American Journal of Speech-Language Pathology最新文献

{"title":"A Framework for Measuring Treatment Fidelity in Motor-Based Speech Intervention for Children With Childhood Apraxia of Speech.","authors":"Maria I Grigos, Panagiota Tampakis, Emily W Wang, Nicole Kolenda, Edythe A Strand, Julie L Wambaugh, Ying Lu, Zhuojun Lyu, Julie Case","doi":"10.1044/2025_AJSLP-24-00570","DOIUrl":"10.1044/2025_AJSLP-24-00570","url":null,"abstract":"<p><strong>Purpose: </strong>Examining adherence to a treatment protocol is a critical component of intervention research. This is particularly challenging in treatment involving young children with childhood apraxia of speech (CAS) where treatment is provided in a dynamic manner. The purpose of this work was to first present a framework for measuring fidelity of Dynamic Temporal and Tactile Cueing (DTTC), a motor-based treatment designed for children with CAS. This framework includes the DTTC Fidelity Checklist and a collaborative review process between investigators and treating speech-language pathologists (SLPs). We then quantify the fidelity of SLPs trained to administer DTTC to young children with CAS.</p><p><strong>Method: </strong>Three SLPs provided 8 weeks of intervention to 19 children with CAS (ages 2;9-6;7 [years;months]). Two investigators and the SLPs independently rated fidelity at multiple time points across the intervention period. Regression analyses were used to estimate the change in fidelity over time and across specific categories of the DTTC Fidelity Checklist. Reliability between the investigators and SLPs was examined using an adjusted Spearman correlation.</p><p><strong>Results: </strong>SLPs demonstrated high levels of adherence to the DTTC protocol. Ratings were found to be lower for one category of the DTTC Fidelity Checklist related to providing the child movement-based cues and giving explicit instructions to feel speech movements. Investigator and SLP ratings were highly consistent with one another, and correlations were very strong across all categories.</p><p><strong>Conclusions: </strong>This study presented a framework for measuring treatment fidelity during DTTC. Strong interrater reliability between investigator and SLP ratings supports the DTTC Fidelity Checklist as an evidence-based tool, providing a foundation for improving the precision of DTTC implementation in clinical and research settings.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2827-2845"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12452826/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976219","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":"Use of Nonmainstream Features Across Contexts and Grades Among School-Age Students With and Without Developmental Language Disorder.","authors":"Alison Eisel Hendricks, Nathan M Beers","doi":"10.1044/2025_AJSLP-24-00508","DOIUrl":"10.1044/2025_AJSLP-24-00508","url":null,"abstract":"<p><strong>Purpose: </strong>Language ability measures do not account for complex use of non-mainstream American English (NMAE) features. We examined the impact of conversational context and grade on the use of NMAE features in elementary school, both with developmental language disorder (DLD) and in typical-language peers (TL).</p><p><strong>Method: </strong>Students in kindergarten and first and second grades who speak African American English (AAE; <i>N</i> = 69) completed a language ability measure and story-retell and conversational tasks. Samples were coded, marking 40 NMAE features of AAE. A generalized linear mixed model examined predictive effects of grade, conversational context, and DLD status.</p><p><strong>Results: </strong>The predicted probability of producing NMAE features was significantly higher for children with DLD compared to those in the TL group. The difference across conversational contexts was similar for TL and DLD children, but children with DLD use NMAE features at a higher rate. While there is no difference overall across grades, kindergarteners with DLD produce NMAE features more often than those in first and second grades. This may reflect high usage of NMAE features among kindergarteners with DLD in the story-retell task.</p><p><strong>Conclusions: </strong>Differences across the contexts demonstrate the importance in considering conversational contexts in clinical practice. NMAE features do not suggest risk for language disorders, but understanding differences in the likelihood of producing an utterance with an NMAE feature in those with different language abilities has important implications and can inform the development of accurate assessments in students who speak AAE.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2893-2906"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12452818/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976234","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":"Practice Patterns Related to Dysphagia After Anterior Cervical Spine Surgery: A Single-Center Retrospective Review.","authors":"Jeffrey Wessell, Erin L Reedy, Janet Horn, Emily Lynn Schommer, Heather Shaw Bonilha","doi":"10.1044/2025_AJSLP-24-00407","DOIUrl":"10.1044/2025_AJSLP-24-00407","url":null,"abstract":"<p><strong>Purpose: </strong>Dysphagia is a possible complication after anterior cervical spine surgery (ACSS). Studies indicate specific risk factors for dysphagia and that in a subset of patients, dysphagia post-ACSS is not transient. This study aimed to evaluate the impact of dysphagia after ACSS, investigate potential risk factors for its occurrence, assess modalities utilized to diagnose dysphagia, examine pertinent referral patterns, and explore the utilization of speech-language pathology services post-ACSS.</p><p><strong>Method: </strong>This retrospective study was performed using data from a tertiary academic medical center from patients post-ACSS over a 6-month period. Patient sociodemographic, surgical, and clinical information and diagnosis of dysphagia were recorded. Evaluation of risk factors for post-ACSS dysphagia, diagnostic modality utilized, complications, and referral patterns were assessed.</p><p><strong>Results: </strong>Among 106 patients post-ACSS, 17 (16%) were diagnosed with dysphagia. Preoperative dysphagia was the only significant risk factor for post-ACSS dysphagia (<i>OR</i> = 8.705). Patients with postoperative dysphagia had significantly higher rates of complications, including gastrostomy tube placement (<i>p</i> < .001), respiratory infection (<i>p</i> < .001), 30-day readmission rates (<i>p</i> < .001), and mortality (<i>p</i> = .004). Symptomatic patients were referred for evaluation 100% as inpatients but only 50% of the time as outpatients. Furthermore, swallowing was evaluated with an objective assessment in only 31.4% of patients with symptomatic dysphagia.</p><p><strong>Conclusions: </strong>In our post-ACSS cohort, we identified a relatively low incidence (16%) of patients diagnosed with dysphagia when compared with the literature. We also identified gaps between scientific knowledge and clinical practice, which was evidenced by the lack of pre- and postoperative screening for dysphagia, the relatively low use of instrumental swallowing exams, and the low referral rate for outpatient clinical swallowing assessments post-ACSS. We hope that the findings from this work prompt others to evaluate clinical practice patterns related to patients undergoing ACSS and inform focused quality improvement projects.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2721-2735"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144754989","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":"Phonological Treatment for Anomia: A Scoping Review.","authors":"Emily J Braun, Nichol Castro, Lynn Warner","doi":"10.1044/2025_AJSLP-25-00012","DOIUrl":"10.1044/2025_AJSLP-25-00012","url":null,"abstract":"<p><strong>Purpose: </strong>The aim of this scoping review was to summarize treatment characteristics (with a focus on treatment ingredients), participant demographic characteristics, and outcomes in the research literature for phonological treatment for anomia.</p><p><strong>Method: </strong>Relevant articles reporting on phonological treatment for anomia in acquired aphasia were identified by a librarian through a comprehensive database search as well as citation chasing of five articles. Title and abstract screening, full-text screening, and data extraction related to the research questions were completed in Covidence by two researchers.</p><p><strong>Results: </strong>A total of 110 articles reporting 152 treatment conditions met inclusion criteria for the study. Treatment conditions generally included relatively small sample sizes of individuals with chronic poststroke aphasia. Treatment conditions were categorized into five broad categories: cueing (i.e., direct phonological cueing), phonological components analysis, contextual priming (i.e., indirect phonological cueing), phonomotor treatment, and other phonological processing approaches (i.e., other types of phonological treatment targeting underlying phonological skills). These treatment categories used a variety of overlapping treatment ingredients. Outcomes were generally positive for naming of trained items with variability for generalization to untrained items and limited reporting of non-impairment-based measures (e.g., functional communication, quality of life).</p><p><strong>Conclusion: </strong>Further review and meta-analysis as well as prospective intervention research for phonological treatment for anomia is needed to identify who may benefit most from phonological treatment for anomia and to determine optimal treatment design parameters.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29646344.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2972-2996"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800708","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":"Simplified Vocal Efficiency Metrics Normalize Following Voice Therapy in Subgroups of Patients With Nonphonotraumatic Vocal Hyperfunction.","authors":"Zilan Zhu, Jarrad H Van Stan, Hamzeh Ghasemzadeh, Ahsan J Cheema, Jeremy Wolfberg, Robert E Hillman, Annie B Fox, Daryush D Mehta","doi":"10.1044/2025_AJSLP-25-00040","DOIUrl":"10.1044/2025_AJSLP-25-00040","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study is to determine whether simplified vocal efficiency (VE) metrics could accurately identify changes after voice therapy in individuals with nonphonotraumatic vocal hyperfunction (NPVH). This study analyzes treatment-related changes for traditional VE-vocal intensity (square of sound pressure) over aerodynamic power-and three simplified VE ratios: (a) sound pressure level over aerodynamic power (SPL/AP), (b) SPL over subglottal pressure (SPL/Ps), and (c) SPL over airflow (SPL/AFLOW).</p><p><strong>Method: </strong>Retrospective data from 108 adults (80 females, 28 males) diagnosed with primary muscle tension dysphonia (associated with NPVH) and 208 vocally healthy adults (181 females, 27 males). Study participants produced repeated consonant-vowel utterances in comfortable and loud conditions before and after voice therapy, with acoustic SPL and aerodynamic measurements (Ps and AFLOW) derived. Pre- to posttherapy VE changes were analyzed using mixed-design analysis of variance models. In an exploratory analysis, patients were divided into three subgroups based on their pretherapy VE measures to investigate treatment effects within NPVH subgroups.</p><p><strong>Results: </strong>Pre- to posttherapy VE changes were not observed for the NPVH group as a whole. A subsequent subgroup analysis revealed treatment effects within female patients with NPVH exhibiting lower and higher than typical pretherapy VE metrics. SPL/Ps exhibited a treatment effect in both loudness conditions and migration toward normative ranges following therapy. Posttherapy changes were observed to varying degrees in both loudness conditions for traditional VE and simplified VE metrics of SPL/AP and SPL/AFLOW.</p><p><strong>Conclusions: </strong>VE ratios, especially SPL/Ps, demonstrate potential as metrics for evaluating the outcome of voice therapy in individuals with NPVH and aid in stratifying individuals with NPVH into subgroups compared to vocally healthy values. Further investigations are warranted to investigate the role of VE metrics in the assessment, treatment, and prevention of NPVH.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2846-2863"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12452819/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144849378","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":"Children With Cortical/Cerebral Visual Impairment and Speech and Motor Impairments Who Use Augmentative and Alternative Communication: A Retrospective, Longitudinal Examination of School Records.","authors":"Sarah W Blackstone, Fei Luo, R Michael Barker, Christine Roman-Lantzy, MaryAnn Romski, Rose A Sevcik, Vicki Casella","doi":"10.1044/2025_AJSLP-24-00544","DOIUrl":"10.1044/2025_AJSLP-24-00544","url":null,"abstract":"<p><strong>Purpose: </strong>This longitudinal, retrospective study addresses the extent to which changes in functional vision, as measured by the CVI Range, are associated with changes in other developmental areas, specifically communicative competencies and the use of augmentative and alternative communication (AAC) modes and access methods.</p><p><strong>Method: </strong>Twelve students with cortical/cerebral visual impairment (CVI) and severe speech and motor impairments who rely on AAC strategies, tools, and technologies to communicate participated in the study. All participants were enrolled at The Bridge School in Hillsborough, CA, between the school years 2012-2013 and 2018-2019. The school's interprofessional collaborative team delivered an integrated, individualized educational program for students that included specific accommodations for CVI and the use of AAC. In this study, archived student records were reviewed using a systematic coding scheme.</p><p><strong>Results: </strong>Results showed that at the end of the study, all children's CVI Range scores improved. In addition, the measured areas related to communicative competence (i.e., social, linguistic, operational, strategic) also improved. The results for AAC modes and access methods varied, reflecting each student's uniqueness.</p><p><strong>Conclusions: </strong>Results support the need for speech-language pathologists, educators, and other service providers to offer these children opportunities to improve their use of vision. The results suggest that improvement in functional vision is strongly correlated with improvement across other areas of development, specifically related to communication competence. Students whose functional vision scores were lowest at baseline showed the greatest improvement, highlighting the importance of early identification and intervention for CVI. Clinical implications were discussed.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29716511.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2795-2812"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876391","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":"Internet-Based Behavioral Cough Suppression Therapy for Refractory Chronic Cough: A Randomized Controlled Trial.","authors":"Jane R Salois, Kassidi L Heinle, Laurie J Slovarp, Marie E Jetté, Vinaya Manchaiah, George Vlaescu, Gerhard Andersson","doi":"10.1044/2025_AJSLP-25-00124","DOIUrl":"10.1044/2025_AJSLP-25-00124","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to assess the efficacy of internet-based behavioral cough suppression therapy (IBCST) and explore users' experiences.</p><p><strong>Method: </strong>This study involved a prospective, single-blind, randomized controlled trial comparing the efficacy of a 5-week IBCST and healthy lifestyle education control intervention in patients with refractory chronic cough. Additionally, qualitative interviews were conducted and analyzed using grounded theory methodology.</p><p><strong>Interventions: </strong>IBCST and the healthy lifestyle control included 5 weeks of asynchronous content delivered via video and text on a study-specific website. IBCST emphasized education and cough suppression.</p><p><strong>Outcomes: </strong>The Leicester Cough Questionnaire (LCQ) and Cough Severity Visual Analog Scale (VAS) were the primary and secondary outcome measures, respectively, and were administered at baseline (T0), 1-week posttreatment (T1), and 1-month posttreatment (T2). Semistructured qualitative interviews were conducted with a subgroup of IBCST participants.</p><p><strong>Results: </strong>Thirty-nine adults with refractory chronic cough enrolled, and 30 (27 women, three men; <i>M</i>_age = 61 years) completed the study (18 IBCST, 12 control). IBCST resulted in clinically significant improvements for 72% of participants in LCQ total score at T1 with a mean change of 3.74 (<i>p</i> = .014, η_p² = .205) and 76% of participants at T2 with a mean change of 4.1 (<i>p</i> = .033, η_p² = .163). VAS changes did not reach the minimum clinically meaningful threshold but trended in that direction for the IBCST group at T1 (<i>p</i> = .056, η_p² = .128). Qualitative analysis revealed IBCST participants liked the convenience and quality of treatment and experienced improvements in symptom control.</p><p><strong>Conclusion: </strong>IBCST was feasible and efficacious and resulted in total LCQ score changes on par with what has been reported for other BCST interventions, paving the way for adaptation to a digital therapeutic.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2864-2876"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12452824/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144856887","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":"Simulated Learning Experiences in Global Speech-Language Pathology Programs: A Scoping Review.","authors":"Jennifer Watermeyer, Kim Coutts, Rhona Nattrass","doi":"10.1044/2025_AJSLP-24-00393","DOIUrl":"10.1044/2025_AJSLP-24-00393","url":null,"abstract":"<p><strong>Purpose: </strong>Simulated learning experiences (SLEs) are increasingly utilized in health care education and to train speech-language pathology students. The increasing popularity of simulations, particularly during the COVID-19 pandemic, has generated interest in their potential for achieving teaching and learning outcomes and a need to map the evidence in the field. This review explores the application of SLEs in speech-language pathology training. It examines the types of simulated learning approaches used across clinical contexts in relation to student outcomes and stakeholder perceptions to guide evidence-based curriculum development.</p><p><strong>Method: </strong>We conducted a scoping review to identify published journal articles and gray literature that described how SLEs were used for clinical training in the profession. Following the abstract and full-text screening, 53 articles were reviewed, and a descriptive synthesis of findings was conducted.</p><p><strong>Results: </strong>A variety of SLEs are used for training in various areas of practice in the profession. Most studies have been conducted in the Global North and especially post-COVID-19. SLEs offer valuable practice opportunities and can enhance clinical education opportunities for improving students' clinical skills, knowledge, and confidence. Using SLEs can also facilitate the transition from theory to practice. Low-fidelity SLEs appear as effective as higher fidelity options. There are relatively few longitudinal studies and studies that explore how skills learned in SLEs translate into clinical settings. Overall, SLEs were viewed positively for enhancing learning and clinical readiness.</p><p><strong>Conclusions: </strong>While SLEs have proven useful tools for teaching and learning across various areas of practice in the speech-language pathology field, they require careful planning, scaffolding, and feedback to students. Future research should explore the use of SLEs in the Global South, gather perspectives from clinical educators and standardized patients, and focus on learning processes as well as, where possible, the long-term transfer of skills into real-world practice.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2942-2971"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660816","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":"Narrative Identity Formation: Rethinking Speech-Language Pathologists' Impact Through a Critical Lens.","authors":"Lynn Hansberry Mayo","doi":"10.1044/2025_AJSLP-24-00460","DOIUrl":"10.1044/2025_AJSLP-24-00460","url":null,"abstract":"<p><strong>Purpose: </strong>This viewpoint employs a critical pedagogy lens to examine the impact of current narrative evaluation and intervention practices and the resulting impacts on children's identity development across cultures. Studies about cultural variations of language typically target the pathologization of linguistically minoritized populations. Freire's (1970) method of evaluating institutional practices through critical pedagogy illuminates how speech-language pathologists' (SLPs') practice to support narrative skills development can undermine children's identity formation, a United Nations Council on the Rights of the Child fundamental human right (The United Nations, 1989). By synthesizing narrative research across disciplines, the author reveals how current practices potentially threaten children's identity development.</p><p><strong>Conclusions: </strong>Berman and Slobin's (1994) research on universal patterns of narrative development perpetuated the supposition of a universal structure. However, the research was limited to five languages with significant Western influence. Structural variations of narrative are deeply tied to culture. Popular assessment and intervention methods impose a Western structure, may threaten identity development, and have the potential for cultural erasure. As the language experts of many academic institutions, SLPs must reconceptualize their role in supporting narrative language development to include the potential impact of their practices on clients' lifelong identity formation. A first step is to recognize cultural variations in narrative structure and style and subsequently adopt a mindset of co-constructing narratives to support identity. Further research into cultural variations of narrative structure is essential to upholding the American Speech-Language-Hearing Association's code of ethics, specifically, \"to hold paramount the welfare of the persons they serve.\"</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"3025-3033"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676295","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":"A Scoping Review of Oral Feeding Skill Development in Typically Developing Children Part I: Methodologies, Populations, and Normative Data.","authors":"Amy L Delaney, Anna Flatt, Hannah Koepp, Alissa V Fial, Katherine C Hustad","doi":"10.1044/2025_AJSLP-25-00067","DOIUrl":"10.1044/2025_AJSLP-25-00067","url":null,"abstract":"<p><strong>Purpose: </strong>This scoping review is the first in a two-part series aimed at synthesizing literature on oral feeding skills and informing the development of a classification system of observable skills. This article consolidates research on feeding skill development in typically developing children. The second paper analyzes individual skills identified. This review addresses three questions: (a) What methods have been used to study feeding skill development? (b) What populations of typically developing children without feeding disorders have been studied? (c) What normative data on feeding skills are available?</p><p><strong>Method: </strong>Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, studies were included if they examined oral feeding skills in typically developing children born at ≥ 37 weeks gestation, aged at least 4 months, with a focus on skills related to drinking liquids by cup and eating solids, using direct observation.</p><p><strong>Results: </strong>Fourteen studies met inclusion criteria. Findings revealed significant methodological variability, particularly in the number of skills assessed, feeding procedures used, and participant characteristics. While some normative data exist, they were limited and inconsistently reported. A key challenge was the lack of standardized definitions and categorization of feeding skills, which limited cross-study comparisons.</p><p><strong>Conclusions: </strong>Multiple approaches have been used to study typical feeding skill development, presenting an opportunity for methodological standardization. Greater clarity around individual feeding skills, addressed in Part 2, may help resolve inconsistencies in developmental timelines and support the development of an observational clinical measure.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2997-3016"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12452823/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876390","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}