Perspectives of the ASHA special interest groups最新文献

{"title":"Proactive Strategies for Breaking Barriers: Advancing Justice Initiatives in Speech-Language Pathology for Diverse Populations in Voice Management and Upper Airway Disorders","authors":"Sean U. Moonsammy, Teresa Procter, Maurice E. Goodwin, Phoebe Crumpton","doi":"10.1044/2023_persp-23-00138","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00138","url":null,"abstract":"\u0000 \u0000 This clinical focus article examines the importance of justice, equity, diversity, and inclusion (JEDI) initiatives in the field of speech-language pathology, particularly in the context of voice management and upper airway disorders.\u0000 \u0000 \u0000 \u0000 We begin by acknowledging the growing focus on JEDI-related strategies, such as supporting students from diverse cultural backgrounds, measuring clinician competence in working with diverse clients, and increasing awareness of cultural and linguistic diversity in patient populations. We emphasize the need for both individual and systemic efforts to develop competence in JEDI initiatives. However, challenges exist in developing culturally responsive materials and documentation at a macro level, including the lack of research and resources in understanding the needs of diverse patient populations in voice and upper airway disorders. The clinical focus article highlights the absence of demographic data related to cultural and linguistic diversity in this field and discusses the challenges in developing language-specific materials, culturally relevant assessment tools, and therapeutic interventions aligned with cultural values and standards. Limited funding and resources further impede progress in JEDI initiatives and the development of tailored intervention models. Recognizing the impossibility of accounting for every unique intersectionality, the clinical focus article offers foundational steps toward creating an inclusive space and providing culturally responsive health care. It specifically focuses on gender-inclusive care, diagnostic considerations for socially linguistically diverse individuals, and addressing issues of clinical ableism.\u0000 \u0000 \u0000 \u0000 The clinical focus article aims to identify and expand upon current resources for culturally responsive practice in the American Speech-Language-Hearing Association, particularly in the context of voice and upper airway disorders.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"17 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139869335","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":"Proactive Strategies for Breaking Barriers: Advancing Justice Initiatives in Speech-Language Pathology for Diverse Populations in Voice Management and Upper Airway Disorders","authors":"Sean U. Moonsammy, Teresa Procter, Maurice E. Goodwin, Phoebe Crumpton","doi":"10.1044/2023_persp-23-00138","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00138","url":null,"abstract":"\u0000 \u0000 This clinical focus article examines the importance of justice, equity, diversity, and inclusion (JEDI) initiatives in the field of speech-language pathology, particularly in the context of voice management and upper airway disorders.\u0000 \u0000 \u0000 \u0000 We begin by acknowledging the growing focus on JEDI-related strategies, such as supporting students from diverse cultural backgrounds, measuring clinician competence in working with diverse clients, and increasing awareness of cultural and linguistic diversity in patient populations. We emphasize the need for both individual and systemic efforts to develop competence in JEDI initiatives. However, challenges exist in developing culturally responsive materials and documentation at a macro level, including the lack of research and resources in understanding the needs of diverse patient populations in voice and upper airway disorders. The clinical focus article highlights the absence of demographic data related to cultural and linguistic diversity in this field and discusses the challenges in developing language-specific materials, culturally relevant assessment tools, and therapeutic interventions aligned with cultural values and standards. Limited funding and resources further impede progress in JEDI initiatives and the development of tailored intervention models. Recognizing the impossibility of accounting for every unique intersectionality, the clinical focus article offers foundational steps toward creating an inclusive space and providing culturally responsive health care. It specifically focuses on gender-inclusive care, diagnostic considerations for socially linguistically diverse individuals, and addressing issues of clinical ableism.\u0000 \u0000 \u0000 \u0000 The clinical focus article aims to identify and expand upon current resources for culturally responsive practice in the American Speech-Language-Hearing Association, particularly in the context of voice and upper airway disorders.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139809466","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":"Advancing Clinical Decision Making Through Trauma-Informed Care in Pediatric Hearing Health Care","authors":"Brittney J. Sprouse","doi":"10.1044/2023_persp-23-00058","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00058","url":null,"abstract":"\u0000 \u0000 Adverse childhood experiences affect early brain development and future health outcomes. The principles of trauma-informed care (TIC) incorporate safety, screening, understanding context, avoiding retraumatization, and discharge planning to provide optimal care for patients and families. Secondary traumatic stress is the trauma providers' experience when serving patients and families who have experienced trauma. The purpose of this article is to examine the impact of trauma, investigate the principles of TIC, and identify the ways to implement it in hearing health care.\u0000 \u0000 \u0000 \u0000 Providers working with children and families who have experienced trauma should be trained to provide a trauma-informed approach and learn the signs, symptoms, and risks of secondary traumatic stress. To improve the quality of care for children with hearing loss who have experienced trauma, their adverse experiences must be considered with trauma-informed techniques incorporated into the hearing health care model of care.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"322 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480975","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":"Endoscopic Biofeedback Training for Cough and Swallowing: The What, Why, and How","authors":"James A. Curtis","doi":"10.1044/2023_persp-23-00190","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00190","url":null,"abstract":"\u0000 \u0000 Endoscopic biofeedback training is a type of augmented extrinsic feedback that provides information about physiological processes and bolus flow information through the use of flexible endoscopy. The goal of this tutorial is to describe why and how to incorporate endoscopic biofeedback training into cough and swallowing treatment when working with people with dystussia and dysphagia.\u0000 \u0000 \u0000 \u0000 In this tutorial, we will review the diagnostic advantages and limitations of flexible endoscopic evaluation of swallowing as it relates to biofeedback training. We will then (a) review what is known about endoscopic biofeedback training in the field of speech-language pathology; (b) identify which airway protective behaviors clinicians might be best suited for endoscopic biofeedback training; and (c) provide a guide, including sample scripts and video demonstrations, that clinicians can use to aide in the implementation of endoscopic biofeedback training.\u0000 \u0000 \u0000 \u0000 Endoscopic biofeedback training for cough and swallowing habilitation and rehabilitation may be a useful addition to a speech-language pathologist's therapeutic armamentarium. However, more research is needed to comprehensively characterize the long-term effects on endoscopic biofeedback training on cough and swallowing treatment-related outcomes.\u0000 \u0000 \u0000 \u0000 \u0000 https://doi.org/10.23641/asha.25043579\u0000 \u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"356 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483081","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":"Perspectives on Device-Facilitated Therapy in Management of Pediatric Dysphagia in the Neonatal Intensive Care Unit","authors":"Alaina Martens, Angela Melkonian, Sophia Shaughnessy, Emily Zimmerman","doi":"10.1044/2023_persp-23-00172","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00172","url":null,"abstract":"\u0000 \u0000 Most infants born preterm will experience some difficulty with sucking and feeding. As clinicians in the neonatal intensive care unit (NICU), it is important to understand the available technologies so that they may be implemented, when appropriate and accessible, to support these infants in their sucking and feeding performance. The purpose of this review is to highlight devices that are available to assist clinicians in the management of pediatric dysphagia in the NICU. We will review the literature surrounding the use of devices in the management of pediatric dysphagia. This is followed by a clinical perspective from a NICU speech-language pathologist (SLP) who shares important considerations, recommendations, and limitations of device use.\u0000 \u0000 \u0000 \u0000 By reviewing device-facilitated therapies for the management of pediatric dysphagia and discussing their implementation and effectiveness, we hope that SLPs will gain an understanding of the available technologies and insight into their use in the NICU environment. While the research highlighted shows many benefits of the use of device-facilitated therapies in the NICU, this is an emerging area of the field that is continually evolving and more research is needed to establish the pathway to individualized, developmentally supportive, device-facilitated intervention.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"74 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381552","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":"Implementing a T2L Decoding Feature via Telepractice to Support Single Word Reading by a Young Boy with Down Syndrome: A Case Study.","authors":"Savanna Brittlebank, Janice Light","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Purpose: </strong>Literacy skills are essential for full inclusion in society, particularly for individuals with Down syndrome who have limited intelligible speech, as literacy provides an additional modality for accessing receptive and expressive language. Telepractice provides convenient access to services in the natural context that might otherwise be inaccessible for many individuals. The current case study explored the effect of a telepractice intervention with home practice that consisted of an AAC Transition to Literacy (T2L) decoding feature, designed to support single word reading.</p><p><strong>Method: </strong>This paper presents a case study of a young boy, Henry (pseudonym), with a diagnosis of Down syndrome, limited functional speech, and limited literacy skills. Henry was provided with a 12-week intervention that consisted of the introduction of an AAC technology decoding feature that modeled single word decoding. He participated remotely at home, with support from his mother. Data was collected on Henry's accuracy of (a) single word reading and (b) generalization to single word spelling.</p><p><strong>Results: </strong>Henry demonstrated increased single word reading skills, particularly for words presented with the T2L decoding feature, but minimal generalization to spelling was observed.</p><p><strong>Conclusions: </strong>The findings indicated that an AAC technology T2L decoding feature that offered models of single-word decoding may be beneficial for supporting early literacy skills in young children with Down syndrome. Furthermore, telepractice with additional home engagement with the intervention appears to be a viable option for the delivery of literacy intervention. Implications for clinical practice and directions for future research are discussed.</p>","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"10 2","pages":"548-564"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12188990/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499703","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":"Accessible Literacy for Emerging Communicators (ALEC): A Proposed Model and Case Application with Children on the Autism Spectrum.","authors":"Tim DeLuca, Alyssa Boucher, Christine Holyfield","doi":"10.1044/2024_persp-24-00107","DOIUrl":"10.1044/2024_persp-24-00107","url":null,"abstract":"<p><strong>Purpose: </strong>Opportunities for literacy learning should be made accessible to all. For children with developmental disabilities who are emergent communicators, instruction in language and word reading may not be accessible through traditional practices.</p><p><strong>Methods: </strong>Within this clinical focus article, we propose a conceptual model - Accessible Literacy for Emerging Communicators (ALEC) - guided by Universal Design for Learning (UDL). UDL provides guidance to make learning accessible by considering all students' needs for engagement, representation, and action and expression. The ALEC model leverages UDL to offer clinical guidance to identify and implement opportunities for language and word reading learning for emerging communicators using augmentative and alternative communication. For emerging communicators with developmental disabilities, applying UDL principles to literacy opportunities includes mapping literacy onto meaningful interactions, providing high-meaning and orthographic representations, and embedding literacy into AAC technology. We explore this approach clinically, reporting on cases in which we used the approach with three young children on the autism spectrum.</p><p><strong>Results: </strong>Based on clinical observation of data collection sessions in which UDL principles were applied to literacy, three participants demonstrated improved engagement compared with other sessions that targeted literacy goals.</p><p><strong>Conclusions: </strong>More research is needed, but our initial exploration showed that, by applying UDL guidelines for access, literacy learning opportunities can be made accessible for children with developmental disabilities who are emerging communicators.</p>","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"1 ","pages":"236-248"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12188988/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499702","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":"Ecosystemic Clinical Assessment of Linguistic Diversity: Greek-Dominant Speech","authors":"E. Babatsouli","doi":"10.1044/2023_persp-23-00088","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00088","url":null,"abstract":"Diversity considerations are of paramount significance in the clinical assessment and treatment of speech disorders in bilingual children and adults who speak a less common language (and/or its dialects). While comprehensive assessment is essential for culturally and linguistically diverse (CLD) populations, this is clinically challenging due to the indeterminacy entailed in the process and incumbrances in access to resources. This clinical tutorial outlines key considerations necessary for holistic, ecological, and dynamic assessments of speech disorders internationally, focusing on Greek. Pertinent literature is reviewed to provide the relevant theoretical backdrop for the ecosystemic protocol, both conceptually and schematically. Greek is utilized as an example language, aiming to underscore knowledge, tools, and other resources on clinically relevant aspects of dialectal, interlanguage (adult second language [L2]), and child multilingual (L2/third language) variation in Greek-dominant speakers. The tutorial highlights facets of Greek speech and scripts a primary assessment model for clinical use mostly targeting clinicians that are not speakers or cognizant of the language, also viewing speech in linguistic diversity as a sociolinguistic construct. Recommendations for clinical practices are outlined proposing a specific action plan, exemplified by a case scenario. The demonstrated ecosystemic paradigm in holistic, ecological protocols for clinical assessment of speech disorder in CLD speakers addresses the need for nonlinear, multilevel assessment of variable language exposure and use; being sensitive to individual speaker specificities; the sociolinguistic environment; and employing people-first, culturally sensitive, and dynamic strategies in clinical assessment. The stance also simplifies disambiguation tasks regarding the difference disorder dichotomy, enhancing existing clinical procedures.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"60 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139146535","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":"Assessing Speech Production in Mandarin–English Bilingual Children: Comparison of Mandarin and English Sound Systems and Special Considerations","authors":"Jie Yang, Maria Resendiz","doi":"10.1044/2023_persp-23-00101","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00101","url":null,"abstract":"When assessing bilingual children's speech, it is important to determine whether the errors are indicative of a true speech sound disorder or a speech sound difference. The purpose of this tutorial is to provide cultural and linguistic background of Mandarin in comparison to English and to outline the process of speech production assessment for Mandarin–English bilingual children. Pertinent literature was reviewed around varieties of Chinese, unique features of the Mandarin sound system, commonly used transcription methods (International Phonetic Alphabet and Pinyin ), and patterns of Mandarin-influenced English. Previous research findings on the acquisition of consonants, vowels, and tones in monolingual Mandarin-speaking children were summarized. The assessment process including consonants, vowels, tones, syllable structures, and lexical stress was described and illustrated with flow charts. Recourses related to cultural and linguistic information of Mandarin and accessible assessment materials are referenced. A thorough knowledge of a child's language background is crucial in planning assessment of speech production for Mandarin–English bilingual children. A comparative understanding of the sound systems of Mandarin and English facilitates clinical decision making.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139144755","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":"Characterizing Gelatin-Based Desserts Using International Dysphagia Diet Standardisation Initiative Testing Methods","authors":"Deirdre Larsen, Mathew Vansant, Meghan Eisenhardt","doi":"10.1044/2023_persp-23-00159","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00159","url":null,"abstract":"\u0000 \u0000 Gelatin-based desserts are a popular method to promote liquid consumption for individuals with dysphagia. Unique characteristics of these desserts in the United States pose a challenge for appropriate presentation to patients in relation to their clinically approved International Dysphagia Diet Standardisation Initiative (IDDSI) level. The purpose of this study was to determine the constancy of IDDSI level and transitional food status for 16 nationally available gelatin-based desserts based on preparation (premade and ready-to-make) and formulation (regular and sugar-free).\u0000 \u0000 \u0000 \u0000 Three semiblinded raters used IDDSI testing methods to assign an IDDSI level and transitional food rating immediately, 15 min, and 60 min after removing from the refrigerator.\u0000 \u0000 \u0000 \u0000 \u0000 The majority (89.6%) of the samples were rated as Level 7 Easy to Chew, across all time intervals, with good interrater agreement (Mann–Whitney\u0000 U\u0000 Test, immediately\u0000 U\u0000 = 101.0,\u0000 p\u0000 = .934; 15 min\u0000 U\u0000 = 101.0,\u0000 p\u0000 = .934; 60 min\u0000 U\u0000 = 94.5,\u0000 p\u0000 = .711). Approximately a quarter of samples were categorized as a transitional food, though 4% could not be categorized using current IDDSI characteristics.\u0000 \u0000 \u0000 \u0000 \u0000 Overall, this study presents that the current characteristics and physiological rationale may overestimate the skills required for gelatin-based desserts and inappropriately classify them as nontransitional foods. As with all products, individual gelatin-based desserts should be tested at the time of presentation to the patient. However, clinical evaluation should further determine the appropriateness of the dessert for each patient.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"22 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138956410","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}