American Journal of Speech-Language Pathology最新文献

{"title":"Socioecological Determinants of Speech Evaluation and Treatment Among Children Who Stutter.","authors":"Patrick M Briley, Molly M Jacobs","doi":"10.1044/2024_AJSLP-24-00483","DOIUrl":"https://doi.org/10.1044/2024_AJSLP-24-00483","url":null,"abstract":"<p><strong>Purpose: </strong>While there is no cure for stuttering, therapy can help children who stutter (CWS) reduce the adverse effects imposed by stuttering. The Individuals with Disabilities Education Act (IDEA) guarantees \"special education and related services\" at no cost to all children with disabilities. However, a potential interplay of variables may influence service provision for CWS. Therefore, the purpose of this study was to identify some of the determinants of receiving (a) an evaluation and (b) speech-language therapy (SLT) among a nationally representative sample of CWS.</p><p><strong>Method: </strong>This analysis utilized five waves of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11-a nationally representative sample of children in the United States attending both full-day and part-day kindergarten in 2010-2011, who were followed through the fifth grade. Over 800 parents reported that their child had a problem with stuttering at least once in the panel. Using a socioecological framework, this study sought to identify the individual-, interpersonal-, and community-level determinants of receiving (a) a communication evaluation and (b) SLT among CWS.</p><p><strong>Results: </strong>Determinants at all three levels were significantly associated with both the likelihood of evaluation and receipt of SLT.</p><p><strong>Conclusions: </strong>Despite the passage of IDEA over 20 years ago, many CWS are not receiving necessary evaluation and therapy services in school. These shortfalls result from determinants at multiple levels making mitigation more challenging. Identification is the first step in resolving such problems, and it is hoped that this project contributes to this discourse.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":"34 2","pages":"520-534"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143598313","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":"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":"Can We Trust Our Ears? How Accurate and Reliable Are Speech-Language Pathologists' Estimates of Children's Speech Intelligibility?","authors":"Kristen M Allison, Marnie Millington, Alanna Grimm","doi":"10.1044/2024_AJSLP-24-00247","DOIUrl":"10.1044/2024_AJSLP-24-00247","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to investigate the accuracy and reliability of subjective intelligibility estimates of young children's speech made by speech-language pathologists (SLPs) compared to naive listeners, and to examine how the severity of the child's speech impairment influences SLPs' intelligibility estimates.</p><p><strong>Method: </strong>Eighteen certified SLPs and 18 naive listeners provided intelligibility ratings of single-word speech samples produced by six preschoolers with speech disorders. All listeners rated intelligibility using two different methods: orthographic transcription and subjective estimation of the percentage of words understood. Absolute differences between estimated and transcription intelligibility scores were used to examine accuracy of intelligibility estimates in both listener groups, and intraclass correlations were used to evaluate interrater reliability.</p><p><strong>Results: </strong>Subjective intelligibility estimates differed from orthographic transcription-based intelligibility scores by 12.4% in the SLP listener group and 18.9% in the naive listener group. Interrater reliability of estimated intelligibility was substantially lower than transcription intelligibility in both listener groups.</p><p><strong>Conclusion: </strong>Results of this preliminary study suggest that subjective intelligibility estimates by SLPs are not adequately accurate or reliable for measurement of children's speech intelligibility.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"853-867"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11903022/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143494437","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":"Validation of the Caregiver Analysis of Reported Experiences with Swallowing Disorders (CARES) Screening Tool for Neurodegenerative Disease.","authors":"Samantha Shune, Lauren Tabor Gray, Sarah Perry, Derek Kosty, Ashwini Namasivayam-MacDonald","doi":"10.1044/2024_AJSLP-24-00253","DOIUrl":"10.1044/2024_AJSLP-24-00253","url":null,"abstract":"<p><strong>Purpose: </strong>Swallowing difficulties have a substantial impact on the burden experienced by care partners of individuals with neurodegenerative disease. Given this, there is a clear need to easily identify and quantify the unique aspects of swallowing-related burden. The purpose of this study was to establish the validity and reliability of the Caregiver Analysis of Reported Experiences with Swallowing Disorders (CARES) screening tool in care partners of individuals with neurodegenerative disease.</p><p><strong>Method: </strong>Survey data were collected from an international sample of 212 individuals caring for family members with amyotrophic lateral sclerosis (<i>n =</i> 49), dementia (<i>n =</i> 110), or Parkinson's disease (<i>n =</i> 53). Respondents completed the CARES, Eating Assessment Tool-10, International Dysphagia Diet Standardisation Initiative-Functional Diet Scale, and Zarit Burden Interview. Reliability and validity of the CARES were evaluated via internal consistency alpha coefficients, Spearman's rho correlations, and logistic regression analyses with receiver operating characteristic (ROC) curves.</p><p><strong>Results: </strong>CARES scores demonstrated excellent internal consistency (α = .90-.95) and high test-retest reliability (<i>r</i> = .86-.91). The CARES was found to be valid, as increased swallowing-related burden was associated with increased severity of swallowing difficulties (<i>r</i> = .79 to .84), diet restrictiveness (<i>r</i> = -.50 to -.54), and general caregiver burden (<i>r</i> = .36 to .40). The CARES had excellent discrimination between care partners with and without self-reported swallowing-related burden, with a score of ≥ 4 suggesting a heightened risk of experiencing this burden.</p><p><strong>Conclusions: </strong>Results establish the CARES as a valid and reliable screening tool that can detect burden related to swallowing difficulties among care partners of individuals living with neurodegenerative disease (score ≥ 4). Clinical implementation of the CARES requires the concerted efforts of the larger multidisciplinary team who can collaboratively identify the presence of burden and target the multifaceted sources of burden that a care partner may be experiencing.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"633-645"},"PeriodicalIF":2.3,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143034645","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":"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":"Benefits of a Virtual, Adapted Yoga Practice for People With Aphasia: A Pilot Cohort Study.","authors":"Lauren Bislick, Aimee Dietz, Karen Cornelius, E Susan Duncan, Amy E R Engelhoven, Michelle K Hart","doi":"10.1044/2024_AJSLP-24-00325","DOIUrl":"https://doi.org/10.1044/2024_AJSLP-24-00325","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to extend previous work using a pilot delayed cohort design with a more geographically and linguistically diverse group of people with aphasia (PWA) to explore the impact of a virtual, adapted, and aphasia-friendly yoga program; expand our original outcome measures to include a self-report of aphasia impact in addition to measures of resilience, stress, sleep disturbance, and pain management; and continue programmatic development through participant feedback about the program structure.</p><p><strong>Method: </strong>A delayed cohort design was used to document the benefits of a virtual, adapted, and aphasia-friendly yoga program for persons with moderate-severe aphasia, replicating our previous work with persons with mild-moderate aphasia. Fourteen PWA participated in an 8-week community yoga program. Perceived stress, resilience, sleep disturbance, pain management, and aphasia impact were assessed pre- and postparticipation in the yoga program via self-report. A brief questionnaire was given at the end of the yoga program to inform programmatic development.</p><p><strong>Results: </strong>Results of group comparisons suggest that participation in an 8-week adapted yoga program may positively impact perceptions of resilience (medium effect), sleep disturbance (medium effect), perceived stress (small effect), and aphasia impact (small effect). No effect was found for pain. Overall, participants reported a positive experience and offered feedback to enhance the structure of the program.</p><p><strong>Conclusions: </strong>Findings are promising and support yoga as a potent adjunct to traditional rehabilitation efforts to support resilience and psychosocial variables that impact quality of life in people with moderate-severe aphasia.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28514249.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-10"},"PeriodicalIF":2.3,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575995","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":"Approaches to Training Speech-Language Pathologists to Work With People With Aphasia: A Systematic Review.","authors":"Imran Musaji, Erin L O'Bryan, Aaron Bowen","doi":"10.1044/2024_AJSLP-24-00350","DOIUrl":"https://doi.org/10.1044/2024_AJSLP-24-00350","url":null,"abstract":"<p><strong>Purpose: </strong>The aim of this systematic review was to analyze the published research on training approaches for preparing current and future speech-language pathologists (SLPs) to work effectively with people with aphasia (PWA). The review addresses key questions regarding the described training approaches, their key features, research quality, and efficacy.</p><p><strong>Method: </strong>The review was conducted in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and registered with International Prospective Register of Systematic Reviews (CRD42024453742). The literature search spanned nine databases. Eligibility criteria included peer-reviewed publications in English that reported on training programs involving current or future SLPs working with PWA. Studies were assessed for research quality using the American Speech-Language-Hearing Association's (ASHA's) levels of evidence framework. Narrative synthesis was used to identify key features in the training programs.</p><p><strong>Results: </strong>A total of 920 citations were identified, with 50 studies meeting the inclusion criteria for analysis. Included studies represented a broad range of training approaches, research designs, and research quality. The 50 studies fell into ASHA levels of evidence Ib, IIa, IIb, III, and IV. Statistical meta-analysis was not possible because of variability in research design and outcome measures, but the studies revealed statistically significant findings relevant to the question of what makes training effective for preparing clinicians to work with people with aphasia.</p><p><strong>Conclusions: </strong>The current literature related to training of clinicians to work with PWA is heterogeneous in approach, outcome metrics, and methodological quality. There is evidence supporting several recommendations for training clinicians including integrating direct interactions with PWA during training, combining didactic and experiential learning, and incorporating reflective practices. Overall, the review highlights the need for well-described evidence-based training standards for speech-language pathology students working with PWA. Future research should aim to develop and validate comprehensive training guidelines to improve care quality for individuals with aphasia.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-39"},"PeriodicalIF":2.3,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575869","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}