International Journal of Language & Communication Disorders最新文献

{"title":"Building Knowledge and Confidence: Student Speech Pathologists' Perspectives on Learning About Cognitive-Communication Disorders and the Potential of Implementing Convers-ABI-lity on Placement","authors":"Ashna Nadan, Petra Avramović, Leanne Togher, Annie Chan, Rachael Rietdijk","doi":"10.1111/1460-6984.70312","DOIUrl":"10.1111/1460-6984.70312","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Cognitive-communication disorders (CCDs) are common after acquired brain injury (ABI). People with CCD experience communication breakdowns, significantly impacting long-term social, familial, and vocational outcomes. Convers-ABI-lity, a web-based communication partner training intervention, was co-designed with key stakeholders, including people with ABI, their family members, speech pathologists, and other allied health professionals, to address communication breakdowns in everyday interactions. Implementing convers-ABI-lity in student speech pathology clinics may develop student skills and confidence when working with ABI clients, increase access to interventions, improve service delivery, and improve cost efficiency. However, students were not involved in the co-design of convers-ABI-lity, and limited research exists about students’ understanding of CCD or how to treat this population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To explore student speech pathologists’ perspectives on their learning of CCD and first impressions of convers-ABI-lity as an overall programme, to understand how to support students using the intervention on future placements.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Ten undergraduate and postgraduate Speech Pathology students from the University of Sydney who were at intermediate or entry-level clinical level participated in semi-structured, in-person qualitative interviews. Interviews focused on three key areas: knowledge and perceptions of CCD, a concurrent think-aloud protocol as students interacted with the convers-ABI-lity programme, and overall feedback on the intervention. Data were analysed using reflexive thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcome and Results</h3>\u0000 \u0000 <p>Three themes were identified: (1) Varied learning experiences contribute to different understandings of CCD, ultimately impacting students’ clinical confidence; (2) ‘The actual program makes sense, I just don't think it really helps me figure out what I would do’; (3) Students need support to not feel ‘thrown into’ a clinical placement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>These findings highlight the need for greater clinical and academic support for students when implementing a CCD intervention. The implementation of digital health features and the structure of convers-ABI-lity, may effectively support student learning, however adaptations such","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70312","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148765429","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":"Using Systemic Functional Linguistics in the Clinical Management of Neurogenic Communication Disorders: An Introduction and Worked Example","authors":"Brent Archer, Marion C. Leaman, Ryan S. Husak, Christa Akers, Rimke Groenewold, Louise Keegan, Zaneta Mok, Liz Spencer, Eleanor Gulick","doi":"10.1111/1460-6984.70310","DOIUrl":"10.1111/1460-6984.70310","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The ability to converse with others enables us to participate in everyday life. People with neurogenic communication disorders (NCDs), such as aphasia or traumatic brain injury (TBI), often experience difficulties engaging in conversation. While Systemic Functional Linguistics (SFL) has been used to analyze conversations involving people with NCDs, its application to clinical assessment and intervention remains limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The primary aim of this paper is to make the case for Systemic Functional Linguistics as a clinically useful framework for understanding, assessing, and supporting conversation in people with neurogenic communication disorders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We provide an overview of SFL and introduce an SFL-based framework, Discourse Structure Analysis. We review previous SFL-based studies of adult communication disorders and also describe the USeFuL Project, a multinational collaboration focused on developing SFL-based clinical tools. Finally, we present a worked clinical example illustrating how DSA can support detailed analysis of conversations involving people with and without aphasia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contributions</h3>\u0000 \u0000 <p>SFL-based frameworks can be used systematically to guide clinical decision-making when providing services to people with neurogenic communication disorders. By enabling detailed, coded analyzes of naturalistic conversations, these approaches reveal patterns of participation that are often missed in standard assessments. Moreover, SFL can inform the development of meaningful, measurable therapy goals and the development of individualized care plans.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>SFL offers a powerful, context-sensitive framework for analyzing and supporting communication in people with NCDs. By applying SFL in clinical contexts, clinicians can build more precise, functional, and person-centered interventions that enhance real-world communication.</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>Systemic Functional Linguistics (SFL) is a theory of communication which examines how language users make choices to convey meaning in specif","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148765442","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":"Efficacy of rTMS in Post-Stroke Bilingual Aphasia: A Single Case Experimental Design","authors":"Ioanna-Prodromia Siklafidou, Sophie Arheix-Parras, Solene Hameau, Grégoire Python, Bertrand Glize","doi":"10.1111/1460-6984.70311","DOIUrl":"https://doi.org/10.1111/1460-6984.70311","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The application of non-invasive brain stimulation in the rehabilitation of bilingual individuals with aphasia following a stroke is understudied. Recent studies show benefits of anodal cerebellar transcranial Direct Current Stimulation in bilinguals, while in monolinguals, repetitive Transcranial Magnetic Stimulation (rTMS) targeting the motor cortex of the lips seems to be effective in aphasia recovery.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>We aimed to investigate the effects of inhibitory continuous theta burst rTMS stimulation targeting the right motor cortex of the lips during picture naming task in the second language of a French-English post-stroke bilingual individual.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We enrolled a single bilingual (PR) exhibiting chronic post-stroke aphasia in both her second language (L2), and first language (L1). In the present study PR engaged in naming tasks three times a week for six weeks, including 2-week baseline, 2-week intervention and 2-week follow-up.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results demonstrated a statistically significant improvement in naming accuracy in the second language of the patient, as evidenced by visual analysis in both cognate and non-cognate words, as well as, overall language accuracy. Visual analysis revealed a positive improvement in all variables, with the greatest improvements observed in phonology, overall accuracy, and pathological language switching.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The stimulation of the motor cortex of the lips resulted in an improvement in naming accuracy in both the first and second language of the participant, despite the possible varying language recovery after stroke. This suggests the possible existence of shared representations of language in the brain, which is likely due to the similarities between the languages. Further studies are required to confirm the efficacy of non-invasive brain stimulation in bilingual individuals with aphasia for deeper understanding of the underlying mechanisms influencing these outcomes.</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>The application of non-invasive brain stimulation in bilinguals with post-stroke aphasia is understudied. Studies have indicated that the cortical organization of each language in bilingual in","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148754041","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":"Speech and Language Therapists’ Views Regarding Their Scope of Practice in Written Language","authors":"Carol Moxam, Claire d'Urban-Jackson, Lauren Ackerman","doi":"10.1111/1460-6984.70313","DOIUrl":"https://doi.org/10.1111/1460-6984.70313","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Spoken and written language are closely linked, and Speech and Language Therapists (SLTs) have expertise in the language skills that support both. However, unlike countries such as the US and Australia, UK SLTs lack clear guidance on their role in written language. This study explores the views of SLTs working with adults (aged 16+) and children to inform consideration of a UK position statement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To examine UK SLTs’ views on their role and scope of practice in written language assessment and intervention, and to ascertain whether a position statement is needed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>In 2021, an online survey was completed by 511 SLTs across the UK. The survey explored SLTs’ views on their role in written language, alongside their reported involvement in direct and indirect written language assessment and intervention. Quantitative data was analysed using R (R Core Team, 2024).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>SLTs working with adults or across adults and children are more likely than those working solely with children to report having knowledge, skills, and a role in written language. Those already working in this area held a more positive view of their role. Most UK SLT respondents (89%) supported the development of a UK position statement. There was also strong support for greater emphasis on the links between language and literacy in university training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>SLTs working across the lifespan are more likely to engage in written language than those working only with children. Findings indicate a clear need for UK specific guidance on SLTs’ role in written language. Addressing this will require enhanced pre-registration education and continuing professional development on the links between language and literacy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THE PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on the subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>Language is the foundation for reading (word reading and reading comprehension) and underpins spelling and writing skills. SLT training covers areas of language that are important for literacy development. Internationally, SLTs in countries suc","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148754042","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":"Uptake and Evaluation of a Crosslinguistic Nonword Repetition Test in Clinical and Research Contexts","authors":"Kamila Polišenská, Shula Chiat","doi":"10.1111/1460-6984.70306","DOIUrl":"https://doi.org/10.1111/1460-6984.70306","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The Crosslinguistic Nonword Repetition Test (CL-NWR) was designed to accommodate the phonological diversity of human languages, providing a tool that may support the identification of Developmental Language Disorder (DLD) across different linguistic backgrounds. The test materials, including a PowerPoint game with recorded stimuli, administration guidelines, and scoring instructions, were available upon request. This study examines the uptake and application of the CL-NWR in clinical and research settings through a survey of individuals who have accessed the materials. The survey covered three main areas: (i) participant demographics; (ii) experience of using the CL-NWR task; and (iii) views on administration and scoring of the CL-NWR task.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We explored views of CL-NWR users through an online survey delivered through the Qualtrics platform and distributed to 156 individuals who had requested CL-NWR materials up to November 2024. Follow-up reminders were sent at one- and two-week intervals to maximise response rates. Response formats included yes/no, multiple choice, Likert scales and open-ended text responses. Survey data were analysed through descriptive statistics and content analysis of open-ended questions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 109 respondents from 36 countries completed the survey, yielding a response rate of 70%. The test was most commonly used with multilingual children and those with suspected DLD. Notably, 92% of respondents indicated that the CL-NWR made a valuable contribution to their assessments. Qualitative responses highlighted its practical benefits as well as areas for refinement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The high response rate and overwhelmingly positive feedback suggest a high level of engagement and interest in the CL-NWR, particularly in multilingual populations. These findings will inform future developments of the CL-NWR test, ensuring its continued relevance and effectiveness in both clinical and research applications. The study also underscores the value of crosslinguistic tools in supporting equitable language assessment worldwide.</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>Nonword repetition tasks are widely used to support the ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70306","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148753452","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":"Facilitators and Barriers to Accessing and Continuing Speech Therapy for Children With Cleft Palate: A Qualitative Study","authors":"Suvashis Dash, Priyam Arora, Archana Sinha, Akshya Dhiman, Raj Kumar Manas, Raja Tiwari, Shashank Chauhan, Sujata Sarabhai","doi":"10.1111/1460-6984.70315","DOIUrl":"10.1111/1460-6984.70315","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Orofacial clefts are among the most common congenital anomalies worldwide, affecting approximately 1 in 700 live births. Despite surgical repair, most children require long-term speech therapy; parental perspectives on accessing and continuing this therapy remain poorly documented in Low resource contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To explore the facilitators and barriers influencing access to and continuation of speech therapy for children with CP within the low resource context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative descriptive design was employed. Semi-structured interviews were conducted with 32 caregivers (15 mothers, 17 fathers) of children with non-syndromic cleft palate (all post-palate repair) at a tertiary cleft care centre, (November 2023–July 2025). Purposive sampling ensured variation in child age, urban/rural residence, and therapy status. Sixteen interviews were conducted in-person (mean duration 20 min) and 16 by telephone (mean duration 18 min) by a single Speech-Language Pathologist interviewer. All interviews were conducted in Hindi. Data were analysed using Braun and Clarke's (2006) six-phase reflexive thematic analysis by two independent coders. Member-checking was conducted with six purposively selected participants to validate findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four themes were identified: (1) Information deficit as a barrier—28/32 (87.5%) caregivers reported inadequate guidance at diagnosis or post-surgery (mean importance 4.5 ± 0.8); (2) Structural, geographic, and financial barriers—20/32 (62.5%) reported challenges attending therapy (mean importance 3.8 ± 0.9), with a distinct urban/rural pattern; (3) Perceived therapy outcomes as a facilitator—all 32 participants discussed visible speech progress as the primary motivator for continuation (mean importance 4.7 ± 0.6); and (4) Social, emotional, and cultural impact—22/32 (68.8%) described stigma, psychosocial burden, and protective family support (mean importance 4.2 ± 0.7).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Continuity of speech therapy is contingent on timely information, accessible care models, and empowered family engagement. Structured information at diagnosis, teletherapy, community rehabilitation worker models, and parent-implemented home programmes represent actionable, context-appropriate solutions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS STUDY ADDS</h3>\u0000 \u0000 <div><i>What is a","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714252","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":"Training, Practice and Service Provision for Selective Mutism: Findings From a UK-Wide Survey of Therapists","authors":"Gino Hipolito, Rachel Batchelor, Victoria Joffe, Kate Nation, Cathy Creswell","doi":"10.1111/1460-6984.70297","DOIUrl":"10.1111/1460-6984.70297","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Selective mutism (SM), an anxiety disorder often beginning in early childhood, can impair communication, social interaction, and educational progress. When left untreated, problems may persist into adulthood and impact longer term mental health. Although effective interventions exist, many children with SM are unable to access support services, in part due to the lack of suitable training for professionals in SM, the absence of national guidelines, and unclear professional responsibilities which together create gaps in provision.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>To survey UK therapists working in the National Health Service (NHS), Local Authorities or Health and Social Care (HSC) services who support preschool and primary school-aged children (3–12 years) with SM to identify the training therapists have received, their perceived training needs, the professions providing interventions, and the nature of the interventions delivered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A 32-item online survey was distributed via professional organisations and specialist networks, charity forums, and social media using snowball sampling. Results were analysed using descriptive statistics and free text quotes depicting therapists’ opinions or experiences were used to triangulate the quantitative data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 244 responses, 201 met eligibility criteria. Most respondents were speech and language therapists (81%), followed by clinical psychologists (11%), educational psychologists (5%) and other professions (3%). Just over half (59%) had received some form of SM training, but only 15% received training during their professional qualification. The majority (85%) expressed the need for additional training in SM to do their jobs particularly in the areas of delivering intervention, addressing co-occurring conditions and working within multidisciplinary teams. Three quarters of the sample (75%) had provided intervention for children with SM, predominantly within schools, involving parents/carers (95%) and teaching staff (96%). Intervention complexity and number of components increased with child age; the most common components across ages were exposure, rapport building, transfer of control and psychoeducation. However, there was extensive variability in the dosage of the interventions provided.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>This exploratory","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13456093/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708211","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":"Knowledge of Turkish Speech-Language Pathologists on Tracheostomy Management","authors":"Kübra Nur Şimşek, Elçin Tadıhan Özkan","doi":"10.1111/1460-6984.70314","DOIUrl":"10.1111/1460-6984.70314","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Tracheostomy may adversely affect speech, language, swallowing, and voice, requiring multidisciplinary management in which speech-language pathologists (SLPs) play a key role. However, there is limited evidence regarding SLPs’ self-reported knowledge of tracheostomy management in Turkey.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to evaluate the self-reported knowledge of Turkish SLPs regarding tracheostomy management and related intervention practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 113 SLPs from different regions of Turkey completed a survey designed to assess their self-reported knowledge of evaluation and intervention for speech, language, voice, and swallowing disorders following tracheostomy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Overall self-reported knowledge levels were moderate, with variability across domains. Self-reported knowledge was higher in areas such as tracheostomy timing and oral hygiene, but lower in clinically critical topics including cuff pressure, cuff positioning, and their effects on vocal fold function. Self-reported knowledge related to speech, language, and communication management was also moderate. Clinical experience and additional training were associated with higher self-reported knowledge levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings highlight the need for improved education, increased clinical exposure, and the development of structured protocols to support SLP involvement in tracheostomy management.</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>Speech-language pathologists (SLPs) play an important role in the management of dysphagia, communication, and voice disorders in individuals with tracheostomy. International guidelines emphasize structured postgraduate training, simulation-based learning, and supervised clinical practice to achieve competency in tracheostomy management. Evidence regarding SLPs' preparedness and self-reported knowledge in tracheostomy management remains limited in Türkiye.</li>\u0000 </ul>\u0000 <i>What this study adds to the existing knowledge</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>This is the first national study evaluating Turkish SLPs' self-reported knowledge of tracheostomy management. Although o","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148680747","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":"Exploring Concepts of Understanding in the Working Practice of Speech and Language Therapists in the UK: A Preliminary Survey","authors":"K. Bunning, S. Buell, L. Flannery, E. Manzi, N. Grove","doi":"10.1111/1460-6984.70302","DOIUrl":"10.1111/1460-6984.70302","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>All communication involves the expression and the reception of information, both of which are considered by speech and language therapists (SLTs) when assessing and planning intervention for language difficulties. Comprehension, or understanding, has to be inferred, whereas expressive behaviours are directly observable. Possibly because of the level of inference, views and assessments of a person's understanding often vary: between different practitioners, professionals, family members and carers. The aim of the research was to examine how and why such different perspectives occur and how they are managed. There were three research questions: (1) How is understanding conceptualised and addressed from the perspectives of: (a) SLT practitioners and (b) SLT educators? (2) Are discrepant views on a person's understanding recognised and encountered in SLT practice? and (3) if so, how are such differences explained and navigated in practice?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The research design used a survey methodology involving two bespoke online questionnaires aimed at: (i) SLT practitioners; and (ii) SLT educators. Purposive convenience samples were recruited via UK-based pre-registration programmes in Speech and Language Therapy and the Clinical Excellence Networks (CENs) of the Royal College of Speech and Language Therapists (RCSLT). The online questionnaires included demographic information followed by a mixture of closed and free-field questions exploring conceptualisation and assessment of understanding. Descriptive statistics were applied to closed question responses, and summative content analysis to the free-field responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 80 completed questionnaires were returned: (i) SLT practitioners = 77; (ii) SLT educators = 3. Understanding was defined in different ways. Approaches to assessment focused on vocabulary and semantics, language processing, and responses to different communicative modalities. Differing views on a person's understanding were recognised to be a common issue encountered by SLTs, which were mainly associated with parents, partners and family members rather than fellow professionals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>SLTs seem to vary in the ways they conceptualise and address the question of understanding in their practice, and the findings confirm anecdotal suggestions that differences of opinion with other professionals, family members and carers are relatively common. Receptive communication, therefor","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13437934/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148674378","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":"Early Screening for Developmental Language Disorder: Predictive Validity of German Parent Reports","authors":"Eveline Pinstock, Satyam Antonio Schramm","doi":"10.1111/1460-6984.70303","DOIUrl":"10.1111/1460-6984.70303","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Developmental Language Disorder (DLD) is a prevalent neurodevelopmental condition associated with long-term cognitive, academic, and psychosocial consequences. Early identification is critical for timely intervention, yet predictive frameworks within German-speaking contexts remain limited. Parent-report questionnaires such as the FRAKIS-K and SBE-2-KT are widely used in the German paediatric U7 check-up for two-year-olds, but their predictive validity for DLD has not been systematically evaluated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study assessed the predictive validity of the FRAKIS-K and SBE-2-KT administered at age two for identifying risk for DLD at age four. A secondary objective was to test whether adjusting the screening cut-off values could enhance predictive accuracy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>A community sample of 500 families in Hanover, Germany, was contacted through the city register; 186 children (mean age = 2;0) participated at the first assessment. At age four (<i>N</i> = 145), expressive vocabulary and grammar were measured using the Potsdam-Illinois Test of Psycholinguistic Abilities (P-ITPA). Children scoring ≤ –1.5 SD on P-ITPA subtests were classified as having language impairment consistent with risk for DLD. Predictive validity indices—sensitivity, specificity, positive and negative predictive values, relative improvement over chance (RIOC), and area under the curve (AUC)—were calculated for both parent-report tools. ROC analysis was applied to explore optimal cut-off adjustments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Prevalence of language impairment at age four was 5.5%. The SBE-2-KT showed moderate predictive power (<i>AUC</i> = 0.85; <i>RIOC</i> = 0.51), with sensitivity of 57% and specificity of 89%. The FRAKIS-K vocabulary alone performed similarly (<i>AUC</i> = 0.83; <i>RIOC</i> = 0.58), achieving sensitivity of 63% and specificity of 91%, while including grammar criteria reduced predictive validity. ROC analysis indicated improved sensitivity (up to 71%) with minimal specificity loss when adjusting cut-offs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion and Implications</h3>\u0000 \u0000 <p>Both FRAKIS-K vocabulary and SBE-2-KT demonstrate adequate predictive validity for identifying risk of DLD at age two within the German U7 screening context. They function effectively as first-tier tools to rule out children not at risk, tho","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13437933/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148674420","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}