Perspectives of the ASHA special interest groups最新文献

{"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}

{"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}