Perspectives of the ASHA special interest groups最新文献

{"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}

{"title":"A Primer on Neurodiversity-Affirming Speech and Language Services for Autistic Individuals","authors":"Caroline Gaddy, Hillary Crow","doi":"10.1044/2023_persp-23-00106","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00106","url":null,"abstract":"Purpose: The purpose of this tutorial is to educate speech-language pathologists (SLPs) on the need for and positive outcomes associated with neurodiversity-affirming care. This primer will outline what neurodiversity is, why it is central to the provision of evidence-based practice and culturally responsive care, and introduce the reader to neurodiversity-affirming clinical practices. Method: This tutorial is based on a review of literature, including academic research and written works from autistic and disability activists, existence in autistic spaces, conversations within the autistic community, lived experience as autistic individuals, and clinical experience as SLPs. Discussion: SLPs specializing in developmental disabilities will provide services for children with a variety of diagnoses and co-occurring conditions. Consequently, SLPs are likely to work with autistic and otherwise neurodivergent individuals. In supporting autistic clients, SLPs may promote communication development, provide and support augmentative and alternative communication, teach executive functioning strategies, educate family members and/or other members of the support team, and more. As such, it is imperative that SLPs have an understanding of the neurodiversity paradigm, how it relates to providing culturally responsive care, and the positive outcomes associated with incorporating it into our practice. This tutorial provides descriptions of neurodiversity-affirming care principles and definitions of related terms through visuals, discussion, and fictitious case scenarios and examples. Conclusion: Clinicians may use this primer to integrate neurodiversity-affirming care principles into their practice.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"3 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":"136317727","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":"Vocabulary Selection and Implementation in Vocabulary Interventions for Speech-Generating Devices: A Scoping Review","authors":"Bethany J. Frick Semmler, Allison Bean","doi":"10.1044/2023_persp-23-00034","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00034","url":null,"abstract":"Purpose: Intervention studies contribute to evidence-based practice in speech-language pathology. With individuals who use speech-generating devices (SGDs), it is important to determine what vocabulary to teach during intervention. However, it is unclear whether researchers are reporting the vocabulary selection techniques they used in intervention studies so that they may be replicated in clinical practice. The purpose of this scoping review was to examine the vocabulary selection techniques and other aspects of intervention studies focused on vocabulary acquisition in early symbolic communicators who use SGDs. Method: Eight databases (PsycINFO, PubMed, Scopus, Web of Science, Educational Resources Information Center, Linguistics and Language Behavior Abstracts, Educational Research Complete, and CINAHL) were systematically searched for articles that were intervention studies targeting single-word vocabulary acquisition in early symbolic communicators who use SGDs. Data were extracted from each article and charted in Excel. Results: We found 5,405 unique articles, 18 of which met the inclusion/exclusion criteria for this review. All of the studies used a single-case design with three participants on average. Approximately half took place in the child's school, and most of the interventions were conducted by members of the research team. Eight studies targeted requesting or manding, six studies used preference assessments to select vocabulary, and seven articles used adults as informants to select the vocabulary. Conclusions: There are a limited number of studies investigating vocabulary acquisition in early symbolic communicators who use SGDs. Furthermore, the studies inconsistently used a range of methods that align with best practices for vocabulary selection.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"47 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136318465","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":"Using the Natural Language Acquisition Protocol to Support Gestalt Language Development","authors":"Marge Blanc, Amanda Blackwell, Paulina Elias","doi":"10.1044/2023_persp-23-00098","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00098","url":null,"abstract":"Purpose: The purpose of this article is to describe gestalt language development, a natural style of language acquisition, and describe how the Natural Language Acquisition (NLA) protocol can be used to support autistic and non-autistic individuals with language development. NLA builds on previous research findings and is used to detail and quantify the stages of gestalt language development. Method: This article is based on a review of the literature that describes echolalia and the language acquisition process of individuals who develop language in a gestalt style. Results: For years, autistic people have been sharing about their lived experiences with acquiring language through “scripts” and “ echolalia.” Collaborating with families and establishing a connection based on trust between the clinician and the child are essential components of supporting gestalt language development and are at the core of NLA. Conclusions: Clinicians can use the strategies outlined in NLA to support language development in gestalt language processors. In the interest of not excluding autistic people or underrepresented groups, it is necessary to change the traditional sequence of research to include marginalized communities such as multilingual and international populations in future studies regarding gestalt language development.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"15 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134906280","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":"Barriers to Follow-Up in Early Hearing Detection and Intervention Programs","authors":"Andrea D. Warner-Czyz, Sarah Crow, Andrea Gohmert, Stephanie Williams, Michael Romero","doi":"10.1044/2023_persp-23-00080","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00080","url":null,"abstract":"Purpose: The Joint Committee on Infant Hearing recommends hearing screening before 1 month of age, audiologic diagnosis before 3 months of age, and enrollment in early intervention before 6 months of age (1-3-6 benchmarks of Early Hearing Detection and Intervention [EHDI] programs). Nearly 98% of newborns have their hearing screened, but many, who do not pass or do not complete their newborn hearing screening, fail to complete the EHDI process. Historically, lower socioeconomic level, more complex infant health status, and farther geographical location reduce rates of EHDI follow-up, but levels vary widely across states. This study examined barriers to the EHDI process by comparing census-based variables at the state and regional levels to national and Texas EHDI outcomes, respectively. Method: We used correlational analysis to assess relationships between U.S. Census data (state- and region-specific population and geographic characteristics, sociodemographic and geographic factors, and health and health insurance) and EHDI data (newborn screening, audiologic diagnosis, and early intervention) at the national level and in Texas. Results: Nationally, higher labor force participation, lower unemployment rates, and presence of health insurance significantly correlated with higher rates of completing EHDI benchmarks. Larger population size and density and higher socioeconomic factors coincided with higher rates of completing the EHDI process and lower rates of loss to follow-up (LTF) or loss to documentation in Texas. Conclusions: Population, socioeconomic, and demographic factors significantly correlate with following through with the EHDI process, with weak correlations at the national level and strong correlations at the state level. These findings underscore the need to increase our attention to underserved, economically challenged, and/or geographically distanced families who have children with a higher risk of becoming LTF in the EHDI process.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135265757","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":"Vocabulary Instruction to Support Reading: A Clinician's Guide to Evidence-Based Practice","authors":"Dawna Duff","doi":"10.1044/2023_persp-23-00075","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00075","url":null,"abstract":"Purpose: The purposes of this tutorial are to (a) summarize the relationships between vocabulary and reading, in order to provide a justification for including vocabulary as part of literacy instruction and intervention; (b) outline ways to identify children with vocabulary deficits; (c) provide an overview of treatment for vocabulary intervention, which address the goals of developing word-specific knowledge, increasing awareness of the effect of context on word meaning, and developing the ability to infer the meaning of new words; and (d) outline evidence for a range of service delivery models for vocabulary intervention. Method: This tutorial includes a review of research related to vocabulary and reading development, strategies for identifying students who struggle with vocabulary learning, and intervention strategies that support vocabulary growth and reading development and role of the speech-language pathologist in vocabulary instruction and intervention. Conclusions: Vocabulary knowledge is critical to reading at all developmental phases. This tutorial outlines key information about vocabulary that speech-language pathologists can use to plan assessment and effective intervention for this foundational skill in written language.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"12 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135219391","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":"Autistic Communication: A Survey of School-Based Professionals","authors":"Amy L. Donaldson, Alyssa Hillary Zisk, Brandon Eddy, endever* corbin, Melissa Ugianskis, Erin Ford, Olivia Strickland","doi":"10.1044/2023_persp-23-00107","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00107","url":null,"abstract":"Purpose: Access to communication is a basic human right, yet autistic adults have reported challenges fully and effectively expressing themselves throughout childhood. This may be due to the historical (and ongoing) focus and prioritization of speech skills as a barometer of communicative success. The result is a lack of support for other forms of communication for children who may speak but still require support to fully meet their communication needs. This study aimed to examine the knowledge, experience, and training of school-based professionals in order to better understand one possible barrier to early communication access for autistic children. Method: Using a participatory research method, we designed and administered a 35-question online survey. A total of 567 participants completed the survey, including 465 special educators, 71 speech-language pathologists (SLPs), and 31 other professionals. A segment of the survey data was analyzed in R. Comparisons between and within the largest groups (SLPs and special educators) were made with nonparametric statistics, including Fisher's exact, Wilcoxon signed-ranks, and Quade tests. Results: SLPs and special educators differed significantly on a variety of survey measures, including undergraduate coursework in augmentative and alternative communication (AAC) and autism, caseloads, and confidence related to working with autistic students and AAC users. Regardless of profession, most respondents reported completing what they considered to be an AAC assessment. Conclusions: Increasing school-based professionals' knowledge related to autism and AAC, as well as opportunities to improve skills, is critical to resolving access and opportunity barriers for autistic children who speak but may benefit from AAC. Partnering with autistic people to better understand autistic speech and careful collaboration among team members are recommended. Supplemental Material: https://doi.org/10.23641/asha.24299422","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"60 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135315489","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":"Preliminary Findings From the Hearing Assessment in Response to Noise Screener: A New Pediatric Tool for Measuring Speech Identification in Noise","authors":"Julia Irwin, Jessica Sullivan, Barbara Fernandes, Alyssa Lotto","doi":"10.1044/2023_persp-22-00039","DOIUrl":"https://doi.org/10.1044/2023_persp-22-00039","url":null,"abstract":"Purpose: As part of the development of a speech-in-noise screener, speech recognition was measured in quiet and in an interrupted noise for 59 children with typical development according to parent report. Method: There were 39 monolingual and 20 bilingual participants. A corpus of 107 words were presented by a male and female speaker and present in the following conditions: +3 dB signal-to- noise ratio (SNR), −3 dB SNR, and quiet. Results: The participants showed increasing difficulty with speech identification as the SNR decreased. Additionally, age-related differences in accuracy were observed at each noise level. Conclusion: Our findings provide preliminary support for the utility and efficacy of a speech-in-noise screener for use with children.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412834","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}