American Journal of Speech-Language Pathology最新文献

{"title":"Making the Invisible Visible: Asian American Speech-Language Pathologists' Experiences in Their Path to the Profession.","authors":"Jingyu Linna Jin, Carolyn Baylor","doi":"10.1044/2024_AJSLP-24-00312","DOIUrl":"10.1044/2024_AJSLP-24-00312","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of the study was to explore the lived experiences of Asian American speech-language pathologists (SLPs) during their graduate training.</p><p><strong>Method: </strong>This was a qualitative phenomenological study. Participants were 26 SLPs who self-identified as Asian American. All participants graduated from accredited master's programs in speech-language pathology in the United States and currently work clinically with adult populations. Participants attended one individual semistructured interview via videoconference to share their experiences being Asian in speech-language pathology. Thematic analysis was used to identify recurring patterns and themes from the interview data.</p><p><strong>Results: </strong>Three themes were derived from the participant interviews that reflect the Asian American SLPs' past experiences as graduate students and trainees. The first theme revealed the participants' motivations and affirmations for choosing the SLP career path. The second theme describes the expectations of mutual investment between the Asian American students' commitment to professional training and their training programs' support in their professional growth. The last theme talks about the social aspects of their trainee experiences that influenced their sense of belonging.</p><p><strong>Conclusions: </strong>There were similarities between the Asian American SLP trainee experiences and experiences of underrepresented and minoritized students from speech-language pathology and other health professions reported in the literature. Two key aspects distinct to Asian Americans and speech-language pathology were the sense of belongingness created by the social environment and the perceived tie of speech and linguistic proficiency and clinical competence. Findings contribute to how educators, leaders, and researchers can support inclusion of Asian Americans pursing speech-language pathology.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"674-691"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442463","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":"Feeding Infants on Noninvasive Respiratory Support: Practice at One Academic Medical Center.","authors":"Carolyn K Barnes, Kit N Simpson, Janina Wilmskoetter, Mary Dooley, Heather S Bonilha","doi":"10.1044/2024_AJSLP-24-00302","DOIUrl":"10.1044/2024_AJSLP-24-00302","url":null,"abstract":"<p><strong>Purpose: </strong>Infants requiring noninvasive respiratory support (NRS) are often orally fed, although data supporting the safety and efficacy of this practice are limited. This study aimed to identify the rate of this practice, the amount of support received during oral feeding, and characteristics of infants orally fed during NRS use; describe feeding expert involvement; and assess change from before and after the onset of the COVID-19 pandemic.</p><p><strong>Method: </strong>Retrospective electronic health record data from one children's hospital were extracted and manually reviewed.</p><p><strong>Results: </strong>Results for 201 infants who required NRS during hospitalization in 2019 (<i>n</i> = 100) and 2022 (<i>n</i> = 101) were included, of which 91 (45.3%) were orally fed during NRS use. Of these, 33 were fed on high-flow nasal cannula (HFNC) with a mean flow rate of 2.75 L per minute (<i>SD</i> = 2.2, <i>Mdn</i> = 2 [min-max: 2-14]) and mean fraction of inspired oxygen (FiO₂) of 0.47 (<i>SD</i> = 0.31, <i>Mdn</i> = 0.30 [min-max: 0.21-1.0]). Thirty-seven feeding specialist consults were placed for infants fed during NRS use. Factors increasing odds of oral feeding during NRS use included not having a dysphagia or feeding difficulty diagnosis. Infants admitted during 2022 were more likely to have a respiratory diagnosis than in 2019 and were more likely to be orally fed during HFNC (50.0% [<i>n</i> = 25/50] in 2022 vs. 20.5% [<i>n</i> = 8/39] in 2019).</p><p><strong>Conclusion: </strong>These results suggest that feeding infants on NRS is common, that some infants are more likely to be orally fed than others, and that feeding experts are rarely consulted in this population despite limited safety and efficacy data related to this practice.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"617-632"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11903017/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442460","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":"\"I'm Never Gonna Go Back So I've Gotta Do It Forward\": Exploring Posttraumatic Growth in Aphasia.","authors":"Tyson G Harmon, Camille Williams, Tami Brancamp, Trish Hambridge, Sarah E Wallace, William Evans, Michael Biel, Robert Cavanaugh, Mike Caputo","doi":"10.1044/2024_AJSLP-24-00351","DOIUrl":"10.1044/2024_AJSLP-24-00351","url":null,"abstract":"<p><strong>Purpose: </strong>The aim of this study was to explore posttraumatic growth (PTG) in people with aphasia.</p><p><strong>Method: </strong>As part of a larger multisite study, 23 people with aphasia (12 females, 11 males) each completed a 60-min semistructured interview during which they expanded on previously given questionnaire responses and then answered five additional open-ended questions about communication in their daily life. Interviews were transcribed orthographically, coded using reflexive codebook analysis, and synthesized into themes and categories by team members that included a person with aphasia.</p><p><strong>Results: </strong>Reflexive codebook analysis revealed two themes. The first theme, \"Moving Toward Growth\" described the process of PTG, which included categories of \"Grappling With New Reality,\" \"Acceptance,\" \"Goals and Effort,\" and \"Improvement.\" The second theme identified \"Perceived Areas of Growth,\" which included categories of \"Perception of Self,\" \"Relatedness,\" and \"General Philosophy of Life.\"</p><p><strong>Conclusions: </strong>Findings suggest that people with aphasia experience PTG across all three primary domains: (a) changed perception of self, (b) changed relationship with others, and (c) changed general philosophy of life and that the challenging circumstances associated with aphasia were integral to the development of PTG. Findings also highlight that PTG does not necessarily develop in a linear trajectory for people with aphasia and that processes such as acceptance, exerting effort, striving for continued improvement, and slowing down may contribute to the overall development of PTG in this population. Overall, the construct of PTG is relevant to people with aphasia, and the process by which PTG is developed in people with aphasia involves similar components to what has been described in other populations.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28394993.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"766-781"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460326","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":"Seeing Into the Future: Adults' Accuracy Predicting the Vocabulary of Early Symbolic Communicators Who Use Augmentative and Alternative Communication.","authors":"Bethany J Frick Semmler, Hannah Kitsmiller, Allison Bean","doi":"10.1044/2024_AJSLP-24-00152","DOIUrl":"10.1044/2024_AJSLP-24-00152","url":null,"abstract":"<p><strong>Purpose: </strong>Vocabulary access is important for individuals who use augmentative and alternative communication (AAC), especially for children in the early stages of language learning. This study sought to understand how accurate speech-language pathologists (SLPs), teachers, and parents are in predicting the vocabulary needed by early symbolic communicators who use AAC in three contexts.</p><p><strong>Method: </strong>Ten groups, each with a child who used AAC as their primary mode of communication and who was classified as an early symbolic communicator and their parent, teacher, and SLP, participated. The parents, teachers, and SLPs predicted a vocabulary list of words children who use AAC needed to participate in a dinner, a math lesson, and a speech session using the blank page method and categorical inventories technique. Children were then recorded in 15-min videos participating in the three contexts. Words were recorded and compared to the words predicted.</p><p><strong>Results: </strong>There was large variability in the accuracy of percentage of words the children used that were predicted by the adults out of all the words the children used. The adults were significantly more accurate predicting the vocabulary for the math lesson than the dinner.</p><p><strong>Conclusions: </strong>Parents, teachers, and SLPs predicted much of the vocabulary of early symbolic communicators who use AAC. Implications for early vocabulary selection and alternatives to predicting vocabulary are discussed.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"706-721"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143048589","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":"Design Characteristics of Augmentative and Alternative Communication Interfaces for Children With Cortical Visual Impairment: Results From Two Focus Groups With Vision Professionals.","authors":"Jamie B Boster, Kevin Pitt, Kathryn Brown, Julie Potts, Overholt","doi":"10.1044/2024_AJSLP-24-00318","DOIUrl":"10.1044/2024_AJSLP-24-00318","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of the current study was to gain insight on augmentative and alternative communication (AAC) interface designs for children with cortical visual impairment (CVI). Children with CVI frequently require AAC and specific interface supports, and customization may be necessary to support access and use of speech-generating devices.</p><p><strong>Method: </strong>A focus group methodology was selected to gain feedback from vision professionals on helpful AAC features for children with CVI. Participants included eight teachers of the visually impaired and one optometrist. Two virtual 1-hr focus group sessions were conducted and recorded for thematic analysis.</p><p><strong>Results: </strong>Three primary themes and eight subthemes emerged from the transcripts of the focus groups. Themes included characteristics of the AAC interfaces such as background, high contrast, and symbolic representation; characteristics of children with CVI (preferred colors, visual field preference); and the development of AAC interfaces over time.</p><p><strong>Conclusions: </strong>Vision professionals have identified characteristics of AAC interfaces that should be considered when working with children with CVI. Future collaboration with such professionals is needed to further inform the design of current and future AAC technologies to allow speech-language pathologists to meet the unique needs of this population.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28279184.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"692-705"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069151","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":"Developing a Profile of Canadian Children With Cerebral Palsy Who Require Augmentative and Alternative Communication.","authors":"Juno Coan-Brill, Frances Aileen Costigan, Jessica Kay, Kristine Stadskleiv, Beata Batorowicz, Tom Chau, Johanna Geytenbeek, Danijela Grahovac, Sarah Hopmans, Barbara Jane Cunningham","doi":"10.1044/2024_AJSLP-24-00284","DOIUrl":"10.1044/2024_AJSLP-24-00284","url":null,"abstract":"<p><strong>Purpose: </strong>Cerebral palsy (CP) is the most prevalent motor disability affecting children. Many children with CP have significant speech difficulties and require augmentative and alternative communication (AAC) to participate in communication. Despite demonstrable benefits, the use of AAC systems among children with CP remains constrained, although research in Canada is lacking.</p><p><strong>Method: </strong>Data were collected as part of an exploratory survey of Canadian caregivers and clinicians (<i>N =</i> 60) who shared their perspectives on children's need for, access to, and use of AAC systems. Quantitative data were summarized using descriptive statistics. Qualitative data were analyzed using inductive content analysis.</p><p><strong>Results: </strong>Caregivers and clinicians reported high rates of need for AAC systems (> 75%) among children with CP. Both groups reported that access was roughly equivalent to need, although caregiver reports were lower. Despite high rates of need and access, only 38% of children used AAC systems. Children who used AAC primarily used high-tech systems, mostly to make choices, rather than engaging in meaningful reciprocal interactions and conversations.</p><p><strong>Conclusions: </strong>Canadian children with CP who required AAC systems generally received them. However, AAC systems were not used to their full potential, suggesting limited participation in social and learning situations. Like reports on other pediatric populations, barriers to obtaining AAC systems related to service, family, and child-specific factors. Although our sample captured the complexity present in the CP population, sample sizes were small and unlikely to be representative of the population of Canada, indicating the need for further research on a national scale.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28229720.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"605-616"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069152","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":"Life Impact of Cluttering: The Adult Perspective.","authors":"Lisa A Giuffre, Kathleen Scaler Scott","doi":"10.1044/2024_AJSLP-24-00262","DOIUrl":"10.1044/2024_AJSLP-24-00262","url":null,"abstract":"<p><strong>Introduction: </strong>Though the research on the quality of life of people who stutter is extensive, there is minimal research on cluttering's life impact. Anecdotal reports from people who clutter¹ and their significant others have described some elements of cluttering's impact and advocated for these components to be addressed in treatment. Three formal studies have used semistructured interviews to document cluttering's impact. These non-peer-reviewed studies make important contributions; however, more research is needed to add to this existing information. The current study adds perspectives of adults who clutter related to cluttering's impact upon the specific contexts of work, school, and social situations.</p><p><strong>Method: </strong>In this phenomenological study, 10 adults who clutter participated in a semistructured interview. Through grand tour, mini tour, and example questions, participants were asked to provide their perspective on the life impact of cluttering. Each interview was orthographically transcribed, and transcripts were coded for themes. Triangulation and member checking were conducted to establish reliability and validity of themes.</p><p><strong>Results: </strong>Results revealed the following themes: Social impact of cluttering leads to avoidance, misunderstanding, and feelings of isolation; cluttering impacts natural tendencies; educational impact of cluttering results in misunderstanding and struggle; occupational impact of cluttering leads to role entrapment and difficulty maintaining employment.</p><p><strong>Conclusions: </strong>This study adds perspectives of adults who clutter regarding specific aspects of quality of life such as social isolation, frequent misunderstandings, and negative educational and occupational impact. As more voices are heard within the cluttering community, more support is presented for the importance of understanding the negative life impact cluttering can have. Further understanding of these perspectives adds to the information needed to inform holistic cluttering assessment and treatment.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"661-673"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143034641","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":"Health-Related Social Needs Screening Tool: Emerging Roles for Speech-Language Pathologists With a Clinical Focus on Children With Traumatic Brain Injury.","authors":"Libby Dart","doi":"10.1044/2024_AJSLP-24-00346","DOIUrl":"10.1044/2024_AJSLP-24-00346","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this clinical focus article is to describe the use of the Accountable Health Communities health-related social needs screening tool for speech-language pathologists (SLPs) while highlighting two case studies of children with traumatic brain injury.</p><p><strong>Method: </strong>This article provides an overview of social determinants of health (SDOH) and health-related social needs with a primary focus on children with traumatic brain injury. It aims to inform and prepare clinicians to use a health-related social needs screening tool, as they can be directly addressed and mitigated with adequate community resources.</p><p><strong>Results: </strong>SLPs are in the unique position to consider and understand their clients' SDOH, providing support or referral as needed if there are areas of social need or social risk factors.</p><p><strong>Conclusions: </strong>SLPs could screen for health-related social needs by using the Accountable Health Communities health-related social needs screening tool subsequently advocating for patient-centered, holistic care. SLPs could individualize best care practice for their patients by engaging in interprofessional practice, making appropriate assessment and treatment modifications, and referring to related professionals.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"438-445"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411067","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":"Value Added by Assessing Nonspoken Vocabulary in Minimally Speaking Autistic Children.","authors":"Angela MacDonald-Prégent, Lauren McGuinness, Aparna Nadig","doi":"10.1044/2024_AJSLP-24-00290","DOIUrl":"10.1044/2024_AJSLP-24-00290","url":null,"abstract":"<p><strong>Purpose: </strong>There is a scarcity of language assessment tools properly adapted for use with minimally speaking autistic children. As these children often use nonspoken methods of communication (i.e., augmentative and alternative communication [AAC]), modification of traditional assessment tools is needed to capture the full range of their communicative repertoires. We modified the MacArthur-Bates Communicative Development Inventories (CDI) to explore how vocabulary size and composition are impacted by considering nonspoken, as well as spoken, expressive vocabulary (AAC-modified CDI: Words and Gestures).</p><p><strong>Method: </strong>Our initial sample consisted of 16 minimally speaking autistic children, 3-9 years old, whose caregivers completed our modified CDI after taking part in an AAC intervention. Our final sample included 15 participants, after removing an outlier.</p><p><strong>Results: </strong>Accounting for both spoken and nonspoken communication significantly increased participants' reported expressive vocabulary by an average of 14 words (<i>z =</i> -2.61, <i>p</i> = .009, <i>r</i> = .75). Verbs made up a sizable portion (13.3%) of vocabulary when accounting for all modalities, while nouns made up the majority (51.5%).</p><p><strong>Conclusions: </strong>We demonstrated the value of including both spoken and nonspoken modalities of communication when assessing the expressive vocabulary of minimally speaking autistic children. Prior work has shown that minimally speaking autistic children's spoken vocabulary was prominent in verbs (i.e., contained proportionally more verbs than that of vocabulary-matched typically developing children). In our sample, which used a broader definition of minimally speaking, we found that the proportions of verbs and nouns were consistent with what has been reported for typically developing children with similar-sized productive vocabularies.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"592-604"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143034646","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":"Mandarin Chinese Translation and Cultural Adaptation of the Caregiver Analysis of Reported Experiences With Swallowing Disorders Screening Tool.","authors":"Lancai Zhao, Sihan Li, Yufeng Qiu, Xueqiong Zhu, Jing Shao, Huafang Zhang","doi":"10.1044/2024_AJSLP-23-00492","DOIUrl":"10.1044/2024_AJSLP-23-00492","url":null,"abstract":"<p><strong>Purpose: </strong>The caregiver burden of individuals with dysphagia is a major concern. Currently, assessment tools specifically designed for this population are lacking. The present study aimed to translate the Caregiver Analysis of Reported Experiences with Swallowing Disorders (CARES) Questionnaire into Mandarin Chinese and evaluate its psychometric properties.</p><p><strong>Method: </strong>This study analyzed the psychometric properties of the Mandarin Chinese version of the CARES questionnaire using classical measurement theory and Rasch model analysis.</p><p><strong>Results: </strong>Classical measurement theory: The item-level content validity index of the Mandarin Chinese version of the CARES questionnaire ranged from .83 to 1.00, and the scale-level content validity index ranged from .93 to .95. The correlation coefficient between the total scores, subscale scores of the CARES questionnaire, and Zarit Caregiver Burden Interview scores was between .82 and .87 (<i>p</i> < .01). There were significant relationships between dysphagia-specific burden (CARES) and perceived swallowing impairment (Eating Assessment Tool-10) and diet restrictiveness (International Dysphagia Diet Standardisation Initiative Functional Diet Scale). The overall Cronbach's α coefficient of the Mandarin Chinese version of the CARES questionnaire was .81. Item response theory: The Mandarin Chinese version of the CARES questionnaire was unidimensional. The item difficulty and individual ability were evenly distributed. The total item reliability was .96, the person reliability was .79, the item separation index was 4.95, and the person separation index was 1.93.</p><p><strong>Conclusion: </strong>The Mandarin Chinese version of the CARES questionnaire demonstrates satisfactory reliability and validity and can be utilized as a specific assessment tool for evaluating the informal caregiver burden of individuals with dysphagia.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":"34 2","pages":"505-519"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587695","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}