Seminars in Speech and Language最新文献

Individuals with speech, language, and communication disorders often present with psychosocial concerns that span the physiological, intrapersonal, and interpersonal domains of functioning. Despite this fact, the provision of counseling service by speech-language pathologist (SLP) that directly addresses clients' psychosocial needs is sparse. Research shows the primary counseling strategy used by therapists is psychoeducation, failing to effectively address the psychosocial concerns. Integrating complementary approaches to traditional counseling in SLP can enhance both the quality of therapeutic intervention and client outcomes. The purpose of this article is to demonstrate the potential of animal-assisted therapy (AAT) as an adjunctive or complementary approach for counseling within SLP. A review of literature demonstrates a need for improved counseling service provision within SLP treatment, as well as the benefits of integrating AAT. A framework for how AAT intentions and techniques fit within SLP Scope of Practice counseling activities is presented, along with case examples to demonstrate how AAT can be integrated within SLP treatment. It is concluded that the integration of AAT as a complementary approach to traditional SLP counseling can enhance both the frequency of counseling services provided and clients' psychosocial outcomes.

When incorporating therapy animals into clinical practice, there are essential ethical considerations that must be considered to protect the welfare of both the people and the animals who are involved in the intervention. The field of animal-assisted interventions (AAIs) and more specifically animal-assisted therapy (AAT) is just beginning to appreciate the critical role that animal welfare has in enhancing the quality of the entire process of working with a therapy animal. In this article, the authors will present ethical models that are incumbent for practitioners to consider prior to partnering with a therapy animal. Examples of how a speech-language pathologist (SLP) might work with a therapy animal will be integrated throughout the article to demonstrate applied awareness of how good welfare not only protects the animal but also the clients who engage in the intervention. Key aspects to consider at all stages of AAT will be described, including considerations of welfare as they relate to selecting and working with a therapy animal, preparing clients for AAT, and developing specific competencies as an AAT practitioner. Theoretical support for these recommendations will also be outlined, preparing AAT providers to not only incorporate the highest standards in AAT but to also serve as an advocate in championing these standards as the field develops.

Interest in animal-assisted interventions within the field of communication sciences and disorders is growing. As more clinicians become interested in engaging in animal-assisted therapy (AAT) and more researchers begin to study its potential benefits, it will be critical for all stakeholders to demonstrate knowledge of the standards and qualifications for service delivery as well as the challenges that must be met in developing an evidence base for clinical practice. This review highlights some of the foundational information relevant to AAT in the context of speech-language pathology.

Animal Assisted Intervention is a valuable tool in inpatient and outpatient rehabilitation. Conducting goal-directed, therapeutic Animal-Assisted Interventions requires certification, training and collaboration. It is important that Animal Assisted Therapy teams comprised of specially trained dogs and handlers are co-certified to ensure the safety of patients, therapeutic interactions, and beneficial outcomes aligned with rehab goals. Some examples of speech therapy goals and outcomes in AAT are included below. It is preferred to conduct co-treatment sessions with AAT therapists and a second clinician to increase the opportunity for a variety of treatment modalities, to develop collaborative ideas for treatment sessions and to improve socialization opportunities. To collaborate for a successful AAT session, a co-treating therapist must first understand the AAT program and services available specific to the trained animal-handler team. This article outlines the process involved in obtaining and maintaining a skilled facility dog and an Animal Assisted Therapy program in an inpatient rehabilitation hospital. Animal Assisted Therapy has great potential to excite, distract, engage, encourage, and motivate patients. It is a new field, with generalized criteria for practice and limited standard protocols. It is underutilized and often mischaracterized. With more widespread education and advocacy and development of clinical standards and guidelines, AAT could improve the lives of so many people hoping to return to life as they knew it.

Incorporating horses into speech-language pathology services is a valid treatment strategy that can be used to help the client achieve their communication and/or swallowing goals. The purpose of this article is to discuss the history and terminology of incorporating horses into rehabilitation, explain theories for why incorporating horses works, and provide clinical applications to the American Speech-Language-Hearing Association's nine areas of practice with clinical reports.

Normative data concerning speech sound acquisition are widely and heavily used in the United States to determine eligibility for services. Normative studies differ in the age and geographic location of participants, which can limit applicability across the United States. In 2016, we queried school-based speech-language pathologists (SLPs) in the United States using a web-based survey to determine which speech sound norms are used. Nine regions from the U.S. census were represented. The Iowa-Nebraska norms were most commonly reported. However, many SLPs were unable to name the source of the data that they used. More than 60% of the sample indicated that they referred to one source of normative data. Results of a logistic regression indicated that region of the United States predicted if SLPs used one or multiple sources. Specifically, SLPs in the West North Central region of the United States (which includes Iowa and Nebraska) were more likely to use only one source of data, the Iowa-Nebraska norms. We recommend that speech sound norms are less heavily relied upon for eligibility decisions, particularly due to the substantial variations in culture and dialect throughout the various regions of the United States.

The purpose of this investigation was to evaluate the efficacy of expansion points (EXP) intervention with a modified criterion for preschool children with speech sound disorders (SSD). Three preschool-aged children were enrolled in a single-subject multiple baseline intervention study. Intervention took place over 16 sessions. Pre- and post-intervention data are provided. Three outcome measures (generalization to probe words and gains in percent consonants correct, PCC, in words and in conversation) were evaluated to measure the effectiveness of the EXP intervention. All three of the participants demonstrated gains by the end of the intervention phase when measuring PCC in single words. Two of the three participants demonstrated gains in PCC in conversational speech. Progress on individual phonemes was variable across participants. Utilizing the EXP approach, two of the three children showed gains in all three outcome measures. One child showed variable performance in one outcome measure, improvement in one, and a decrease in one. Findings suggest that EXP should be further explored to evaluate intervention efficacy.

The purpose of this study was to examine and describe experiences and perceptions of speech-language pathologists (SLPs) serving children and families from culturally and linguistically diverse populations. Twenty SLPs were interviewed using an online audio platform regarding common practices, resources and supports, challenges, and communication. Participants' responses to the semi-structured questions were transcribed and analyzed to identify themes in experiences. Results suggested six overall themes including: considerations for assessment; cultural impact; linguistic access and barriers; professional preparedness; impact of COVID-19; and helpful tips and resources. The discussion includes recommendations and resources to address obstacles.