Perspectives of the ASHA special interest groups最新文献

{"title":"Device-Assisted Therapy for Lingual Function Rehabilitation: A “How To” Guide for Clinicians","authors":"Veena Kallambettu, Farah Kaval, Brittany N. Krekeler","doi":"10.1044/2023_persp-23-00123","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00123","url":null,"abstract":"Lingual function rehabilitation is a frequently targeted area of exercise-based dysphagia treatment. This tutorial aims to provide a detailed guideline for clinicians on how to apply currently available evidence for implementation of lingual rehabilitation exercises both with and without device-assisted modalities. We provide a detailed review of existing definitions of lingual function parameters (e.g., strength and endurance) with currently available normative values for clinical reference. Guidelines are also provided on how to use available lingual manometry (Iowa Oral Performance Instrument and Tongueometer) to aid in both assessment and treatment. With respect to determining exercise targets based on the lingual function assessment, we review the importance of leveraging principles of exercise physiology into the rehabilitation planning. Strategies for incorporating exercise physiology principles into strength and endurance training are provided along with a case example illustrating these concepts. This tutorial serves as a framework for clinical implementation of comprehensive lingual function assessment and rehabilitation. Considerations regarding barriers in access to equipment and clinical advocacy are also discussed.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139248597","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":"Unlocking Logical Fallacies: A Key to Building Critical Thinking Skills in Adolescents","authors":"M. Nippold","doi":"10.1044/2023_persp-23-00108","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00108","url":null,"abstract":"The purpose of this clinical focus article is to present an innovative language intervention program for adolescents that attempts to build critical thinking skills by addressing logical fallacies. Fourteen logical fallacies that often occur in spoken and written discourse are defined and discussed. These include the hasty generalization , the false dichotomy , equivocation , circular reasoning , the anecdote , the appeal to hypocrisy , the slippery slope , the appeal to ridicule , the red herring , the bandwagon , the false cause , the omission of evidence , the appeal to authority , and ad hominem . The consequences of passively accepting biased, illogical, and inaccurate statements are highlighted, and ways to address these concerns are explained. Given their expertise in spoken and written language development and disorders, speech-language pathologists, collaborating with classroom teachers, are well suited to teach adolescents with developmental language disorder or weak language skills how to unlock—or deconstruct—logical fallacies to reveal their hidden meaning. All of this can be achieved while addressing students' basic competencies in speaking, listening, reading, and writing—skills that are essential for well-informed and self-reliant thinking. In addition to helping students manage their own lives more successfully and to communicate more effectively, instruction in critical thinking by unlocking logical fallacies may help to increase levels of social justice in our institutions and daily interactions over time.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"62 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139254746","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":"Culturally Diverse Parenting: Deconstructing Attachment Theory","authors":"Shivani Raina","doi":"10.1044/2023_persp-23-00050","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00050","url":null,"abstract":"The purpose of this article was to explore the general principles of attachment theory in the context of culturally diverse parenting practices, analyze its systemic impact on culturally diverse families, and describe its implications to the field of speech-language pathology. Attachment theory emphasizes the general principles of proximity, safety, and secure base. These values are known to promote healthy parent–child relationships that influence long-term developmental outcomes. However, systems based on attachment theory, which are premised in Eurocentric parenting practices, may often misinterpret or overlook culturally diverse parenting styles. Such misunderstandings can have serious socio-legal implications on families from culturally diverse backgrounds and can lead to paradigmatic influences in clinical contexts relating to communication development. A cultural basis for attachment questions the fixed notions of attachment theory and emphasizes the need for alternative frameworks to understand parental sensitivity, secure base, and proximity. As attachment theory has influenced norms and expectations in parent–child communication development, speech-language pathologists (SLPs) will benefit from recognizing this bias and its influence on culturally and linguistically diverse families. Understanding socially diverse parenting styles can provide SLPs with meaningful information on the importance of cultural variability in parent–child attachment, so that clinical assessment and intervention practices incorporate culturally responsive parenting frameworks.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268136","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":"Pediatric Voice Case Studies","authors":"Robin A. Samlan","doi":"10.1044/2023_persp-23-00215","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00215","url":null,"abstract":"You have accessSIG 3 Voice and Upper Airway DisordersIntroduction13 Nov 2023Pediatric Voice Case Studies Robin A. Samlan Robin A. Samlan University of Arizona, Tucson Google Scholar More articles by this author https://doi.org/10.1044/2023_PERSP-23-00215 SectionsAboutAbstractPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Three case studies were published in 2021 and 2022 at the invitation of the Special Interest Group 3 Coordinating Committee and Perspectives editors. The cases included audio and video files that readers could use to complete their own analyses and compare to the authors' perceptual and acoustic findings. The cases included links to recommended protocols for voice assessment (Patel et al., 2018), the Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V) for perceptual analysis (Kempster et al., 2009), a primer on Praat for acoustic analysis (Maryn, 2017), and a tutorial on interpreting videostroboscopy (Poburka & Patel, 2021). The plan was that additional cases would be published regularly, building a library of typical and atypical cases in ASHAWire that new speech-language pathologists could use to build their knowledge and skills in voice assessment and treatment planning. The first series included the tutorial on videostroboscopy (Poburka & Patel, 2021) and three cases with diagnoses commonly encountered in adult voice care. Unilateral vocal fold paralysis (Adessa, 2021), space-occupying lesions (Gillespie, 2022), and muscle tension dysphonia (Shembel et al., 2021) were also represented in the first series. In this second case series, experts in pediatric voice disorders present interactive cases so that readers can study the client history, rate and measure voice quality, view and rate the accompanying video, and compare their ratings and impressions to those of the experts. Three cases are in this forum: Robert Brinton Fujiki, PhD, CCC-SLP, from the University of Wisconsin–Madison, contributed “Clinical Case Study: Pediatric Bilateral Benign Vocal Fold Lesions” (Fujiki, 2023). Paula Barson, MA, CCC-SLP; Linda Carroll, PhD, CCC-SLP, FASHA; and Karen B. Zur, MD, from the Children's Hospital of Philadelphia and the University of Pennsylvania, contributed “Pediatric Unilateral Vocal Fold Paralysis” (Barson et al., 2023). Sydney Kagan, MM, MS, CCC-SLP, and Roseanne Clark, MS, CCC-SLP, from Boston Children's Hospital, contributed “Fibrovascular Change and Sulcus Vocalis: A Case for Voice therapy” (Kagan & Clark, 2023). We hope you enjoy learning from the experts who contributed to this series, and we look forward to publishing a third case studies forum next year. References Adessa, M. (2021). Unilateral vocal fold paralysis: The “trifecta”—dysphonia, dysphagia, and dyspnea.Perspectives of the ASHA Special Interest Groups, 6(6), 1445–1448. https://doi.org/10.1044/2021_PERSP-21-00055 ASHAWireGoogle Scholar Barson, P., Carroll, L., & Zur, K. B. (2023). Pediatric unilateral vocal fold pa","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"59 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136349166","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":"Fibrovascular Change and Sulcus Vocalis: A Case for Voice Therapy","authors":"Sydney Kagan, Roseanne Clark","doi":"10.1044/2023_persp-23-00105","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00105","url":null,"abstract":"Purpose: A clinical case of right posteromedial true vocal fold sulcus is presented with case history, auditory perceptual analysis and accompanying audio files and ratings, laryngoscopic files and ratings, and acoustic analysis, as well as impressions and plan for treatment. Method: A single clinical case of right posteromedial true vocal fold sulcus is presented for learning purposes. Results: Clinical keys are provided for learning. Conclusion: Learners will be able to follow a clinical case to aid in perceptual, laryngoscopic, acoustic, and voice assessment and goal and treatment planning. Supplemental Material: https://doi.org/10.23641/asha.24470056","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 17","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341278","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":"Traditional and Visual–Acoustic Biofeedback Treatment via Telepractice for Residual Speech Sound Disorders Affecting /ɹ/: Pilot Study","authors":"Laura C. Ochs, Megan C. Leece, Jonathan L. Preston, Tara McAllister, Elaine R. Hitchcock","doi":"10.1044/2023_persp-23-00120","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00120","url":null,"abstract":"Purpose: This study aimed to examine the feasibility of telepractice delivery of a treatment package including visual–acoustic biofeedback (VAB) and motor-based treatment for residual speech sound disorder affecting /ɹ/ in school-age children. The overall study used a single-case randomization design; however, this preliminary report will simply quantify changes in accuracy before and after completion of the treatment package. The present analysis did not differentiate between the relative contributions of biofeedback and motor-based treatments. Method: Seven children aged 9–14 years received speech therapy for /ɹ/ distortions via telepractice. The study design consisted of three phases: baseline (four sessions), treatment (20 sessions), and posttreatment (three sessions). Treatment included two sessions weekly for a duration of 10 weeks. The participants received one motor-based/nonbiofeedback session and one VAB session per week. The order of treatment within each week was randomly determined prior to the start of therapy. Overall progress was assessed using untrained listeners' ratings of word probes administered in the baseline and posttreatment phases. Results: Findings revealed that six of the seven participants showed a clinically significant response to the overall treatment package, although the magnitude of individual responses varied across speech contexts (consonantal and vocalic) and participants. Conclusions: The present results suggest that an intervention combining VAB and motor-based treatment for residual /ɹ/ errors can be effectively delivered via telepractice. Considerations for technology setup and treatment protocols are provided.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 46","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341116","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":"Is Research on Augmentative and Alternative Communication Intervention With Children With Autism Spectrum Disorder Reflected in the Clinical Practice of Speech-Language Pathologists?","authors":"Meghan E. Wendelken, Diane L. Williams","doi":"10.1044/2023_persp-23-00022","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00022","url":null,"abstract":"Purpose: Individuals with autism spectrum disorder (ASD) who have little to no functional speech require augmentative and alternative communication (AAC). Research on AAC intervention with individuals with ASD consistently indicates that teaching requesting skills has been the primary focus, with limited guidance on teaching social communication skills, despite the critical impact of these skills on language development. Furthermore, receptive language is typically not considered when measuring responsiveness to intervention. Thus, it is unclear how individuals with severely affected receptive language respond to current intervention techniques and whether these techniques support generalization of skills. The purpose of this qualitative study was to determine if clinical practice follows the patterns observed in the research literature and to learn more about how intervention techniques are impacting individuals in this population. Method: Thirteen practicing speech-language pathologists (SLPs) were interviewed to describe AAC intervention with this population. An interpretive phenomenological approach was used to analyze qualitative data and identify unique themes. Results: Seven primary themes emerged related to intervention targets, requesting, social communication, motivation, receptive language, perceived efficacy and challenges, and communication partners. Subthemes for each primary theme are described. Conclusions: Clinical practice resembles the research literature, as SLPs emphasize requesting and report the use of evidence-based strategies. However, SLPs reported a lack of guidance for teaching social communication, limited generalization of skills, and lack of AAC uptake by communication partners. Finally, SLPs may not consider individual receptive language abilities when making clinical decisions related to AAC. This article indicates a robust need to identify more effective AAC intervention methods that promote social communication, meet the needs of children with severely affected receptive language, and include families to improve outcomes.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103925","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":"Introduction to the Forum on Speech-Language Pathologists and Reading Disorders","authors":"Dawna Duff","doi":"10.1044/2023_persp-23-00188","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00188","url":null,"abstract":"You have accessSIG 1 Language Learning and EducationIntroduction27 Oct 2023Introduction to the Forum on Speech-Language Pathologists and Reading Disorders Dawna Duff Dawna Duff https://orcid.org/0000-0002-7523-6857 Division of Speech and Language Pathology, Binghamton University, Johnson City, NY Google Scholar More articles by this author https://doi.org/10.1044/2023_PERSP-23-00188 SectionsAboutAbstractPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In A child's ability to read and understand text is critical to academic success during the school years. Many children on speech-language pathology caseloads are affected by reading disorders; children who meet criteria for language disorder in kindergarten are 4 to 5 times more likely than their peers to later develop a reading disorder (Catts et al., 2014). Reading difficulties matter in real-world contexts; on a school-administered assessment of reading ability, children in 2nd grade who have a developmental language disorder scored substantially below their peers (Duff et al., 2022). I would argue that difficulty understanding written language is one of the most devastating consequences of a language disorder. In a recent survey of speech-language pathologists, most respondents agreed that reading disorders were a part of our scope of practice (Loveall et al., 2022). Nonetheless, there was a lot of variability in the extent to which literacy goals are incorporated into clinical practice. While a substantial proportion of speech-language pathologists across employment settings said that they address reading goals weekly or daily in their practice, another 57% reported that they address reading goals only on a monthly or yearly basis, or not at all. The same survey suggested a possible reason: The majority reported that they felt that their training on assessing and treating reading impairments was not adequate, with wide variation in clinician's confidence about their ability to provide clinical services for reading disabilities. In order to confidently address the literacy needs of the children on speech-language pathology caseloads, clinicians need to have current information about what is typical in reading development, how to identify children who are struggling, how to articulate meaningful and achievable goals, and then how to design and implement effective interventions. This forum is designed to move toward this important goal. Each article in this forum focuses on a different aspect of reading development: alphabet knowledge, word reading, vocabulary, and morphological knowledge. Each provides recommendations that are based on research evidence, described so that clinicians can implement them right away. In short, this forum provides resources to allow speech-language pathologists to more confidently assess and treat some of the aspects of language that directly impact reading. To begin, you will find a tutorial that focuses on alphabet knowledge (Pfe","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263080","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":"Supporting Mental Health in People Living With Aphasia: A Call to Action","authors":"Katie A. Strong","doi":"10.1044/2023_persp-23-00042","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00042","url":null,"abstract":"Purpose: This clinical focus article will provide an overview of the psychosocial impact of aphasia, with particular attention to depression and anxiety and barriers for accessing mental health services. The importance of interdisciplinary collaboration between speech-language pathologists (SLPs) and mental health providers as well as importance of stepped psychological care, peer befriending, support groups, and communication partner training will be highlighted. Resources will be provided for clinicians to utilize in increasing their knowledge and skills in supporting psychosocial issues for people with aphasia and their families. Conclusions: People living with aphasia are at high risk of mental health problems. There is a gap in the need for services and access to services due to the inherent language challenges caused by aphasia. SLPs need to take a leadership role in bridging this gap by partnering with mental health providers to increase access to services. Using the framework of stepped psychological care, SLPs can support people living with aphasia and their families in successfully living with aphasia.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136264067","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":"“Why Are You Meditating? You Can Just Pray”: A Focus Group Study With Hispanic/Latina Speech-Language Pathology Graduate Students","authors":"Angela M. Medina, Jean S. Mead","doi":"10.1044/2023_persp-23-00068","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00068","url":null,"abstract":"Purpose: The purpose of this exploratory study was to investigate the perceptions of mindfulness held by a small sample of graduate Hispanic/Latina speech-language pathology (SLP) students. Method: Seven second-year graduate SLP students who identified as Hispanic/Latina were included in this study. Participants completed a survey and participated in a 60-min focus group session. Survey data were analyzed using descriptive statistics, while focus group data underwent thematic analysis. Results: Thematic analysis of the focus group data gave rise to three major themes: “perceptions of mindfulness,” “cultural parallels,” and “familial considerations,” which was composed of two subthemes: “openness about practice” and “tools to facilitate family understanding.” Conclusion: Participants in this study discussed the benefits of mindfulness and their willingness to practice; however, stigmatizing beliefs and lack of education about mindfulness within their cultural communities need to be addressed.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"13 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136264084","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}