International Journal of Speech-Language Pathology最新文献

Purpose: The aim of this study was to explore whether a fast mapping task embedded in an Android application (FastMApp) is a valid tool to assess referent selection abilities in Spanish-speaking children aged between 18 and 30 months. Traditional assessment tools for lexical development use static quantitative methods that assign children a final score to represent their overall vocabulary level. These methods fail to provide insights into the learning process, despite their potential relevance for clinical and educational purposes.

Method: Sixty Spanish-speaking children participated in this study. They completed the FastMApp (a 22-trials' fast mapping noun task including 4- and 5-item trials, with one unknown object), and their caregivers rated their child's vocabulary on a parent-rated vocabulary inventory measure.

Result: The data show a high percentage of responses to the task, indicating that the children were actively complied with the task. The scores for known labels are significantly higher compared to unknown labels, and the scores for 4-item trials are significantly higher compared to 5-item trials. We observed a strong and significant relationship between the scores in this task and the scores on the parent-rated vocabulary inventory measure.

Conclusion: The results suggest that FastMApp is suitable for assessing early vocabulary acquisition in Spanish-speaking children.

Purpose: The Ageing Voice Index is a valid and reliable tool for assessing the impact of changes in the voice of older adults. Our aim is to adapt the Aging Voice Index with Turkish older adults and test its reliability and validity to create the Turkish Aging Voice Index.

Method: A total of 206 participants were included in the study. Construct validity, criterion validity, test-retest reliability, internal consistency, and confirmatory factor analysis were investigated. Finally, the sensitivity and specificity of the Turkish Aging Voice Index were calculated using receiver operating characteristics curve analysis.

Result: The Turkish Aging Voice Index has excellent internal consistency (Cronbach's alpha= 0.971). A high intraclass correlation for test-retest reliability was found (ICC = 0.953, p < 0.001). Construct validity of the Turkish Aging Voice Index was found to be statistically significant (p < 0.001) by comparing the mean Turkish Aging Voice Index scores between the study and control groups. For criterion validity, a statistically positive high correlation was found between the mean scores of the Turkish Aging Voice Index and the Turkish version of the Voice Handicap Index-10 (r = 0.854, p < 0.001). The cut-off value of the Turkish Aging Voice Index was 15.50 with a sensitivity of 85.01% and a specificity of 84.8%.

Conclusion: The Turkish Aging Voice Index is a valid and reliable tool for elderly patients with voice disorders. A score >15.50 is an indicator of voice problems in the older population.

Purpose: Pharyngeal residue rating scales are often used to rate pharyngeal residue observed during flexible endoscopic evaluation of swallowing. Despite the widespread use of pharyngeal residue rating scales, there is no data that has systematically explored user experience. The aim of this scoping review was to investigate specific reporting of user experience, user centred design principles, and normative data in the development of pharyngeal residue rating scales.

Method: A scoping review was conducted across four electronic databases inclusive of all dates until June 2024. Grey literature searching occurred in March-April 2023 and was repeated in June 2024. This review followed the Preferred Reporting Items for Systematic Review and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) protocol. Titles/abstracts, full texts, and data extraction were reviewed by two independent reviewers.

Result: A total of 22 sources were included, with 18 unique pharyngeal residue rating scales identified. Two studies referred to user experience, seven included at least one user centred design principle, and four studies reported on normative data.

Conclusion: The findings of this review highlight few pharyngeal residue rating scales include the experience of the intended user and establish normative data in the initial development phase. User experience, user centred design principles, and normative data may be useful considerations to optimise functionality.

Purpose: Navigating the feeding journey of medically complex infants on long-term high flow nasal cannula support can be challenging for caregivers, especially given inconsistencies in clinical practice for oral feeding on high flow nasal cannula support. The aim of this study was to explore the perspectives of caregivers who have experienced this journey, to inform best practice care.

Method: This study used a generic qualitative inquiry approach. Semi-structured interviews were conducted with seven caregivers of children who had been on long-term high flow nasal cannula support as infants during 2021. Reflexive thematic analysis was used to generate meaning-united stories.

Result: All caregivers reported oral feeding difficulties that persisted beyond hospitalisation, resulting in demanding mental loads and care arrangements. Caregivers described how these difficulties were often exacerbated by complex medical needs and the strategies they experimented with to support oral feeding. Caregiver's experiences in the healthcare system were characterised by inconsistencies in care pathways and variable access to specialist feeding services. The importance of a collaborative relationship with healthcare professionals and a conducive hospital environment were also highlighted.

Conclusion: The oral feeding journey for families with infants on long-term high flow nasal cannula support was characterised by multifaceted challenges and implications. Further research is required to establish and provide consistent, family-centred, and evidence-based care for this population.

Purpose: This study explored the feasibility of implementing an individualised vocabulary intervention for dual language learners through teachers, who leverage their knowledge about their students to address each child's diverse needs.

Method: Participants were 32 Cantonese-English pre-school dual language learners and 16 teacher implementers from eight classrooms of a Head Start Programme. During the 3-week programme, teacher implementers were given an individualised set of 12 target words for each student. Implementation was measured using daily logs, questionnaires, and interviews. Children's immediate word learning was reported by teachers and word retention was measured two weeks after the intervention.

Result: Teacher implementers were able to teach the individual target words to each participant in one-on-one interactive sessions 94% of the time. Various teaching strategies were used along with culturally relevant teaching materials. On average, children learned 92% of the target words and retained 42% of the target words.

Conclusion: The study highlights the practicability of implementing an individualised intervention programme by harnessing teachers' knowledge of the children they work with. The results have implications for building a high-quality and culturally-responsive intervention programme for dual language learners.

Purpose: To discuss how clinically important mental health is during management of early stuttering. To inform early-career clinicians and students of speech-language pathology about contemporary views on this issue.

Method: The issue was discussed by three speech-language pathologists and a clinical psychologist. Written conversational turns in an exchange were limited to 100 words each. When that written dialogue was concluded, the moderator summarised the discussion.

Result: All agreed that it is essential to take account of mental health during management of early stuttering.

Conclusion: The following key points were raised: a) There is a prominent risk that a child with early stuttering will be or will become socially anxious, b) parent anxiety is a clinical consideration, c) support and counselling of children and parents needs to be within the scope of speech-language pathology practice, and d) referral of a child or parent, or both, to a clinical psychologist may be required, facilitated by formal testing if needed.

Objective: Children with nonsyndromic cleft palate with or without cleft lip are at risk of speech production and language delays. In typical development, a strong relationship exists between speech and expressive language development. However, the understanding of this relationship in children with nonsyndromic cleft palate with or without cleft lip is incomplete. The objective of this study was to determine the average correlation between consonant inventory and two expressive language skills in children with NSCP ± L.

Design: The study used a random effects meta-analyses design. Articles were included by searching PubMed, APA PsycINFO, and ERIC.

Main outcome measures: Correlations between consonant inventory and (1) expressive vocabulary and (2) mean length of utterance.

Result: Based on eight studies representing 187 children with nonsyndromic cleft palate with or without cleft lip, consonant inventory was positively correlated with expressive vocabulary size (k = 8, z = 0.74, SE = .16, p < .001, [0.424, 1.052]). Using data from four studies, representing 83 children with nonsyndromic cleft palate with or without cleft lip, consonant inventory had a positive nonsignificant correlation with mean length of utterance (k = 4, z = 0.513, SE = 0.293, p = .081, [-0.063, 1.088]).

Conclusion: Results support a connection between consonant inventory and expressive vocabulary size in children with nonsyndromic cleft palate with or without cleft lip across four languages. Small consonant inventories are often associated with expressive language delays.

Purpose: To establish proof of concept of a student-led, telepractice-delivered communication partner training towards enhancing communication between people with aphasia and their informal caregivers in everyday conversations.

Method: Two dyads were recruited, each consisting of a person with aphasia and their caregiver. A pre-training questionnaire was completed by caregivers, followed by a weekly communication training session delivered by graduate student clinicians via telepractice to each dyad over 12 weeks. The caregivers then completed a post-training questionnaire. Both questionnaires included 13 Likert-scale questions and one open-ended question requiring an extended response.

Result: Pre- to post-training improvements for both dyads were identified on two domains of the questionnaire: (a) frustrations of the caregiver and person with aphasia and (b) caregivers' knowledge and confidence in using communication strategies. This quantitative data was supported by additional extended responses regarding informal caregivers' current communication strategies when communicating with the person with aphasia.

Conclusion: Both informal caregivers reported integrating communication strategies learned as part of the training in their interactions with the person with aphasia and experiencing fewer communication breakdowns during the two weeks following the training. The pilot study offers proof of concept for incorporating telepractice-delivered caregiver communication training as part of aphasia rehabilitation.

Purpose: To evaluate current oral care practices in an acute aged care hospital setting, and staff perceptions of the barriers and enablers to delivery of evidence-based oral care practices.

Method: A mixed method study comprised of retrospective file audit and cross-sectional survey was conducted within a single acute aged care unit. Medical records of patients aged ≥ 65 years admitted over a 6 month period were retrospectively audited. A clinician survey was used to explore barriers to and enablers of the delivery of oral care practices using the Capability, Opportunity, Motivation, Behaviour (COM-B) questionnaire. Result were analysed using descriptive statistics.

Result: Patient file audits (n = 206) found 13.6% (n = 28) of patients had oral care completed, despite 23% (n = 47) of patients being recommended by a speech language pathologist to receive oral care. Staff survey respondents (n = 31) reported they do not have the physical or social opportunities to provide oral care (i.e. adequate resources, time, and social support), however, they were motivated and reported they have the required knowledge and skills to provide oral care.

Conclusion: There is a need for implementation strategies to enable an interprofessional response to improve the delivery of evidence-based oral care practices and optimise patient outcomes.

Purpose: The purpose of this review was to map speech intelligibility measures used for assessing d/Deaf and hard-of-hearing children onto the International Classification of Functioning, Disability and Health.

Method: This review considered perceptual speech intelligibility measures (Articulation functions b320) used to assess deaf and hard-of-hearing children aged 12 years and younger. The following electronic databases were searched: CINAHL; ERIC (ProQuest); Linguistic, Language, and Behaviour Abstracts; Scopus; Medline via PubMed; CENTRAL via Ovid; Cochrane via Ovid; and Joanna Briggs via Ovid. Data were extracted describing the article, participant, listener, study, speech intelligibility, and psychometric characteristics from the 245 included studies.

Result: Speech intelligibility was measured as articulation functions (b320) through speaking (d330) in all studies. Other Body Functions frequently measured were speech discrimination (b2304; 28%) and mental functions of language (b167; 27%). Activities and Participation factors other than speaking d330 were generally not considered. Speech intelligibility was most often measured in the context of health services (e5800; 66%).

Conclusion: Previous research on the speech intelligibility of deaf and hard-of-hearing children has largely lacked a broader perspective of functioning. Clinicians and educators of deaf and hard-of-hearing children should consider Activities and Participation, Environmental, and Personal Factors when assessing speech intelligibility.