International Journal of Speech-Language Pathology最新文献

Purpose: To enable the codesign of a training framework for brain-computer interfaces for augmentative and alternative communications access (BCI-AAC), the aim of this study is to evaluate the initial BCI-AAC training needs and preferred learning strategies of speech-language pathologists (SLPs) with AAC experience.

Method: Eleven SLPs employed across a broad range of settings completed a semi-structured interview. A grounded theory approach alongside peer debriefing and review, member checking, and triangulation procedures were utilised for thematic analysis to help ensure data reliability and credibility.

Result: Regarding critical training needs, SLPs identified the subthemes of (a) personalisation of intervention, (b) technical aspects, (c) BCI-AAC system types and access, and (d) how to support stakeholders in BCI-AAC implementation. Regarding learning strategy preferences, participants discussed (a) expert guidance and demonstrations, (b) hands-on experience, alongside (c) media and presentations.

Conclusion: Findings present a continuum of critical training needs ranging from more foundational information to more personalised assessment and intervention consideration. These thematic results present a first step in developing a basic framework for SLP training in BCI-AAC to utilise and build from as technology development continues, and provides an important initial starting point for the codesign of clinically focused BCI-AAC trainings.

Purpose: Frailty is an important geriatric syndrome, yet the role of speech-language pathologists (SLPs) in identifying and managing frailty remains unclear. The purpose of this study was to explore the perspectives of SLPs regarding frailty, including enablers, barriers, and opportunities for multidisciplinary improvements to frailty prevention and management.

Method: In this exploratory qualitative study, data were collected from SLPs through online semi-structured interviews and analysed using a qualitative descriptive approach.

Result: Seven Australian SLPs from acute, rehabilitation, geriatric, and community settings were interviewed. Three overarching themes were created: (1) SLPs understand the clinical manifestation of frailty but do not use explicit language to describe it; (2) SLPs acknowledged the importance of addressing knowledge gaps and barriers in frailty management; and (3) SLPs do not currently have an established identity within the frailty field, but do have a role within the multidisciplinary team and the care of people living with frailty.

Conclusion: Participants' understandings of frailty varied and highlighted the lack of education about frailty as barriers to effective service provision. Additional research is required to produce formal recommendations for SLPs regarding frailty management, which may include frailty education to SLPs and awareness of SLPs' role within the multidisciplinary team.

Purpose: The purpose of this study was to investigate the cross-linguistic influences of Jamaican Creole (JC) and English on phonemic and vocal development in bilingual JC-English-speaking preschoolers.

Method: Sixteen typically developing children (12 females, M = 4 years; 4 months) completed the Diagnostic Evaluation of Articulation in Phonology Word Inconsistency Assessment subtest in JC and in English. Acoustic measures of voice onset time (VOT), VOT variability (VOT SD), mean fundamental frequency (f_o), and f_o variability (f_o SD) were extracted from each target word. Prevoicing was noted. Mixed models and regression models were analysed to understand the patterns of acoustic measures in each language, and the relationship between phonemic and vocal variability, respectively.

Result: Analyses showed a significant effect of language on f_o SD, wherein SD was greater in English than JC. JC spoken (percentage) was a significant positive predictor of VOT SD for voiced (short lag) productions. There was no relationship between phonemic and vocal variability measures.

Conclusion: Greater f_o SD in English may be due to linguistic f_o differences and speaking environment. Variability for voiced VOT is likely due to the continued maturation of vocal and articulatory control when children are developing adult-like productions, though longitudinal studies are needed.

Purpose: To identify the sub-acute rehabilitation inpatients who have communication difficulty and the range of communication supports that can facilitate communicative success.

Method: A prospective cohort mixed methods study was conducted on two inpatient sub-acute rehabilitation wards. Nurses screened all new admissions for communication difficulty using the Inpatient Functional Communication Interview, Screening Questionnaire (IFCI-SQ). Patients identified as having communication difficulty were interviewed by a speech-language pathologist (SLP) using the Inpatient Functional Communication Interview (IFCI). During the interview, the SLP trialled different communication supports. The number of patients who had communication difficulty on the IFCI-SQ was calculated. The number and type of communication supports that improved communication within the patient-SLP interview were calculated. Deductive-dominant qualitative content analysis was conducted on the communication supports used during the IFCI.

Result: Seventy patients were screened. Nurses reported communication difficulty in 45/70 (64%) of patients. A total of 15/45 patients were interviewed by an SLP using the IFCI. The provision of communication supports improved communication for all patients within the context of the patient-SLP interview.

Conclusion: Many sub-acute rehabilitation inpatients have communication difficulty in the hospital setting. A range of communication supports facilitated communication. These insights could inform future communication partner training (CPT) programs.

Purpose: Optimising dysphagia service delivery is crucial to minimise personal and service impacts associated with dysphagia. However, limited data exist on how to achieve this in Singapore. This study aimed to develop prioritised enhancements that the speech-language pathology workforce perceived as needed to improve dysphagia services in Singapore.

Method: Using a concept mapping approach, 19 speech-language pathologists (SLPs) and 10 managers listed suggestions for dysphagia service optimisation. Within their groups, the collated suggestions were sorted based on similarity, and individually rated on a 5-point scale based on importance and changeability. Using cluster and bivariate analysis, clusters of similar suggestions and prioritised suggestions for service optimisation were identified.

Result: The SLPs and managers proposed 73 and 51 unique suggestions respectively. Six clusters were identified for each group, with similar themes suggesting agreement of service improvements. All clusters were rated as more important than changeable. The managers perceived services as easier to change. The SLPs and managers rated 37% (27/73) and 43% (22/51) of suggestions, respectively, as high priority, with similarities relating to workforce capacity and capability, support and services access, care transitions, and telehealth services.

Conclusion: Prioritised enhancements identified by SLPs and managers provide direction for dysphagia service optimisation in Singapore.

Purpose: While there is evidence for the effectiveness of programmes targeting cyberbullying in general adolescent populations, less is known for adolescents with neurodevelopmental disorders, who are at heightened risk of involvement in cyberbullying. This scoping review aimed to identify and map the evidence in relation to managing cyberbullying among adolescents aged 10-19 with neurodevelopmental disorders.

Method: The following databases were searched: ProQuest (including dissertations and theses), PsychInfo, MEDLINE, Scopus, and Google Scholar. Two independent reviewers screened the studies in two stages: Title and abstract, and full text.

Result: Twenty-nine studies were included; 19 involved exploring existing strategies used by adolescents with neurodevelopmental disorders, their parents, teachers, or service providers, to manage cyberbullying. The remaining 10 papers implemented and evaluated the effectiveness of cyberbullying prevention and/or intervention programmes.

Conclusion: While there is some emerging evidence for the efficacy of cyberbullying programs for adolescents with neurodevelopmental disorders, the literature is sparse. Future research should explore the efficacy of programmes delivered at classroom, small group, and individual levels and examine how adolescents with a range of neurodevelopmental disorders and diverse learning needs respond to such programmes. Critically, this may help reduce cyberbullying incidents and the subsequent impact on mental health among adolescents with neurodevelopmental disorders.

Purpose: The parents of children who are deaf or hard-of-hearing may require a spoken language interpreter to access early-intervention services. This research sought to describe speech-language pathologists' perspectives regarding collaboration with interpreters in this space.

Method: Twenty-seven speech-language pathologists working in Australia completed a cross-sectional mixed-method online survey. Participants responded to questions about knowledge they thought was important for interpreters to know before collaborating in early-intervention and their best and worst experiences when collaborating with interpreters. Quantitative and qualitative analyses of participants' responses were undertaken.

Result: Less than half of the 27 speech-language pathologists reported that a qualified interpreter was always used in appointments. Speech-language pathologists stated that the most important information for interpreters to know before an appointment included key terminology in both languages and the purpose of the appointment for which they were interpreting. Major themes relating to before, during, and after the session were identified. Subthemes relating to briefing, procedural skills and prior knowledge, and environmental factors were identified.

Conclusion: Speech-language pathologists identified significant barriers to effective collaboration with interpreters in early-intervention settings. Future research should seek the perspectives of interpreters, educators, caregivers, and deaf or hard-of-hearing children collaborating in the early-intervention space.

Purpose: This preliminary study sought to explore speech-language pathology students' perspectives of a novel placement experience embedding traditional and non-traditional placement and supervisory model-elements in a hospital setting.

Method: A mixed-method sequential explanatory design was used, incorporating an online survey comprising of 26 questions and a focus group. Descriptive statistics were obtained and a reflexive thematic approach was used to analyse the transcripts.

Result: Six final-year speech-language pathology students on their entry-level 32-day adult placement participated. This novel placement model was perceived as highly successful, fostering competence, confidence, and professional identity. Contextual factors were viewed as critical to its success and related to both the hybrid placement and supervision model components. The importance of diverse and practical learning experiences, a supportive learning environment, and the supervision style of the primary clinical educator were viewed as important for learning success.

Conclusion: It appears that a hybrid placement experience embedding traditional and student-led clinic elements and combining supervision models, can optimise the development of occupational and professional competence in undergraduate speech-language pathologists. Clinical educators who allow increased opportunities for 'learning from mistakes', and a positive learning culture that fosters connectedness, are important to facilitate undergraduate speech-language pathologists' independent decision making and improved confidence.

Purpose: To discuss how speech-language pathologists can keep up with stuttering treatment research. To inform junior clinicians and students of speech-language pathology about this matter.

Method: The issue was discussed by two university researchers and two speech-language pathologists who provide clinical services. Written conversational turns in an exchange were limited to 100 words each.

Result: There was agreement among the group that keeping up to date with stuttering research is essential for speech-language pathologists, and to do so requires a basic understanding of research methods. For treatment research, there are several levels of evidence, and there was agreement that they are all relevant to clinical practice. All in the group agreed that basic research is essential to inform clinical practice, particularly in five domains. The volume of stuttering research is challenging for generalist clinicians to keep up with.

Conclusion: We make recommendations about how speech-language pathologists can keep up with stuttering treatment research in a time-efficient manner. This may be particularly useful for junior clinicians and students of speech-language pathology.

Purpose: Children with developmental language disorder are likely to face challenges related to grammar difficulties. Existing empirically supported grammar interventions are typically developed using an expert model without acknowledging the community voices of clinicians who deliver such interventions. This project aims to explore the perspectives of Tasmanian speech-language pathologists on grammar intervention priorities and protocols for developmental language disorder through a participatory action research approach.

Method: We report on preliminary evidence gathered through semi-structured interviews with speech-language pathologists who work with children with developmental language disorder with associated grammar difficulties. Qualitative data were analysed through reflexive thematic analysis to determine collaboratively prioritised actions for future research.

Result: Responses from speech-language pathologists indicate that: Grammar is viewed as the critical framework for language, providing grammar intervention takes skill and even experienced clinicians are honing their craft, and there are professional tensions and challenges implementing grammar intervention at a contextual level.

Conclusion: The speech-langauge pathologists perspectives endorse the need for evidence-based grammar interventions while calling for additional support to embed its use in practice. Future phases of the research project are discussed, including research priorities for ongoing community contributions to drive how the intervention can be best implemented to meet the needs of its intended consumers.