International Journal of Language & Communication Disorders最新文献

{"title":"Correction to ‘Online indirect group treatment for preschool children who stutter—Effects on stuttering severity and the impact of stuttering on child and parents’","authors":"","doi":"10.1111/1460-6984.70032","DOIUrl":"https://doi.org/10.1111/1460-6984.70032","url":null,"abstract":"<p>Gembäck, C., McAllister, A., Femrell, L. &amp; Lagerberg, T.E. (2025) Online indirect group treatment for preschool children who stutter—effects on stuttering severity and the impact of stuttering on child and parents. <i>International Journal of Language &amp; Communication Disorders</i>, 60, e70008. https://doi.org/10.1111/1460-6984.70008</p>","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826797","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":"Benefits of Adding a Psychomotor Therapy Over a Combined-Approach Treatment in Adults who Stutter: A Randomized Controlled Trial","authors":"Jorge Farias-Jr,&nbsp;Claudia R. L. Cardoso,&nbsp;Gil F. Salles","doi":"10.1111/1460-6984.70038","DOIUrl":"https://doi.org/10.1111/1460-6984.70038","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Few previous randomized trials investigated whether additional therapies could improve the efficacy of the standard combined-approach (stuttering modification and fluency shaping) treatment in adults who stutter (AWS).&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Aims&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;To evaluate in a randomized controlled clinical trial whether the addition of a psychomotor therapy over a standard combined-approach treatment could improve the efficacy of treatment in young AWS.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods &amp; Procedures&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A total of 47 young AWS (mean age = 24 years, 79% males) with at least moderate stuttering (evaluated by the stuttering severity instrument—3, SSI-3 ≥ 21 points) were randomized to either a standard combined-approach treatment (24 AWS, control group, 16 sessions of 40 min over 8 weeks) or to standard treatment plus the psychomotor therapy (23 AWS, intervention group, adding 20 min of psychomotor training after each session). Stuttering improvement was assessed by reductions in SSI-3 scores, examined using Wilcoxon tests. The primary outcome was the difference in SSI-3 reductions between the control and intervention groups, evaluated by Mann–Whitney tests.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Outcomes &amp; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Control and psychomotor intervention groups were well-balanced in most baseline characteristics, including stuttering severity (mean SSI-3 score = 32.6 points). After treatment both groups significantly reduced SSI-3 (mean absolute reduction = 10.1 points, 95% confidence interval (CI) = 8.5–11.7 points, &lt;i&gt;p&lt;/i&gt; &lt; 0.001), without any significant difference between the two groups (mean difference = 1.0 point, 95% CI = −2.2 to −4.2 points, &lt;i&gt;p&lt;/i&gt; = 0.39). Also, there were no significant differences between the groups in relative percentage reductions, or in the proportion of individuals who reached a &gt; 30% reduction or a post-treatment SSI-3 &lt; 20 points. There were also no significant differences in separate SSI-3 components (frequency and duration of stuttering events and physical concomitants).&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions &amp; Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This randomized controlled trial did not demonstrate any benefit of adding a psychomotor therapy over a standard combined-approach treatment in young AWS.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Trial Registration&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;ReBEC, identifier number RBR-6YY755.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; WHAT TH","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143818605","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":"Experiences of Fluent Siblings Living with Children Who Stutter in Malaysia: A Qualitative Study","authors":"Ying Qian Ong,&nbsp;Nur Nabilah Ahmad Ghazali,&nbsp;Susheel Joginder Singh,&nbsp;Rachael Unicomb,&nbsp;Shin Ying Chu","doi":"10.1111/1460-6984.70034","DOIUrl":"https://doi.org/10.1111/1460-6984.70034","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Previous studies have predominantly investigated the impact of having a child who stutters (CWS) on parents and their associated parent–child relationship. However, there is a gap in the literature regarding the perceptions of stuttering held by siblings living with CWS in Malaysia.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Aims&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;To explore the experiences of fluent siblings of Malaysian CWS.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods &amp; Procedures&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A total of 10 fluent siblings were recruited (mean age = 13.40 years, SD = 3.23, age range = 7–18 years, four females) and semi-structured interviews were used to explore their perceptions towards their siblings who stutter, their emotional reactions towards their siblings, the strategies they use during communication breakdowns and how stuttering affects their relationships with their siblings. All interviews were performed using Zoom to allow data collection during the COVID-19 pandemic lockdown. To avoid parental bias, all interviews were conducted without the parent's participation in the interviews. Interviews were conducted in both Bahasa Malaysia (Malaysia's native language) and English (the second most spoken language in Malaysia), depending on the participants’ preferred languages. Each interview lasted between 20 and 25 min (mean = 22.8, SD = 2.56). Audio recordings were de-identified and transcribed verbatim. Thematic analysis was used to explore the lived experiences of these siblings.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Outcomes &amp; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Four main themes were identified: (1) how siblings perceive the speech of CWS; (2) the communication strategies used by siblings to repair communication breakdown; (3) the feelings that fluent siblings have about stuttering and how they cope with it; and (4) how the stuttering makes the siblings’ relationships closer.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions &amp; Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This study's findings provide multiple perspectives on the perceptions and attitudes of siblings around stuttering. In addition, the study offers useful insights about the needs of these siblings and techniques for meeting those needs. These results have the potential to contribute to the existing knowledge base and assist speech–language pathologists and other healthcare professionals in working effectively with CWS and their families.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; WHAT THIS PAPER ADDS&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;&lt;i&gt;What is already known on the subject&lt;/i&gt;\u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143818606","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":"Acknowledging a Stutter Affects the Impression One Makes in a Job Interview","authors":"Jennifer Perez,&nbsp;Leonard S. Newman,&nbsp;Jenna M. Walmer","doi":"10.1111/1460-6984.70035","DOIUrl":"https://doi.org/10.1111/1460-6984.70035","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Aims&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods &amp; Procedures&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Outcomes &amp; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions &amp; Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; What This Paper Adds&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;&lt;i&gt;What is already known on the subject&lt;/i&gt;\u0000 \u0000 &lt;ul&gt;\u0000 \u0000 &lt;li&gt;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,&nbsp;Jennifer Blackhouse","doi":"10.1111/1460-6984.70031","DOIUrl":"https://doi.org/10.1111/1460-6984.70031","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Aims&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;To consolidate best practice and begin working towards developing a pathway for patients with cognitive impairment and dysphagia.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods &amp; Procedures&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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 (&lt;i&gt;n&lt;/i&gt; = 9).&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Outcomes &amp; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions &amp; Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; WHAT THIS PAPER ADDS&lt;/h3&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; What is already known on the subject&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;\u0000 &lt;ul&gt;\u0000 \u0000 &lt;li&gt;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.&lt;/li&gt;\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,&nbsp;Joanne Murray,&nbsp;Sulekha Gunasekaran,&nbsp;Sebastian H. Doeltgen","doi":"10.1111/1460-6984.70028","DOIUrl":"https://doi.org/10.1111/1460-6984.70028","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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).&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Aims&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;To evaluate how pre-professional SLTs (senior undergraduate students) apply reasoning and decision-making processes during simulated CSEs.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods &amp; Procedures&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Outcomes &amp; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions &amp; Implications&lt;/h3&gt;\u0000 \u0000 &lt;","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,&nbsp;Lindsey Thiel","doi":"10.1111/1460-6984.70027","DOIUrl":"https://doi.org/10.1111/1460-6984.70027","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Aims&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;To evaluate the experiences of PWA of an online conversation partner scheme during the global pandemic.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods &amp; Procedures&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Outcomes &amp; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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 ‘&lt;i&gt;Je ne sais quoi&lt;/i&gt;’ 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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions &amp; Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; WHAT THIS PAPER ADDS&lt;/h3&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; What is already known on the subject&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;\u0000 &lt;ul&gt;\u0000 \u0000 &lt;li&gt;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,&nbsp;Praveena Babu,&nbsp;Avanthi Paplikar","doi":"10.1111/1460-6984.70030","DOIUrl":"https://doi.org/10.1111/1460-6984.70030","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Aims&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods &amp; Procedures&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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 (&lt;i&gt;N&lt;/i&gt; = 18) were male and majority of them belonged to the lower middle socio-economic status (&lt;i&gt;N&lt;/i&gt; = 9, 40%).&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Outcomes &amp; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;There was a significant change in mean language subdomain and aphasia quotient scores of WAB between two time points (&lt;i&gt;p&lt;/i&gt; = 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 (&lt;i&gt;p&lt;/i&gt; = 0.005) and aphasia severity (AQ1) at baseline (&lt;i&gt;p&lt;/i&gt; = 0.000) were significant in predicting language recovery.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions &amp; Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; WHAT THIS PAPER ADDS&lt;/h3&gt;\u0000 \u0000 &lt;section&gt;\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,&nbsp;Nehama Shaya,&nbsp;Roni Berke,&nbsp;Esther Adi-Japha","doi":"10.1111/1460-6984.70024","DOIUrl":"https://doi.org/10.1111/1460-6984.70024","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Understanding memory retention in children with developmental language disorder (DLD) compared with their typically developing (TD) peers enhances our knowledge of memory processes.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Aims&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods &amp; Procedures&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results &amp; Discussion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; WHAT THIS PAPER ADDS&lt;/h3&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; What is already known on the subject&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;\u0000 &lt;ul&gt;\u0000 \u0000 &lt;li&gt;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,&nbsp;Marlies Welbie,&nbsp;Sharynne McLeod,&nbsp;Ellen Gerrits,&nbsp;Hayo Terband","doi":"10.1111/1460-6984.70022","DOIUrl":"https://doi.org/10.1111/1460-6984.70022","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Aims&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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).&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Method&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;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.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; WHAT THIS PAPER ADDS&lt;/h3&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; What is already known on the subject&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;\u0000 &lt;ul&gt;\u0000 \u0000 &lt;li&gt;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}