Pub Date : 2022-04-01DOI: 10.1080/2050571X.2022.2052506
H. McAlister, Suzanne C. Hopf, S. Mcleod
ABSTRACT Speech sound disorder (SSD), common in preschool and school-age children internationally, is recognised as a potential barrier to oral-language and literacy acquisition, and future social and academic success. Fiji is an island nation in the South Pacific with limited access to speech-language pathology services. In Fiji homes, Fijian and Fiji Hindi are spoken widely; however, at school, Fiji English is the dominant language. Given that Fiji English proficiency is aligned to academic success in Fiji, this study sought to investigate the incidence of SSD amongst Fijian children speaking different dialects of Fiji English and the impact of dialect on diagnostic decision-making. The study analysed Fiji English speech samples of 75 Fijian students (Year 1: n = 35, age range: 5;3–7;3; Year 4: n = 40, age range: 9;0–10;5). Descriptive and non-parametric statistical analysis were conducted to determine patterns of speech sound errors and the impact of conducting relational analysis with an external standard dialect on the identification of SSD. Some Fijian children presented with SSD in Fiji English upon and beyond school entry. However, the impact of dialect on diagnostic decision-making was significant. When Fiji English dialects were the target, instead of Australian English, mean percentage of consonants correct increased 10.20% and 24/26 students initially identified with SSD were reclassified. Speech-language pathologists and other communication specialists need to consider children’s dialect for valid identification of SSD in Fijian children who speak different dialects of Fiji English.
{"title":"Effect of dialect on identification and severity of speech sound disorder in Fijian children","authors":"H. McAlister, Suzanne C. Hopf, S. Mcleod","doi":"10.1080/2050571X.2022.2052506","DOIUrl":"https://doi.org/10.1080/2050571X.2022.2052506","url":null,"abstract":"ABSTRACT Speech sound disorder (SSD), common in preschool and school-age children internationally, is recognised as a potential barrier to oral-language and literacy acquisition, and future social and academic success. Fiji is an island nation in the South Pacific with limited access to speech-language pathology services. In Fiji homes, Fijian and Fiji Hindi are spoken widely; however, at school, Fiji English is the dominant language. Given that Fiji English proficiency is aligned to academic success in Fiji, this study sought to investigate the incidence of SSD amongst Fijian children speaking different dialects of Fiji English and the impact of dialect on diagnostic decision-making. The study analysed Fiji English speech samples of 75 Fijian students (Year 1: n = 35, age range: 5;3–7;3; Year 4: n = 40, age range: 9;0–10;5). Descriptive and non-parametric statistical analysis were conducted to determine patterns of speech sound errors and the impact of conducting relational analysis with an external standard dialect on the identification of SSD. Some Fijian children presented with SSD in Fiji English upon and beyond school entry. However, the impact of dialect on diagnostic decision-making was significant. When Fiji English dialects were the target, instead of Australian English, mean percentage of consonants correct increased 10.20% and 24/26 students initially identified with SSD were reclassified. Speech-language pathologists and other communication specialists need to consider children’s dialect for valid identification of SSD in Fijian children who speak different dialects of Fiji English.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75882293","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 : 2022-02-11DOI: 10.1080/2050571X.2022.2033017
Nabeelah Nagdee, V. D. de Andrade
ABSTRACT Speech therapists and audiologists (ST&As) may encounter patient death and dying in their professional practice. However, there appears to be a dearth of research internationally and in South Africa regarding the potential of impact of these experiences on their professional performance and personal well-being. This paper aims to provide insight into the potential influence, and mitigation strategies, of patient death and dying on ST&As’ professional practice and personal well-being. Utilizing a qualitative research inquiry and analysis, 25 ST&As were interviewed to obtain insight into their experiences of patient death and dying and their interviews were transcribed and underwent narrative thematic analysis. The results suggest that ST&As experienced feelings marked by guilt, despondence, fear, avoidance, and emotional exhaustion. To alleviate these negative emotions, participants employed self-talk, engaged in physical activities, took leave of absence from work, and balanced their personal and professional lives to maintain their professional practice. Some of the ST&As sought support from healthcare professionals who they worked with, and they formally debriefed with counsellors, if it was a work requirement. By participants embracing caring concepts into their professional practice and personal well-being, it resulted in them experiencing negative emotions in instances of patient death and dying. However, receiving professional training on patient death and dying and social and organizational support and engaging in self-care practices in these instances, may mitigate these negative emotions.
{"title":"‘Patient death really changes your emotional make-up’: the effects of patient death and dying on speech therapists’ and audiologists’ practice and well-being","authors":"Nabeelah Nagdee, V. D. de Andrade","doi":"10.1080/2050571X.2022.2033017","DOIUrl":"https://doi.org/10.1080/2050571X.2022.2033017","url":null,"abstract":"ABSTRACT\u0000 Speech therapists and audiologists (ST&As) may encounter patient death and dying in their professional practice. However, there appears to be a dearth of research internationally and in South Africa regarding the potential of impact of these experiences on their professional performance and personal well-being. This paper aims to provide insight into the potential influence, and mitigation strategies, of patient death and dying on ST&As’ professional practice and personal well-being. Utilizing a qualitative research inquiry and analysis, 25 ST&As were interviewed to obtain insight into their experiences of patient death and dying and their interviews were transcribed and underwent narrative thematic analysis. The results suggest that ST&As experienced feelings marked by guilt, despondence, fear, avoidance, and emotional exhaustion. To alleviate these negative emotions, participants employed self-talk, engaged in physical activities, took leave of absence from work, and balanced their personal and professional lives to maintain their professional practice. Some of the ST&As sought support from healthcare professionals who they worked with, and they formally debriefed with counsellors, if it was a work requirement. By participants embracing caring concepts into their professional practice and personal well-being, it resulted in them experiencing negative emotions in instances of patient death and dying. However, receiving professional training on patient death and dying and social and organizational support and engaging in self-care practices in these instances, may mitigate these negative emotions.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86840982","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 : 2022-01-07DOI: 10.1080/2050571X.2021.2022574
N. Kippin, S. Leitão, Rochelle E. Watkins, R. Mutch, A. Finlay-Jones
ABSTRACT Purpose Language disorder is highly prevalent in youth justice; however, orofacial, oromotor, speech, and voice anomalies have been largely overlooked. There has been some documentation of these among individuals with prenatal alcohol exposure (PAE), and adolescents with PAE are over-represented in youth justice. The aims of this exploratory study were to (1) identify the prevalence of orofacial, oromotor, speech, and voice anomalies among adolescents in youth detention and (2) examine how these compare between adolescents with and without PAE. Materials and Methods In a youth detention centre, in which both non-Aboriginal and Aboriginal young peoples were detained, a speech-language pathologist conducted non-standardized orofacial and oromotor examinations with 95 adolescents, (47% with PAE). Observed speech and voice anomalies were also recorded. We analysed data according to PAE. Results Features consistent with malocclusions, and anomalies with oromotor function, speech, and voice were observed among the adolescents. There was no statistical difference between the PAE and no-PAE groups for any measure. However, stuttering, monotone voice, breathy voice, and irregular uvula were only observed in the PAE group, and frontal lisp, tongue incoordination, and weak upper facial muscles were only observed among the no-PAE group. Conclusions We identified high prevalence of orofacial, oromotor, speech, and voice anomalies among adolescents in youth detention. We discuss our findings in relation to our use of non-standardized assessment methods, assessment with Aboriginal young peoples, youth detention populations broadly being high-risk for health and developmental conditions, and the implications of the anomalies for the adolescents. Our findings are important for informing services in youth justice, and strengthen the argument that speech-language pathology services are essential in youth detention.
{"title":"The orofacial, oromotor, speech, and voice characteristics of adolescents in youth detention: a comparison of groups with and without prenatal alcohol exposure","authors":"N. Kippin, S. Leitão, Rochelle E. Watkins, R. Mutch, A. Finlay-Jones","doi":"10.1080/2050571X.2021.2022574","DOIUrl":"https://doi.org/10.1080/2050571X.2021.2022574","url":null,"abstract":"ABSTRACT Purpose Language disorder is highly prevalent in youth justice; however, orofacial, oromotor, speech, and voice anomalies have been largely overlooked. There has been some documentation of these among individuals with prenatal alcohol exposure (PAE), and adolescents with PAE are over-represented in youth justice. The aims of this exploratory study were to (1) identify the prevalence of orofacial, oromotor, speech, and voice anomalies among adolescents in youth detention and (2) examine how these compare between adolescents with and without PAE. Materials and Methods In a youth detention centre, in which both non-Aboriginal and Aboriginal young peoples were detained, a speech-language pathologist conducted non-standardized orofacial and oromotor examinations with 95 adolescents, (47% with PAE). Observed speech and voice anomalies were also recorded. We analysed data according to PAE. Results Features consistent with malocclusions, and anomalies with oromotor function, speech, and voice were observed among the adolescents. There was no statistical difference between the PAE and no-PAE groups for any measure. However, stuttering, monotone voice, breathy voice, and irregular uvula were only observed in the PAE group, and frontal lisp, tongue incoordination, and weak upper facial muscles were only observed among the no-PAE group. Conclusions We identified high prevalence of orofacial, oromotor, speech, and voice anomalies among adolescents in youth detention. We discuss our findings in relation to our use of non-standardized assessment methods, assessment with Aboriginal young peoples, youth detention populations broadly being high-risk for health and developmental conditions, and the implications of the anomalies for the adolescents. Our findings are important for informing services in youth justice, and strengthen the argument that speech-language pathology services are essential in youth detention.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78597408","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 : 2021-12-22DOI: 10.1080/2050571X.2021.2014705
G. Georgiou
ABSTRACT Previous evidence suggested that the phonetic features of a given language may modulate the quantity of droplets emitted from the mouth during speech, determining viral transmissibility. This scoping review aims to present the body of research with respect to the effect of different types of speech sounds on the potential transmission of a virus and to evaluate the certainty of evidence of these data. Five online databases were used to extract experimental research studies which were published between 2000 and 2021. Of the 2217 studies initially identified, 11 studies were included in the review. Each individual study was assessed with GRADE to detect their certainty of evidence. Most of the studies focused on the investigation of fricatives and plosives. It was found that plosives might have the most chance to transmit a virus, followed by nasals and fricatives. This chance is significantly reduced for vowels. The majority of the studies were of low or very low evidence. The results can allow epidemiologists to better model the factors that account for potential viral transmission by considering the effect of speech sounds. In addition, they can inform educators and clinicians for better management and reduction of the risk of viral transmission. The evidence provided about how specific speech sounds may contribute to the spread of a virus is very limited and is confined to the investigation of a few types of sounds.
{"title":"Effect of different types of speech sounds on viral transmissibility: a scoping review","authors":"G. Georgiou","doi":"10.1080/2050571X.2021.2014705","DOIUrl":"https://doi.org/10.1080/2050571X.2021.2014705","url":null,"abstract":"ABSTRACT Previous evidence suggested that the phonetic features of a given language may modulate the quantity of droplets emitted from the mouth during speech, determining viral transmissibility. This scoping review aims to present the body of research with respect to the effect of different types of speech sounds on the potential transmission of a virus and to evaluate the certainty of evidence of these data. Five online databases were used to extract experimental research studies which were published between 2000 and 2021. Of the 2217 studies initially identified, 11 studies were included in the review. Each individual study was assessed with GRADE to detect their certainty of evidence. Most of the studies focused on the investigation of fricatives and plosives. It was found that plosives might have the most chance to transmit a virus, followed by nasals and fricatives. This chance is significantly reduced for vowels. The majority of the studies were of low or very low evidence. The results can allow epidemiologists to better model the factors that account for potential viral transmission by considering the effect of speech sounds. In addition, they can inform educators and clinicians for better management and reduction of the risk of viral transmission. The evidence provided about how specific speech sounds may contribute to the spread of a virus is very limited and is confined to the investigation of a few types of sounds.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80132506","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 : 2021-12-16DOI: 10.1080/2050571X.2021.2014704
F. C. Durgungoz, A. Emerson
ABSTRACT Purpose: Recent studies suggest professionals engage with parents; however, literature shows that, in practice, there is a gap between what a parent’s role might be and their actual role in the intervention process. This study aims to close this gap by identifying parents’ impact on speech-language pathologists’ (SLPs’) intervention process and their role in the intervention. Method: This study was conducted in Turkey with 16 SLPs working with parents of early years children who have developmental language disorder. A data-driven approach was adopted to understand SLPs’ unique aspects and views. Four different data collection methods were used: semi-structured interviews, vignettes, observation with follow-up interviews, and audio diaries. Data were analyzed using inductive thematic analysis. Result: Themes were identified as ‘therapists’ view of what is ideal’ and ‘what happens in clinical practice in reality’. Although the Turkish SLPs wish and intend to involve parents in the intervention process, there were instances where parents were not actively involved or even excluded from the session. Conclusion: This study indicates that engaging with parents in intervention changes across contextual factors. SLPs’ beliefs, parent and child based individual factors have a significant impact on parental engagement. It is concluded that such factors lead SLTs to administer various forms of language intervention methods. This study recommends educating parents about their role in therapies and increasing SLPs awareness of parental involvement.
{"title":"Engaging with parents in decision-making: The dilemma of the ideal and reality","authors":"F. C. Durgungoz, A. Emerson","doi":"10.1080/2050571X.2021.2014704","DOIUrl":"https://doi.org/10.1080/2050571X.2021.2014704","url":null,"abstract":"ABSTRACT Purpose: Recent studies suggest professionals engage with parents; however, literature shows that, in practice, there is a gap between what a parent’s role might be and their actual role in the intervention process. This study aims to close this gap by identifying parents’ impact on speech-language pathologists’ (SLPs’) intervention process and their role in the intervention. Method: This study was conducted in Turkey with 16 SLPs working with parents of early years children who have developmental language disorder. A data-driven approach was adopted to understand SLPs’ unique aspects and views. Four different data collection methods were used: semi-structured interviews, vignettes, observation with follow-up interviews, and audio diaries. Data were analyzed using inductive thematic analysis. Result: Themes were identified as ‘therapists’ view of what is ideal’ and ‘what happens in clinical practice in reality’. Although the Turkish SLPs wish and intend to involve parents in the intervention process, there were instances where parents were not actively involved or even excluded from the session. Conclusion: This study indicates that engaging with parents in intervention changes across contextual factors. SLPs’ beliefs, parent and child based individual factors have a significant impact on parental engagement. It is concluded that such factors lead SLTs to administer various forms of language intervention methods. This study recommends educating parents about their role in therapies and increasing SLPs awareness of parental involvement.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78993132","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 : 2021-12-13DOI: 10.1080/2050571X.2021.2011999
Madeleine Chapman, J. Dammeyer
ABSTRACT This paper reports a questionnaire study about education, the experience of hearing loss, and well-being among 77 Deaf and Hard of Hearing (DHH) adolescents aged 11–16 and 208 parents of DHH children. It is one of few studies that explore the subjective perspectives and experiences of DHH children and their parents. The study found that adolescents had a more negative perspective on hearing loss than parents reported: they were more likely to consider their hearing loss a disability, to report performing below average at school, and to report trying to conceal their cochlear implant. The study also found that parents of adolescents were more likely than parents of younger children to report concerns about their child's performance at school and their future prospects. The paper discusses findings in relation to previous research showing the particular struggles of DHH adolescents and highlights the need for focused support for communication, social and educational challenges.
{"title":"Perspectives on education, experience of hearing loss, and well-being among Deaf and Hard of Hearing children and their parents","authors":"Madeleine Chapman, J. Dammeyer","doi":"10.1080/2050571X.2021.2011999","DOIUrl":"https://doi.org/10.1080/2050571X.2021.2011999","url":null,"abstract":"ABSTRACT This paper reports a questionnaire study about education, the experience of hearing loss, and well-being among 77 Deaf and Hard of Hearing (DHH) adolescents aged 11–16 and 208 parents of DHH children. It is one of few studies that explore the subjective perspectives and experiences of DHH children and their parents. The study found that adolescents had a more negative perspective on hearing loss than parents reported: they were more likely to consider their hearing loss a disability, to report performing below average at school, and to report trying to conceal their cochlear implant. The study also found that parents of adolescents were more likely than parents of younger children to report concerns about their child's performance at school and their future prospects. The paper discusses findings in relation to previous research showing the particular struggles of DHH adolescents and highlights the need for focused support for communication, social and educational challenges.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74505122","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 : 2021-11-27DOI: 10.1080/2050571X.2021.2008175
A. Kanji, J. Watermeyer, Mishkah Ismail
ABSTRACT Purpose: This exploratory study aimed to describe the impact of a brief training workshop on student audiologists’ clinical communication and information giving practices during initial consultations with adult patients. Method: This study used a two-group pretest-posttest qualitative research design, comprising three phases. Phases 1 and 3 comprised analysis of video recordings of feedback sessions during initial audiology consultations between adult patients and student audiologists, followed by video-based reflections and semi-structured interviews with students one week after the audiological consultation. Phase 2 comprised the intervention phase which took the form of a training workshop with all final year audiology students. Eight interactions were video recorded in total, four pre-intervention and four post-intervention. Our analysis incorporated an interactional sociolinguistic focus examining content and students’ communication strategies when providing information to patients. Results: Limited clinical experience and not knowing how much information to provide were common challenges reported by students. Before the intervention, students were observed to use script-like methods of providing information, with a systematic presentation of results per test. Post-intervention, students began with the audiological diagnosis and related the findings to concerns raised by patients during case history taking. Conclusions: Findings suggest that even a brief training workshop can have an immediate and tangible impact on the way students provide information to patients in audiological consultations. Teaching and learning clinical communication skills is an ongoing process. Students should also be afforded opportunities for practice accompanied by reflexive engagements in order for them to consolidate and strengthen the skills they have learned.
{"title":"Audiology students’ clinical communication and information giving practices during initial consultations: The impact of a brief intervention.","authors":"A. Kanji, J. Watermeyer, Mishkah Ismail","doi":"10.1080/2050571X.2021.2008175","DOIUrl":"https://doi.org/10.1080/2050571X.2021.2008175","url":null,"abstract":"ABSTRACT Purpose: This exploratory study aimed to describe the impact of a brief training workshop on student audiologists’ clinical communication and information giving practices during initial consultations with adult patients. Method: This study used a two-group pretest-posttest qualitative research design, comprising three phases. Phases 1 and 3 comprised analysis of video recordings of feedback sessions during initial audiology consultations between adult patients and student audiologists, followed by video-based reflections and semi-structured interviews with students one week after the audiological consultation. Phase 2 comprised the intervention phase which took the form of a training workshop with all final year audiology students. Eight interactions were video recorded in total, four pre-intervention and four post-intervention. Our analysis incorporated an interactional sociolinguistic focus examining content and students’ communication strategies when providing information to patients. Results: Limited clinical experience and not knowing how much information to provide were common challenges reported by students. Before the intervention, students were observed to use script-like methods of providing information, with a systematic presentation of results per test. Post-intervention, students began with the audiological diagnosis and related the findings to concerns raised by patients during case history taking. Conclusions: Findings suggest that even a brief training workshop can have an immediate and tangible impact on the way students provide information to patients in audiological consultations. Teaching and learning clinical communication skills is an ongoing process. Students should also be afforded opportunities for practice accompanied by reflexive engagements in order for them to consolidate and strengthen the skills they have learned.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87313905","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 : 2021-10-19DOI: 10.1080/2050571X.2021.1985893
Joyce Tam, Ellie Barrett, Astrid Yuen Hin Ho
ABSTRACT This review evaluated the evidence for narrative intervention on language and pragmatic outcomes for school-aged children with autism spectrum disorder (ASD). The study protocol for this review followed the PRISMA-Protocol checklist and was pre-registered on Open Science Framework. Ten electronic databases were searched to identify experimental designs studies that targeted school-aged children aged 5–18 with ASD. Two independent reviewers evaluated the inclusion eligibility of full-text studies. All included studies were critically appraised by two independent reviewers. Data were coded for study characteristics and outcomes of interest. Results from different outcome measures were synthesized qualitatively. The report was reviewed with the PRISMA checklist to ensure complete reporting. Forty participants from seven studies were included in this review. Six single-case experimental design studies and one group study were included. All these studies included methodological flaws that reduced the strength of evidence. The results indicated that narrative intervention might have large effects on comprehension of discourse, medium effects on production of macrostructure and microstructure, and small effects on pragmatic skills compared to pretreatment. For maintenance effects and other outcome constructs, including pragmatic skills, it was inconclusive whether the narrative intervention had true effects. Evidence from this review suggests that narrative intervention may produce medium-size effects on several constructs of language outcomes. Nonetheless, there was no evidence that showed those gains could be maintained post-treatment. The methodological weaknesses and the small sample of included studies restrict stronger conclusions from being drawn. More high-quality group studies with clearly described treatment procedures are needed.
{"title":"Narrative intervention in school-aged children with autism spectrum disorder: a systematic review","authors":"Joyce Tam, Ellie Barrett, Astrid Yuen Hin Ho","doi":"10.1080/2050571X.2021.1985893","DOIUrl":"https://doi.org/10.1080/2050571X.2021.1985893","url":null,"abstract":"ABSTRACT This review evaluated the evidence for narrative intervention on language and pragmatic outcomes for school-aged children with autism spectrum disorder (ASD). The study protocol for this review followed the PRISMA-Protocol checklist and was pre-registered on Open Science Framework. Ten electronic databases were searched to identify experimental designs studies that targeted school-aged children aged 5–18 with ASD. Two independent reviewers evaluated the inclusion eligibility of full-text studies. All included studies were critically appraised by two independent reviewers. Data were coded for study characteristics and outcomes of interest. Results from different outcome measures were synthesized qualitatively. The report was reviewed with the PRISMA checklist to ensure complete reporting. Forty participants from seven studies were included in this review. Six single-case experimental design studies and one group study were included. All these studies included methodological flaws that reduced the strength of evidence. The results indicated that narrative intervention might have large effects on comprehension of discourse, medium effects on production of macrostructure and microstructure, and small effects on pragmatic skills compared to pretreatment. For maintenance effects and other outcome constructs, including pragmatic skills, it was inconclusive whether the narrative intervention had true effects. Evidence from this review suggests that narrative intervention may produce medium-size effects on several constructs of language outcomes. Nonetheless, there was no evidence that showed those gains could be maintained post-treatment. The methodological weaknesses and the small sample of included studies restrict stronger conclusions from being drawn. More high-quality group studies with clearly described treatment procedures are needed.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78228408","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 : 2021-10-12DOI: 10.1080/2050571X.2021.1985894
D. Pighetti, J. Hirschwald, Ó. Gilheaney
ABSTRACT Purpose At birth, premature infants often present with feeding disorders due to immaturity and/or the presence of comorbidities, which may necessitate a period of non-oral feeding until they can achieve full oral feeding safely to allow for hospital discharge. The typical progression from non-oral to oral feeding is ambiguous due to the lack of guidelines, and the heterogeneity of practice in the assessment procedure. Method In light of this ambiguity, a scoping review was conducted to obtain a comprehensive overview of research within this area. The primary aim was to identify a consensus within the available literature regarding the achievement and description of developmental feeding milestones that premature infants typically experience in their transition from non-oral feeding to complete oral feeding. Results The search strategy yielded 6583 articles. Following the screening procedures, a total of 13 articles were included in the final synthesis. All relevant numerical data and nominal information about the achievement of milestones were extracted. The results suggested that swallowing development in premature infants is described in a variety of ways across current research. While 17 different milestones were identified, consensus was highest regarding beginning enteral feeding, progression to full enteral feeding, day of first feed, and progression to complete oral feeding. It is suggested that these milestones are most typically assessed using unstandardized observation and reported according to chronological or postmenstrual age. Conclusions Further research prospectively investigating the assessment procedure using valid and reliable tools would be beneficial to delineate the feeding development in premature infants.
{"title":"Developmental feeding milestones in the transition from non-oral feeding to oral feeding in premature infants: a scoping review","authors":"D. Pighetti, J. Hirschwald, Ó. Gilheaney","doi":"10.1080/2050571X.2021.1985894","DOIUrl":"https://doi.org/10.1080/2050571X.2021.1985894","url":null,"abstract":"ABSTRACT Purpose At birth, premature infants often present with feeding disorders due to immaturity and/or the presence of comorbidities, which may necessitate a period of non-oral feeding until they can achieve full oral feeding safely to allow for hospital discharge. The typical progression from non-oral to oral feeding is ambiguous due to the lack of guidelines, and the heterogeneity of practice in the assessment procedure. Method In light of this ambiguity, a scoping review was conducted to obtain a comprehensive overview of research within this area. The primary aim was to identify a consensus within the available literature regarding the achievement and description of developmental feeding milestones that premature infants typically experience in their transition from non-oral feeding to complete oral feeding. Results The search strategy yielded 6583 articles. Following the screening procedures, a total of 13 articles were included in the final synthesis. All relevant numerical data and nominal information about the achievement of milestones were extracted. The results suggested that swallowing development in premature infants is described in a variety of ways across current research. While 17 different milestones were identified, consensus was highest regarding beginning enteral feeding, progression to full enteral feeding, day of first feed, and progression to complete oral feeding. It is suggested that these milestones are most typically assessed using unstandardized observation and reported according to chronological or postmenstrual age. Conclusions Further research prospectively investigating the assessment procedure using valid and reliable tools would be beneficial to delineate the feeding development in premature infants.","PeriodicalId":43000,"journal":{"name":"Speech Language and Hearing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79128664","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 : 2021-09-15DOI: 10.1080/2050571X.2021.1977065
Mahshid Rashidi, Ehsan Naderifar, N. Moradi, H. Rashidi, Hossein Ansari
ABSTRACT Objective The Eating Assessment Tool (EAT-10) is a self-administered questionnaire which measures patients’ perception of their swallowing problems. It can also be used for determining the risk of developing dysphagia and symptoms associated with clinical response to treatment. The aim of the present study was the cross-cultural adaptation and validation of the EAT-10 in Persian. Methods The English EAT-10 was translated to Persian using the guidelines of International Quality of Life Assessment. Participants included 137 patients with dysphagia and 66 healthy controls who completed the P-EAT-10. Fifty participants with dysphagia completed the P-EAT-10 a second time a week after the initial completion to evaluate test-retest reliability. Results The P-EAT-10 demonstrated a strong internal consistency. The obtained Cronbach's alpha coefficient was 0.94. Also, the total scores of the P-EAT-10 showed a high test-retest reliability (r = 0.98, p < 0.001). There was a significant difference between the dysphagia and the control group in the P-EAT-10 values (p< 0.001) Conclusion The P-EAT-10 can be considered a valid and reliable questionnaire for the evaluation of patients with dysphagia. The P-EAT-10 can be applied in clinical practice across Iran in the assessment and treatment of dysphagia patients. P-EAT-10 is recommended to be used in the initial diagnosis of swallowing patients.
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