American Journal of Speech-Language Pathology最新文献

{"title":"Improving Cognitive Empathy Through Traumatic Brain Injury Experiential Learning: A Novel Mixed Methods Approach for Speech-Language Pathology Graduate Education.","authors":"Kathryn Hardin, Jessica Rossi-Katz, Scott Busch","doi":"10.1044/2024_AJSLP-24-00126","DOIUrl":"10.1044/2024_AJSLP-24-00126","url":null,"abstract":"<p><strong>Purpose: </strong>The aim of this study was to gauge the impacts of cognitive empathy training experiential learning on traumatic brain injury (TBI) knowledge, awareness, confidence, and empathy in a pilot study of speech-language pathology graduate students.</p><p><strong>Method: </strong>A descriptive quasi-experimental convergent parallel mixed methods design intervention pilot study (QUAL + QUANT) was conducted with a diverse convenience sample of 19 first- and second-year speech-language pathology graduate students who engaged in a half-day TBI point-of-view simulation. The simulation was co-constructed through a participatory design with those living with TBI based on Kolb's experiential learning model and followed the recommendations for point-of-view simulation ethics. After setting goals, participants engaged in four station activities completing cognitive communication activities of daily living, while experiencing manipulations to their sensory systems. Activities included reading while wearing goggles with blurred or double vision, listening with tinnitus and auditory processing disorder, and taking notes during a manipulated college lecture. Participants also interacted with an individual living with TBI and responded to targeted prompts throughout the day. Quantitative outcomes were measured using published TBI knowledge and empathy scales and analyzed with descriptive, parametric and nonparametric statistics, while qualitative data were analyzed through thematic analysis. Data were then triangulated through mixed methods. Mixed methods design quality was ensured by following the Mixed Methods Appraisal Tool (Hong et al., 2018).</p><p><strong>Results: </strong>After experiential learning, significant increases in speech-language pathologist (SLP) TBI knowledge, empathy, and awareness of TBI symptom and symptom impacts were found. Many, but not all, participants also reported changes in clinical confidence.</p><p><strong>Conclusions: </strong>Cognitive empathy training using experiential learning appears to be a viable method to increase SLP knowledge, empathy, and symptom awareness for TBI clinical care. Future research should replicate the study with different types and locations of speech-language pathology graduate programs to consider TBI empathy training as a standard training method to improve both individual and provider outcomes.</p><p><strong>Plain language summary: </strong>Individuals and families living with traumatic brain injury (TBI) say their providers lack necessary knowledge; do not seem to understand what living with TBI is like; and can be dismissive, uncaring, and lacking empathy. Health care providers do not automatically imagine the world from the patient's perspectives, to \"walk in another's shoes\"; it takes intentional effort and training. This project attempted to train those specific empathy skills for speech-language pathology graduate students through experiential learning. Experiential learni","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-33"},"PeriodicalIF":2.3,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980042","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":"North American Pilot of TBIconneCT: A Social Communication Intervention via Telehealth for Individuals With Traumatic Brain Injury and Their Conversation Partners.","authors":"Alyssa Hall, Jerry K Hoepner, Rachael Rietdijk, Leanne Togher","doi":"10.1044/2024_AJSLP-24-00148","DOIUrl":"https://doi.org/10.1044/2024_AJSLP-24-00148","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this pilot investigation was to identify formative feedback to guide the development of a North American version of the TBIconneCT program. A secondary purpose was to examine the feasibility of delivering the intervention by graduate students.</p><p><strong>Method: </strong>Two cohorts of individuals with chronic brain injuries and their communication partners were recruited for a 10-week, modified TBIconneCT program delivered by graduate student clinicians via telehealth. Eight dyads were recruited for the first cohort, but only four dyads completed the investigation. Ten dyads participated in the second cohort, but only seven dyads completed the investigation. Along with pre and post self-reported measures of communication and participation, participants completed an interview about their experiences. Interviews were transcribed and qualitatively coded using reflexive thematic analysis.</p><p><strong>Results: </strong>Participants from both cohorts improved in all pre- and postmeasures of communication and participation; however, gains were modest across the cohorts. Qualitative analyses were conducted separately by cohort, as results from the first cohort informed modifications that were implemented in the second cohort, primarily to address Australian English dialects. Across both contexts, overarching constructs included \"participant perspectives regarding outcomes,\" \"assessments of the effectiveness of specific portions of the program,\" and \"suggestions for improvement.\"</p><p><strong>Conclusions: </strong>The modified TBIconneCT program (North American pilot version) produced modest gains in measures of social communication, participation, and quality of life. Qualitative analyses provided insights into the strengths and weaknesses of the modified program, along with suggestions for refinement of the pilot version.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-19"},"PeriodicalIF":2.3,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142957565","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 Mixed Methods Evaluation of Implementation Outcomes of a Self-Regulation Strategy for Health Education: Perspectives of Clinicians and Older Adults With and Without Traumatic Brain Injury.","authors":"Amy M Kemp, Katy H O'Brien","doi":"10.1044/2024_AJSLP-24-00100","DOIUrl":"https://doi.org/10.1044/2024_AJSLP-24-00100","url":null,"abstract":"<p><strong>Purpose: </strong>Effective self-management is key for older adults with and without traumatic brain injury (TBI) to maintain their health, safety, and independence. Self-regulation is one method of promoting self-management. However, it is essential to examine effective methods of self-regulation interventions to maximize the use of such health promotion.</p><p><strong>Method: </strong>Forty-one older adults (19 with TBI; 22 without TBI) participated in an in-person or telepractice health education intervention for fall prevention with 15 speech-language pathology student clinicians. The intervention was a self-regulation strategy, mental contrasting with implementation intentions (MCII), for promoting fall prevention. This mixed methods study explored treatment adherence and evaluated implementation outcomes through acceptability, appropriateness, feasibility, modifications to treatment, and therapist adherence and client participation.</p><p><strong>Results: </strong>All participants demonstrated some behavior change. Participants without TBI evaluated the MCII protocol as more acceptable, <i>F</i>(1, 39) = 5.88, <i>p</i> = .018; appropriate, <i>F</i>(1, 39) = 5.34, <i>p</i> = .023; and feasible, <i>F</i>(1, 39) = 9.56, <i>p</i> = .003, than participants with TBI, although all ratings were perceived as neutral or positive. From clinician data, protocol adherence, <i>F</i>(1, 39) = 1.57, <i>p =</i> .22, and client participation, <i>F</i>(1, 39) = 0.10, <i>p =</i> .92, were similar across injury groups, but participants with TBI required more fidelity-consistent modifications to treatment, <i>F</i>(1, 39) = 6.88, <i>p =</i> .012. There were no differences between settings except that those in telepractice had more client participation, <i>F</i>(1, 39) = 21.02, <i>p</i> < .001. Clinicians felt MCII was equally appropriate for both groups in all settings, acceptability: <i>F</i>(1, 48) = 0.082, <i>p</i> = .78; appropriateness: <i>F</i>(1, 48) = 0.554, <i>p</i> = .46; feasibility: <i>F</i>(1, 48) = 0.197, <i>p</i> = .66.</p><p><strong>Conclusion: </strong>MCII may be a feasible tool to provide health education as it offers enough structure and individualization to be considered appropriate and relevant for older adults, and for novice clinicians to administer and modify as needed based on client needs.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28074443.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-17"},"PeriodicalIF":2.3,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142957651","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 Viewpoint on the Ethics of Pseudostuttering Assignments: Guidelines and Best Practices for Their Use.","authors":"Katie Gore, Seth E Tichenor","doi":"10.1044/2024_AJSLP-24-00139","DOIUrl":"10.1044/2024_AJSLP-24-00139","url":null,"abstract":"<p><strong>Purpose: </strong>Pseudostuttering, or the act of voluntarily stuttering or stuttering on purpose, has been both regularly used by clinicians alongside clients in stuttering therapy and taught to students in stuttering courses for decades. However, in recent years, teaching speech-language pathology students how to pseudostutter in stuttering courses has been increasingly questioned by students on grounds that pseudostuttering may be ableist, a disability simulation, and of questionable clinical value. The purpose of this article is to discuss the value and ethics of pseudostuttering assignments as part of graduate clinical education for speech-language pathologists (SLPs).</p><p><strong>Method: </strong>The history of pseudostuttering and the pseudostuttering assignment within speech-language pathology pedagogy, disability studies literature, and community perspectives are reviewed. In so doing, we incorporate views from the broader disability rights community, the stuttering community, and stuttering research and clinical literature.</p><p><strong>Results: </strong>Stuttering literature and community perspectives not only confirm the value of pseudostuttering assignments but also underscore the critical importance of assignment purpose, framing, structure, and scope.</p><p><strong>Conclusions: </strong>Pseudostuttering continues to be a critical clinical skill for SLPs who work with people who stutter, and pseudostuttering assignments are an invaluable learning experience for speech-language pathology graduate students. However, assignments must be designed and implemented according to a specific set of principles and best practices. Assignment design that does not follow these principles and best practices is likely to perpetuate ableist constructs and inadequately prepare students to work with individuals who stutter. Graduate course instructors should educate themselves on these principles and engage with students who express concerns with the assignment.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"428-436"},"PeriodicalIF":2.3,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11745307/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142693512","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":"Diagnostic Features of Childhood Apraxia of Speech: A Survey Study of Estonian, Finnish, and Lithuanian Speech-Language Pathologists.","authors":"Marju Lahtein-Kürsa, Marika Padrik, Simona Daniutė, Daiva Kairienė, Anna-Leena Martikainen, Minna Vanhala-Haukijärvi, Marja-Liisa Mailend","doi":"10.1044/2024_AJSLP-24-00035","DOIUrl":"10.1044/2024_AJSLP-24-00035","url":null,"abstract":"<p><strong>Purpose: </strong>The primary aim of this study was to investigate how speech-language pathologists (SLPs) from Estonia, Finland, and Lithuania rate the significance of different features for diagnosing childhood apraxia of speech (CAS) in their languages.</p><p><strong>Method: </strong>An online survey was conducted among 197 Estonian, Finnish, and Lithuanian SLPs who have worked with children with CAS. The SLPs were asked to rate the significance of 63 features for CAS diagnosis in their respective language. Cross-linguistic patterns in diagnostic features were examined with simple correspondence analysis (SCA) and via descriptive statistics.</p><p><strong>Results: </strong>The ratings revealed six to seven diagnostic features that were considered very significant for CAS diagnosis by the majority of respondents in each country. The SCA highlighted differences between Lithuanian SLPs and Estonian and Finnish SLPs. Some possible language-specific associations were noted, such as palatalization errors for Lithuanian and Estonian and diphthong distortions for Estonian. The respondents from all countries rated highly those features that can easily be applied to most languages (e.g., groping) and gave lower ratings to features that may be influenced by the linguistic structure of different languages (e.g., word stress errors).</p><p><strong>Conclusions: </strong>Overall, SLPs provided high ratings to CAS features that occur universally across languages, whereas features specific to languages, such as prosody-related errors, were not as highly rated. Several language-specific features were highlighted, providing direction for future research and emphasizing the importance of language-specific considerations in CAS research and diagnosis.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"97-117"},"PeriodicalIF":2.3,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631254","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":"Stronger Together: A Qualitative Exploration of Social Connectedness in Parkinson's Disease in the Digital Era.","authors":"Gemma Moya-Galé, Sarah Ahson, Sneha Gyawali, Christina Lee, Claire O'Riordan, Lily Rossi","doi":"10.1044/2024_AJSLP-24-00246","DOIUrl":"10.1044/2024_AJSLP-24-00246","url":null,"abstract":"<p><strong>Purpose: </strong>Social isolation is a common consequence of Parkinson's disease (PD), and social prescribing has become a crucial aspect for fostering well-being in this population. In fact, group work has been shown to improve levels of social connectedness in older adults across different domains. Increased technology use in older adults may also contribute to increased social connections, especially since the COVID-19 pandemic. Still, the impact of digital use on social connectedness remains to be further explored in individuals with PD. Therefore, the purpose of this study was to examine the perceptions of social connectedness in relation with group-based activities and use of digital technologies in this population.</p><p><strong>Method: </strong>Ten individuals with PD participated in focus groups. Transcripts of the video-recorded groups were analyzed qualitatively using thematic analysis.</p><p><strong>Results: </strong>The three constructed themes not only revealed changes and challenges in social connectedness but also underscored the power of family and new relationships established through PD. Results also highlighted the overall positive impact of current digital technologies, although the view on telehealth per se was multifaceted.</p><p><strong>Conclusions: </strong>Referrals for group rehabilitation programs can enhance social connectedness in individuals with PD through fostering new social connections and community building. Hence, group rehabilitation programs should be viewed as a form of social prescribing. The use of digital technologies should be further explored as a means to maximize social engagements in this population.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"281-296"},"PeriodicalIF":2.3,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142640093","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":"Prenatal to Adulthood: The Responsibility of the Speech-Language Pathologist on the Comprehensive Cleft Palate and Craniofacial Team.","authors":"Chelsea L Sommer, Natalie R Wombacher","doi":"10.1044/2024_AJSLP-24-00230","DOIUrl":"10.1044/2024_AJSLP-24-00230","url":null,"abstract":"<p><strong>Purpose: </strong>Comprehensive cleft care is an important component when caring for a child with cleft palate with or without cleft lip (CP ± L). Speech-language pathologists (SLPs) serve different capacities on comprehensive cleft palate and craniofacial teams.</p><p><strong>Method: </strong>This tutorial highlights the role of the SLP on the cleft palate and craniofacial team from the prenatal consultation to adulthood. This tutorial emphasizes the importance of collaboration between the cleft team SLP and other professionals on a comprehensive cleft team. Additionally, the tutorial provides education for feeding infants with CP ± L and focuses on assessment and treatment of children with CP ± L before and after the palate repair. Finally, this tutorial underscores the importance of working as part of and collaborating with interdisciplinary team members.</p><p><strong>Results: </strong>SLPs are an essential member of comprehensive cleft teams in addition to other medical providers. SLPs play a critical role on these multidisciplinary teams and are fundamental to the assessment and treatment of feeding, speech, language, and resonance disorders in children with CP ± L.</p><p><strong>Conclusion: </strong>It is critical that SLPs are involved in comprehensive cleft team care from the prenatal consultation through adulthood to monitor resonance, speech, and language development and outcomes.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"12-31"},"PeriodicalIF":2.3,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717495","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":"Attitudes of Teachers, Students, and the Public Toward Stuttering in India: A Comparison.","authors":"Rakesh Chowkalli Veerabhadrappa, Shubhaganga Dhrruvakumar, Chaithanyanayaka Manjunatha, Hani Sulthana, Santosh Maruthy, Kenneth O St Louis","doi":"10.1044/2024_AJSLP-24-00204","DOIUrl":"10.1044/2024_AJSLP-24-00204","url":null,"abstract":"<p><strong>Purpose: </strong>People who stutter experience societal misconceptions and negative stereotypes due to cultural prejudices. The present study aimed to compare attitudes toward stuttering of Indian teachers, students, and members of the public and to further compare their attitudes to comparable samples regionally and internationally.</p><p><strong>Method: </strong>Five hundred eighteen adults completed the Public Opinion Survey of Human Attributes-Stuttering (POSHA-S), translated into Kannada, which was analyzed according to standard protocol. Summary and selected item scores were compared from samples of teachers (<i>n</i> = 125), students (<i>n</i> = 233), and the public (<i>n</i> = 160). Additionally, the scores were compared to those from South Asian samples and an international POSHA-S database.</p><p><strong>Results: </strong>Teachers in the current study had the most positive stuttering attitudes, followed by the public and then by students. The summary attitude scores obtained by all three groups were more positive attitudes compared to other South Asian samples and either similar to or slightly less positive than the international POSHA-S database average sample rating. Education and income were small but significant predictors of more-or less-positive attitudes, but gender, age, and familiarity with stuttering were not.</p><p><strong>Conclusions: </strong>While teachers demonstrated a greater understanding of stuttering compared to the public and students, the lack of understanding among the latter groups highlights the need for increased awareness and education about stuttering across various segments of society. Negative social reactions toward stuttering, observed in different cultural contexts, further emphasize the need for awareness about stuttering.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.27855195.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"261-280"},"PeriodicalIF":2.3,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142774169","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":"It's About Time: Parent-Child Turn-Taking in Early Stuttering.","authors":"Allison Godsey, Nan Bernstein Ratner","doi":"10.1044/2024_AJSLP-24-00155","DOIUrl":"10.1044/2024_AJSLP-24-00155","url":null,"abstract":"<p><strong>Purpose: </strong>Most common treatments for stuttering offer advice that parents modify temporal features of conversational interaction to assist children who stutter (CWS). Advice includes but is not limited to slowing of adult speech, increasing turn-taking/response-time latencies (RTLs), and reducing interruptions. We looked specifically at RTL and parental speech rate in a longitudinal data set that included baseline behaviors.</p><p><strong>Method: </strong>We used data from baseline recordings (<i>CWNS</i> = 13 CWS-persistent, 28 CWS-recovered, 21 children who did not stutter) of the Illinois International Stuttering Research Project at FluencyBank, using CLAN software with audio linkage to Praat.</p><p><strong>Results: </strong>Group differences in speech rate and RTL at baseline were nonsignificant; parents of CWS-persistent spoke most slowly pre-advisement. No relationships between speech rate or RTL and child fluency were detected.</p><p><strong>Conclusions: </strong>This is a retrospective, observational study, and caution must be used in interpreting our findings. However, current results do not add evidentiary support for common advice to adjust temporal parameters of their interactions made to parents of CWS, in terms of therapeutic outcome or concurrent fluency. We are analyzing subsequent samples, after advisement, to determine potential benefits of such guidance not evident in this analysis. Suggestions for future research and implications for clinical focus and practice are offered.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"333-346"},"PeriodicalIF":2.3,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11745306/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848177","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":"Comparative Effectiveness of In-Person and Virtual Picture-Naming Treatment for Poststroke Anomia.","authors":"Courtney C Jewell, Victoria A Diedrichs, Deena Schwen Blackett, Alexandra Zezinka Durfee, Stacy M Harnish","doi":"10.1044/2024_AJSLP-24-00172","DOIUrl":"10.1044/2024_AJSLP-24-00172","url":null,"abstract":"<p><strong>Purpose: </strong>In light of COVID-19, telepractice for speech therapy has been increasingly adopted. Telepractice promotes accessibility to therapy services for those in rural environments, lowers the frequency of missed appointments, and reduces the costs of rehabilitation. The efficacy of telepractice has been scarcely explored in the aphasia literature. Preliminary research has demonstrated comparable results of telepractice and in-person therapy for people with aphasia, but the current scope of research is insufficient to guide clinical practice. The present study examined whether the virtual administration of a picture-naming therapy paradigm was as effective as in-person administration.</p><p><strong>Method: </strong>The treatment effects of two similar clinical trials, one completed in-person (<i>n</i> = 13) and one completed virtually (<i>n</i> = 13), are compared. Participants were adults with chronic (> 6 months) poststroke aphasia. Both clinical trials administered Cued Picture-Naming Therapy 4 days a week for 2 weeks (eight treatment sessions). Treatment outcomes were analyzed using Tau-<i>U</i> effect sizes and Mann-Whitney <i>U</i> tests.</p><p><strong>Results: </strong>Weighted Tau-<i>U</i> averages showed an advantage of telepractice over in-person treatment in the acquisition effects of trained words, with participants demonstrating a very large effect (0.84, <i>p</i> < .01) following telepractice and a large effect (0.75, <i>p</i> < .01) following in-person treatment. Both telepractice and in-person rehabilitation demonstrated significant treatment effects and were not significantly different from each other per Mann-Whitney <i>U</i> independent-samples <i>t</i> tests.</p><p><strong>Conclusions: </strong>The present study demonstrated that telepractice of a picture-naming paradigm is as effective as in-person treatment administration. This justifies the use of telepractice to overcome accessibility and cost barriers to speech therapy administration and justifies taking patient preference into account. Future research should explore the efficacy of telepractice for treatments that promote greater generalizability to functional communication.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.27641031.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"218-230"},"PeriodicalIF":2.3,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11745305/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649460","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}