Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)最新文献

{"title":"Erratum.","authors":"","doi":"10.1159/000553201","DOIUrl":"10.1159/000553201","url":null,"abstract":"<p><p>In the article by Lim et al. entitled \"The Influence of Language Dominance, Type of Language, and Narrative Task on Speech Disfluencies in Typically Fluent Bilingual English-Mandarin Children\" [Folia Phoniatr Logop. 2026, https://doi.org/10.1159/000550426], there is an error where the author Chia Yi Lin's name was incorrectly displayed as Chia Y. Lin.The original article has been updated.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1"},"PeriodicalIF":0.7,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148650376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of a Self-Help Swallowing Exercise Program in Head and Neck Cancer.","authors":"Fennetta Annemiek van der Scheer, Jan-Jaap Hendrickx, Simone Ej Eerenstein, Marije R Vergeer, Jens Voortman, A Lynke Wiersma, Alexander J M van Bemmel, Mischa de Ridder, Joris B W Elbers, Hans H G Verbeek, Maaike Beugeling, Maud Dorland, Jacintha I Oldenbeuving, Robert-Jan E Sedee, Maarten Alexander de Korte, Harriet Lederboer-Wuisman, Irma Verdonck-de Leeuw, C René Leemans, Femke Jansen","doi":"10.1159/fpl/acvag001","DOIUrl":"10.1159/fpl/acvag001","url":null,"abstract":"<p><p>Introduction Swallowing problems frequently occur during and after (chemo)radiotherapy among patients with head and neck cancer (HNC). Head Matters (HM) is a guided self-help exercise program developed to prevent or reduce swallowing problems and support self-management. This study evaluated the adoption and implementation of HM across HNC centres in the Netherlands and explored healthcare professionals' perceived barriers and facilitators for sustainable use. Methods This mixed-methods study included all 14 Dutch HNC centres. Quantitative data were collected using the Measurement Instrument for Determinants of Innovations (MIDI) before and after implementation. Qualitative data were obtained through semi-structured interviews with healthcare professionals from different disciplines to explore experiences with and contextual factors influencing implementation. Results Thirteen centres adopted HM (93%), and eleven centres implemented the program (85% of adopters). Determinants for implementation were generally evaluated as neutral to positive. Speech-language pathologists rated procedural clarity, completeness, and compatibility more positively than other professionals. Perceptions of coordination, completeness, and professional support improved over time. Interviews confirmed that the intuitive design and accessibility of HM facilitated implementation, whereas limited digital literacy, login procedures, and limited organizational visibility were perceived barriers. Conclusion HM was widely adopted and implemented across Dutch HNC centres. Allowing local adaptation and appointing clear coordinators facilitated uptake. Sustainable implementation of swallowing exercise programs requires continued attention to training, organizational embedding, and institutional visibility.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1"},"PeriodicalIF":0.7,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13597072/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148633602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Craniofacial Microsomia in a Speech Therapy Perspective: A Review of the Literature.","authors":"Klaudia Dubicka-Kiempisty, Andrzej Myśliwiec, Anna Lipowicz, Krzysztof Dowgierd","doi":"10.1159/000552422","DOIUrl":"https://doi.org/10.1159/000552422","url":null,"abstract":"<p><strong>Background: </strong>Craniofacial microsomia (CFM) is a congenital developmental disorder characterized by asymmetric underdevelopment of structures derived from the first and second pharyngeal arches. It most commonly affects the mandible and the ear, but it is frequently associated with additional anomalies such as cleft palate, vertebral malformations, or velopharyngeal dysfunction (VPD). Due to its complex nature, CFM requires comprehensive diagnostic and therapeutic approaches.</p><p><strong>Summary: </strong>This narrative literature review aimed to characterize articulation difficulties and primary function disorders in patients with CFM, identify their prevalence, and evaluate speech therapy tools used in diagnosis and treatment. A review of 27 articles from PubMed, Scopus, and Cochrane databases was conducted, including case reports, observational studies, and analyses of diagnostic instruments used in clinical practice. Patients with CFM frequently present difficulties in articulation, resonance, voice, and primary functions such as sucking, chewing, and swallowing, along with delays in speech and language development. These issues stem from both anatomical anomalies, such as mandibular hypoplasia and tongue dysmorphology, and functional impairments, including VPD, obstructive sleep apnea, and hearing loss. The literature describes a broad range of compensatory strategies and articulatory distortions, while also indicating limited evidence regarding the effectiveness of available therapeutic tools and interventions.</p><p><strong>Key messages: </strong>The findings highlight the importance of an interdisciplinary approach to the diagnosis and speech therapy management of patients with CFM. There is a clear need for further research to assess the effectiveness of therapeutic interventions and to establish unified clinical standards of care.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-10"},"PeriodicalIF":0.7,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148612307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Secondary Analysis of Time Reference in the Discourse of Persian-Speaking Individuals with Fluent and Non-Fluent Aphasia.","authors":"Navideh Shakeri, Fariba Yadegari, Shadi Alipour, Robab Teymouri","doi":"10.1159/000553206","DOIUrl":"10.1159/000553206","url":null,"abstract":"<p><strong>Introduction: </strong>According to the Past Discourse Linking Hypothesis (PADILIH), people with agrammatic aphasia have difficulty referring to the past tense. Yet, the account is challenged by task-dependent arguments, i.e., unlike spontaneous speech tasks, structured tests require predictable answers from people with aphasia (PWA), keeping them far from free retrieval of tense forms. The current study was aimed at examining time reference in the discourse of fluent and non-fluent Persian-speaking PWAs using secondary data.</p><p><strong>Methods: </strong>We used the transcribed discourse samples of Alipour et al.'s (2024) study, which were elicited through a picture description task, open-ended questions, and narrative speech of their PWA and non-brain-damaged (NBD) participants. We counted the present imperfect (or present), past tense, simple past, past perfect, past imperfect, present perfect and future imperfect (or future). Time reference categories were compared between and within groups. PWA tense/aspect errors were evaluated quantitatively and qualitatively.</p><p><strong>Results: </strong>The fluent group used the past imperfect more than NBDs; NBDs used the present and imperfect aspect more than the fluent group (p < 0.01). NBDs used the present imperfect, simple past, present perfect, future imperfect, past tense, perfect aspect and imperfect aspect more than the non-fluent group (p < 001). Both PWA groups made errors in referring to past, present and future tenses, but in most cases were able to use the appropriate time reference.</p><p><strong>Conclusion: </strong>The presence of a deficit in past tense marking was not confirmed in the present study. The finding does not support PADILIH; yet, further research is needed across tasks and languages.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-10"},"PeriodicalIF":0.7,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148564480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Listening to Saudi School-Aged Children Who Stutter through Drawing and Talking.","authors":"Alhanouf Yosef Alhazimi, Mary-Pat O'Malley-Keighran, Clare Carroll","doi":"10.1159/000553615","DOIUrl":"10.1159/000553615","url":null,"abstract":"<p><strong>Introduction: </strong>The perspectives of children who stutter (CWS) on their own talking experiences have received limited attention in the literature, particularly in non-Western contexts. This exploratory study examined the feasibility of using a drawing-and-talking approach to elicit Saudi CWS' perspectives on talking and of adapting an existing drawing protocol for Arabic and telepractice contexts.</p><p><strong>Methods: </strong>Thirty CWS (26 boys, 4 girls) aged 6;0-10;11 years in Saudi Arabia completed the task, predominantly in online sessions. Children were invited to draw themselves talking to someone, to answer questions about their drawing, and to rate how they felt about talking. Analysis involved evaluating drawing maturity and meanings using focal point analysis.</p><p><strong>Results: </strong>Children demonstrated sufficient drawing maturity for participation in the task. Explicit visual markers of talking and listening appeared in 16/30 drawings (53.3%), and many children described themselves as talking during the post-drawing discussion despite sparse visual cues in the drawings themselves. Drawings frequently foregrounded relationships and connection (83.3%) and were more often positive (56.7%) than negative (26.7%) or coded as no talking (13.3%). One child explicitly referenced stuttering; most depicted ordinary, enjoyable conversations. Only minor linguistic and procedural adaptations appeared necessary for use in Arabic across online and in-person contexts.</p><p><strong>Conclusion: </strong>This drawing-and-talking approach showed preliminary indications of feasibility in this sample, with high task completion and engagement suggesting the approach warrants further feasibility evaluation. It elicited child-centred information about talking partners, contexts, and experiences that may complement fluency-based assessment.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-20"},"PeriodicalIF":0.7,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148552096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Severity-Coded Self-Disclosure Cues and Adult Listener Perceptions of an Adolescent Who Stutters: An Exploratory Study.","authors":"Gregory Snyder, Katelyn Bounds","doi":"10.1159/000553531","DOIUrl":"10.1159/000553531","url":null,"abstract":"<p><strong>Introduction: </strong>Factual self-disclosure of stuttering is associated with more favorable listener perceptions. Whether the overt stuttering heard during a brief opening disclosure changes subsequent judgments of an adolescent speaker remains unclear.</p><p><strong>Methods: </strong>In this nonrandomized between-groups video-vignette study, 778 adults viewed a 17-year-old male who stutters either without disclosure (n = 289) or after a factual self-disclosure cue containing mild (n = 143), moderate (n = 180), or severe (n = 166) overt stuttering. The same 2-min 34-s core speech sample followed every cue. Participants rated six speech skills and 10 personality characteristics. Primary ANCOVAs adjusted for age, sex, and academic or occupational focus; cumulative-logit ordinal models served as sensitivity analyses.</p><p><strong>Results: </strong>Relative to no disclosure, all three disclosure-cue conditions received more favorable adjusted ratings of intelligibility, fluency, and ease of listening. Disclosure conditions also generally received lower perceived speech-related handicap ratings and were viewed as more relaxed, less fearful, more confident, more outgoing, and more competent. However, the unadjusted pattern suggesting that mild and severe cues outperformed moderate cues was not robust after covariate adjustment.</p><p><strong>Conclusion: </strong>Across mild, moderate, and severe overt-stuttering disclosure conditions, adult listener ratings were more favorable than in the no-disclosure condition. These findings support factual self-disclosure as a clinically useful self-advocacy option for adolescents who stutter. Future controlled studies should examine whether listener responses vary according to disclosure severity, severity of the subsequent speech sample, and the extent to which those two severity levels correspond.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-8"},"PeriodicalIF":0.7,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148428562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender Differences in the Impact of Stuttering: Evidence from Chinese Adults.","authors":"Yan Ma, Ran An, Yan Cheng, Jia Bin, J Scott Yaruss","doi":"10.1159/000553044","DOIUrl":"10.1159/000553044","url":null,"abstract":"<p><strong>Introduction: </strong>Gender differences in the lived experience of stuttering have been reported primarily in Western contexts, where women often show greater psychosocial impact. Far less is known about gender patterns in non-Western cultures such as China, where gender-role expectations and communication norms may differ from those documented in prior Western studies. This study examined gender differences in the multidimensional impact of stuttering among Chinese adults using the Simplified Chinese version of the Overall Assessment of the Speaker's Experience of Stuttering-Adult (OASES-A-SC).</p><p><strong>Methods: </strong>Participants were 340 Chinese adults who stutter (201 men, 139 women) recruited from a large online self-help community. All completed the OASES-A-SC and a background questionnaire. Multiple linear regression models were conducted for the overall impact score and each of the four OASES sections (general information, reactions to stuttering, daily communication, and quality of life), with gender, age, therapy history, support-group participation, educational level, and self-rated stuttering severity entered as predictors. Item-level gender differences were examined using common language (CL) effect sizes across all 100 OASES items.</p><p><strong>Results: </strong>In unadjusted analyses, men reported higher mean overall impact scores and higher scores in daily communication and quality of life, along with higher self-rated stuttering severity than women. However, in adjusted regression models controlling for other covariates, gender significantly predicted the overall impact score and two sections (general information and reactions to stuttering), with women reporting slightly greater adverse impact. Gender was not a significant predictor for daily communication or quality of life in adjusted models. Item-level CL analyses showed that most items demonstrated negligible to small gender differences; only five items reached borderline-moderate effects, primarily involving socially visible communication situations. Across the adjusted models, self-rated stuttering severity was significantly associated with impact, while support-group participation was associated with lower impact.</p><p><strong>Conclusions: </strong>Gender differences in the stuttering experience among Chinese adults were modest, context-specific, and sensitive to adjustment for individual and experiential factors. While unadjusted scores suggested greater overall impact among men, adjusted analyses indicated slightly greater impact among women in domains related to understanding and emotional reactions to stuttering. These findings diverge from many Western reports and suggest that cultural context and gender-role expectations may be important in interpreting gender differences in stuttering impact.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-16"},"PeriodicalIF":0.7,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148428572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum.","authors":"","doi":"10.1159/000553053","DOIUrl":"10.1159/000553053","url":null,"abstract":"<p><p>In the article by Leppävuori et al. entitled \"'Metal' and 'Density' in Phonation according to Complete Vocal Technique: Double-Case Study with Special Reference to Vocal Efficiency and Economy\" [Folia Phoniatr Logop. 2026; https://doi.org/10.1159/000550742], some errors were introduced during production:On page 1, the Conclusion section of the Abstract has been changed to read \"The examined parameters distinguished between…\" instead of \"The examined parameters were distinguished between…\".On page 4, under the heading \"VE and VEC,\" \"Van den and Schutte [20, 21]\" has been replaced by \"Van den Berg and Schutte [20, 21]\".On page 8, under the title \"Discussion,\" the sentence \"The trend related to CQ, combined with the strong effect size of GR…\" has been changed to read \"The trend related to CQ, combined with the strong effect of GR…\".On page 15, reference number 20, \"Van den BJW,\" has been updated to \"Van den Berg JW\".The original article has been updated.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1"},"PeriodicalIF":0.7,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148428541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of the Story Retell Procedure as a Therapeutic Intervention in Aphasia.","authors":"Karin Zazo Ortiz, Malcolm R McNeil, Tepanta R D Fossett","doi":"10.1159/000552446","DOIUrl":"https://doi.org/10.1159/000552446","url":null,"abstract":"<p><strong>Introduction: </strong>One goal of therapy for PWA is to improve everyday communication. To this end, therapies that focus on connected speech and elements of discourse can be useful. The objective of the present study was to determine whether the stories from the Story Retell Procedure-Brazilian Portuguese (SRP-BP), applied as a multimodal intervention, improve connected language production.</p><p><strong>Methods: </strong>Eight individuals with chronic aphasia underwent a multimodal stimulation program using the SRP-BP as treatment stimuli. With specific tasks and feedback, participants listened, retold, read, and wrote each of the 12 SRP-BP stories on different days over a 12-week period. The percentage of words, information units, and propositions produced from each story were measured throughout the treatment period and compared across the 12 treatment sessions.</p><p><strong>Results: </strong>The results show that there was a statistically significant increase with a large effect size for the three measures over the 12 intervention sessions. The values of the non-standardized coefficients revealed an average increase of 2.57%, 0.97%, and 2.74% words, IUs, and propositions, respectively, at each treatment session. Comparing these measurements from the first to the final session, there was an average increase of 28.27%, 10.67%, and 30.14% words, IUs, and propositions, respectively.</p><p><strong>Conclusions: </strong>This multimodal intervention, using the SRP-BP as treatment stimuli, yielded language improvement in connected speech for the group of eight PWA and for each of the participants in this study. Replication with a larger sample of PWA is needed and the active ingredients of this program need to be determined.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-15"},"PeriodicalIF":0.7,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148414641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating Support Pathways for Children with Developmental Language Disorder in Chile: Caregivers' Perspectives across Health and Education Services.","authors":"Nelson Muñoz-Lizana, Daniela Iturra-Osorio, Andrea Helo, Carolina Valdés, Carmen Julia Coloma","doi":"10.1159/000553368","DOIUrl":"10.1159/000553368","url":null,"abstract":"<p><strong>Introduction: </strong>Developmental language disorder (DLD) is a prevalent neurodevelopmental condition with long-term consequences for children's learning, participation, and well-being. Although evidence from high-income settings shows that families often report navigating fragmented and poorly coordinated support systems, little is known about how these systems operate in Latin America from caregivers' perspectives. This study describes support pathways for children with DLD in Santiago, Chile, focusing on how families access, experience, and sustain support across health and education services.</p><p><strong>Methods: </strong>We conducted an interpretive qualitative study using semi-structured narrative interviews with nine primary caregivers of children aged 6-9 years with a formal diagnosis registered as Specific Language Impairment (SLI) in the Chilean system (administratively aligned with DLD). Interviews were analyzed using reflexive thematic analysis, guided by key concepts from care pathways and therapeutic itineraries that informed the interpretation of transitions, institutional interactions, and meaning-making.</p><p><strong>Results: </strong>Caregivers' narratives described support pathways as dynamic and nonlinear, shaped by interactions between family interpretations, institutional gatekeeping, and structural constraints. Three interconnected stages were identified: (1) initial suspicion and early help-seeking, marked by uncertainty, uneven professional guidance, and trial-and-error navigation; (2) diagnosis and entry into specialized services, in which Special Language Schools functioned as key gateways to diagnostic confirmation and sustained support; and (3) primary education, characterized by discontinuities in intensity, communication, and coordination when support shifted to School Integration Programs (PIE). Across stages, weak intersectoral coordination, socioeconomic barriers to complementary private therapy, and COVID-19-related disruptions accumulated over time, positioning caregivers as informal coordinators of care. Diagnosis also operated as a sociocultural and administrative credential for access to services.</p><p><strong>Conclusion: </strong>In Santiago, DLD support pathways rely heavily on education-sector gateways and caregiver-mediated coordination within a mixed and weakly articulated system. Policies should strengthen early guidance and referral mechanisms, institutionalize coordination between primary care, Special Language Schools, and primary education, and reduce inequities by ensuring continuity and adequate intensity of supports without dependence on families' resources.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-17"},"PeriodicalIF":0.7,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148364731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}