American Journal of Speech-Language Pathology最新文献

{"title":"What Matters When Providing Conversational Recast Treatment? A Multilevel Modeling Analysis.","authors":"Alexander Choi-Tucci, Alyssa Sachs, Rebecca Burton, Rebecca Vance, Elena Plante","doi":"10.1044/2024_AJSLP-24-00138","DOIUrl":"10.1044/2024_AJSLP-24-00138","url":null,"abstract":"<p><strong>Purpose: </strong>Conversational recasting treatment is generally effective. However, different versions of this treatment and different targets may yield different outcomes for children. Here, we directly compare multiple variations of conversational recasting to determine how modifications to delivery and target impact treatment outcomes.</p><p><strong>Method: </strong>Using Bayesian hierarchical linear mixed modeling, we compared outcome data from 141 children with developmental language disorder (DLD) across 10 versions of recast treatment compared with enhanced conversational recast treatment (a version that incorporates linguistic variability and attentional cues). We also compared data from a subset of 132 children treated for one of five morphological targets to determine the relative difficulty of learning each target.</p><p><strong>Results: </strong>Results suggest that seven of the 10 treatment conditions resulted in an average decrease in generalization probe performance relative to enhanced conversational recasting alone. These conditions resulted in probe performance that was between 47% and 84% worse than performance of children who received enhanced conversational recasting with no variations. The remaining three conditions were no better or worse than enhanced conversational recasting. One treatment target was easier to remediate, while the other four were no easier or harder to acquire through treatment.</p><p><strong>Conclusions: </strong>These results suggest that different variations of conversational recasting facilitate or diminish learning by children with DLD and that clinicians' attention to the form and structure of treatment delivery is necessary to implement best practice for this treatment method. In contrast, clinicians may have more flexibility when selecting targets.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28055207.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":"34 2","pages":"469-486"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11903015/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587698","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":"Computer-Delivered Morphology-Focused Vocabulary Instruction: A Pilot Study.","authors":"Carla Wood, Michelle Torres-Chavarro, Sana Tibi, Christopher Schatschneider, Fengfeng Ke","doi":"10.1044/2024_AJSLP-24-00319","DOIUrl":"10.1044/2024_AJSLP-24-00319","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to examine the effects of a computer-delivered morphology instruction on morphological knowledge (MK) of students in third grade and test whether the treatment had similar effects across students who differed in their initial MK performance.</p><p><strong>Method: </strong>We employed a randomized trial with randomization blocked within classrooms. Students (<i>N</i> = 263) in 14 third-grade classrooms in three schools were randomly assigned to a 6-week treatment or a wait-list comparison group that received business-as-usual instruction. The modules provided explicit instruction on derivational morphemes, roots and bases, and the meanings of derived words. Students assigned to treatment received individual log-ins to access the online program within their classrooms at least 3 times a week for 15-20 min per session. MK outcomes based on the Morphological Awareness Test for Reading and Spelling were assessed at the student level, using a gain score multilevel model approach to examine treatment effects.</p><p><strong>Results: </strong>The treatment had significant positive effects on MK skills for students in the treatment condition with an effect size of 0.33 for affix identification and 0.24 for suffix choice. Students with low MK performance at pretest demonstrated similar gains from the treatment as students who were high performing at the onset of the study.</p><p><strong>Conclusions: </strong>Computer-delivered supplemental instruction that includes explicit instruction on derivational morphology is associated with positive effects on students' MK. This finding has practical implications for minimizing the burden on teachers for implementation and enhancing language and literacy outcomes of students.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28439768.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"818-833"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143493750","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":"Incorrect Statements and Citing Errors Regarding the Effect of Ankyloglossia on Speech in Cordray et al., 2023.","authors":"Ann W Kummer","doi":"10.1044/2024_AJSLP-24-00231","DOIUrl":"10.1044/2024_AJSLP-24-00231","url":null,"abstract":"<p><strong>Purpose: </strong>There is a great deal of misinformation among professionals about the effect (or lack thereof) of ankyloglossia on speech. Consequently, many children undergo unnecessary frenotomy procedures that do not improve their speech and may cause unnecessary complications. This letter points out several erroneous statements in Cordray et al. (2023) about the effect of ankyloglossia on speech. In addition, it identifies articles that were incorrectly cited to support these statements. This letter also reveals significant errors of omission, including the results of the systematic review from the Agency for Healthcare Research and Quality, which found that there is insufficient evidence to conclude that ankyloglossia affects speech. Another omission was the consensus statement from the American Academy of Otolaryngology-Head and Neck Surgery Consensus Report, which states that ankyloglossia does not typically affect speech. Finally, this letter details the reasons why ankyloglossia is highly unlikely to affect speech.</p><p><strong>Conclusion: </strong>Contrary to statements made in Cordray et al. (2023), there is no evidence that ankyloglossia affects speech production, and therefore, it is highly unlikely to be the cause of a speech sound disorder. This is because even with severe restriction of tongue tip movement, a compensation (or alternative method of production) can be used to produce lingual phonemes with the same acoustic output.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"982-984"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366214","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":"Work-Related Physical Discomfort and Ergonomics Among Speech-Language Pathologists Performing Flexible Endoscopic Evaluations of Swallowing.","authors":"Andrew Keltz, Ciara Leydon, Jacqueline A Vernarelli, Danielle Livecchi, Michael Z Lerner","doi":"10.1044/2024_AJSLP-24-00258","DOIUrl":"10.1044/2024_AJSLP-24-00258","url":null,"abstract":"<p><strong>Purpose: </strong>Flexible endoscopic evaluation of swallowing (FEES) is a common component of a comprehensive dysphagia assessment. Endoscopy-related musculoskeletal symptoms resulting from clinician, environment, or equipment factors have been reported among health care professionals. The purpose of this work was to uncover the prevalence and nature of physical discomfort among speech-language pathologists (SLPs) who perform FEES. Investigators also explored SLPs' strategies to reduce endoscopy-related discomfort and their perceived benefit of ergonomics training.</p><p><strong>Method: </strong>A survey was distributed electronically to SLPs to gather information about demographics, work environment, FEES practice, ergonomics, and physical discomfort. Data were analyzed using logistic regression and Spearman rank correlations.</p><p><strong>Results: </strong>One hundred sixty SLPs who conduct FEES completed the survey. The majority of participants (73%) experienced physical discomfort, at least sometimes, when performing FEES, most notably in the shoulder, back, and neck. Participants who reported suboptimal ergonomics demonstrated fivefold increased odds of experiencing discomfort, indicating insight into physical challenges. Participants with fewer years of experience, less frequent ability to achieve optimal positioning, and increased frequency of physical discomfort were more likely to anticipate benefit from training.</p><p><strong>Conclusions: </strong>Physical discomfort was common and was not predicted by demographics, work environment, years of FEES practice, or dose. Further studies are needed to identify factors that predict discomfort and strategies to support comfort and well-being.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"559-570"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142866030","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":"Collaborative Referencing Intervention (CRI) in Aphasia: A Replication and Extension of the Phase II Efficacy Study.","authors":"Suma R Devanga","doi":"10.1044/2024_AJSLP-24-00226","DOIUrl":"10.1044/2024_AJSLP-24-00226","url":null,"abstract":"<p><strong>Purpose: </strong>A Phase II study on collaborative referencing intervention (CRI) documented significant positive treatment effects on a traditional confrontation naming measure in four participants with aphasia (PWAs). We replicated the 2021 study and extended it by studying the treatment effect on dyadic conversations and perceptions of communication confidence.</p><p><strong>Method: </strong>Three PWAs participated in this multiple-probe, single-case experimental study composed of (a) three preparatory sessions, (b) five baseline sessions, (c) 15 CRI sessions with five treatment probes, and (d) five maintenance sessions. The dependent variables included a collaborative confrontation naming (CCN) probe, the Communication Confidence Rating Scale for Aphasia (CCRSA; Babbitt et al., 2011), and 10-min conversations each with clinician and a communication partner. Each CRI session (i.e., independent variable) consisted of a photo-matching game with the participant and clinician taking alternative turns identifying and matching personally relevant treatment cards. CCN probes were scored using a multidimensional rating scale. Analyses of correct information units_conv (CIU_conv), trouble sources, and repairs were conducted on the conversations across the study. The CCRSA scores were also analyzed across the study.</p><p><strong>Results: </strong>Multiple-probe analysis revealed significant positive treatment effects on (a) confrontation naming (consistent with the previous study), (b) conversations (on trouble sources and repairs with clinician only, with no significant changes in CIU_conv across partners), and (c) perceived communication confidence across participants.</p><p><strong>Conclusions: </strong>CRI emerges as a promising intervention for individuals with aphasia with potential impacts on conversations and perceived communication confidence. Future research endeavors will further augment our understanding and evidence base regarding this treatment.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"739-765"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460329","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 Peer Effect Is \"Utterly Profound\": A Social-ABI-lity Pilot Study of a Multicomponent, Peer-Moderated Social Media Skills Intervention for People With Acquired Brain Injury.","authors":"Melissa Brunner, Rachael Rietdijk, Kylie Southwell, James Baker, Stephen Cooper, Petra Avramovic, Sophie Brassel, Emma Power, Nick Rushworth, Leanne Togher","doi":"10.1044/2024_AJSLP-24-00114","DOIUrl":"https://doi.org/10.1044/2024_AJSLP-24-00114","url":null,"abstract":"<p><strong>Purpose: </strong>People who have an acquired brain injury (ABI) experience challenges in using social media. However, rehabilitation clinicians report feeling inadequately prepared to support them in its use. We aimed to evaluate the outcomes of a multicomponent, peer-moderated social media skills intervention for people with ABI.</p><p><strong>Method: </strong>This study utilized a mixed-methods, pre-post intervention design. Two people with ABI were invited to be research co-investigators and participated as peer moderators. A total of seven adults with an ABI were recruited to participate in the intervention and completed a short self-guided course about social media skills (social-ABI-lity course) and then took part in a private, peer-moderated Facebook group over an 8-week period (social-ABI-lity Facebook group). Data were analyzed with mixed methods, collected via observation of group activity, weekly surveys, social media use and quality of life questionnaires (pre-intervention, postintervention, and after 3 months), and postintervention interview.</p><p><strong>Results: </strong>Small improvements in social media skills were observed, although no significant changes were noted on quantitative measures for quality of life or confidence and enjoyment of Facebook use. Following a thematic analysis of interview data and incorporating reflections from peer moderators, we generated eight themes: loss, isolation, return, confidence, choice, identity, connection to community, and the \"peer\" effect. The intervention was identified as being feasible, acceptable, and engaging for all, with the role of the peer moderators perceived as being highly relevant and relatable by the participants. The peer moderators reported a positive influence on their confidence and sense of self-identity following the intervention.</p><p><strong>Conclusions: </strong>The intervention was feasible and acceptable, with peer moderators also benefitting from their involvement. Future research is warranted to determine the fidelity and efficacy of this intervention on a larger scale and to develop clinical resources to support goal setting and individualized approaches to support people with ABI to use social media safely and meaningfully.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-16"},"PeriodicalIF":2.3,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460369","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":"Clinician and Caregiver Perspectives on a Community-Based Dynamic Temporal and Tactile Cueing Treatment Trial for Childhood Apraxia of Speech: Exploring Perceptions of Research and Routine Clinical Practice.","authors":"Donna C Thomas, Geraldine Bricker-Katz, Elizabeth Murray, Shelley L Velleman, Jenya Iuzzini-Seigel","doi":"10.1044/2024_AJSLP-24-00228","DOIUrl":"10.1044/2024_AJSLP-24-00228","url":null,"abstract":"<p><strong>Purpose: </strong>Dynamic Temporal and Tactile Cueing (DTTC) is an evidence-based treatment for children with childhood apraxia of speech. In clinical practice, speech-language pathologists (SLPs) frequently use an eclectic approach incorporating aspects of DTTC, for reasons that are not well understood. This research note describes a qualitative investigation of the experiences of SLPs and caregivers who participated in protocolized research DTTC for a 24-session treatment efficacy study. Specifically, we sought to understand the perspectives of these SLPs and caregivers regarding (a) DTTC treatment, as provided during the study, and (b) participating in a treatment research study.</p><p><strong>Method: </strong>Four SLPs and three caregivers participated in semistructured interviews, via Zoom, 4 weeks after the treatment study. Questions explored perceptions of research DTTC treatment and experiences of participating in a research study. Data were analyzed with inductive thematic analysis using an iterative and reflective process.</p><p><strong>Results: </strong>One overarching main theme was identified: \"Research and clinical practice: Different priorities and processes,\" with five subthemes. The subthemes were (a) research DTTC is more challenging, (b) research DTTC is surprisingly effective, (c) clinical practice is preferable to research, (d) research participation leads to new learning, and (e) power differential exists between researchers and clinicians.</p><p><strong>Conclusions: </strong>Aspects of the research DTTC were uncomfortable for SLPs and families, despite its efficacy and what they learned from participating. SLPs perceived a schism between researchers and clinicians. More needs to be done to decrease the perceived gap between researchers and clinicians to facilitate implementation of evidence-based practice in nonresearch contexts.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28299764.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-10"},"PeriodicalIF":2.3,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392332","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":"Feasibility and Reliability of the Adapted Kagan Scales for Rating Conversations for People With Acquired Brain Injury: A Multiphase Iterative Mixed-Methods Design.","authors":"Nicholas Behn, Emma Power, Penny Prodger, Leanne Togher, Madeline Cruice, Jane Marshall, Rachael Rietdijk","doi":"10.1044/2024_AJSLP-24-00144","DOIUrl":"10.1044/2024_AJSLP-24-00144","url":null,"abstract":"<p><strong>Purpose: </strong>Rating the quality of conversations can assess communication skills in both people with acquired brain injury and their communication partners. This study explored the clinical feasibility and reliability of two conversation rating scales: the Adapted Measure of Participation in Conversation (MPC) and the Adapted Measure of Support in Conversation (MSC).</p><p><strong>Method: </strong>Raters were final-year speech and language therapy students (<i>n</i> = 14) and qualified clinicians (<i>n</i> = 2). Raters attended training on the Adapted MPC and MSC, watched 5 or 10 min of videotaped conversations (<i>n</i> = 23), and then scored them on the MPC and MSC scales. Data were collected over four phases, which varied according to the length of the training, sample length, number of samples rated, and level of clinical expertise. Feasibility data (time taken to score conversations and ease of use) were collected. Interrater reliability was assessed using intraclass correlations (ICCs: absolute agreement, single measures).</p><p><strong>Results: </strong>Raters took 30-45 min to score a 10-min sample, and they took 20-30 min to score a 5-min sample. Ease of use was rated highly across all phases. Overall reliability for rating 5 min of conversation (ICC = .52-.73) was better than for 10 min of conversation (ICC = .33-.68). Reliability for the MPC was moderate for both students (ICC = .69) and clinicians (ICC = .55), and for the MSC, it was moderate for both students (ICC = .73) and clinicians (ICC = .58). Reliability was better for students compared with clinicians.</p><p><strong>Conclusions: </strong>Rating a 5-min conversation in under 30 min was feasible, with more reliable results for 5-min compared with 10-min conversations. Implications for assessing conversation in the future are discussed.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-16"},"PeriodicalIF":2.3,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081815","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":"Development and Pilot Implementation of a Theory-Based Cognitive Rehabilitation Protocol for Adults With Chronic Cognitive Complaints After Mild Traumatic Brain Injury.","authors":"Lyn S Turkstra, Melissa R Ray, M Marina LeBlanc, Lisa H Lu, Glenn Curtiss, Amy O Bowles, Blessen C Eapen, Douglas B Cooper","doi":"10.1044/2024_AJSLP-24-00306","DOIUrl":"https://doi.org/10.1044/2024_AJSLP-24-00306","url":null,"abstract":"<p><strong>Purpose: </strong>The aim of this study was to describe the development of and pilot feasibility outcomes for a strategy-based, brief, intensive cognitive rehabilitation intervention delivered to U.S. service members and veterans with mild traumatic brain injury in a recently completed 3-year pragmatic clinical trial: Symptom-Targeted Approach to Rehabilitation for Concussion (STAR-C).</p><p><strong>Method: </strong>To develop STAR-C, we used the Rehabilitation Treatment Specification System to identify core elements and principles from a previous randomized clinical trial of cognitive rehabilitation, and incorporated principles of neuroplasticity (e.g., high-dose spaced practice of personally meaningful tasks), best clinical practices (e.g., client-centered goal setting), health psychology (e.g., a focus on self-efficacy and motivation), and community-based participation research (e.g., the protocol was co-designed by clinicians and researchers). Treatment was based on a resource-allocation theory of everyday cognitive challenges, which predicted that automatic strategy use would reduce cognitive demands of everyday activities and therefore reduce cognitive symptoms. Treatment was delivered by speech-language pathologists (SLPs) and occupational therapists (OTs), using a protocol that included a problem-focused intake questionnaire, manualized treatment, and clinician resources. Therapy was delivered individually in six to 10 virtual or in-person sessions over 3-4 weeks. Therapy focused on desired changes in function, scaled using Goal Attainment Scaling.</p><p><strong>Results: </strong>Trained SLPs and OTs delivered STAR-C to 53 U.S. service members and veterans, with treatment fidelity > 95%. Participants and clinicians rated STAR-C as acceptable, feasible, and appropriate, and most participants attained and maintained targets.</p><p><strong>Conclusion: </strong>STAR-C appears to be a feasible method for improving everyday cognitive performance and efficacy should be tested in a controlled study.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28222613.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-18"},"PeriodicalIF":2.3,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143034637","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":"Visual Stimulus Materials Used in Spoken Narrative Discourse Elicitation After Traumatic Brain Injury: A Scoping Review.","authors":"Joanne Steel, Rhianne Hoffman, Elise Bogart","doi":"10.1044/2024_AJSLP-24-00147","DOIUrl":"https://doi.org/10.1044/2024_AJSLP-24-00147","url":null,"abstract":"<p><strong>Purpose: </strong>Management of discourse is acknowledged as a critical component of speech-language pathology practice with cognitive communication after traumatic brain injury (TBI). This scoping review aimed to collate the visual materials that are being used in empirical research for spoken narrative elicitation post-TBI, in both assessment and treatment contexts. We aimed to examine the format, structure, and sources for visuals used. Discourse analyses were also investigated.</p><p><strong>Method: </strong>The research was conducted and reported as per the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews between September 26, 2023, and March 1, 2024. Four electronic databases were searched for peer-reviewed original research studies reporting spoken narrative tasks using visual elicitation stimuli after TBI. Secondary searches of backward and forward citations were also undertaken.</p><p><strong>Results: </strong>Of the 1,461 studies found in the search, 60 studies were eligible for data extraction. Eleven visual stimuli were used in 51 of the studies to elicit narratives. The visual stimulus reported in the highest number of studies was The Flowerpot Incident, a six-picture black-and-white picture sequence. Overall, the most frequently used format was a wordless storybook, analyzed most frequently at the macrostructural level.</p><p><strong>Conclusions: </strong>Research studies are using picture sequences or wordless storybooks to elicit discourse samples after TBI. This contrasts with a recent survey of clinical practice with discourse post-TBI, where The Cookie Theft picture was most reported in use (Steel et al., 2024). We discuss the relevance of findings in relation to recent INCOG 2.0 guidelines (Togher et al., 2023) and speech-language pathology practice, and make recommendations for clinical and research future directions.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28098113.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-21"},"PeriodicalIF":2.3,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014694","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}