American Journal of Speech-Language Pathology最新文献

{"title":"Innovations in Conceptual Scoring of a Bilingual Expressive Vocabulary Measure.","authors":"Lillian Durán, Mónica Zegers, Julian M Siebert, Cengiz Zopluoglu, Javier Jasso, Amy Pratt, Francesca Pei, Maria Luisa Gorno-Tempini","doi":"10.1044/2025_AJSLP-24-00524","DOIUrl":"10.1044/2025_AJSLP-24-00524","url":null,"abstract":"<p><strong>Purpose: </strong>Conceptual scoring is a useful approach to bilingual vocabulary tests that can identify language delays or impairments by considering bilingual children's lexical-semantic knowledge in both languages. The purpose of this study was to develop and calibrate a conceptually scored expressive vocabulary measure, the Multitudes Expressive Vocabulary (EVO) task, for use in screening Spanish-English bilingual children.</p><p><strong>Method: </strong>Item design of the English and Spanish items was informed by prior literature and bilingual corpus data, and item review was conducted to ensure linguistic appropriateness and to minimize racial or cultural bias in English and Spanish versions. To begin item calibration in each language, English and Spanish items were administered to the same 1,219 bilingual children enrolled in kindergarten and first grade. Item-level difficulties were calculated using Rasch modeling in each language and then were correlated across languages.</p><p><strong>Results: </strong>Correlations met minimum thresholds, which justified joint calibration on a unitary scale, and there was evidence of unidimensionality. The conceptually scored version had appropriate item fit statistics across the range of ability. Finally, moderately positive correlations with an existing measure of bilingual expressive vocabulary provided evidence of criterion validity.</p><p><strong>Conclusions: </strong>The development process of the Multitudes conceptually scored expressive vocabulary screening measure is described. A final set of empirically derived items had appropriate fit statistics and had evidence of construct validity when conceptually scored. Multitudes EVO represents an innovation in universal screening by allowing students to respond in English or Spanish, which improves accuracy and efficiency.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2618-2631"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12452816/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610145","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":"Preliminary Feasibility and Benefits of a Hybrid-Facilitated Cognitive Exercise Group for Adults Post-Acquired Brain Injury in a Community Residential Setting.","authors":"Therese M O'Neil-Pirozzi, Stefan Kolesnik","doi":"10.1044/2025_AJSLP-24-00542","DOIUrl":"10.1044/2025_AJSLP-24-00542","url":null,"abstract":"<p><strong>Purpose: </strong>Cognitive exercise is an activity that people engage in to maximize brain health and function. A hybrid cognitive exercise group model creates an opportunity to potentially benefit adults with chronic moderate-severe (m-s) cognitive impairments post-acquired brain injury (ABI) in community residential settings. This article reports preliminary feasibility, enjoyment, and potential cognitive benefits of a 1-year hybrid cognitive exercise group from participant and trained in-person volunteer facilitator perspectives.</p><p><strong>Method: </strong>Ten adults residing in a community home participated in the group directed by a rehabilitation speech-language pathologist (SLP) via an internet-based videoconferencing platform and facilitated by three in-person trained volunteers in this mixed-methods single-group study. Attendance, retention, and postgroup satisfaction data were obtained from participants and facilitators. Pre-/postgroup cognitive testing data were obtained from participants.</p><p><strong>Results: </strong>Participants and facilitators attended more than 90% of sessions, with 100% retention. Eighty percent of participants reported that the group was extremely helpful, and 90% reported that it was extremely enjoyable, with 100% wanting to continue in the group. Episodic memory and processing speed were significantly improved postgroup. Facilitators reported that the group was extremely helpful and enjoyable to participants, with 100% wanting to continue helping run the group.</p><p><strong>Conclusions: </strong>Engagement in a hybrid cognitive exercise group led online by a rehabilitation SLP was perceived feasible by adults with chronic m-s cognitive impairments post-ABI residing in a community home and trained in-person volunteer facilitators. Cognitive benefits may be associated with this model of economical, time-efficient, and enjoyable group engagement. Further study is warranted.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29710805.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2928-2941"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144805166","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":"Music Listening Induces Short-Term Changes in Attention in Poststroke Aphasia.","authors":"Emily Sebranek, Arianna N LaCroix","doi":"10.1044/2025_AJSLP-24-00461","DOIUrl":"10.1044/2025_AJSLP-24-00461","url":null,"abstract":"<p><strong>Purpose: </strong>People with aphasia (PWA) with cognitive deficits have poorer treatment outcomes than those without. However, aphasia therapy rarely focuses on cognition, which may partly explain the variability often observed in treatment outcomes. Listening to music has been shown to positively impact cognition in neurotypical adults. The purpose of this study was to extend this prior research by investigating whether listening to music induces short-term improvements in attention in PWA.</p><p><strong>Method: </strong>Forty-three PWA were assigned to listen to music characterized as happy (major mode, fast tempo) or sad (minor mode, slow tempo) or no music for 10 min. Attention was measured before and after music listening using the Attention Network Test, which measures three types of attention: alerting, orienting, and executive control. Mixed analyses of variance were used to explore how each type of attention changed after music listening by group and aphasia severity.</p><p><strong>Results: </strong>Our results demonstrate that listening to happy music temporarily enhanced orienting attention, regardless of aphasia severity. Happy music listening also induced short-term improvements in alerting attention for individuals with moderate-severe aphasia. Executive control attention was not modulated by music listening.</p><p><strong>Conclusions: </strong>Our findings indicate that music listening may induce short-term improvements in attention in PWA. However, further research is needed to clarify the extent of these effects and the underlying mechanisms driving music-induced changes in attention.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29396288.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2907-2918"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610146","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":"Evolving Patterns of Self-Efficacy for Clinical Tasks Among Speech-Language Pathology Graduate Students.","authors":"Richard J Morris, Christopher Constantino","doi":"10.1044/2025_AJSLP-24-00237","DOIUrl":"10.1044/2025_AJSLP-24-00237","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to investigate the self-efficacy levels in a group of speech-language pathology graduate students for a set of clinical tasks across a set of domains of clinical practice during the first and fourth semesters of their graduate training.</p><p><strong>Method: </strong>Sixty speech-language pathology graduate students at a single university participated: 26 students were enrolled in face-to-face courses, and 34 were enrolled in a distance learning program. They completed a custom-made self-efficacy scale at the beginning and at the end of their first semester of graduate school and again during the fourth semester. The self-efficacy scale was administered as a Qualtrics survey, with participants rating 14 clinical skills for 12 domains of clinical practice. The participants also provided the number of their evaluation and treatment practicum hours. Descriptive statistics and mixed-effects regression models were used to analyze the data.</p><p><strong>Results: </strong>In their first semester of clinical and classroom experiences, the students generalized their experiences to express high self-efficacy for all of the disorder categories. A year later, their additional clinical and classroom experiences resulted in focused areas of higher self-efficacy and areas of self-efficacy lower than at the end of the first semester of graduate school.</p><p><strong>Conclusions: </strong>Self-efficacy increased with time in the graduate program across all of the domains of clinical practice. However, these students needed more than clinical exposure for the self-efficacy gains. The combination of classroom learning, clinical exposure, and clinical feedback seems to have driven the increase.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2687-2703"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800706","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":"\"Everyone Has a Plan 'til You Get Punched in the Mouth\": Discussing the Topic of Dating in Stuttering Therapy.","authors":"Monica L Johnson, Angela M Medina","doi":"10.1044/2025_AJSLP-25-00022","DOIUrl":"10.1044/2025_AJSLP-25-00022","url":null,"abstract":"<p><strong>Purpose: </strong>Speech-language pathologists typically focus more on social communication as it applies to academics, vocation, and specific social life situations and less on romantic aspects of the lives of people who stutter (PWS). However, when working with PWS, addressing intimate social communication interactions is important due to the possible severe impact of negative social behaviors, particularly avoidance behaviors, on the client's quality of life. This article highlights dating as a critical aspect of the personal and social lives of PWS.</p><p><strong>Method: </strong>An overview of the literature on dating is provided to establish a knowledge base that will support practitioners in facilitating communication for adults who stutter in intimate social communication interactions such as dating to form romantic relationships. This will also serve as a foundation for practitioners to explore their role in approaching conversations surrounding the interplay of dating in the lives of PWS on their caseloads.</p><p><strong>Conclusions: </strong>As a profession focused on facilitating and supporting successful communication, this article intends to dispel notions that the intimate social communicative lives of PWS are not a matter to be addressed by our expertise. This article aims to highlight the importance of providing support by exploring the role of stuttering in the context of dating. Furthermore, the authors encourage conversations within the profession to increase attention paid to this underrepresented area as a valuable treatment avenue.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"3034-3041"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643987","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":"Quantification of Meta-Therapy in Conversation Training Therapy.","authors":"Sarah Martineau, Jackie Gartner-Schmidt, Leah Bernadette Helou","doi":"10.1044/2025_AJSLP-24-00308","DOIUrl":"10.1044/2025_AJSLP-24-00308","url":null,"abstract":"<p><strong>Purpose: </strong>Meta-therapy (MT) is a clinical entity that plays a pivotal role in the success of voice therapy. This descriptive study is the first empirical research to describe and quantify the use of MT in comparison to other treatment modalities during conversation training therapy (CTT).</p><p><strong>Method: </strong>Twenty-four prerecorded CTT sessions featuring six voice-specialized speech-language pathologists (SLPs) were converted into audio files and transcribed into text files. Trained annotators (experienced and novice voice-specialized SLPs) identified the use of MT and four other treatment modalities (direct treatment, education and indirect treatment, and counseling) during the therapy sessions. Descriptive statistics and intra- and inter-annotator agreements (Cohen's kappa) were generated.</p><p><strong>Results: </strong>MT was used systematically throughout the course of CTT, both as a stand-alone therapeutic approach and in conjunction with other treatment modalities. When blended with other treatment modalities, MT accounted, on average, for 31% of all clinical dialogues within the course of treatment. Intra-annotation reliability was generally high. However, inter-annotator reliability was notably lower and did not differ between novice and experienced SLPs, not only for MT but also for the other four treatment modalities.</p><p><strong>Conclusions: </strong>This study underscores the multifaceted nature of MT and supports the notion that it is a core element of voice therapy. We propose that MT could be formally taught to future SLPs alongside other clinical components (e.g., indirect treatment, direct treatment, and counseling). This study also highlights the need for standardization and operationalization of all key components of voice therapy.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29405753.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2649-2665"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561726","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":"Why Did You Use That Test? Exploring Speech-Language Pathologists' Clinical Decision Making in Bilingual Language and Literacy Assessment.","authors":"Emily Wood, Mariya Kika, Olivia Daub, Monika Molnar","doi":"10.1044/2025_AJSLP-24-00569","DOIUrl":"10.1044/2025_AJSLP-24-00569","url":null,"abstract":"<p><strong>Purpose: </strong>Our overarching goal is to advance our understanding of clinical decision-making processes in bilingual language and literacy assessment. When evaluating bilingual children, speech-language pathologists (SLPs) use static norm-referenced assessments (SAs) developed for English monolinguals more frequently than less-biased dynamic assessments (DAs). To date, no research has considered why SLPs use SAs over DAs or examined SLPs' conceptualization of validity beyond knowledge of psychometrics. In this study, we explore factors that affect SLPs' choice and use of assessments and how clinicians conceptualize and employ validity through the lens of modern validity frameworks.</p><p><strong>Method: </strong>Canadian SLPs (<i>N</i> = 21) participated in semistructured interviews, using a guide informed by the Theoretical Domains Framework and Kane's Validity Framework. Reflexive thematic analysis was used to generate themes.</p><p><strong>Results: </strong>Clinicians rarely report using \"dynamic assessment\" but did \"assess dynamically\" by incorporating teaching in testing. When assessing oral language, SLPs acknowledged that using SAs with bilinguals may be inappropriate but that they continue to do primarily because scores from these measures are necessary for diagnosis and accessing services. To contend with this friction between clinical beliefs and workplace requirements, most SLPs report caveats alongside SA scores to contextualize findings. Though individual clinical knowledge of psychometrics and validity in assessment varies, systemic issues play a key role in perpetuating current assessment practices with bilinguals. Finally, bilingual literacy assessment practices differ. Clinicians use a wider variety of assessments and rely less on scores to achieve desired outcomes for students.</p><p><strong>Conclusions: </strong>Clinical decision making in bilingual language and literacy assessment is influenced by both individual and contextual factors. Accordingly, efforts to shift practice patterns cannot solely focus on individual clinical knowledge but must also examine and address these systemic issues.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29474237.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2666-2686"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144651012","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":"Participatory Development of a Speech-Language Telerehabilitation Intervention Combined With Home-Based Transcranial Direct Current Stimulation for Primary Progressive Aphasia: A Qualitative Study.","authors":"Anna Uta Rysop, Roxana Schiwek, Tanja Grewe, Caterina Breitenstein, Ferdinand Binkofski, Mandy Roheger, Nina Unger, Agnes Flöel, Marcus Meinzer","doi":"10.1044/2025_AJSLP-24-00557","DOIUrl":"10.1044/2025_AJSLP-24-00557","url":null,"abstract":"<p><strong>Purpose: </strong>Intensive speech-language therapy (SLT) delivered as telerehabilitation in combination with transcranial direct current stimulation (tDCS) may be an effective treatment option for people with primary progressive aphasia (pwPPA). However, such combined treatment approaches are technically challenging, and feasibility for pwPPA has not yet been established. We aimed to involve stakeholders in the development of a novel approach combining remotely supervised but independently self-administered home-based tDCS with an intensive aphasia telerehabilitation (naming and communicative-pragmatic therapy).</p><p><strong>Method: </strong>Eight pwPPA (logopenic variant: <i>n</i> = 5, nonfluent agrammatic variant: <i>n</i> = 1, not specified variant: <i>n</i> = 2) and 16 caregivers participated in two semistructured interviews to identify the needs, preferences, and perceived barriers and challenges with regard to SLT, telerehabilitation, and tDCS and the combination of all components. Based on the results, a step-by-step manual was developed and tested by means of home-based usability tests and follow-up interviews involving four dyads (logopenic variant: <i>n</i> = 4). Interview data were transcribed and analyzed qualitatively and quantitatively. Competency checklists used in the usability tests were analyzed quantitatively.</p><p><strong>Results: </strong>pwPPA and their caregivers provided valuable insights into all aspects of the planned treatment program. Overall, the findings suggest a high level of acceptance and perceived need for an intensive telerehabilitation SLT approach combined with tDCS. Using the developed step-by-step manual and training, pwPPA were able to independently perform more than half of the actions required for telerehabilitation but needed assistance with technically more demanding aspects of tDCS. To ensure feasibility, caregiver assistance is needed to support pwPPA during technically challenging interventions.</p><p><strong>Conclusions: </strong>This mixed-methods study identified needs and preferences of pwPPA and their caregivers with regard to speech-language telerehabilitation, as well as barriers and challenges regarding telerehabilitation and home-based tDCS. We demonstrate high acceptability and initial feasibility of such combined programs. Our findings highlight the importance of stakeholder involvement in intervention development, which will inform future development and optimization of technologically demanding intervention programs.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29906063.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2760-2779"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976190","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 Lidcombe Program After 35 Years: Empirical, Theoretical, and Social Contexts.","authors":"Mark Onslow, Simone Arnott, Brenda Carey, Elisabeth Harrison","doi":"10.1044/2025_AJSLP-24-00423","DOIUrl":"10.1044/2025_AJSLP-24-00423","url":null,"abstract":"<p><strong>Purpose: </strong>Thirty-five years ago, the Lidcombe Program was introduced as a new evidence-based treatment for early stuttering. This milestone presents an opportunity to examine the Lidcombe Program and its relevance today.</p><p><strong>Method: </strong>Four Lidcombe Program developers, together with 17 members of the Lidcombe Program Trainers Consortium, reflected on the program's historic origins, early reception, current status, and future direction.</p><p><strong>Conclusions: </strong>This review of the program explores its origins in the context of causal theories of stuttering and its place in the modern clinical context. We point out that the Lidcombe Program intervention process incorporates social and medical perspectives of childhood stuttering. Empirical knowledge about stuttering and its effects early in life are considered. We consider the evidence base supporting the Lidcombe Program and its implementation in the current international speech-language pathology community. We also consider future directions for the treatment.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"3017-3024"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610148","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 Speech-Language Pathologist's Role in Supporting Autistic Students in Postsecondary Education Settings.","authors":"Siva Priya Santhanam, Monica L Bellon-Harn, Shubha Kashinath, Kaitlyn Wilson, Victoria VanUitert, Alyssa Barnett","doi":"10.1044/2025_AJSLP-24-00467","DOIUrl":"10.1044/2025_AJSLP-24-00467","url":null,"abstract":"<p><strong>Purpose: </strong>Navigating the postsecondary landscape is a complex and daunting journey for many autistic students due to widespread misconceptions about autism among nonautistic peers and educators. Additionally, barriers to self-advocacy limit students' academic and social integration, ultimately compromising their ability to graduate. Despite these challenges, there remains inadequate support for this population with social communication, executive functioning, and self-advocacy. Speech-language pathologists (SLPs) are well positioned to reduce existing barriers and provide support to autistic students and their postsecondary communities in these needed areas. This clinical focus article highlights the pivotal role SLPs could play in establishing personalized supports for autistic college students and describes how SLPs can leverage their unique skills to fulfill this role.</p><p><strong>Method: </strong>Drawing from existing literature, clinical expertise, the neurodiversity framework, and lived experiences of autistic college students, we offer guidelines for the indirect and direct supports that SLPs can provide. In addition, we provide a case example and personalized support plan to illustrate the application of direct supports.</p><p><strong>Conclusions: </strong>Targeted direct and indirect supports are crucial to autistic students' retention, success, and graduation rates and to building a welcoming postsecondary community. This article emphasizes how SLP supports for autistic college students fall within the scope of practice and how these supports can be operationalized through the concrete examples provided.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29496335.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2533-2546"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676309","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}