International Journal of Language & Communication Disorders最新文献

{"title":"How Do Speech-Language Pathologists (SLPs) Know? A Survey of SLPs' Disciplinary Epistemology.","authors":"Shanda Duggleby Wenzel, Monique Charest, Lesley Pritchard","doi":"10.1111/1460-6984.70249","DOIUrl":"https://doi.org/10.1111/1460-6984.70249","url":null,"abstract":"<p><strong>Background: </strong>Learning to think like a member of your profession is a crucial aspect of joining its ranks. One important but potentially hidden influence on professional thinking is the discipline's epistemology, or the beliefs that its members share about knowledge and learning. These beliefs impact clinical decision making, advocacy and research, and understanding a discipline's epistemology is thus critical to disciplinary education. However, speech-language pathologists' (SLPs') disciplinary epistemology remains largely unexplored.</p><p><strong>Aims: </strong>The purpose of this study was to explore possible elements of SLPs' beliefs about knowledge and learning, and potential ways that these beliefs may vary.</p><p><strong>Methods and procedures: </strong>We conducted a cross-sectional survey of Canadian SLPs, informed by the literature on potential ways of knowing in clinical contexts. Participants ranked and rated importance, use, and agreement with statements related to seven ways of knowing. We explored rationales for the rankings, barriers to use, and other possible ways of knowing via open-ended questions, and examined associations between respondent characteristics and ratings of least and most important ways of knowing.</p><p><strong>Outcomes and results: </strong>Seventy-four SLPs completed the survey. Respondents agreed with the statements associated with all the ways of knowing, except for statements suggesting a preference for quantitative research. There were a small number of significant associations between demographic characteristics of participants and ways of knowing rated as most or least important. Open-ended survey data provided insight into what respondents value in knowledge; ways of knowing beyond those presented in our survey were suggested. Learning from others appears to be valued by SLPs. Scientific approaches, though clearly valued, were questioned. SLP disciplinary epistemology may be both focused on, and shaped by, clinical practice.</p><p><strong>Conclusions and implications: </strong>SLPs' disciplinary epistemology appears to be multifaceted and application-focused, informed by science and shaped by practice. Implications for professional education, practice and future research are discussed.</p><p><strong>What this paper adds: </strong>What is already known on this subject What we believe about knowledge and learning, as SLPs, underpins how we create and evaluate knowledge for our profession. Other professions (e.g., nursing, occupational therapy) have published explorations of their disciplinary epistemology; however, little has been published on this topic for SLPs. What this paper adds to the existing knowledge In this study, we explored possible elements of SLPs' disciplinary epistemology. Our findings suggest that SLPs' disciplinary epistemology includes a mixture of relational, practical, scientific and contextual components. What are the potential or actual clinical implications of ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 3","pages":"e70249"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13102992/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147786870","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":"Behaviour Change Techniques and Mechanisms of Action: Identification of the Active Ingredients in Communication Partner Training for People With Acquired Brain Injury","authors":"Nicholas Behn, Madeline Cruice, Katerina Hilari, Leanne Togher, Fiona Johnson, Ian Kellar","doi":"10.1111/1460-6984.70238","DOIUrl":"10.1111/1460-6984.70238","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Cognitive-communication disorders (CCD) are common after acquired brain injury (ABI) and can have a negative impact on a person's life. Training a communication partner can improve the communication skills of the person with ABI; however, families are dissatisfied with existing communication partner training (CPT) and support. There is emerging evidence for the effectiveness of training for communication partners (CPs), though there is variability in the content, dosage and delivery of training; and published programmes are rarely used by speech and language therapists in practice. The strongest evidence is for a single programme, TBI Express, which has three different versions. Therefore, the aim of this study is to identify and describe the active components of existing training programmes for people with CCD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The treatment manuals from each of the training programmes (i.e., TBI Express, TBI Express-Adapted, and TBIconneCT) were coded using the BCTTv1. Mechanisms of action (MoAs) and each behaviour change technique (BCT) was identified and linked using the Theory and Techniques Tool. Prior to coding, pilot coding was completed on two modules from TBI Express with reliability of coding established (kappa and % agreement) for two modules of the remaining two programmes representing ∼20–33% of treatment content. Coding disagreements were recorded and described and subsequently resolved.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Across the three programmes, between 20 and 25 BCTs were identified and comprised 27 unique BCTs across all manuals. These BCTs were linked to between 15–16 identified MoAs and comprised 16 unique MoAs. The most common BCTs were providing <i>information about social and environmental consequences</i>; <i>instruction on how to perform the behaviour</i>; <i>behavioural practice/rehearsal</i>; and <i>feedback on the behaviour</i>. The most common mechanisms targeted were <i>beliefs about capabilities; skills; and behavioural regulation</i>. Reliability of coding BCTs and MOAs was moderate-to-almost-perfect (kappa = 0.69–0.88, 73–85% agreement). Disagreements in coding were discussed and resolved through consensus agreement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Applying behaviour change theory to TBI Express has revealed unique insight into the active ingredients of training. CPs are anticipated to improve their communication behaviours via capabilities, skills and regulation, through SLT-delivered CPT which focuses most commonly","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70238","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147678129","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 Stability of Oral Language Profiles of Children in the Early Years of School: A Longitudinal Comparison of Multidimensional and Cut-Point Approaches to Classification","authors":"Anna Louise Taylor, Suze Leitão, Sharon Smart, Robyn Wheldall, Mary Claessen, Elien Vanluydt, Mark E. Boyes","doi":"10.1111/1460-6984.70246","DOIUrl":"10.1111/1460-6984.70246","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A cut-point approach to classifying children's language abilities uses a specific threshold to determine whether an individual falls into a particular group, such as children with ‘typically developing language’ or ‘language difficulties.’ This method has been frequently used in longitudinal research to track language during the early school years. Findings have suggested that language difficulties may persist, emerge or resolve during this time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This longitudinal study with stratified sampling investigated oral language profiles using a multidimensional assessment framework, comparing results across multidimensional and cut-point approaches and exploring how language profiles relate to children's functioning in Year 1.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We assessed 90 children across multiple dimensions of oral language at school entry and followed them up one year later. A statistical method of combining data sources to look for groups with common characteristics (latent profile analysis) was used to identify language profiles and transitions between them. To compare the results with a cut-point approach, children were subsequently reclassified into two groups using a single cut-point from an omnibus test of oral language. Profile-related differences in early academic and psychosocial outcomes were compared using a Multivariate Analysis of Variance. Follow-up analyses using McNemar's test examined whether differences in classifications from the two classification methods were statistically significant.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three language trajectory profiles were identified using the multidimensional approach: stable average, stable low and improving. The cut-point method identified these same profiles and a small declining profile. Notably, more children were classified in the stable low group using the multidimensional approach compared to the cut-point method, and this difference was statistically significant. In Year 1, children classified into language profiles characterised by average or above-average abilities exhibited significantly stronger early academic outcomes compared to those in profiles associated with language difficulties.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The use of a multidimensional assessment may result in greater consistency of categorical classifications over time for students with language ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70246","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147678110","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":"What Influences Speech Pathology Practice for Children with Complex Communication Needs from Multilingual Families? An Australian Perspective","authors":"Natalie Skinner, Scott Barnes","doi":"10.1111/1460-6984.70244","DOIUrl":"10.1111/1460-6984.70244","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Supporting the development of children with complex communication needs, including development of Augmentative and Alternative Communication (AAC) systems is a multifaceted process. Currently this support does not consistently meet the needs of multilingual families and there is little research to guide and improve practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p><i>The</i> present study sought to explore influences on Australian speech pathologists’ practice in their work with children with complex communication needs, in multilingual families.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Twenty-three (<i>n</i> = 23) Australian speech pathologists working with culturally and linguistically diverse families of children with complex communication needs were interviewed. Transcribed interview data was analysed with a Thematic Analysis approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Four main themes were identified in this study: 1) Expectations of speech pathology services; 2) Pervasiveness of English; 3) Working to address challenges; and, 4) Reflecting on growth and constraints. Findings demonstrate that Australian speech pathologists share many challenges with the international community of speech pathologists in this aspect of service delivery. Speech pathologists navigated differences in their own and family's perspectives and expectations relating to communication, disability and AAC. Pervasiveness of English in Australian society also presented barriers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and implications</h3>\u0000 \u0000 <p>The wide range of cultural and language backgrounds in Australia raised challenges in access to and development of necessary and appropriate resources. Systemic restrictions impacted participants’ ability to deliver services that meet families’ cultural and linguistic needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on this subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>Australian society is multicultural, yet mainstream structures such as therapy services and schools are monolingual. Families who speak a language other than English face challenges in engaging with speech pathology services that meet their needs.</li>\u0000 </ul><i>What ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147663134","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":"“Disconnected From Everyone and Everything Around Them”: A Mixed Method Study to Explore the Perspectives of Children With Language Difficulties and Their Caregivers On Mental Health Concerns and Mental Health Support","authors":"Adrienne Wilmot, Mark Boyes, Natalie Kippin, Daniel Van Heerden, Kat Jones, Suze Leitão, Emily Jackson, Kate Tonta, Bronwyn Myers, Elizabeth Hill","doi":"10.1111/1460-6984.70237","DOIUrl":"10.1111/1460-6984.70237","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Globally, as many as 1 in 8 children experience severe and persistent language difficulties. These children are at heightened risk for mental health difficulties, however, both the ways in which mental health concerns manifest in the context of language difficulties, and the experiences of children with language difficulties and their caregivers in accessing and engaging with formal mental health supports remain under researched.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>The aim of the current study was to explore lived experience perspectives (child and caregiver) on mental health concerns and, mental health support, for children (≤ 18 years) with language difficulties.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A 2-phased sequential explanatory design was employed, which combined findings from an online international survey of caregivers (<i>n</i> = 120) of children with language difficulties with data from semi-structured interviews with both children (<i>n</i> = 4) and caregivers <i>(n</i> = 12).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Combined data from the survey and interviews highlighted a high level of caregiver concern about the mental health of children with language difficulties but low levels of access to formal mental health support. Interviews highlighted several reasons for not accessing formal mental health supports including limited availability of mental health care providers; funding and time constraints (i.e., not wanting to over-schedule their child); mental health providers lacking knowledge about DLD, and perceived or actual barriers of traditional methods of therapy (e.g., one-on-one talk therapy) for children with language difficulties.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>The findings of our study support the view that children with language difficulties are at risk of mental health concerns and yet are also under-served by mental health services. These findings highlight the need for targeted interprofessional training and integrated models of collaborative care between mental health and language specialists to more adequately meet these children's needs. Future research to engage a wider range of child perspectives and the perspectives of clinicians on the facilitators and barriers to engaging children with language difficulties in formal mental health support is needed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13067927/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647205","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":"Enhancing Clinical Reasoning for Speech Sound Disorders: A Randomized Trial of Online Learning Modules","authors":"Li-Li Yeh, Ting-Fang Chan","doi":"10.1111/1460-6984.70242","DOIUrl":"10.1111/1460-6984.70242","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Training clinical reasoning skills remains a critical challenge in speech-language pathology education. This study aimed to evaluate the effectiveness of two cloud-based, self-directed instructional modules—diagnostic report viewing and reasoning demonstration—in enhancing students’ reasoning skills for speech sound disorders (SSDs) assessment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a randomized between-group design, 51 undergraduate students in Taiwan were assigned to one of two video-based training modules in Mandarin. The control group viewed clinicians’ presentations of diagnostic reports of SSD cases, while the experimental group watched the same reports accompanied by explicit demonstrations of clinical reasoning. Training effectiveness was evaluated using a Script Concordance Test (SCT) and self-report questionnaires on viewing experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Across all participants, SCT scores significantly improved from pre- to post-training (<i>t</i> = 2.82, <i>p</i> = 0.007), with no significant pre-training difference between groups. The experimental group showed significant within-group gains in diagnostic reasoning (<i>z</i> = −2.731, <i>p</i> = 0.006, <i>r</i> = 0.54) and total SCT scores (<i>z</i> = −2.623, <i>p</i> = 0.009, <i>r</i> = 0.51), though between-group comparisons of gain scores did not reach statistical significance (<i>p</i> = 0.31). Questionnaire responses indicated high engagement with the content for both groups. The experimental group showed a trend towards viewing the training materials in two or three segments and engaging in deeper metacognitive reflection, suggesting a potential difference in cognitive engagement patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Both instructional modules improved students’ clinical reasoning for SSD assessment. The demonstration-based module, which explicitly modelled expert decision-making, showed indications of additional benefits in supporting reflective clinical reasoning. Delivered through a cloud-based, self-directed format, this approach offers a scalable instructional framework applicable to broader areas of speech-language pathology education.</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>Training clinical reasoning skills remains a challenge in speech-language pathology education. Illness scripts—structured knowledge frameworks—help explain both analytical","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647194","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 Influence of Aphasia Type and Severity on Sentence Comprehension after Left Hemisphere Stroke","authors":"Courtney Gilman, Arianna N. LaCroix","doi":"10.1111/1460-6984.70245","DOIUrl":"10.1111/1460-6984.70245","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Sentence comprehension relies on the integrity of a left-lateralized language network that is frequently disrupted following left hemisphere stroke. While comprehension deficits are well documented in Broca's and Wernicke's aphasia, less is known about how sentence comprehension varies across the broader aphasia spectrum, including types traditionally viewed as comprehension-intact, such as anomic and latent aphasia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study examined how sentence comprehension varies as a function of aphasia type and severity, with particular focus on comprehension of syntactically complex, non-canonical sentences. We also aimed to characterize comprehension in latent aphasia, an understudied group of stroke survivors who perform within normal limits on standardized assessments but report residual language difficulties.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Eighty-five adults participated, including 64 individuals with left hemisphere stroke and 21 neurotypical controls. Sentence comprehension was assessed using a sentence–picture matching task containing canonical (subject-relative) and non-canonical (object-relative) sentences. Aphasia type (latent, anomic, Broca's, conduction) and severity (latent, mild, moderate, severe) were determined using the <i>Western Aphasia Battery–Revised (WAB–R)</i>. Separate mixed-effects models were used to examine the effects of aphasia type, severity, and syntactic structure on comprehension accuracy and reaction time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Sentence comprehension accuracy declined with increasing aphasia severity. Agrammatic comprehension patterns—characterized by poorer performance on non-canonical than canonical sentences—were observed across all aphasia types, though the degree of impairment varied. The latent aphasia group performed better than the anomic group but worse than controls. The Broca's and conduction aphasia groups showed greater impairments than the anomic group but did not differ from each other.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>Sentence comprehension deficits occur across a wide range of aphasia severities, including in individuals with latent aphasia who score above clinical diagnostic cutoffs. These results underscore the need to assess sentence comprehension across the full aphasia spectrum using syntactically complex sentences, whi","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13064428/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640322","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":"Phonetic Intelligibility Testing in Developmental Motor Speech Disorders: a Preliminary Tool in Hebrew","authors":"Micalle Carl, Efrat Bubes, Michal Icht","doi":"10.1111/1460-6984.70241","DOIUrl":"10.1111/1460-6984.70241","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Speech intelligibility is a core outcome in the assessment and treatment of individuals with developmental motor speech disorders. While open-set intelligibility testing is widely used, a closed-set phonetic intelligibility assessment, which evaluates listener perception of systematically varied speech contrasts, offers a focused approach to identifying segmental errors that impact intelligibility. However, such tools are unavailable in Hebrew.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study introduces a novel, preliminary closed-set phonetic intelligibility tool designed for Hebrew speakers with development motor speech disorders, examining its utility in identifying phonetic contrasts produced in error by speakers with Down syndrome (DS), and determining overall error profiles of contrast categories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Recordings from 23 Hebrew-speaking adults with DS, between the ages of 21 and 37 years, were analyzed using a closed-set intelligibility paradigm, wherein naïve listeners selected perceived words from contrast-based minimal pairs. Error rates were calculated for individual phonetic contrasts and contrast categories (voicing, place, manner, vowels, and syllable structure). Closed-set intelligibility assessment scores were compared with those of open-set assessments, and phonetic profiles of individual contrasts and categories were formed across speakers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Closed-set intelligibility scores were higher than open-set transcription accuracy scores. Voicing contrasts, particularly in coda position, were most frequently impaired and significantly correlated with closed-set intelligibility scores. The overall contrast-category profile of the speakers with DS demonstrated voice, place, and manner difficulties across speakers, with only minimal vowel errors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>The Hebrew closed-set intelligibility tool successfully identified contrast-specific deficits relevant to speech intelligibility in speakers with DS. Its potential clinical value lies in targeting intelligibility-reducing features with increased diagnostic precision and language-specific relevance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on this subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>Closed-set phonetic inte","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640301","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":"Multidimensional Measurements of Dysarthria in Myotonic Dystrophy Type 1","authors":"Sanne van Hellemond, Nicole Voet, Rosemarie Kroon, Yelda Sahin, Ilse Karnebeek, Marthè Nijkamp, Simone Knuijt","doi":"10.1111/1460-6984.70239","DOIUrl":"10.1111/1460-6984.70239","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Myotonic dystrophy type 1 (DM1) is a heterogeneous neuromuscular disorder characterized by progressive muscle weakness and myotonia. Dysarthria is a known symptom of DM1, but literature is lacking about the patient's own perception in relationship to dysarthria characteristics and severity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The aim of the study was to describe the acoustic speech characteristics of dysarthria in patients with DM1, examine the perceptually determined dysarthria severity through speech and language therapy assessment, gather subjective evaluations of speech and intelligibility from patients and relatives and examine the relationship between these outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>The speech of 22 adult patients with DM1 (nine females) was acoustically assessed during spontaneous speech, reading, and maximum performance tasks and analysed using the Praat-software. Dysarthria severity was rated on a severity scale from 0 (no dysarthria) – 5 (very severe dysarthria/anarthria). Patients and relatives rated the speech with a short questionnaire and a visual analogue scale (VAS).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Acoustic analysis showed a deviant speech rate (SR), articulation rate (AR), maximum phonation volume (MPV), and fundamental frequency range compared to normative values. Perceptually, the dysarthria severity scores varied between 1 (minimal dysarthria) and 4 (severe dysarthria). In more severe dysarthria, SR, AR, and MPV decreased. Patients were sufficiently satisfied about their speech, with no relationship to dysarthria severity. However, the scores of relatives decreased when perceptual dysarthria severity increased.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion and Implications</h3>\u0000 \u0000 <p>As dysarthria severity increased, speech quality and intelligibility declined, particularly when assessed by speech therapists and relatives. Patients with DM1 generally reported minimal conversational restrictions due to dysarthria. Multidimensional measurements may improve the understanding of speech impairment in DM1. Self-awareness should be a topic in speech therapy interventions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on this subject</i>\u0000 \u0000 <ul>\u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13062036/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640309","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 Effects of Disclosure on University Students’ Perceptions of a Person With Aphasia","authors":"Caroline Christine Franks, Paul Gerard Blanchet","doi":"10.1111/1460-6984.70240","DOIUrl":"10.1111/1460-6984.70240","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Persons with aphasia (PWA) often have increased difficulty interacting with unfamiliar communicative partners, which can result in negative perceptions among listeners. However, self-disclosure of the disorder can allow for the empowerment of the individual and increased understanding of the situation for the listener.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>Towards that end, the purpose of the present study was to evaluate the impact of self-disclosure, other-mediated disclosure, and no disclosure on the listeners’ perceptions of the PWA's speech skills and personality characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>An adult female diagnosed with aphasia served as the speaker in the study. The listeners were 201 undergraduate students majoring in Communication Sciences and Disorders. There were 67 students in self-disclosure condition (i.e., the PWA gave a verbal disclosure statement prior to her videotaped conversation with the examiner), 68 students in the other-mediated disclosure condition (i.e., the examiner disclosed for the PWA), and 66 students in the no disclosure condition. Students watched one or more video(s), depending on the condition, and then rated the PWA on several speech skills and personality characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Results revealed that self-disclosure yielded significantly more positive listeners’ perceptions than other-mediated disclosure for seven of the 17 traits measured. Furthermore, self-disclosure yielded significantly more positive listeners’ perceptions than no disclosure for 13 of the 17 traits measured. The other-mediated disclosure did not yield significantly more positive ratings than the no disclosure condition for any traits measured.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>These findings suggest that the use of self-disclosure impacts the listener beyond simply reducing listener uncertainty. This further supports the use of self-disclosure by PWA when feasible.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on this subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>Previous literature revealed that negative listeners’ perceptions are common among speakers with communication impairments. Self-disclosure can allow for the empowerment of the individual and increased understanding of the situation for the listene","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147629202","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}