DLD) compared with their typically developing (TD) peers enhances our knowledge of memory processes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To examine long-term memory consolidation of a declarative object-location task and a procedural symbol-writing task, along with grammatical and lexical skills, in 5-year-old children with DLD and their age-matched peers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A total of 23 children with DLD and 30 TD peers participated. For procedural memory, children practiced writing a new symbol and were assessed 4 hours and 2 weeks post-practice. For declarative memory, they practiced locating cards until they achieved 75% correct responses and were assessed again 4 hours and 2 weeks post-practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results & Discussion</h3>\u0000 \u0000 <p>Children with DLD had fewer correct responses on the declarative-memory object location task with the gap widening significantly from 4 hours to 2 weeks post-training. On the procedural symbol-writing task, children with DLD showed overall lower accuracy. Furthermore, only their TD peers exhibited delayed gains 4 hours post-training in production times, while they narrowed the gap two weeks later. A speed–accuracy trade-off was observed during their symbol-writing practice. These results highlight atypical long-term declarative memory retention and procedural knowledge acquisition in DLD. Consistent with previous studies, declarative memory correlated with lexical scores in both groups, while procedural memory correlated with grammatical scores only in TD peers. Interestingly, long-term procedural learning was linked to lexical abilities in children with TD. Characterizing child performance in short and long intervals following practice may aid clinicians in supporting children with DLD beyond the clinical setting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Current studies emphasize the role of long-term memory in language learning, particularly procedural memory for grammar and declarative memory for lexical knowledge but often overlook longer term performance and non-sleep memory consolidation.","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Speech and language therapists' insights into severity of speech sound disorders in children for developing the speech sound disorder severity construct","authors":"Anniek van Doornik, Marlies Welbie, Sharynne McLeod, Ellen Gerrits, Hayo Terband","doi":"10.1111/1460-6984.70022","DOIUrl":"https://doi.org/10.1111/1460-6984.70022","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with speech sound disorders (SSD) are at higher risk of communication breakdown, but the impact of having an SSD may vary from child to child. Determining the severity of SSD helps speech-language therapists (SLTs) to recognise the extent of the problem and to identify and prioritise children who require intervention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to identify severity factors for SSD in order to develop a multifactorial Speech Sound Disorder Severity Construct (SSDSC) using SLTs’ views and the International Classification of Functioning, Disability and Health (ICF).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>In an explorative five-staged qualitative study, the research question was answered: ‘How do SLTs determine the severity of SSD in children?’. A total of 91 SLTs from The Netherlands participated in data collection and analysis. The iterative process included three different qualitative research methodologies (thematic analysis [TA], constructivist grounded theory [CGT] and content analysis [CA]) to ensure validation of the results by means of method triangulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>SLTs considered nine themes: intelligibility, speech accuracy, persistence, the child's perception, impact, communicative participation, concomitant factors, professional point of view, and environmental factors. The themes were summarised in three main severity factors: (I) Speech accuracy, (II) The child's perception of the impact of their speech, and (III) Intelligibility in communication. Other severity factors were concomitant factors and impact. Expertise and support were identified as facilitators or barriers that may worsen or relieve the severity of SSD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study highlights the need for SLTs to rethink how they think about severity as a simplistic construct reflecting only speech accuracy. It is recommended that a broader holistic approach to measuring severity is adopted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Although there are several proposals aiming to define the se","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143707469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feasibility, acceptability and preliminary effects of speech–language therapy in breastfeeding support: A mixed methods pilot study with migrant women in Portugal","authors":"Ana Cláudia Lopes, Marisa Lousada","doi":"10.1111/1460-6984.70026","DOIUrl":"https://doi.org/10.1111/1460-6984.70026","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Breastfeeding is the optimal method of infant feeding, particularly during the first 6 months after birth, and ideally continuing until the child is at least 2 years old. Speech–language therapists (SLTs) can improve the quality of care in this area, especially in vulnerable populations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This pilot study aimed to assess the feasibility, acceptability and effectiveness of speech–language therapy to support breastfeeding among migrant women in Portugal. It evaluates breastfeeding outcomes, maternal self-efficacy and quality of life post-intervention, and explores the role of SLTs in this context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A total of 18 migrant women were recruited between September 2023 and September 2024. The speech–language therapy intervention included ante- and postnatal breastfeeding support, evaluated using pre- and post-workshop questionnaires assessing breastfeeding knowledge, attitudes, beliefs and practices. Postpartum follow-up was conducted at 1, 3 and 6 months, during which time the neonatal oral-motor assessment scale (NOMAS), breastfeeding self-efficacy scale (BSES) and maternal postpartum quality of life questionnaire (MPQLQ) were administered. Feasibility outcomes such as recruitment, retention, adherence and acceptability were also assessed, and semi-structured interviews were completed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>The findings indicated high feasibility, with strong recruitment and retention rates. Breastfeeding self-efficacy significantly improved, with scores rising from 55.6 (SD = 9.8) pre-intervention to 67.2 (SD = 8.3) at 6 months postpartum (<i>t</i>(15) = 5.89, <i>p</i> < 0.001). Maternal quality of life increased from 62.3 (SD = 5.2) at 1 month to 72.1 (SD = 4.6) at 6 months (<i>t</i>(15) = 6.23, <i>p</i> < 0.001). A 100% breastfeeding rate was achieved at 6 months postpartum. Qualitative data revealed that the participants valued comprehensive breastfeeding support and SLT involvement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>This study demonstrated that speech–language therapy interventions are feasible and effective in improving breastfeeding outcomes among migrant women, warranting further investigation through larger trials.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subje","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143707484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of acquired communication impairments on sexuality and intimacy: A scoping review","authors":"Laura Lin Wolford, Vanessa Arratia, Nicholas Behn, Emma Power","doi":"10.1111/1460-6984.70023","DOIUrl":"10.1111/1460-6984.70023","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Communication is critical to sexuality and sexual health. It is therefore reasonable to assume that acquired communication impairments would impact sexuality, but research is sparse. The research that does discuss these impacts can be difficult to find, as studies are spread across a wide variety of literature bases, and sexual topics are often combined with other concerns. Coupled with clinicians’ discomfort in addressing sexual issues, this leads to a lack of clinical support for patients’ sexual concerns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This scoping review aimed to map and summarize the existing literature on sexuality and acquired communication impairments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>Six databases were searched: CINAHL, PubMed, MEDLINE, PsycINFO, Web of Science and Scopus. To find studies from the literature on acquired communication impairments and their aetiologies that addressed sexuality and communication, a combination of sexuality and communication impairment terms was used. A total of 97 articles met inclusion criteria.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contribution</h3>\u0000 \u0000 <p>Across aetiologies and literature bases, acquired communication impairments have been found to negatively affect sexuality. However, researchers rarely evaluate the nature of the communication impairment or its effects on sexuality directly. People with communication impairments are more often systematically excluded from acquired disability research on sexuality. Using the reviewed literature, we present recommendations for including sexuality-related topics in communication disorder research and including people with communication impairments in sexuality-related research. We also present recommendations for speech–language pathologists to begin incorporating sexuality-related topics in their clinical practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>The effects of communication impairments on sexuality are insufficiently researched. The literature that does exist points to substantial impacts. This area of research deserves more concerted attention so that clinicians may have guidance and support in addressing the issue with their clients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The UK C-BiLLT: Validity and reliability of an online assessment of spoken language comprehension for children with severe motor disorders","authors":"Lindsay Pennington, Lily Potts, Janice Murray, Johanna Geytenbeek, Kate Laws, Jenefer Sargent, Michael Clarke, John Swettenham, Julie Lachkovic, Catherine Martin, Elaine McColl","doi":"10.1111/1460-6984.70025","DOIUrl":"https://doi.org/10.1111/1460-6984.70025","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Current UK measures of early spoken language comprehension require manipulation of toys and/or verbal responses and are not accessible to children with severe motor impairments. The Computer-Based Instrument for Low motor Language Testing (C-BiLLT) (originally validated in Dutch) is a computerized test of spoken language comprehension that children with motor disorders control using their usual response methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To create a UK version of the C-BiLLT, evaluate its validity and reliability, and assess its practicability for children with motor disorders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>The C-BiLLT was translated into British English and items were adapted to ensure familiarity to UK children. A total of 424 children (233 females, 191 males) aged 1:6–7:5 (years:months) without developmental disabilities were recruited from North East England. Children completed the UK C-BiLLT and Preschool Language Scales 5 (PLS-5) for convergent validity evaluation and either the visual reception subtest of the Mullen Scales of Early Learning (MSEL) (children aged 1:8–5:5) or Ravens Coloured Progressive Matrices (CPM) (ages 5:6–7:5) to assess divergent validity. A total of 33 children completed the UK C-BiLLT within 4 weeks of initial assessment for test–retest reliability assessment (intraclass correlation coefficient—ICC). Internal consistency was assessed using Cronbach's alpha and exploratory factor analysis examined structural validity. A total of 24 children (10 female, 14 male; aged 4–12 years) with non-progressive motor disorders who use augmentative and alternative communication (AAC), rated the UK C-BiLLT's ease of use and completed British Picture Vocabulary Scales (BPVS) and CPM as for convergent and divergent validity testing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Internal consistency was high for children without motor disorders (<i>α</i> = 0.96). Exploratory factor analysis extracted two factors, together explaining 68% of the total variance. Test–retest reliability was excellent (ICC = 0.95; 0.90–0.98 95% confidence interval—CI). UK C-BiLLT scores correlated highly with PLS-5 (<i>r</i> = 0.91) and MSEL (<i>r</i> = 0.81), and moderately with CPM (<i>r</i> = 0.41); and increased across full-year age-bands (<i>F</i>(6, 407) = 341.76, <i>p</i> = < 0.001, <i>η</i><sup>2</sup> = 0.83). A total of 19 children with motor disorders rated the UK C-BiLLT as easy/ok to use; two judged it hard; three declined to rate the ease ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143646024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}