American Journal of Speech-Language Pathology最新文献

{"title":"\"I Just Want Him to Be Understood\": Parent Perspectives of the Long-Term Desired Outcomes and Experiences of Early Intervention for Children With Childhood Apraxia of Speech.","authors":"Chantelle Highman, Karen Wylie, Megan Overby, Suze Leitão, Ramishka Thilakaratne, Patricia McCabe","doi":"10.1044/2025_AJSLP-25-00211","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-25-00211","url":null,"abstract":"<p><strong>Purpose: </strong>This qualitative study explored the perspectives of parents of young children with childhood apraxia of speech (CAS) in terms of (a) long-term desired outcomes for their child and (b) experiences of early intervention (EI). Although parent and client perspectives are recognized as a key component of evidence-based practice (EBP), there is currently sparse information about parent experiences to direct speech-language pathologists' clinical practice.</p><p><strong>Method: </strong>The parents of 14 children with a confirmed CAS diagnosis participated in this study. Participants were from Australia and the United States. Online semistructured interviews were used to explore parents' desired long-term aspirations for their child as well as their experience of EI. Reflexive thematic analysis was used to analyze the data.</p><p><strong>Results: </strong>Three themes described the long-term desired outcomes, with participants aspiring for their child to communicate effectively, participate in everyday life, and experience feelings of well-being. There were four main themes related to parents' experiences of EI with their child with CAS: (1) finding and maintaining access to EI services is time consuming and complex; (2) quality CAS services are about therapist skills, frequency, and do-ability; (3) the wider context: EI is not just about what is happening for the child and family in speech-language pathology; and (4) children improve, but at what cost?</p><p><strong>Conclusions: </strong>Parents have clear long-term aspirations for their child to be able to communicate effectively and to participate in and have a good quality of life, despite acknowledging the long-term nature of CAS. Experiences of EI indicate complexities in receiving appropriate intervention and the impact on the child and family as a whole. Clinicians are encouraged to consider these findings in implementing EBP.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.30179068.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-16"},"PeriodicalIF":2.5,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253421","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 Underlying Ideologies, Theories, and Designs of Culturally Responsive Speech-Language-Hearing Sciences Education Programs: A Systematic Review.","authors":"Reem Khamis, Jason Rosas, Lori Caniano","doi":"10.1044/2025_AJSLP-25-00072","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-25-00072","url":null,"abstract":"<p><strong>Purpose: </strong>This systematic review aims to identify and synthesize foundational conceptual frameworks that shape the design of higher education programs for developing culturally and linguistically responsive care providers in the Speech-Language-Hearing Sciences (SLHS).</p><p><strong>Method: </strong>The review protocol was registered with the International Database of Education Systematic Reviews and followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses checklist to ensure confidence in cumulative evidence.</p><p><strong>Results: </strong>A total of 28 articles were selected for extraction and reviewed in this review article. The studies included a total of 1,027 participants that ranged in age, gender, and racial composition. Analysis indicates that cultural education programs in SLHS are primarily supported by cultural competence frameworks.</p><p><strong>Conclusions: </strong>To achieve genuinely culturally responsive practices, educational frameworks must align with the principles of cultural humility and responsiveness. Our findings show that many cultural education programs for SLHS students and practitioners still rely on cultural competence ideology, highlighting a disconnect between current practices and the field's evolving standards. These standards emphasize ongoing self-reflection, critical analysis of power dynamics, and institutional accountability-elements often missing from existing program designs. We also recommend placing greater emphasis on rigorous empirical studies that evaluate the effectiveness of these trainings.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.30182440.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-24"},"PeriodicalIF":2.5,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253482","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":"Stuttering and Neurodiversity Across the Lifespan: A Moveable Feast.","authors":"Mark Onslow","doi":"10.1044/2025_AJSLP-25-00089","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-25-00089","url":null,"abstract":"<p><strong>Purpose: </strong>This viewpoint explores the idea that a neurodiversity-affirming social model and a medical model of stuttering health care are not mutually exclusive. In all cases, they should be used in combination. For any client, the only way to attain an optimal clinical outcome is to apply a combined medical and social health care perspective. The two models have a changing contribution across the lifespan, according to the client's requirements, age, and presenting complaints and the viability of neuroplastic change of the speech mechanism.</p><p><strong>Conclusions: </strong>The benefits of neurodiversity applied to stuttering are a \"feast\" that is \"moveable\" according to the developmental stage of stuttering and the personal needs of clients. A less flexible view of the matter may prevent the best treatment outcome for clients. In the case of early stuttering, an inflexible approach may cause serious, long-term harm to children.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-6"},"PeriodicalIF":2.5,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145240262","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 Accuracy of Smartphone Recordings for Clinical Voice Diagnostics in Acoustic Voice Quality Assessments: A Systematic Review and Meta-Analysis.","authors":"Ben Barsties V Latoszek, Clara Z Lammertz, Shaheen N Awan, Ferdinand Binkofski, Svetlana Hetjens","doi":"10.1044/2025_AJSLP-25-00140","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-25-00140","url":null,"abstract":"<p><strong>Objective: </strong>Clinical voice quality assessments typically use external microphones meeting technical standards for instrumental assessment of voice. As smartphones advance, this study aimed to determine their suitability for voice recordings through a systematic review with meta-analysis.</p><p><strong>Method: </strong>Three database searches were conducted, ranging from their inception to December 2024, as well as a manual search. Cross-sectional studies were included on widely used clinical acoustic voice quality measures of the software Praat (i.e., jitter, shimmer, harmonics-to-noise ratio [HNR], smoothed cepstral peak prominence [CPPS], and acoustic voice quality index [AVQI]).</p><p><strong>Results: </strong>We found 10 eligible research studies with a total of 379 participants who were simultaneously compared between a clinical recording system (CRS) and different smartphones by Apple and Samsung products. All included studies focused on individuals with vocally healthy voices, while four of the studies also included those with voice disorders. In comparison with CRS, iPhones revealed significant differences and large effect sizes in HNR (mean difference of 2.20, 95% CI [0.59, 3.82], <i>p</i> = .008, Cohen's <i>d</i> = 2.54) and in AVQI (mean difference of -0.53, 95% CI [-1.00, -0.06], <i>p</i> = .027, Cohen's <i>d</i> = -1.99), but in the direct comparison between Apple and Samsung mobile device recordings, significant differences and large effect sizes were found in jitter (mean difference of -0.17, 95% CI -0.27, -0.08, <i>p</i> < .001, Cohen's <i>d</i> = -1.18) and CPPS (mean difference of 0.87, 95% CI [0.20, 1.53], <i>p</i> = .011, Cohen's <i>d</i> = 1.26). Recordings with Samsung products showed only significant differences and a large effect size with CRS in jitter (mean difference of -0.16, 95% CI [-0.29, -0.03], <i>p</i> = .019, Cohen's <i>d</i> = -0.84).</p><p><strong>Conclusions: </strong>The present meta-analysis indicated some inconsistency in the outcomes of acoustic voice quality parameters between smartphone recordings and CRS. While acoustic measurements are frequently used in clinical voice assessments and smartphones are widely available, it is important to note that for certain parameters, current smartphone recordings may not yet match the precision of CRSs for voice quality analyses.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.30200029.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-18"},"PeriodicalIF":2.5,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214219","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":"Cantonese Oral and Speech Motor Assessment for Preschool Children With and Without Speech Sound Disorders.","authors":"Eddy C H Wong, Min Ney Wong, Shelley L Velleman, Edwin M C Lai","doi":"10.1044/2025_AJSLP-24-00358","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00358","url":null,"abstract":"<p><strong>Purpose: </strong>Oral and speech motor abilities are key components of assessments of Cantonese speakers with speech sound disorder (SSD), especially childhood apraxia of speech (CAS). This study aims to investigate the oral and speech motor abilities of Cantonese preschool children with and without SSD using an adapted version of a popular English assessment protocol.</p><p><strong>Method: </strong>A total of 104 Cantonese-speaking children, aged between 3 and 5 years, were assigned to three main groups: typical development (TD), non-CAS SSD, and CAS. They were tested using the Cantonese Oral and Speech Motor Assessment (COSMA), an adapted version of the Robbins and Klee protocol. Sixteen perceptual and acoustic measures were employed to evaluate oral and speech motor abilities in the children, and binary logistic regression models were constructed to assess the predictive values of these measures for broad SSD diagnosis, combining the CAS and non-CAS SSD groups.</p><p><strong>Results: </strong>Statistically significant differences were observed among the TD, non-CAS SSD, and CAS groups on seven COSMA measures, including measures of oral structures, speech and nonspeech oral functions, and speech motor abilities. Age progression was found on five measures. Total structural score and multisyllabic word accuracy emerged as significant predictors of broad SSD diagnosis.</p><p><strong>Conclusions: </strong>This study supports the preliminary success of the COSMA in differentiating Cantonese preschool children with and without broad SSD. The TD group's performance offers a reference for local clinical use. Future research should include diverse groups of children with various SSD types to enhance understanding of oral and speech motor skills among Cantonese speakers and related clinical issues.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.30162007.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-22"},"PeriodicalIF":2.5,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145201925","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":"Co-Creation of a Multi-Tiered Narrative Intervention Program for Speech-Language Pathology and Educational Settings.","authors":"Júlia Florit-Pons, Pilar Prieto, Alfonso Igualada","doi":"10.1044/2025_AJSLP-25-00099","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-25-00099","url":null,"abstract":"<p><strong>Purpose: </strong>This study aims to describe how a multi-tiered multimodal narrative intervention program was developed by integrating research and real-life professional practice through a participatory co-creation process using multiple methods.</p><p><strong>Method: </strong>A total of 24 preschool teachers, 69 therapists, and three researchers working in Catalonia participated in a five-session iterative co-creation process. First, the initial narrative intervention prototype was presented. Then, using the nominal group technique, practitioners generated ideas associated with narrative-based training. These ideas underwent qualitative and quantitative analyses to ensure that practitioners' needs were reflected in the prototype's design, with corrections made when necessary. Participants then piloted the intervention in their professional contexts and provided feedback. This led to the final revision of the narrative intervention program, approved by all participants.</p><p><strong>Results: </strong>Qualitative and quantitative analyses led to a few changes in the intervention protocols but essentially confirmed the practicability of the multi-tiered intervention prototype, which might therefore ensure the intervention's feasibility and effectiveness.</p><p><strong>Conclusions: </strong>This study aligns with the implementation science approach where educational interventions must be based on science and informed by contextual factors affecting their implementation in real life. Our results underline the importance of following co-creation processes that systematically accommodate practitioners' perspectives to improve educational and clinical outcomes.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-21"},"PeriodicalIF":2.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145151675","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":"Leveraging Thematic Relationships Between Verbs and Nouns for Noun Retrieval Treatment in Logopenic Primary Progressive Aphasia: A Case Series.","authors":"Fatima Jebahi, Aneta Kielar","doi":"10.1044/2025_AJSLP-25-00107","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-25-00107","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined the effects of a multimodal verb-centered noun retrieval treatment in three individuals with logopenic variant primary progressive aphasia (lvPPA). The intervention aimed to improve naming accuracy for trained nouns and promote generalization to untrained nouns.</p><p><strong>Method: </strong>Three individuals with lvPPA participated in a multiple-baseline design study. Treatment was based on thematic relationships between verbs and nouns, incorporated self-cueing strategies, and orthographic homework practice, adapted from the Copy and Recall Treatment. Naming accuracy for treated and untreated nouns was assessed pretreatment and posttreatment to evaluate gains on the treated items and generalization effects.</p><p><strong>Results: </strong>All participants demonstrated statistically significant improvements in naming accuracy for treated nouns, with large effect sizes. Generalization to untrained nouns was also observed in all participants but varied across participants, with the greatest gains observed in the individual with milder baseline impairments. The intervention, centered on verbs and their thematic roles, appeared to support lexical access of nouns and homework practice reinforced retrieval. The treatment effects and generalization were most robust for the individual with less-affected phonological manipulation and semantic processing abilities of nouns and verbs.</p><p><strong>Conclusions: </strong>Findings support the efficacy of a structured lexical retrieval intervention in lvPPA that leverages verb-noun thematic relationships and self-cueing strategies. Individual differences in baseline cognitive-linguistic skills and performance on sematic association tasks may influence treatment responsiveness. Future research should explore predictors of treatment response and assess long-term maintenance of gains to refine intervention approaches for lvPPA.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.30082309.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-18"},"PeriodicalIF":2.5,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145132363","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":"Where Do Clinicians Look When Viewing Videofluoroscopic Swallow Studies? A Pilot Eye-Tracking Study.","authors":"Busra Ensar, Jeff Searl","doi":"10.1044/2025_AJSLP-25-00092","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-25-00092","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to explore how speech-language pathologists (SLPs) visually assess videofluoroscopic swallow studies (VFSS) as reflected in eye-tracking data and to discuss challenges and barriers when using eye-tracking methodology to better understand VFSS review.</p><p><strong>Method: </strong>Thirteen SLPs reviewed two swallows of a 5-ml thin liquid swallow while their eye movements were recorded. Fixation counts were analyzed across anatomically relevant areas of interest (AOIs). Data were analyzed descriptively, and statistical comparisons were made between the two swallows using the Wilcoxon signed-ranks test.</p><p><strong>Results: </strong>Key findings included an overall decline in fixation count rate in the second swallow, significant variability in eye-gaze behavior across participants, and AOI-specific changes. The bolus received the highest fixation count rate in both swallows, and visual attention shifted from anterior-superior structures in the first swallow to more posterior-inferior structures in the second swallow. Methodological challenges included but were not limited to drawing the constantly changing AOI boundary and the lack of guidelines for missing gaze data.</p><p><strong>Conclusions: </strong>Eye tracking offers exploratory insights into SLPs' visual attention during VFSS review, revealing variable gaze patterns and methodological challenges. Future research should further explore the link between gaze behavior and VFSS interpretation, possibly revealing patterns that may influence clinical decision making about a patient's swallowing physiology and shape clinical training accordingly.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.30104632.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-13"},"PeriodicalIF":2.5,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145132349","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":"Print Referencing Virtual Coaching for Paraeducators: A Single-Case Experimental Design.","authors":"Kelly Farquharson, Lindsay R Dennis, Mary Allison Moody, Christy Timm-Fulkerson, Jennifer Westmoreland","doi":"10.1044/2025_AJSLP-25-00071","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-25-00071","url":null,"abstract":"<p><strong>Purpose: </strong>Paraeducators (i.e., speech-language pathology assistants and paraprofessionals) are often primary service providers who can engage in shared book reading (SBR) activities with young children. However, paraeducators do not typically have extensive training in supporting early language and literacy skills. We examined the effect of virtual practice-based coaching (PBC) on paraeducators' ability to implement print referencing strategies during SBR.</p><p><strong>Method: </strong>A multiple-baseline-across-behaviors design was used to evaluate the effects of virtual PBC on paraeducators' implementation of three specific print referencing strategies: <i>print concepts</i> (e.g., title, author, print direction), <i>print meaning</i> (e.g., speech bubbles, changes in font size, color, or shape), and <i>letter and word knowledge</i> (e.g., features of letters, letters make up words). Three paraeducator/child dyads participated (one speech-language pathology assistant and two paraprofessionals).</p><p><strong>Results: </strong>All three paraeducators increased their use of the three targeted print referencing strategies, after PBC was implemented. For all three, these strategies continued to be employed during the maintenance phase, once coaching support was faded.</p><p><strong>Conclusions: </strong>Our results indicate that, preliminarily, virtual PBC may be an effective method for training paraeducators on the implementation of print referencing strategies. Future work can consider various SBR strategies, such as expanding vocabulary or phonological awareness, with larger samples.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.30067345.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-15"},"PeriodicalIF":2.5,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145087689","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":"Reading and Writing Rehabilitation With Individuals With Aphasia: A Survey of Speech-Language Pathologists' Clinical Practice and Perspectives.","authors":"Elizabeth B Madden, Erin J Bush, Jessica Obermeyer, Jessica Willette","doi":"10.1044/2025_AJSLP-24-00418","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00418","url":null,"abstract":"<p><strong>Purpose: </strong>Most individuals with aphasia want to improve their reading and writing, yet these language skills are not typically prioritized in aphasia therapy. This study aimed to better understand speech-language pathologists' clinical practice regarding rehabilitation of reading and writing with clients with aphasia.</p><p><strong>Method: </strong>Twenty-one speech-language pathologists completed an online survey with questions addressing clinical experience, feelings, and therapy approaches surrounding literacy and aphasia. Descriptive statistics were used to analyze closed-ended responses, and content analysis was performed on open-ended responses. Associations between participant demographics and survey self-ratings were explored.</p><p><strong>Results: </strong>Speech-language pathologists indicated that reading and writing are important to address in aphasia therapy, yet many indicated low satisfaction with available assessments and treatments and low confidence in their abilities to address literacy challenges. Most reported observing reading and writing to be problematic for clients with aphasia; however, there was variability in frequency and type of assessments and treatments used to address these concerns. The number of reported clients with aphasia on caseload was significantly correlated with higher confidence and more frequent treatment for reading and writing.</p><p><strong>Conclusions: </strong>Participants agreed it is important to address literacy skills with clients with aphasia; however, many reported low confidence, time constraints, and other barriers interfering with their ability to do so. Research focused on improving educational training opportunities and access to literacy resources for speech-language pathologists is needed to support their clinical care and meet the literacy needs of individuals with aphasia.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.30080956.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-14"},"PeriodicalIF":2.5,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145087730","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}