American Journal of Speech-Language Pathology最新文献

{"title":"\"Better Conversations With Developmental Language Disorder\": Feasibility and Findings From an Initial Evaluation of a Novel Intervention.","authors":"Lucy Hughes, Caroline Newton, Juliette Corrin, Wendy Best","doi":"10.1044/2025_AJSLP-24-00448","DOIUrl":"10.1044/2025_AJSLP-24-00448","url":null,"abstract":"<p><strong>Purpose: </strong>Developmental language disorder (DLD) affects around 7.5% of children and can impact education and social well-being. Thus far, interventions for school-aged children with DLD have been targeted at single-word or sentence level. This article evaluates \"Better Conversations With Developmental Language Disorder\" (BCDLD), a coproduced, conversation-focused intervention grounded in communication partner training and parent-child interaction therapy, both evidence-based approaches used globally across populations with communication difficulty.</p><p><strong>Method: </strong>Six children with DLD (6;06-8;02 [years;months]) participated in BCDLD with their mothers. Each completed three baseline assessments and six conversation-focused therapy sessions. Video feedback was used to highlight facilitative and barrier strategies within their talk and to agree targets for change. Posttherapy and follow-up measures evaluated progress in response to intervention. The study employed conversation-based outcome measures, which were novel for this client group. Feasibility of the approach was explored with regard to recruitment, retention, and acceptability. The practicality of using conversation-based outcome measures was evaluated.</p><p><strong>Results: </strong>There was significant change in targeted conversation behaviors, the primary outcome measure, for five dyads after intervention. Secondary indicative outcomes demonstrate a significant increase in children's average utterance length for the group. Numerical change in child-to-adult ratio of speech was achieved, in line with intervention targets, and for five children, there was a numerical change in functional communication on the Children's Communication Checklist-2. Feasibility results demonstrate good retention and acceptability, including time taken to transcribe and analyze conversation-based measures.</p><p><strong>Discussion: </strong>The results suggest that school-aged children with DLD can benefit from direct intervention to improve their everyday conversation, and the approach can produce change on targeted communication behaviors and conversation measures. Feasibility findings provide support for the further development of BCDLD. Further coproduced research is necessary to refine the intervention, explore active ingredients, and consider issues of candidacy and implementation within clinical services.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29464619.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2586-2617"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144651011","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":"ChatGPT Responses to Questions About Clinical Decision Making: A Preliminary Analysis of Accuracy and Completeness.","authors":"Vijayachandra Ramachandra, Cody W Dew, Dawna Duff, Natalie V Covington, Reethee Antony, Lori A Pakulski, Jaime B Lee, Sundeep Venkatesan, Nandhu Radhakrishnan, Rodney M Gabel, Jennifer Glassman","doi":"10.1044/2025_AJSLP-24-00490","DOIUrl":"10.1044/2025_AJSLP-24-00490","url":null,"abstract":"<p><strong>Purpose: </strong>The primary aim of this preliminary study was to examine the potential advantages and disadvantages of using ChatGPT-3.5 (free version) to obtain information pertaining to the discipline of communication sciences and disorders (CSD).</p><p><strong>Method: </strong>Nine university-based CSD researchers with expertise in different topic areas created questions of varying complexity (basic, advanced, evidence-based practice [EBP], and general CSD) to ask ChatGPT and then rated the software's responses for accuracy (6-point Likert scale) and completeness (3-point Likert scale).</p><p><strong>Results: </strong>Across all questions (<i>n =</i> 162), the median accuracy was 5 (nearly all correct), with an <i>M</i> of 5.01. Regarding completeness, the median was 3 (comprehensive), and the mean was 2.41. Furthermore, there were no significant differences in composite ratings (accuracy and completeness combined) between responses to basic, advanced, and EBP questions; however, responses to general CSD questions received significantly higher composite ratings than responses to basic, advanced, and EBP questions. Despite strong performance of ChatGPT on average, the distribution of accuracy and completeness ratings showed that more than half of ChatGPT's responses were rated as not fully accurate, only 45.68% of the responses received a rating of 6 (correct). On completeness ratings, only 54.32% of responses received a rating of 3 (comprehensive).</p><p><strong>Conclusions: </strong>Our results indicate that ChatGPT can quickly provide answers and often generate responses that experts judge as accurate. However, clinicians cannot depend on ChatGPT for accurate and complete responses, especially for complex clinical questions. Using ChatGPT for clinical decision making may be particularly risky for inexperienced or student clinicians, who may have difficulty spotting inaccuracies.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29565167.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2919-2927"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144805163","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":"Speech-Language Therapists' Training, Confidence, and Barriers When Serving Bilingual Children: Development and Application of a National Survey.","authors":"Meaghan McKenna, Xigrid Soto-Boykin, Anne Larson, Diana Julbe-Delgado","doi":"10.1044/2025_AJSLP-24-00498","DOIUrl":"10.1044/2025_AJSLP-24-00498","url":null,"abstract":"<p><strong>Purpose: </strong>Most pediatric speech-language therapists (SLTs) will serve bilingual children. This article reports findings from the <i>National Survey of SLTs' Training, Confidence, and Barriers When Serving Bilingual Children</i>. This survey was created for SLTs to self-report training, confidence, and barriers when assessing and delivering interventions to bilingual children.</p><p><strong>Method: </strong>The 58-question survey was developed using commonly accepted procedures for questionnaire development to establish content validity: (a) identification of the purpose of the survey, (b) creation of a blueprint of items, (c) expert panel review, and (d) cognitive interviews with end-users. Upon completing initial development, 567 bilingual and monolingual SLTs responded to survey items. Internal structure validity was assessed using a confirmatory factor analysis. A three-factor model with the following dimensions-linguistically matched, not linguistically matched, and barriers when not linguistically matched-resulted.</p><p><strong>Results: </strong>Descriptive findings uncovered an ongoing need for SLTs to receive training to support bilingual children on their caseload, especially to communicate with families who speak languages other than English and embed children's home language in therapy sessions. While bilingual SLTs were more confident in serving bilingual children than monolingual SLTs were, both groups identified inadequate resources, along with other barriers that impacted their perceived confidence and competence.</p><p><strong>Conclusions: </strong>Survey results reveal the continued need to support preservice and practicing SLTs to enhance their competence and confidence when assessing and treating bilingual children. The findings from the present study have the potential of informing American Speech-Language-Hearing Association's leadership, institutes of higher education, and continuing education initiatives.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29409923.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2632-2648"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610147","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":"Pediatricians' Knowledge of Bilingualism and Provision of Culturally Responsive Care for Latine Dual Language Learners: A Pilot Study.","authors":"Adriana Weisleder, Laura Pabalan, Anna Miller-Fitzwater, Anahí Venzor-Strader, Erin Dennis, Mariana Glusman","doi":"10.1044/2025_AJSLP-24-00572","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00572","url":null,"abstract":"<p><strong>Purpose: </strong>Pediatricians are the first professionals to provide guidance about language development to families with young children and referrals for those who may have a language or communication disorder. One-quarter of children in the United States are dual language learners (DLLs), yet there is little information about pediatrician's readiness to provide culturally and linguistically responsive care for these children. This pilot study sought to examine pediatricians' knowledge of bilingual language development and its relation to the provision of language and literacy promotion and developmental surveillance for Latine DLLs.</p><p><strong>Method: </strong>Sixty-seven pediatricians at two academic pediatric clinics completed a survey asking about their knowledge about bilingual language development, Spanish proficiency, and provision of culturally effective health care to Latine DLLs. Analyses examined mean levels of these variables as well as relationships between knowledge, proficiency, and practices.</p><p><strong>Results: </strong>On average, pediatricians' responses to the knowledge-based questions agreed with the evidence 69% of the time. Only 29% of pediatricians said they felt comfortable counseling Latine parents on bilingual language development, and 75% indicated they had difficulty recognizing signs of a language or communication disorders in Latine children from Spanish-speaking homes. Multiple regressions showed that pediatricians with higher Spanish proficiency and those with greater knowledge of bilingual language development provided more culturally and linguistically responsive care to Latine DLLs.</p><p><strong>Conclusions: </strong>We identified significant gaps in pediatricians' knowledge about bilingual language development that were associated with their practice patterns. Results highlight the need for incorporating training about bilingual language development into pediatric education and increasing the number of providers that speak languages other than English.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29954468.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-11"},"PeriodicalIF":2.5,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976196","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":"Applying the Communication Bill of Rights to Enact Principles of Diversity, Equity, Inclusion, and Accessibility.","authors":"Susan Marie Bruce, Varleisha Lyons, Yuping Chen","doi":"10.1044/2025_AJSLP-24-00442","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00442","url":null,"abstract":"<p><strong>Purpose: </strong>This article situates the revised Communication Bill of Rights (National Joint Committee for the Communication Needs of Persons with Severe Disabilities, 2024) within a Diversity, Equity, Inclusion, and Accessibility (DEIA) framework. With an emphasis that diversity should be inclusive of disability, this work postulates the interconnectedness of DEIA and the communication rights of individuals with severe disabilities. The full set of communication rights is presented, followed by a deeper discussion of four rights that address dignity and respect in interactions, meaningful conversations that are culturally and linguistically appropriate, services across the lifespan, and access to functioning augmentative and alternative communication and other assistive technology to support communication. A DEIA implementation framework is applied to illustrate the actualization of these rights.</p><p><strong>Conclusions: </strong>Communication rights cannot be realized in isolation. The intersecting identities of individuals with severe disabilities must be understood and responded to in practice. The actualization of communication rights fits within the larger context of honoring DEIA.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-11"},"PeriodicalIF":2.5,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976164","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 Core Vocabulary List for Tagalog-English Bilingual Preschool-Age Children.","authors":"Vianca A Ocampo, Milijana Buac, Anna Cannone, Sarah O'Connor, Allison Gladfelter","doi":"10.1044/2025_AJSLP-24-00454","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00454","url":null,"abstract":"<p><strong>Purpose: </strong>A large proportion of children who use augmentative and alternative communication (AAC) devices to communicate are bilingual. However, many AAC devices predominantly feature vocabulary that is translated from English into the child's other language, lacking cultural and linguistic responsiveness. This can limit effective communication for bilingual users. The primary goal of the present study was to develop core vocabulary lists in Tagalog and in English for Tagalog-English bilingual preschoolers to create a more linguistically and culturally appropriate foundation for AAC systems used by these children. The secondary goal was to design linguistically responsive bilingual communication boards for Tagalog-English bilingual preschoolers using the core vocabulary lists.</p><p><strong>Method: </strong>Secondary data analysis was conducted using a data set of personal narrative language samples from 100 Tagalog-English bilingual children from Metro Manila. In this data set, the language samples were pared down to a list of single vocabulary words. Frequency and commonality scores were calculated for each vocabulary word to generate separate core vocabulary lists for Tagalog and English.</p><p><strong>Results: </strong>Applying the frequency score criteria, a total of 193 Tagalog words, 28 English words, and 60 Tagalog affixes were identified as frequently used by Tagalog-English bilinguals. Using the commonality score criteria, 56 Tagalog words, three English words, and 11 Tagalog affixes were identified as core vocabulary. These findings guided the creation of both a Tagalog communication board and a bilingual Tagalog-English communication board. The bilingual board integrated Tagalog and English core vocabulary into a single board.</p><p><strong>Conclusion: </strong>The established Tagalog-English core vocabulary lists provide a foundation for the development of bilingual AAC systems that allow bilinguals equitable access to communication.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-15"},"PeriodicalIF":2.5,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976161","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":"Making Religious Texts More Aphasia-Friendly: Recommendations From a Case Study of Members of The Church of Jesus Christ of Latter-day Saints.","authors":"Allison Dahl, Dallin J Bailey","doi":"10.1044/2025_AJSLP-24-00428","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00428","url":null,"abstract":"<p><strong>Purpose: </strong>Aphasia-friendly modifications generally make texts more accessible. However, because religious texts are often held in a special regard, some aphasia-friendly modifications may not be appropriate for them. The purpose of the current study was to explore aphasia-friendly religious text adaptations within the context of The Church of Jesus Christ of Latter-day Saints.</p><p><strong>Method: </strong>Five adults with aphasia who consider themselves members of The Church of Jesus Christ participated in the current study. These participants indicated preferences using a 7-point scale between paired samples of religious text formatted using common aphasia-friendly text adaptations. These quantitative data were analyzed for preference trends. Additionally, qualitative data were collected through ethnographic interviews focused on adaptation preferences as well as the effect of aphasia on religious experiences more generally. Transcripts of these interviews were examined using a qualitative descriptive analysis approach.</p><p><strong>Results: </strong>The results show common preferences for larger font size, 1.5 line spacing, and illustrated text, with realistic illustrations preferred over stylized illustrations. Participants were also more likely to prefer adaptations presented on a computer or tablet compared to in print. Qualitative analysis revealed commonalities such as aphasia's impacts on scripture reading, the context dependence of adaptation preferences, and the perceived target audience of certain adaptations.</p><p><strong>Conclusions: </strong>This small exploratory study helped to further knowledge about how adaptations for aphasia can best be applied to religious texts of the Church of Jesus Christ. These findings may prove helpful for clinicians working with people with aphasia in the Church of Jesus Christ who are interested in engaging with religious texts. Because this study included participants from one religious denomination, further research may consider members of other faiths with their respective religious texts. Different types or combinations of aphasia-friendly text adaptations could also be studied.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-15"},"PeriodicalIF":2.5,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976174","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":"Increasing Representation of Black Stroke Survivors in Aphasia Research: A Community Outreach Pilot.","authors":"Skayina Boucard, June Bracken, Tina Harris, Chrisa Kravetz, Davetrina S Gadson, Aysha Salter-Volz, Sarah E Wallace, Michael Walsh Dickey, William D Hula, William S Evans","doi":"10.1044/2025_AJSLP-24-00403","DOIUrl":"10.1044/2025_AJSLP-24-00403","url":null,"abstract":"<p><strong>Purpose: </strong>Although Black Americans are more likely to have strokes and more severe poststroke disability than White Americans, Black stroke survivors with aphasia are substantially underrepresented in aphasia clinical trials, which means that research findings may not generalize to the entire U.S. population. To help address this issue, we completed a 12-month community outreach pilot seeking to increase representation and engagement of Black stroke survivors with aphasia in research and to identify barriers to aphasia research participation and the unmet community needs of this population.</p><p><strong>Method: </strong>Targeted community outreach in predominantly Black neighborhoods was led by a Community Outreach Ambassador and consisted of site visits, tabling at community events, and providing a free monthly aphasia support group. Understanding barriers and unmet needs relied on qualitative analysis of semistructured interviews completed with Black stroke survivors with aphasia.</p><p><strong>Results: </strong>We completed over 20 unique points of contact with organizations in the Pittsburgh community and had conversations with over 100 Black stroke survivors or their family members, but these efforts resulted in limited new referrals. Semistructured interviews of four Black stroke survivors with aphasia identified participation barriers in the areas of knowledge and transportation, and unmet community needs related to communication deficits, social isolation, and poor mental health.</p><p><strong>Conclusions: </strong>While our pilot did not substantially increase referrals for Black stroke survivors with aphasia during the study period, it helped identify key barriers to research participation. We have also experienced positive signs of continued community growth and relationship building since completing the study. Overall, this community outreach pilot provides preliminary guidance and \"lessons learned\" for those seeking to increase participation and community collaboration with Black stroke survivors with aphasia.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29904884.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-11"},"PeriodicalIF":2.5,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144884170","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":"Maximizing Generalization of Combined Treatment for Mild Aphasia and Apraxia: Evidence From Three Case Studies.","authors":"Ellyn A Riley, Hannah Rembrandt, Jennifer Fortin, Ramani Voleti","doi":"10.1044/2025_AJSLP-24-00401","DOIUrl":"10.1044/2025_AJSLP-24-00401","url":null,"abstract":"<p><strong>Purpose: </strong>Approximately 44% of individuals with chronic aphasia also present with apraxia of speech, necessitating integrated treatment approaches to optimize recovery. This study examined the effects of a combined treatment protocol, leveraging Treatment of Underlying Forms (TUF) and a modified version of Sound Production Treatment (SPT), on language and speech outcomes in individuals with mild aphasia and apraxia.</p><p><strong>Method: </strong>Three participants underwent treatment involving alternating and combined TUF and modified SPT. The pre- and posttreatment assessments included standardized and treatment-specific speech and language measures.</p><p><strong>Results: </strong>The results indicated significant improvements in the production of both trained and untrained items with similar syntactic and articulatory complexities, whereas generalization to simpler targets varied among participants.</p><p><strong>Conclusion: </strong>Our findings suggest that combined TUF/modified SPT may enhance speech and language outcomes, warranting further investigation of individual variability in treatment responses and generalization patterns.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-20"},"PeriodicalIF":2.5,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144859841","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":"Using Digital Technology to Stay Connected With Friends After Aphasia.","authors":"Mary McMahon, Jamie H Azios, Brent Archer, Natalie F Douglas, Katie Strong, Nina Simmons-Mackie, Linda Worrall","doi":"10.1044/2025_AJSLP-24-00395","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00395","url":null,"abstract":"<p><strong>Purpose: </strong>Digital domains are becoming increasingly important in creating and sustaining relationships. The purpose of this study was to understand the role of information and communication technology (ICT) in maintaining friendships for people with aphasia. Understanding how people with aphasia use ICT (e.g., smartphones, social media platforms) to stay connected is critical to developing components of clinical interventions focused on social relationships.</p><p><strong>Method: </strong>Data were collected from a larger qualitative research project and included semistructured interviews about friendship maintenance and aphasia. Participants included 27 people with aphasia, eight significant others, and nine friends of people with aphasia. Data were analyzed according to inductive thematic analysis.</p><p><strong>Results: </strong>The majority (> 90%) of participants emphasized the importance of ICT in maintaining friendships. Three themes were generated from the analysis: (a) flexibility is a core component of technology use, (b) the role of technology in identity negotiation, and (c) technology as a lifeline.</p><p><strong>Conclusions: </strong>Findings indicate that ICT has a vital role in helping people with aphasia maintain friendships. Themes generated highlight important aspects that may be ignored in the rehabilitation process, such as the need for flexibility, the importance of identity negotiation in online spaces, and the need for training and support in digital technology use. These findings have clinical and research implications that can be further developed to help people with aphasia maintain friendships.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-18"},"PeriodicalIF":2.5,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144805167","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}