International Journal of Language & Communication Disorders最新文献

{"title":"Better Conversations Communication Partner Training for Progressive and Non-Progressive Aphasia: What Can We Learn From Intensive Conversation Groups?","authors":"Anna Volkmer, Nina Unger, Rosemary Townsend, Firle Beckley, Mah Rana, Elisabeth Feest, Alys Hollyer, Lyrissa Dixon, Katzia Watkins, Suzanne Beeke","doi":"10.1111/1460-6984.70296","DOIUrl":"https://doi.org/10.1111/1460-6984.70296","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Better Conversations Communication Partner Training (CPT) is delivered to dyads comprising a person with a communication difficulty and a key communication partner (CP). Better Conversations focuses on individualised strategies to promote enjoyable and successful interactions. There is no research evidence about the optimal intensity or dosage for CPT. However, intensive comprehensive aphasia programmes are increasingly offered to deliver the high dose needed for effective intervention. This service improvement project aimed to explore the acceptability and outcomes from a BC Intensive Conversation Group for family dyads.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We developed separate intensive group programs for non-progressive aphasia and primary progressive aphasia (PPA). Each was delivered to four (non-progressive aphasia) or five (PPA) family dyads in a group for 8 days over 2 weeks (4 days face-to-face, four remote) in a university clinic. Intervention comprised understanding how conversation works, identifying individual dyad facilitators and barriers to conversation (using video feedback), practice (in the group and across dyads) of conversation strategies and psychological support. Participants were interviewed about their experiences and acceptability of the intervention. Outcomes post-treatment and at 3-month follow-up included goal attainment, conversation behaviours, communication confidence, participation and relationships. Data were analysed using descriptive statistics and content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants received a total of 26 h of Better Conversations CPT, delivered for 2.5–3 h per day, over 2 weeks (4 days a week). Participants valued the group format and preferred face-to-face sessions. Dosage was variably tolerated across the groups; people with PPA and their CPs reported the group was too long and intensive, while people with aphasia and their CPs reported intensity and length were acceptable. Of a total of 31 goals set, participants self-rated as having achieved 26 goals and rated no change on five goals. Outcome measures indicated increased confidence and participation across participants with PPA and non-progressive aphasia in both groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This service improvement project demonstrates that intensive conversation groups can be acceptable to participants with PwA, PwPPA and their CPs. Participants achieved their conversation goals and reported increased confidence and participation. Future ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148616718","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":"Consideration of Child and Family Information in Clinical Decision Making","authors":"Rhylee Sulek, Janine Schmedding-Bartley, Sheri Bayley","doi":"10.1111/1460-6984.70300","DOIUrl":"10.1111/1460-6984.70300","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>With persistent challenges in determining the ‘right’ therapy or support for autistic children, there is a growing need for clinicians to integrate the preferences and priorities of clients and their families in their clinical decision making.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The purpose of the current study was to investigate speech-language pathologists’ perspective of client factors that clinicians consider when planning supports and therapies for young children with social communication delays.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>A sample of 264 United States-based SLPs completed a survey that collected information about SLP professional training (e.g., amount and type of training) and clinical decision making (e.g., the types of information considered when making decisions regarding supports).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>The SLPs rated the importance of several internal sources they consider when planning support and therapies for young children with social communication delays. More participants rated family/child preferences as highly important to planning than any other client source. Participant engagement in autism-specific continuing education was related to clinicians’ likelihood to rate a child's diagnosis as very important to clinical decision making, whereas continuing education related to early intervention was not related to the importance of child diagnosis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>Findings suggest that SLPs give importance to internal sources within an evidence-based practice framework as they make clinical decisions. These findings support the need for professional development programs that emphasize client-centered care and equip clinicians to integrate family preferences into early intervention planning.</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>Clinical decision making when selecting therapies and supports for autistic children is complex and often guided by the evidence-based practice (EBP) model, which includes research evidence, clinical expertise, and client values. However, research has disproportionately emphasized research evidence, while the use of client-specific sources - such as family preferences and contextual information - has been under-examined. Spe","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148609691","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 Experiences of Transgender and Gender Diverse Individuals after Intonation Training for a More Feminine-Sounding Voice: A Qualitative Study","authors":"Tine Papeleu, Manon Maene, Justien Smets, Imke Kissel, Mauro Kerckhof, Evelien D'haeseleer","doi":"10.1111/1460-6984.70298","DOIUrl":"10.1111/1460-6984.70298","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Transgender and gender diverse (TGD) individuals presumed male at birth often pursue voice and communication training (VCT) to develop a more feminine-sounding voice, as hormone therapy does not affect the voice. Previous research supports the integration of intonation training into gender-affirming VCT for TGD individuals seeking a more feminine-sounding voice. However, TGD individuals’ experiences with intonation training for a more feminine-sounding voice remain unexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>The aim of the present study was to explore the experiences of TGD individuals who underwent intonation training for a more feminine-sounding voice before, during and after the training period, with participants reflecting on these experiences more than 1 year after completing the intonation training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>TGD individuals presumed male at birth, who participated in 4 weeks of intonation training focused on a more feminine-sounding voice and communication, were included. Semi-structured interviews were conducted and transcribed. Data were coded using NVivo 11 and data were analyzed using Reflexive Thematic Analysis. Trustworthiness was supported through investigator triangulation, member checking, and audit trail.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Ten TGD individuals, all identifying as (trans)feminine, were interviewed. The findings show that TGD individuals generally experienced gender-affirming intonation training positively, noting improvements in voice, communication, and well-being. Key factors included a client-centred approach, a strong therapeutic relationship and a supportive environment. Ongoing challenges with technique internalization and dissatisfaction with vocal outcomes of the training were also experienced.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>This study shows that intonation training can improve vocal control, reduce misgendering and enhance well-being for TGD individuals, but lasting success depends on individualized support, therapeutic alliance and social feedback. The results highlight the need for specialized voice care, including counselling, in gender-affirming VCT. Future research should explore experiences across diverse socio-cultural backgrounds.</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 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148609668","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":"Dysphagia Care Processes on Acute Stroke Wards: An Ethnographic Study of Barriers and Facilitators Relevant to Stroke-Associated Pneumonia","authors":"Sabrina A. Eltringham, Craig J. Smith, Ben Bray, Emma Richards, Jo Burke, Sue Pownall","doi":"10.1111/1460-6984.70295","DOIUrl":"10.1111/1460-6984.70295","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Dysphagia is associated with increased risk of stroke-associated pneumonia (SAP). The multifactorial pathophysiology of SAP and the interplay of care processes make it challenging to unpack which components are associated with risk of SAP. The aim of the research was to capture contextual aspects of dysphagia management to build knowledge of care processes relevant to SAP.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The methodology was an ethnographic approach. The method was participant observation. Implementation of specialist swallow recommendations, positioning, and oral care processes of 10 stroke patients was observed around mealtimes during the first 72-h of hospital admission. Data was analysed thematically. People affected by stroke were involved in the data analysis process and in the co-generation of themes and implications for clinical practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four themes were generated from the data: 1. Patient preparation for mealtimes and medications; 2. Variability in resources, knowledge and implementation of dysphagia care; 3. Swallowing and oral care are everyone's business; and 4. Communication about the person's dysphagia management plan and staff attitudes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This research enhances understanding of environmental barriers and facilitators that shape how dysphagia care is enacted in acute stroke settings, and how variability in everyday practice may influence circumstances relevant to SAP risk. The findings highlight the role of communication processes, patient and carer information needs, staff awareness of dysphagia diets, mealtime preparation, oral care practices, and access to resources in supporting the implementation of swallowing management plans within routine care.</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>The pathophysiology of stroke-associated pneumonia (SAP) is multifactorial.</li>\u0000 \u0000 <li>Patients are most susceptible to SAP during their first 72 h post-stroke.</li>\u0000 \u0000 <li>Preventative measures to identify dysphagia as early as possible, such as early dysphagia screening and a specialist swallowing assessment, are associated with reduced risk of SAP.</li>\u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13401222/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148585851","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":"Combining Nonword and Sentence Repetition to Identify Developmental Language Disorder","authors":"Giang T. Pham, Ngoc Do, Michelle N. Ramos, Kerry Danahy Ebert","doi":"10.1111/1460-6984.70301","DOIUrl":"10.1111/1460-6984.70301","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Nonword repetition and sentence repetition have been useful in identification of developmental language disorder (DLD). Each task has demonstrated good sensitivity and specificity, though their diagnostic accuracy has varied across children's ages, specific measures, and languages. These tasks tap into different underlying weaknesses associated with DLD, but few studies have examined the diagnostic utility of combining them.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The present study compares the diagnostic accuracy of each task—nonword repetition and sentence repetition—to that of combining the two tasks in order to evaluate their utility in DLD identification.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method and Procedures</h3>\u0000 \u0000 <p>Participants were 196 monolingual Vietnamese speakers, ages 4–6, living in the northern region of Vietnam. As part of a larger study, participants were divided into typical development (TD: <i>n</i> = 168) and DLD (<i>n</i> = 28). We used logistic regression with ROC curves to empirically derive cutpoints and calculate diagnostic accuracy measures for each task separately and in combination.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Nonword repetition and sentence repetition each showed adequate sensitivity (NWR: 89.3%; SR: 82.1%) but unacceptable specificity (NWR: 41.1%; SR: 76.2%). The combination of tasks showed adequate sensitivity (85.7%) and specificity (81.6%) as well as informative positive (4.65) and negative (0.18) likelihood ratios.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>Nonword and sentence repetition may tap different underlying weaknesses and together provide useful diagnostic information to accurately identify DLD in Vietnamese monolingual children, ages 4 to 6. The next step is to translate research findings to practice by further validating the combined model and automate procedures for ease of scoring and interpretation.</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 and sentence repetition have contributed to the accurate identification of Developmental Language Disorder (DLD). However, the diagnostic accuracy of each task varies across ages and languages, and thei","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70301","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148585921","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’ Views and Experiences of Working With People With Wernicke's Aphasia: A Qualitative Interview Study","authors":"Susanna Williams, Freyja Bell, Sarah Northcott, Suzanne Beeke","doi":"10.1111/1460-6984.70299","DOIUrl":"10.1111/1460-6984.70299","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Wernicke's aphasia is a challenging communication disability to live with, characterised by fluent speech, impaired auditory comprehension and reduced self-monitoring. There is little literature addressing functional therapy approaches. For example, there is limited evidence for communication partner training (CPT) for this client group, despite research on its effectiveness more generally. It is not known how speech and language therapists (SLTs) understand and apply this limited and disparate evidence to their practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To explore how SLTs assess and treat people with Wernicke's aphasia (PwWA), specifically how SLTs engage with PwWA; work with the multi-disciplinary team to support PwWA; support significant others of PwWA, including through the provision of CPT.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this qualitative interview study, SLTs were recruited through social media and professional newsletters. Interviews via videoconferencing followed a topic guide and were transcribed and analysed using Framework Analysis. Fifteen SLTs participated, with 1.5–34 years of experience, working in England and Wales across a range of inpatient and community settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>SLTs described a range of issues when working with PwWA. Building a therapeutic alliance was considered important, but could take longer than in other types of aphasia. Informal assessment was required for many PwWA, with published language assessments deemed unsuitable by many. It was perceived that available outcome measures did not capture change. SLTs took differing views on which theoretical models they should use to guide impairment-based therapy. Treatment choices were sometimes driven by trial and error. SLTs offered CPT throughout the stroke pathway, reporting it to be clinically useful; however, there was uncertainty around which communication strategies to recommend. Many SLTs viewed working with PwWA negatively. They wanted to help but felt unsure about how to do so, and commented that the evidence base for treatment was limited. SLTs worked most closely with occupational therapists to manage Wernicke's aphasia. SLTs expressed concerns around the quality of decision-making capacity assessments completed by other members of the multidisciplinary team and access to psychological support for PwWA.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>SLTs","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13401223/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148585934","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":"Evaluating Clinical Supervision in Speech-Language Pathology Undergraduate Programs: Development and Validation of a Graduate Survey","authors":"Ana Pellicer-Magraner, Miriam Zarzo-Benlloch, Alejandra Ester Jiménez-García, José F. Cervera-Mérida","doi":"10.1111/1460-6984.70286","DOIUrl":"10.1111/1460-6984.70286","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinical supervision is a key component in the professional development of speech-language pathology students. However, little is known about the quality of supervision in Spanish undergraduate programs, the pedagogical strategies employed, and the extent to which clinical placements meet students’ expectations for competency development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To evaluate clinical supervision during pre-professional internships in Speech-Language Pathology degrees in Spain from the perspective of graduates, analyzing the most valued aspects, areas for improvement, and the gap between lived experience and perceived importance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A total of 503 graduates completed a 20-item questionnaire assessing experience and perceived importance across five dimensions: supervisory strategies, supervisory style, autonomy, feedback, and therapeutic context. The instrument underwent content validation, internal consistency analysis, test–retest reliability, exploratory factor analysis, and comparisons between experience and importance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>All importance ratings were significantly higher than experience ratings (p < 0.001). The largest discrepancies were observed in feedback and therapeutic context, followed by supervisory style and strategies; autonomy showed a smaller but still significant gap. Only 32% of participants felt professional at the end of their internships. Healthcare and social-healthcare settings were rated higher than educational settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>Results highlight a systematic mismatch between what graduates experienced and what they consider essential for high-quality training. Improving clinical placements requires strengthening structured and reflective feedback, promoting rich and interprofessional learning environments, and adjusting supervisory style and strategies to levels of student autonomy. Findings support the implementation of evidence-based supervision models to enhance clinical training in speech-language pathology.</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>Clinical supervision is a critical component of speech-language pathology training, and high-quality supervision supports the","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148377708","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":"‘What Do You Mean by That? What Should I Do? What Should We Practice at Home?’ Parental Perspectives on Multilingual Communication and Collaboration in Speech and Language Therapy","authors":"Sione Twilt, Karin Neijenhuis, Rick de Graaff, Jan ten Thije","doi":"10.1111/1460-6984.70285","DOIUrl":"10.1111/1460-6984.70285","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Collaboration with parents is essential in speech and language therapy to achieve therapeutic goals for children. However, linguistic and cultural differences can complicate communication and collaboration with multilingual parents. This study offers insight into the perspectives, experiences, and needs of multilingual parents who share little or no common language with the Speech and Language Therapist (SLT) supporting their child.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aims to provide an in-depth understanding of the perspectives of multilingual parents on the perceived communication and collaboration with SLTs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Individual in-depth interviews were conducted with 12 multilingual parents whose children were involved in SLT. The oral interviews were supported by a visual and tactile method, the Yucel method, which had not previously been applied in this context. The data were analysed using reflexive thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Reflexive thematic analysis revealed six key themes: 1) Language barriers affect the equity within parent-SLT partnerships, 2) Inclusive communication in speech and language therapy is not self-evident, 3) Child-centred communication simplifies the complexity of the message, 4) There is a discrepancy between the desire and the possibilities for collaboration in therapy, 5) Contextual factors influence the interaction between parents and SLTs and 6) Empowerment of multilingual children and their parents enhances through speech and language therapy</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study provides a unique view into the perspectives of multilingual parents regarding communication and collaboration with SLTs. The identified themes underscore the importance of increasing awareness of the complex multilingual interactions between SLTs, parents, and children. The findings highlight the vulnerable position of parents and advocate for the conscious and appropriate use of inclusive communication strategies in SLT practice. Furthermore, the study emphasizes that the impact of SLT extends beyond child empowerment, contributing to the broader support and inclusion of multilingual families.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on this s","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70285","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148377697","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":"Food Service Professionals' Experiences of Accommodating Dietary Requests and Texture Modification.","authors":"Charlotte Hutchinson, Simone Howells, Alana Hutchison, Anna Rumbach, Laurelie Wishart, Bena Brown, Rebecca L Packer","doi":"10.1111/1460-6984.70288","DOIUrl":"10.1111/1460-6984.70288","url":null,"abstract":"<p><strong>Background: </strong>Previous research highlights that people with specific dietary needs, such as texture-modified diets for dysphagia, often struggle to find suitable food in the community. However, few studies have investigated food service professionals' role in remedying this barrier.</p><p><strong>Aim: </strong>The current study aimed to understand food service professionals' perspectives and experiences accommodating dietary requests, with a specific focus on texture modification for dysphagia.</p><p><strong>Methods: </strong>Using a qualitative descriptive approach, food service professionals from a range of contexts (n = 13) engaged in semi-structured interviews about their personal experiences and perspectives on accommodating dietary requirements.</p><p><strong>Results: </strong>Through reflexive thematic analysis, four themes were identified: (1) consumer demand for dietary modifications drives change in the food service industry; (2) factors that facilitate accommodating dietary modification requests; (3) a lack of knowledge and training about dysphagia exists in the food service industry; and (4) accommodating dietary needs requires a collaborative approach.</p><p><strong>Conclusion: </strong>Modification requests are becoming increasingly common in the food service industry and are resulting in menu and service changes. The lack of awareness and knowledge about dysphagia among staff highlights the need for speech-language pathologists to collaborate with both the food service industry and people with dysphagia, to improve accessibility of suitable food.</p><p><strong>What this paper adds: </strong>What is already known on this subject Previous literature has identified the challenges faced by individuals with dysphagia in accessing appropriate food in the community. However, there is a distinct lack of research exploring the perspectives of the food service industry in accommodating this population. What this study adds to existing knowledge With an aim to address this gap in knowledge, the current study investigated the perspectives and experiences of food service professionals in providing texture modified foods for this consumer group. The results indicated that the overall lack of education and training for food service professionals about dysphagia is contributing to reduced knowledge and awareness about how to make appropriate dietary accommodations. What are the clinical implications of this study? As such, there is a strong need for speech-language pathologists to collaborate with the food service industry to improve accessibility of suitable foods, and work with clients with dysphagia to educate and assist them in accessing suitable foods within commercial settings. It is hoped that the findings from this study will support the development of appropriate and relevant education and training initiatives about texture modification for the food service industry.</p>","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 4","pages":"e70288"},"PeriodicalIF":2.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13378707/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148474012","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":"Training for the Delivery of a Comprehensive High-Dose Aphasia Therapy Program via Telerehabilitation: Effectiveness and Satisfaction With the TeleCHAT Training Package.","authors":"Shu En Lee, Genevieve Vuong, Jade Dignam, Annie Hill","doi":"10.1111/1460-6984.70292","DOIUrl":"10.1111/1460-6984.70292","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;TeleCHAT is the Comprehensive High-dose Aphasia Treatment program delivered via telerehabilitation. TeleCHAT is a complex intervention, with delivery challenges arising from its comprehensive scope and individualised therapeutic and technological requirements. Thus, training for speech-language pathologists (SLPs) in the delivery of TeleCHAT is necessary.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Aims: &lt;/strong&gt;This study aimed to evaluate the acceptability and effectiveness of a training package in equipping SLPs with the knowledge, skills and confidence to deliver TeleCHAT via telerehabilitation.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods and procedures: &lt;/strong&gt;Three cohorts of SLPs (n = 14) completed the TeleCHAT training package, which consisted of theoretical content and practical training. Participants completed a 13-item satisfaction survey using a 5-point Likert scale and an observation of technological skills checklist (OTSC) post-training. Video recordings of four SLPs' delivery of their first TeleCHAT session was observed by researchers. The SLPs' independence delivering therapy was rated using the OTSC. Quantitative and qualitative data were analysed using descriptive statistics (mean, standard deviation and range) and content analysis, respectively. Data from each cohort informed improvements to the training package for the next cohort.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Outcomes and results: &lt;/strong&gt;Participants self-rated as moderately to totally independent in the use of telerehabilitation technology post-training, with high levels of understanding, confidence and preparedness of delivering TeleCHAT. Observations of SLPs' first TeleCHAT sessions demonstrated total independence with delivering TeleCHAT and troubleshooting technological issues. Content analysis revealed suggestions to improve (a) the content and (b) the structure and delivery of training. The theoretical components transitioned to self-paced online modules to address the time constraints in SLPs' workload for Cohorts 2 and 3.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion and implications: &lt;/strong&gt;The training package was well received by participants. Multimodal learning approaches, practical training and specificity of the components of the intensive, comprehensive aphasia program were essential in building confidence in SLPs.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;What this study adds: &lt;/strong&gt;What is already known on the subject There is evidence to suggest that formal training equips clinicians with the necessary knowledge and skills for delivering services via telerehabilitation. Existing studies primarily provided content-based learning but promoted the inclusion of practical and observational training components to build clinician confidence in telerehabilitation. What this paper adds to existing knowledge This study highlights the importance of multimodal and specific training, emphasising practical training to build clinician confidence in delivering complex and specialist interventions, such as ICAPs, via telerehabilitation. It also ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 4","pages":"e70292"},"PeriodicalIF":2.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13366443/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148438616","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}