Perspectives of the ASHA special interest groups最新文献

{"title":"Maximal Expiratory Pressure and Its Link With Cough Airflow Before and After Expiratory Muscle Strength Training in Parkinson's Disease","authors":"Avery E. Dakin, J. Borders, James A. Curtis, K. Hegland, M. Troche","doi":"10.1044/2023_persp-23-00065","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00065","url":null,"abstract":"Expiratory muscle strength training (EMST) improves maximal expiratory pressure (MEP), and several researchers have reported improvements to voluntary cough airflow in people with Parkinson's disease (PD). However, the link between the change in MEP and cough and whether patient-specific factors impact the training response is not well understood. Therefore, study aims were to examine (a) the relationship between MEP and cough pre- and post-EMST, (b) the associations between the change in MEP and change in cough, and (c) if patient-specific factors predict the change MEP. This is a secondary analysis of data from 30 people with PD who completed MEP and voluntary and reflex cough testing via spirometry pre– and post–5 weeks of EMST. Pearson's r correlations were used for Aims 1 and 2. Multivariable linear regression was used for Aim 3. Pre-EMST correlations between MEP and cough as well as correlations between the change in MEP and change in cough were nonsignificant. Post-EMST, MEP was correlated with voluntary cough expired volume (CEV, r = .58 , p < .001), peak expiratory flow rate (PEFR, r = .56 , p = .001), and cough volume acceleration ( r = .47 , p = .009 ) , as well as reflex CEV ( r = .5, p = .005). Patient-specific factors did not predict the change in MEP. This study showed that there was a larger correlation between expiratory muscle strength and cough airflow post-EMST than pre-EMST for voluntary and reflex cough in PD; however, the correlation between the change was small. Future research is needed to identify additional physiologic changes that are impacting cough airflow after EMST. https://doi.org/10.23641/asha.24602565","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202048","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":"Dysphagia Education and Diet Modification: Preparing Clinicians to Make Patient-Focused Decisions Through Experiential Learning","authors":"Martha H. Sherrill, Charles Lenell","doi":"10.1044/2023_persp-23-00152","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00152","url":null,"abstract":"This study examined the use of an experiential learning activity to familiarize students with the preparation and consumption of a modified diet (puree solids and mildly thick liquids) for 24 hr from a patient's perspective. We hypothesized that students would demonstrate high levels of noncompliance despite their understanding of the purpose and use of modified diets and the short duration of the activity. This is a quasi-experimental study of multiple cohorts of students examining their overall compliance with a modified diet, nutrition/hydration intake patterns, and personal responses to the experience. Statistical analysis of nutritional intake patterns was completed across compliant/noncompliant groups, and thematic content analysis was completed to identify frequently occurring themes in narrative personal reflections. Compliant participants consumed greater amounts of sugar and calories. Themes of empathy, struggles with preparation of the diet, and aversion to taste were common examples of personal responses to the experience. Results demonstrate the efficacy of experiential learning in dysphagia education and align with the current body of literature of dysphagia management through modified diets.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219225","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 Phonological Processing in Children With Speech Sound Disorders","authors":"Elizabeth Roepke","doi":"10.1044/2023_persp-23-00036","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00036","url":null,"abstract":"Phonological processing skills, or using phoneme knowledge to process language, in preschool- and kindergarten-age children are an important indicator of children's future reading abilities. However, assessing phonological processing skills can be difficult in children with speech sound disorders because scoring often requires that children produce speech sound accurately. This tutorial presents assessment tasks that are appropriate for children with speech sound disorders to better identify children with phonological processing difficulties. The following phonological processing assessment tasks are recommended for children with speech sound disorders: receptive tasks for phonological awareness, the Syllable Repetition Task for phonological memory, and limited letter choices for rapid automatized naming in phonological retrieval tasks. These tasks can be modified for multilingual children. Appropriate assessment of phonological processing skills will help speech-language pathologists in differential diagnosis of children with true phonological processing difficulties and children whose speech sound errors may mask phonological processing abilities. Assessment of phonological processing skills is particularly important for children with speech sound disorders, whose speech errors may be evidence of phonological processing difficulties.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139230124","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":"Clinical Supervision Postpandemic: Providing a Continuity of Care and Supervision Using Zoom in the University Clinic Setting","authors":"Dana Bitetti, Amanda Santarlas, Maureen Costello-Yacono","doi":"10.1044/2023_persp-23-00060","DOIUrl":"https://doi.org/10.1044/2023_persp-23-00060","url":null,"abstract":"The COVID-19 pandemic necessitated the shift to telepractice by university clinics. Supervision then occurred through Zoom or other videoconferencing platforms. Although clinics have returned to in-person services, the use of telepractice still continues as a preferred form of service delivery for many clients. However, providing both telepractice and in-person supervision in one university clinic can present many challenges. This article describes how one pro bono university clinic is resolving supervisor observation issues and space limitations by implementing a cohesive, low-cost Zoom observation system that is used with both in-person and telepractice clients. The history of the previous observation system is provided along with the factors that necessitated the shift to the videoconferencing platform. The authors describe the configuration of the clinic rooms, the equipment needed to implement a similar observation system, and recommendations for getting started. This article also discusses the benefits and challenges of using the Zoom observation system for supervision with graduate student clinicians and their clients. The information is relevant to programs seeking to implement an effective low-cost observation system for training graduate students in a university clinic.","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"616 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139249022","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":"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}