Pub Date : 2019-04-30DOI: 10.21849/CACD.2019.00010
Christopher Bolinger, J. Dembowski
{"title":"Articulation in children with fetal alcohol syndrome","authors":"Christopher Bolinger, J. Dembowski","doi":"10.21849/CACD.2019.00010","DOIUrl":"https://doi.org/10.21849/CACD.2019.00010","url":null,"abstract":"","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41656667","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}
Pub Date : 2019-04-30DOI: 10.21849/CACD.2019.00038
Batool Alsayedhassan, Devender R. Banda, Jaehoon Lee, Youngmin Kim, N. Griffin-Shirley
Autism spectrum disorder (ASD) is a disability that limits an individual’s ability to develop skills in social communication and social interaction [1]. A deficit in social communication is one of the main characteristics shared by individuals with ASD, and many individuals with ASD never develop spoken language [2]. However, many strategies are employed to improve the communication abilities of children with ASD. Developed by Bondy and Frost [3], one such strategy is picture exchange communication system (PECS). PECS is a means of aided augmentative alternative communication (AAC) that consists of six phases. In the first phase, children with ASD learn to exchange a picture for an item or activity they desire instead of pointing to a symbol to obtain that item or action. Over the course of the six phases, the child is taught to initiate communication by Purpose: A survey was conducted to examine the perceptions of parents who use the Picture Exchange Communication System (PECS) to help improve the communication abilities of their children with autism spectrum disorder and/or other developmental disabilities.
{"title":"A survey of parents’ perceptions of Picture Exchange Communication System for children with autism spectrum disorders and other developmental disabilities","authors":"Batool Alsayedhassan, Devender R. Banda, Jaehoon Lee, Youngmin Kim, N. Griffin-Shirley","doi":"10.21849/CACD.2019.00038","DOIUrl":"https://doi.org/10.21849/CACD.2019.00038","url":null,"abstract":"Autism spectrum disorder (ASD) is a disability that limits an individual’s ability to develop skills in social communication and social interaction [1]. A deficit in social communication is one of the main characteristics shared by individuals with ASD, and many individuals with ASD never develop spoken language [2]. However, many strategies are employed to improve the communication abilities of children with ASD. Developed by Bondy and Frost [3], one such strategy is picture exchange communication system (PECS). PECS is a means of aided augmentative alternative communication (AAC) that consists of six phases. In the first phase, children with ASD learn to exchange a picture for an item or activity they desire instead of pointing to a symbol to obtain that item or action. Over the course of the six phases, the child is taught to initiate communication by Purpose: A survey was conducted to examine the perceptions of parents who use the Picture Exchange Communication System (PECS) to help improve the communication abilities of their children with autism spectrum disorder and/or other developmental disabilities.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68459377","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}
Pub Date : 2019-04-30DOI: 10.21849/CACD.2019.00031
Charles D. Hughes, Derek E. Daniels, Erik X. Raj, Alana Ghent
Actors have been commonly used in the training of various helping professions [1-4]. Yet, they have not been frequently used in the field of speech-language pathology [5]. Although actors are seldom utilized in the clinical education of speech-language pathology students, the importance of actors in these training programs has been highlighted [6-9]. Some of this research has highlighted the importance of appropriate actor training to assure accuracy in their role portrayal with students [9], as well as assuring appropriate judges to evaluate student abilities when interacting with actors [8]. Many benefits exist when actors are incorporated into clinical training and involve the consistency of the experience and ability to reflect on the interaction in a standardized manner [9]. Gregg [5] provides a review of the benefit of using actors in speech-language pathology and in the clinical training of stuttering. He goes on to highlight the work of Zraick [7,10] with actors and adapting aspects of his outline [10] and use of Objective Structured Clinical Examination’s (OSCE) to fit the purpose for assessing student skills in Purpose: The use of trained actors in the clinical education of helping professionals has been well-documented. However, little is known about the potential benefit of using actors in the clinical education of speech-language pathology students specific to stuttering. This mixed methods study examined the perceptions of 26 participants related to their experiences with peers and two trained actors in a graduate-level fluency disorders course.
{"title":"Using actors and peers in the clinical education of stuttering: Results from a mixed methods study","authors":"Charles D. Hughes, Derek E. Daniels, Erik X. Raj, Alana Ghent","doi":"10.21849/CACD.2019.00031","DOIUrl":"https://doi.org/10.21849/CACD.2019.00031","url":null,"abstract":"Actors have been commonly used in the training of various helping professions [1-4]. Yet, they have not been frequently used in the field of speech-language pathology [5]. Although actors are seldom utilized in the clinical education of speech-language pathology students, the importance of actors in these training programs has been highlighted [6-9]. Some of this research has highlighted the importance of appropriate actor training to assure accuracy in their role portrayal with students [9], as well as assuring appropriate judges to evaluate student abilities when interacting with actors [8]. Many benefits exist when actors are incorporated into clinical training and involve the consistency of the experience and ability to reflect on the interaction in a standardized manner [9]. Gregg [5] provides a review of the benefit of using actors in speech-language pathology and in the clinical training of stuttering. He goes on to highlight the work of Zraick [7,10] with actors and adapting aspects of his outline [10] and use of Objective Structured Clinical Examination’s (OSCE) to fit the purpose for assessing student skills in Purpose: The use of trained actors in the clinical education of helping professionals has been well-documented. However, little is known about the potential benefit of using actors in the clinical education of speech-language pathology students specific to stuttering. This mixed methods study examined the perceptions of 26 participants related to their experiences with peers and two trained actors in a graduate-level fluency disorders course.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48084991","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}
Pub Date : 2019-04-30DOI: 10.21849/CACD.2019.00017
Michael Cannizzaro, S. Stephens
Communication through discourse is the central method of human interaction. Discourse is a series of interconnected propositions that communicate a coherent message that is above the level of single sentences [1,2]. Formulating and understanding discourse is a linguistically and cognitively demanding task, and the ability to efficiently produce coherent discourse is critical for functional participation in family and social relationships, vocation, and community engagement [3-6]. Discourse analysis has Purpose: Discourse production is a naturalistic and commonly occurring form of communication. Thus, it is no surprise that discourse formulation is a clinically relevant assessment for persons who experience communication impairments associated with cognitive disruptions such as traumatic brain injury, mild cognitive impairment, and dementia. The most commonly studied genre of discourse is the production of fictional narratives; however, little is known about the formulation of other, more commonly occurring and ecologically valid forms of discourse. To better understand the communication behaviors associated with these other discourse forms, this pilot research examined efficiency, informativeness, and neurovascular activation during formulation of procedural, personal, conversation, and fictional discourse produced by neurologically healthy adults.
{"title":"Discourse formulation and neurovascular activation across four genres","authors":"Michael Cannizzaro, S. Stephens","doi":"10.21849/CACD.2019.00017","DOIUrl":"https://doi.org/10.21849/CACD.2019.00017","url":null,"abstract":"Communication through discourse is the central method of human interaction. Discourse is a series of interconnected propositions that communicate a coherent message that is above the level of single sentences [1,2]. Formulating and understanding discourse is a linguistically and cognitively demanding task, and the ability to efficiently produce coherent discourse is critical for functional participation in family and social relationships, vocation, and community engagement [3-6]. Discourse analysis has Purpose: Discourse production is a naturalistic and commonly occurring form of communication. Thus, it is no surprise that discourse formulation is a clinically relevant assessment for persons who experience communication impairments associated with cognitive disruptions such as traumatic brain injury, mild cognitive impairment, and dementia. The most commonly studied genre of discourse is the production of fictional narratives; however, little is known about the formulation of other, more commonly occurring and ecologically valid forms of discourse. To better understand the communication behaviors associated with these other discourse forms, this pilot research examined efficiency, informativeness, and neurovascular activation during formulation of procedural, personal, conversation, and fictional discourse produced by neurologically healthy adults.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46569779","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}
Pub Date : 2019-04-30DOI: 10.21849/CACD.2019.00024
Sara Jodache, T. Howe, S. Siyambalapitiya
Purpose: Speech-language pathologists are more often providing services to clients from a different cultural and/or linguistic background from their own. It can be particularly challenging to conduct language assessments with individuals with bilingual aphasia, especially given the limited research in this area. This investigation explored speech-language pathologists’ perspectives on: the challenges that impede the assessment of language in Samoan-English speakers with bilingual aphasia; and the facilitators that support the assessment of language in Samoan-English speakers with bilingual aphasia. Methods: The study used a qualitative descriptive approach, underpinned by a constructivist paradigm. A focus group was conducted with four speech-language pathologists who had experience working with Samoan-English speakers with bilingual aphasia, including one clinician with extensive knowledge of the Samoan language. Results: The focus group yielded rich data relevant to the research questions. Analysis revealed 29 codes within eight categories of challenges related to: the Samoan language and culture; the SLP’s background; using interpreters; family involvement; the logistics of the assessment; determining which language(s) to assess; assessment tasks and resources; and obtaining an initial impression of and building rapport with the individual. The analysis also identified 14 codes within five categories of facilitators related to: the SLP’s background; using interpreters; family involvement; determining which language(s) to assess; and assessment tasks and resources. Conclusions: The investigation provides valuable insights into the experience of conducting language assessments with Samoan-English speakers with bilingual aphasia. The findings may also be useful for informing the delivery of speech-language pathology services to other individuals with bilingual aphasia.
{"title":"“Are we…providing them with an equal service?”: Speech-language pathologists’ perceptions of bilingual aphasia assessment of Samoan-English speakers","authors":"Sara Jodache, T. Howe, S. Siyambalapitiya","doi":"10.21849/CACD.2019.00024","DOIUrl":"https://doi.org/10.21849/CACD.2019.00024","url":null,"abstract":"Purpose: \u0000Speech-language pathologists are more often providing services to clients from a different cultural and/or linguistic background from their own. It can be particularly challenging to conduct language assessments with individuals with bilingual aphasia, especially given the limited research in this area. This investigation explored speech-language pathologists’ perspectives on: the challenges that impede the assessment of language in Samoan-English speakers with bilingual aphasia; and the facilitators that support the assessment of language in Samoan-English speakers with bilingual aphasia. \u0000 \u0000Methods: \u0000The study used a qualitative descriptive approach, underpinned by a constructivist paradigm. A focus group was conducted with four speech-language pathologists who had experience working with Samoan-English speakers with bilingual aphasia, including one clinician with extensive knowledge of the Samoan language. \u0000 \u0000Results: \u0000The focus group yielded rich data relevant to the research questions. Analysis revealed 29 codes within eight categories of challenges related to: the Samoan language and culture; the SLP’s background; using interpreters; family involvement; the logistics of the assessment; determining which language(s) to assess; assessment tasks and resources; and obtaining an initial impression of and building rapport with the individual. The analysis also identified 14 codes within five categories of facilitators related to: the SLP’s background; using interpreters; family involvement; determining which language(s) to assess; and assessment tasks and resources. \u0000 \u0000Conclusions: \u0000The investigation provides valuable insights into the experience of conducting language assessments with Samoan-English speakers with bilingual aphasia. The findings may also be useful for informing the delivery of speech-language pathology services to other individuals with bilingual aphasia.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43466543","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}
Pub Date : 2018-12-31DOI: 10.21849/CACD.2018.00416
Lauren Glover, D. Ruscello
A Study of the Judgment Accuracy of Repeated /r/ Stimuli by Graduate Clinicians Lauren Glover In the field of speech-language pathology, communication disorders are treated with evidence-based methodologies. Treatments for many of the disorders require clinicians to use their auditory perceptual skills for feedback purposes, so that the client is aware of correct and incorrect treatment responses. It has been reported clinically that repeated listening to client responses over time may result in auditory perceptual confusions. This clinical hypothesis was studied by examining the integrity of judgement accuracy of repeated /r/ stimuli, which varied as a function of correct and incorrect stimuli. Findings showed no statistically significant evidence of auditory perceptual confusions when subjects listened to and evaluated repeated productions of /r/, /w/ for /r/substitution, and /r/ distortion embedded in a CV word.
{"title":"A Study of the Judgment Accuracy of Repeated /r/ Stimuli by Graduate Clinicians","authors":"Lauren Glover, D. Ruscello","doi":"10.21849/CACD.2018.00416","DOIUrl":"https://doi.org/10.21849/CACD.2018.00416","url":null,"abstract":"A Study of the Judgment Accuracy of Repeated /r/ Stimuli by Graduate Clinicians Lauren Glover In the field of speech-language pathology, communication disorders are treated with evidence-based methodologies. Treatments for many of the disorders require clinicians to use their auditory perceptual skills for feedback purposes, so that the client is aware of correct and incorrect treatment responses. It has been reported clinically that repeated listening to client responses over time may result in auditory perceptual confusions. This clinical hypothesis was studied by examining the integrity of judgement accuracy of repeated /r/ stimuli, which varied as a function of correct and incorrect stimuli. Findings showed no statistically significant evidence of auditory perceptual confusions when subjects listened to and evaluated repeated productions of /r/, /w/ for /r/substitution, and /r/ distortion embedded in a CV word.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49453223","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}
Pub Date : 2018-12-31DOI: 10.21849/CACD.2018.00395
S. Santhanam, S. Parveen
The cultural and linguistic landscape of the United States has been changing rapidly in the last three decades. According to the U.S. Census Bureau, 21.1% (60.3 million) of the population in the United States speak a language other than English at home [1]. It is expected that these numbers would increase to about 43% by the year 2020 [2]. Correspondingly, speech-language pathologists (SLPs) in the United States are seeing a rise in their caseload of culturally and linguistically diverse (CLD) clients [3]. SLPs are often faced with clients who speak a language or belong to a culture different from their own. Kritikos [4] reported that 95% of SLPs serve at least one client from a CLD background. Yet, a vast majority of SLPs in the United States are monolingual English speakers. There continues to be a stark minority of bilingual SLPs [5] and a mismatch between the proportion of CLD clients and the available proportion of bilingual service providers. Only 6.5% of American Speech-Language-Hearing Association (ASHA) members identify themselves as bilingual service providers. Spanish-English bilingual SLPs conWith the rapid rise in our culturally and linguistically diverse (CLD) clientele, it is essential to understand the clinical self-efficacy of speech-language pathologists (SLPs) serving these clients and to examine the efforts we have taken as a field to better prepare our future clinicians. Studies from the past 25 years that examine SLPs’ clinical self-efficacy in CLD service delivery were located using electronic databases and manual searchers. A total of 13 articles were identified. A review of the existing studies indicated that reports on clinical self-efficacy among SLPs working with CLD clients has not markedly improved during the last two decades. Nevertheless, there is a positive trend in two areas: (1) the availability and access to training and resources for SLPs, and (2) the willingness to work with more CLD clients. Factors that are barriers to bilingual service delivery still need to be addressed. Future implications for stakeholders are discussed.
{"title":"Serving Culturally and Linguistically Diverse Clients: A Review of Changing Trends in Speech-Language Pathologists’ Self-efficacy and Implications for Stakeholders","authors":"S. Santhanam, S. Parveen","doi":"10.21849/CACD.2018.00395","DOIUrl":"https://doi.org/10.21849/CACD.2018.00395","url":null,"abstract":"The cultural and linguistic landscape of the United States has been changing rapidly in the last three decades. According to the U.S. Census Bureau, 21.1% (60.3 million) of the population in the United States speak a language other than English at home [1]. It is expected that these numbers would increase to about 43% by the year 2020 [2]. Correspondingly, speech-language pathologists (SLPs) in the United States are seeing a rise in their caseload of culturally and linguistically diverse (CLD) clients [3]. SLPs are often faced with clients who speak a language or belong to a culture different from their own. Kritikos [4] reported that 95% of SLPs serve at least one client from a CLD background. Yet, a vast majority of SLPs in the United States are monolingual English speakers. There continues to be a stark minority of bilingual SLPs [5] and a mismatch between the proportion of CLD clients and the available proportion of bilingual service providers. Only 6.5% of American Speech-Language-Hearing Association (ASHA) members identify themselves as bilingual service providers. Spanish-English bilingual SLPs conWith the rapid rise in our culturally and linguistically diverse (CLD) clientele, it is essential to understand the clinical self-efficacy of speech-language pathologists (SLPs) serving these clients and to examine the efforts we have taken as a field to better prepare our future clinicians. Studies from the past 25 years that examine SLPs’ clinical self-efficacy in CLD service delivery were located using electronic databases and manual searchers. A total of 13 articles were identified. A review of the existing studies indicated that reports on clinical self-efficacy among SLPs working with CLD clients has not markedly improved during the last two decades. Nevertheless, there is a positive trend in two areas: (1) the availability and access to training and resources for SLPs, and (2) the willingness to work with more CLD clients. Factors that are barriers to bilingual service delivery still need to be addressed. Future implications for stakeholders are discussed.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43849070","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}
Pub Date : 2018-12-31DOI: 10.21849/CACD.2018.00423
Hyeju Han, T. Park, B. Oh, H. Seo, Youngsun Kim
{"title":"Bolus Transition During Oropharyngeal Swallowing after Unilateral Cortical Stroke","authors":"Hyeju Han, T. Park, B. Oh, H. Seo, Youngsun Kim","doi":"10.21849/CACD.2018.00423","DOIUrl":"https://doi.org/10.21849/CACD.2018.00423","url":null,"abstract":"","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44328053","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}
Pub Date : 2018-12-31DOI: 10.21849/CACD.2018.00437
David J. Hajjar, John W. Mccarthy, Molly Lanphear Hajjar
Benefits from leisure and recreation Participation in recreational activities can have extensive benefits for children and adults with disabilities and complex communication needs (CCN) [1-4]. The infrastructure in recreation and leisure programs supports people who use augmentative and alternative communication (AAC) to develop relationships, increase engagement, and foster independence [2]. Opportunities for meaningful interactions are important for individuals with significant communication disabilities as they often report higher levels of loneliness and their social networks are more limited [5]. Patterson & Pegg [4] determined that serious engagement in leisure activities provides people with intellectual disabilities the necessary confidence to communicate and teaches new skills that build self-esteem and facilitate social inclusion across community settings. Communication partners are critical supports for individuals with complex communication needs who participate in leisure activities. Partners (e.g., volunteers, program leaders, support staff) can enhance recreational experiences by facilitating opportunities for communication, interaction, and participation. In this study, a single subject multiple baseline design across two time periods was used to examine the accuracy of volunteers’ in their ability to implement a program designed to promote communication and participation. Four volunteers from therapeutic riding learned to apply a communication program that focused on providing participants with a method to capture and share their riding experience. Results indicated that the volunteers successfully learned the program and that riders increased the amount of communication turns taken with volunteers. Volunteers, participants, and caregivers also shared their overall perspectives after program implementation. Implications and recommendations for future practice are provided for volunteers, participants and caregivers, recreational therapists, and other related professionals.
{"title":"Supporting Communication Partners in a Leisure Setting to Enhance Social Interaction and Participation for Individuals with Complex Communication Needs","authors":"David J. Hajjar, John W. Mccarthy, Molly Lanphear Hajjar","doi":"10.21849/CACD.2018.00437","DOIUrl":"https://doi.org/10.21849/CACD.2018.00437","url":null,"abstract":"Benefits from leisure and recreation Participation in recreational activities can have extensive benefits for children and adults with disabilities and complex communication needs (CCN) [1-4]. The infrastructure in recreation and leisure programs supports people who use augmentative and alternative communication (AAC) to develop relationships, increase engagement, and foster independence [2]. Opportunities for meaningful interactions are important for individuals with significant communication disabilities as they often report higher levels of loneliness and their social networks are more limited [5]. Patterson & Pegg [4] determined that serious engagement in leisure activities provides people with intellectual disabilities the necessary confidence to communicate and teaches new skills that build self-esteem and facilitate social inclusion across community settings. Communication partners are critical supports for individuals with complex communication needs who participate in leisure activities. Partners (e.g., volunteers, program leaders, support staff) can enhance recreational experiences by facilitating opportunities for communication, interaction, and participation. In this study, a single subject multiple baseline design across two time periods was used to examine the accuracy of volunteers’ in their ability to implement a program designed to promote communication and participation. Four volunteers from therapeutic riding learned to apply a communication program that focused on providing participants with a method to capture and share their riding experience. Results indicated that the volunteers successfully learned the program and that riders increased the amount of communication turns taken with volunteers. Volunteers, participants, and caregivers also shared their overall perspectives after program implementation. Implications and recommendations for future practice are provided for volunteers, participants and caregivers, recreational therapists, and other related professionals.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43404328","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}
Pub Date : 2018-12-31DOI: 10.21849/CACD.2018.00451
Hyun-Joon Yoo, A. Salvatore
According to a Gallup poll in 2017, football is the most popular sport in United States (Retrieved from http://news.gallup.com/poll/224864/football-americans-favoritesport-watch.aspx) [1] with 37% of US adults picking football as their favorite sport. The popularity of football spans the generations including high school teenagers. According to a report by the National Federation of State High School Associations [2], football is the number 1 participatory sport for boys at the high school level and is the leading cause of injuries in high school players. Purpose: This study examined whether different playing positions of high school football players are associated with impaired memory and auditory comprehension at a sentence level after a concussion. The specific research questions are 1) whether there are significant differences in memory on the Immediate Postconcussion Assessment Cognitive Test (ImPACT) between a speed-positions group and a non-speed positions group, and 2) whether there are significant differences in auditory comprehension on Subtest VIII of the Computerized-Revised Token Test (CRTT) between the speed-positions group and the non-speed positions group.
{"title":"Effects of Playing Positions on Memory and Auditory Comprehension in High School Football Players with a Mild Concussion","authors":"Hyun-Joon Yoo, A. Salvatore","doi":"10.21849/CACD.2018.00451","DOIUrl":"https://doi.org/10.21849/CACD.2018.00451","url":null,"abstract":"According to a Gallup poll in 2017, football is the most popular sport in United States (Retrieved from http://news.gallup.com/poll/224864/football-americans-favoritesport-watch.aspx) [1] with 37% of US adults picking football as their favorite sport. The popularity of football spans the generations including high school teenagers. According to a report by the National Federation of State High School Associations [2], football is the number 1 participatory sport for boys at the high school level and is the leading cause of injuries in high school players. Purpose: This study examined whether different playing positions of high school football players are associated with impaired memory and auditory comprehension at a sentence level after a concussion. The specific research questions are 1) whether there are significant differences in memory on the Immediate Postconcussion Assessment Cognitive Test (ImPACT) between a speed-positions group and a non-speed positions group, and 2) whether there are significant differences in auditory comprehension on Subtest VIII of the Computerized-Revised Token Test (CRTT) between the speed-positions group and the non-speed positions group.","PeriodicalId":10238,"journal":{"name":"Clinical Archives of Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46326445","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}
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