American Journal of Speech-Language Pathology最新文献

{"title":"Usability of Two Ultrasound Tongue Imaging Devices in Speech-Language Pathology.","authors":"Isabelle Marcoux, Lucie Ménard, Catherine Laporte","doi":"10.1044/2025_AJSLP-24-00293","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00293","url":null,"abstract":"<p><strong>Purpose: </strong>Ultrasound tongue imaging is a promising tool in speech-language pathology; however, little is known about the usability of ultrasound scanners for speech-language pathologists (SLPs), who typically have low familiarity with ultrasound imaging. This study looks at the usability of two ultrasound scanner models for SLPs: a Sonosite all-in-one scanner with a wired probe, and a Clarius wireless probe scanner, used with a tablet app.</p><p><strong>Method: </strong>Twelve SLPs and phonetics experts (all female) participated in two filmed sessions in our lab where they learned to use the two models of scanners with custom-written manuals. Each scanner was used in each session to complete a simple task including recording videos of their or the experimenter's tongue. After each use of a scanner, participants completed a modified and translated version of the System Usability Scale. The time required to complete the task was measured. Two expert judges rated the quality of the video recordings.</p><p><strong>Results: </strong>Participants took less time to complete the task and improved their choice of settings from the first to the second session, regardless of the scanner being used. In the usability scale, SLPs showed a higher satisfaction with the wireless tablet interface than with the all-in-one ultrasound interface. The tablet interface with the wireless scanner also allowed better choices of settings. However, in the second session, positioning of the probe was better with the all-in-one scanner, which has a smaller and lighter probe.</p><p><strong>Conclusions: </strong>For SLPs, the usability of a wireless ultrasound scanner with a mobile application seems better than that of an all-in-one scanner. However, its cumbersome probe seems to hamper probe positioning. Future studies should include a lightweight ultrasound scanner that connects via USB to a laptop or tablet and provide image interpretation training for the SLPs.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":"34 3","pages":"1407-1424"},"PeriodicalIF":2.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144024290","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 You Need to Know If You Want to Run an Aphasia Camp.","authors":"Cara Heggie, Megan Trebilcock, Lauryn Stewart","doi":"10.1044/2025_AJSLP-24-00348","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00348","url":null,"abstract":"<p><strong>Background: </strong>Aphasia camps are an emerging psychosocial approach focusing on re-engaging people with aphasia in recreational and social activities. Current research highlights the positive impacts of aphasia camps on both attendees (people with aphasia and their loved ones) and facilitators (student and professional volunteers). However, the characteristics and facilitation of camps remain unknown due to a paucity of published research.</p><p><strong>Purpose: </strong>The aim of this study was to explore the current scope of aphasia camps including their distribution, structure, and preparation requirements.</p><p><strong>Method: </strong>A mixed-method, cross-sectional exploratory survey was employed to facilitate collection of various camp characteristics. Quantitative data were analyzed via descriptive statistics, and qualitative data were analyzed via inductive content analysis.</p><p><strong>Results: </strong><i>Who:</i> The respondents (<i>N</i> = 14) predominantly identified as allied health professionals (<i>n</i> = 12) and were representative of 10 camps. Camps were commonly affiliated with a university or association. <i>Where:</i> Camps were located in the United States (<i>n</i> = 5), Canada (<i>n</i> = 3), Australia (<i>n</i> = 1), and one cruise ship. All camps were held annually, with most having been operating between 10 and 15 years. <i>How:</i> Camp preparations tended to commence 10-12 months before the event. The camps were predominantly funded by the attendees, with half utilizing community grants, and no camps received government support. The typical camp ran over 3 days/two nights and had over 20 people with aphasia attend; however, the schedule was highly varied in structure and types of activities.</p><p><strong>Conclusions: </strong>Aphasia camps are highly diverse in structure, operation, and activities. Further research is needed to investigate stakeholder experiences and sustainable implementation practices to continue promoting the development of aphasia camps around the world.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28764962.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":"34 3","pages":"1308-1323"},"PeriodicalIF":2.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144027973","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 the Evidence on Disability Accommodations Targeting Equitable Communication Access in Health Care.","authors":"Jennifer Y Oshita, Megan E Schliep, Natalie F Douglas, Liliane B Savard, Julie L Feuerstein, Charles D MacLean, Megan A Morris","doi":"10.1044/2024_AJSLP-24-00234","DOIUrl":"10.1044/2024_AJSLP-24-00234","url":null,"abstract":"<p><strong>Purpose: </strong>The Americans with Disabilities Act (ADA) of 1990 protects the civil rights of people with disabilities, including their right to effective communication and equitable health care access through accommodations. The ADA website lists examples of accommodations (e.g., qualified notetaker, hearing amplifiers, cued speech interpreters), but no literature is cited to support this list. Scientific evidence is critical to advancing both the effectiveness and widespread implementation of accommodations. We scoped the literature on interventions supporting equitable communication access (accommodations) for adults with communication disabilities (CDs) in health care settings. We asked what accommodations have been studied, for what CD populations, and how they have been studied.</p><p><strong>Method: </strong>We used a scoping review approach and conducted searches using MEDLINE, CINAHL, and Embase databases. Two reviewers independently screened abstracts and full texts indexed between January 1, 2003, and August 1, 2024. Data on accommodation type, CD-related health condition, setting, health care workers involved, evidence type, study design, and outcome were collected.</p><p><strong>Results: </strong>Screening of 1,614 articles identified 58 investigations of 10 communication accommodations in health care settings. The range in number of publications rose from 0-2 to 2-9 over the 11-year period. The three most studied accommodations were <i>customized plan</i>, <i>communication strategies</i>, and <i>augmentative and alternative communication aids</i> (each 21%-22% of studies). Most investigations addressed populations with single CD-related conditions (e.g., aphasia), were descriptive (52%), and had sample sizes ≤ 50 participants. Speech-language pathologists infrequently provided or implemented accommodations (12% of all health care workers involved, by type of worker). Findings were typically positive, but outcome measures were heterogeneous.</p><p><strong>Conclusions: </strong>The 10 researched accommodations addressed a wider range of CD populations as compared to accommodations found in policy documents, highlighting an opportunity to align policy and evidence. While accommodation studies generally yielded positive results, their small sample sizes, descriptive focus, and limited quantity suggest this research is early in its development. We outline potential strategies to advance knowledge on the implementation and effectiveness of communication accommodations in health care settings.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":"34 3","pages":"1493-1527"},"PeriodicalIF":2.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12083755/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054546","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":"Word Reading and Attention-Deficit/Hyperactivity Disorder in Children With Developmental Language Disorder.","authors":"Norma Hancock, Sean M Redmond, Annie B Fox, Andrea C Ash, Tiffany P Hogan","doi":"10.1044/2025_AJSLP-24-00052","DOIUrl":"10.1044/2025_AJSLP-24-00052","url":null,"abstract":"<p><strong>Purpose: </strong>This study evaluated the relationship between word reading and symptoms of attention-deficit/hyperactivity disorder (ADHD) in school-age children with and without developmental language disorder (DLD), considering the influence of cognitive-linguistic mechanisms associated with dyslexia (phonological memory) and ADHD (working memory).</p><p><strong>Method: </strong>Community ascertainment and blinded assessments identified 46 confirmed DLD and 76 cases of typical language development from a screening sample of 420 second and third graders. Language, word reading, ADHD symptoms, nonverbal intelligence, working memory, and phonological memory were assessed.</p><p><strong>Results: </strong>In all models, phonological memory was associated with word reading, and working memory was associated with ADHD symptoms. Additionally, in the new model of association that accounted for comorbidity with cognitive-linguistic indices, named the \"Reading, ADHD, and Language (RE.A.L.) Comorbidity Model,\" word reading was uniquely mediated by phonological memory.</p><p><strong>Conclusions: </strong>Findings highlight the unique role cognitive-linguistic indices associated with dyslexia and ADHD play in explaining the relationship between DLD, word reading, and ADHD symptoms. Results indicate that ADHD symptoms did not predict poor word reading; only phonological memory mediated the relationship between DLD and word reading difficulties associated with dyslexia. Similarly, working memory was associated with ADHD symptoms only. Findings underline the importance of including cognitive-linguistic indices associated with dyslexia and ADHD in evaluating word reading and ADHD symptoms in children with DLD.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":"34 3","pages":"1324-1340"},"PeriodicalIF":2.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12083756/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144056332","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":"Development of the Fatigue Interference and Severity Scale for Aphasia.","authors":"Ellyn A Riley, Jennifer Fortin, Hannah Rembrandt, Nicole Vieyto","doi":"10.1044/2024_AJSLP-24-00328","DOIUrl":"10.1044/2024_AJSLP-24-00328","url":null,"abstract":"<p><strong>Purpose: </strong>Poststroke fatigue, which is characterized by an overwhelming feeling of exhaustion that affects daily life, is prevalent among stroke survivors and can negatively affect cognition, motor function, employment, life participation, and quality of life. However, individuals with aphasia are often excluded from fatigue studies because of communication barriers, leading to underdiagnosis and an inaccurate picture of the occurrence and impact of poststroke fatigue in persons with aphasia.</p><p><strong>Method: </strong>This study aimed to develop a more aphasia-accessible tool that would be similar to the Fatigue Severity Scale (FSS), a self-reported fatigue measure commonly used to identify significant poststroke fatigue. The Fatigue Interference and Severity Scale for Aphasia (FISS-A) was developed using a modified nominal group technique involving two focus groups: individuals with aphasia and speech-language pathologists. The groups provided feedback on the format, wording, administration, and response methods of the FSS. Focus group feedback led to several key recommendations, including simplifying language, increasing text spacing and font size, incorporating images, and enabling nonverbal responses.</p><p><strong>Results: </strong>The FISS-A retains the original nine items of the FSS but presents them with lexical and syntactic modifications to enhance clarity and comprehensibility for individuals with aphasia. Visual aids and explicit instructions for providers were added to ensure an accurate administration and response collection. An additional open-ended item was included to capture any fatigue-related symptoms that were not covered by the standard items, and two visual analog scales were added to collect additional ratings of general fatigue severity and its impact on language ability.</p><p><strong>Conclusions: </strong>This study highlights the importance of creating accessible assessment tools for clinical and research purposes. Future research will focus on validating the FISS-A across diverse populations and exploring its integration into clinical practice.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1121-1134"},"PeriodicalIF":2.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143736236","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":"Intervention Techniques Targeting Echolalia: A Scoping Review.","authors":"Adriana Dinello, Allison Gladfelter","doi":"10.1044/2025_AJSLP-24-00211","DOIUrl":"10.1044/2025_AJSLP-24-00211","url":null,"abstract":"<p><strong>Purpose: </strong>Although echolalic speech is found in typical development, echolalia is most commonly associated with autism. As such, echolalia has frequently been the focus of various interventions aimed at autistic children. Recent research and the voices of autistic self-advocates indicate that echolalia serves as a meaningful form of communication or functionally supports self-regulation. As a result, the literature on how, or whether, to target echolalia in therapy is full of philosophically diverse approaches. To support evidence-based practice, the purpose of this scoping review was to inform speech-language clinicians about current research on interventions targeting echolalia and how disagreement on this topic may be affecting the autistic individuals we serve.</p><p><strong>Method: </strong>Search terms were entered into seven databases utilizing a key word search, and 74 total articles were included in this scoping review. Data on the intervention approach, outcomes, and participant demographics were then extracted for analysis.</p><p><strong>Results: </strong>Most interventions utilized principles of applied behavior analysis. Nearly all studies reported decreased echolalia; very few reported increased speech output or communicative attempts. Demographically, most participants were male and White/Caucasian, if sex, race, or ethnic data were reported at all.</p><p><strong>Conclusions: </strong>Overwhelmingly, the literature on interventions focused on echolalia had the explicit aim of reducing echolalic speech, a functional form of communication. Autistic self-advocates have made it clear that they are opposed to interventions that seek to eliminate autistic traits, including echolalia. When implementing evidence-based practice that considers scientific evidence alongside client values, speech-language clinicians should avoid interventions aimed at reducing echolalia.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28536404.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1528-1543"},"PeriodicalIF":2.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143617809","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":"Optimizing Detection of Very Mild Aphasia With Letter Fluency Tests.","authors":"Alycia B Laks, Andrew T DeMarco, Peter E Turkeltaub","doi":"10.1044/2025_AJSLP-24-00471","DOIUrl":"10.1044/2025_AJSLP-24-00471","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to find an efficient measure for clinicians to diagnose very mild aphasia.</p><p><strong>Method: </strong>Twenty-seven individuals with very mild aphasia who tested as not aphasic by the Western Aphasia Battery-Revised (WAB-R; NABW) were compared to 68 matched controls on 28 tests. Group-level differences were determined with independent-samples <i>t</i> tests. A univariate receiver operator characteristic (ROC) curve analysis was constructed to determine optimal cutoff points for each test. Sensitivity and specificity were calculated for the optimal cutoffs. Boolean operators of two or more tests were used to determine if combinations of tests were more sensitive and specific than single tests in classifying the NABW participants versus neurotypical controls.</p><p><strong>Results: </strong>Twenty out of 28 behavioral tests and subtests had group-level differences, with 18 surviving Bonferroni correction. Only scores derived from letter fluency and a two-letter fluency test had sensitivity and specificity ≥ .70. The Boolean combination of letter fluency and two-letter fluency tests gave a sensitivity of .89 and specificity of .81.</p><p><strong>Conclusions: </strong>The combined letter fluency and two-letter fluency tests were sensitive in detecting very mild aphasia beyond what is captured in the WAB-R. Administration takes an estimated 11 min, making it accessible to clinicians in various settings. While letter fluency tests rely on phonological and orthographic knowledge, they are also frequently used to measure executive control. Thus, this combined letter fluency test should be used in conjunction with other language and cognitive assessments to determine treatment targets.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1193-1202"},"PeriodicalIF":2.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12083766/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143736239","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":"Effectiveness of Video-Based Instruction With Additional Components to Improve Conversational Skills in Autistic Children: A Systematic Review.","authors":"Reshmi Mohanan, Kadiyali D Veena, Shradha S Parsekar, Monica L Bellon-Harn, Venkataraja U Aithal","doi":"10.1044/2025_AJSLP-24-00301","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00301","url":null,"abstract":"<p><strong>Purpose: </strong>This systematic review assessed the impact of video-based instruction with additional intervention components on autistic children's conversational skills.</p><p><strong>Method: </strong>Single-subject multiple-baseline design studies from 2000 to 2022 were included. Studies were identified through searches of six databases, other sources, and forward and backward citation tracking. Two authors, independently, conducted screening, quality assessment, and data extraction using the What Works Clearinghouse standards. Results were analyzed using percentage of nonoverlapping data (PND), percentage of data exceeding the median (PEM), and percentage of all nonoverlapping data (PAND) and compared with baseline and intervention phase means.</p><p><strong>Results: </strong>Seventeen studies were included, all conducted in a Western context, involving 47 autistic children. Interventions varied in type and additional components, duration, frequency, and number of sessions. PEM measures (0.7-1) and phase means were more sensitive in determining intervention effectiveness, while PND and PAND (0.3-0.5) suggested underestimation.</p><p><strong>Conclusion: </strong>Despite positive outcomes, research gaps remain in examining treatment effects across diverse cultural contexts and determining optimal intervention intensity.</p><p><strong>Registration: </strong>The review has been registered with PROSPERO (CRD42020212580).</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28789424.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":"34 3","pages":"1567-1584"},"PeriodicalIF":2.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051657","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":"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":"1454-1492"},"PeriodicalIF":2.3,"publicationDate":"2025-05-06","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}

{"title":"Empowering Language Development: A Comparative Analysis of Parent-Implemented Intervention and Therapist-Implemented Intervention in Preschoolers With Language Delay.","authors":"Mitchell Schertz, Jasmeen Mansour-Adwan, Noa Provizor, Ayelet Haskin, Inbal Ogran, Michal Icht","doi":"10.1044/2025_AJSLP-24-00335","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00335","url":null,"abstract":"<p><strong>Purpose: </strong>Evidence supporting parent-implemented intervention (PII) in treating young children with language delays mostly exists in Indo-European languages. Given the linguistic diversity and cultural differences, the purpose of the study is to examine the efficacy of PII compared to therapist-implemented intervention (TII) in treating Hebrew-speaking preschool children with language delay.</p><p><strong>Method: </strong>In a prospective controlled study using a convenience sample, 40 toddlers with language delays were divided into two intervention groups, PII (<i>N</i> = 19) versus TII (<i>N</i> = 21). Those in the TII group participated in 12 weekly individual speech and language intervention sessions, each lasting 45 min. Participants in the PII groups were the parents of the children and took part in 12 weekly group training sessions, each lasting 90 min. Children's expressive and receptive language abilities were tested before and after the intervention. The outcome measures included vocabulary (using a parental questionnaire), morphology (mean morpheme per utterance), and syntax (number of one-word utterances, two-word utterances, simple sentences, and complex sentences). Statistical analyses using descriptive statistics and analysis of variance compared both interventions across time.</p><p><strong>Results: </strong>Both PII and TII groups demonstrated significant improvement after intervention. Differences between the groups were limited to only one measure, simple sentences, with children in the TII group exhibiting a greater increase in the number of simple sentences compared to those in the PII group.</p><p><strong>Conclusions: </strong>The present study extends knowledge regarding PII in non-Indo-European languages. The results highlight the positive effect of PII on language skills in Hebrew-speaking children with language delay, raising the potential contribution of its implementation in public health centers.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":"34 3","pages":"1352-1365"},"PeriodicalIF":2.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054554","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}