International Journal of Speech-Language Pathology最新文献

Purpose: The aim of the current study was to describe the development and validation of the Assessment of Joint Book Reading checklist, designed to assess and support adult-child joint book reading strategies. The tool was originally intended for evaluation and professional advice in relation to a caregiver-led shared book reading intervention for speech-language pathology services.

Method: The development followed a three-phase process based on a framework proposed by Stufflebeam (2000) for general checklist development. Phase 1 involved identifying the checklist task and its users, as well as reviewing relevant literature and existing checklists. Phase 2 focused on preparing a review version by deciding on the checklist content. Phase 3 included initial testing of the checklist's face validity, content validity, and reliability. During phases 2 and 3, adjustments were made, allowing the tool to undergo incremental modifications.

Result: After iterative development, the Assessment of Joint Book Reading checklist comprising eight items, assessed using a 4-point rating scale, is presented.

Conclusion: Our study provides preliminary support that the checklist can be used for supporting and evaluating caregiver-child book reading in speech-language pathology services. The study findings provide preliminary evidence for the psychometric properties of the Assessment of Joint Book Reading checklist. To refine and finalise the checklist, we propose further evaluations.

Purpose: To discuss what assessment is necessary before clinical management of pre-schoolers who stutter, and to inform junior clinicians and students of speech-language pathology about this matter.

Method: The issue was discussed by two experienced clinicians who provide clinical services and two university researchers. Written conversational turns in an exchange were limited to 100 words each. When that written dialogue was concluded, participants provided a final reflection about the matter.

Result: There are many formal and informal assessments that may be used, and clinicians need to choose judiciously from among them. The key to choosing assessments is whether they will influence treatment. There was some disagreement about whether identification of early stuttering is a clinical challenge.

Conclusion: The participants presented their views of what routine assessments are required before clinical management of pre-schoolers who stutter. In the Appendix A, the participants list their recommendations for parent case history, non-standardised assessments, and standardised testing and screening.

Purpose: This study aimed to map swallowing exercise protocols for healthy older adults based on the principles of neural plasticity and motor learning.

Method: The search strategy was run in MEDLINE, CINAHL, Cochrane CENTRAL, Embase, and Web of Science from inception to 6 May 2025. Two researchers independently screened for interventional studies involving swallowing exercises targeting the oropharyngeal, upper oesophageal, and respiratory structures relevant to swallowing in healthy older adults. The reviewers then mapped the eligible studies for adherence to the 10 principles of neural plasticity and principles of motor learning using validated operational definitions.

Result: Twenty studies were included for mapping. Studies showed good adherence to principles of neural plasticity like 'use it or lose it', 'repetition matters', and 'salience matters'. However, no study addressed the interference and gaps identified in the application of 'intensity', 'specificity', and 'transference' concepts. Furthermore, gaps were also observed for recommended guidelines across five practice conditions of principles of motor learning, except 'target complexity'. Lastly, gaps were also noted for all the four feedback conditions of principles of motor learning.

Conclusion: This mapping review identified common trends and gaps in how principles of neural plasticity and principles of motor learning are integrated into swallowing exercise protocols of healthy older adults, offering valuable insights into concepts that meet or fall short of established guidelines.

Purpose: Children with dysarthria due to cerebral palsy often face barriers to receiving speech-language pathology services. Using online videoconferencing from home could be an appropriate solution if audio-recordings from such technology yield valid measures of the children's speech. This study assessed the validity of acoustic measures obtained from online recordings of children with dysarthria from their homes.

Method: Speech of 17 children with dysarthria was recorded from their homes simultaneously via two methods: 1) Online via Zoom and 2) offline via an audio-recording device. Nine commonly-assessed acoustic measures were obtained by each method and compared. Correlations and agreements between measures extracted from online and audio-device recordings were evaluated for whether they met predetermined criteria for validity.

Result: Second-formant range of diphthongs, fricative-affricate duration difference, word duration/articulation rate, mean fundamental frequency, and sound-pressure-level range met the criteria for validity. In contrast, fundamental frequency range, signal-to-noise ratio, and cepstral peak prominence did not meet validity criteria.

Conclusion: Findings support the validity of most commonly-analysed acoustic measures extracted from online recordings of children with dysarthria, suggesting that commercially-available videoconferencing technology could be an alternative to in-person evaluation. However, for perturbation- and noise-based measures, in-person recordings may still be necessary.

Purpose: Active implementation efforts are needed to reduce evidence-practice gaps in post-stroke aphasia services. One potential solution is a comprehensive toolkit incorporating evidence-based implementation tools, led by trained Change Champions. We explored the feasibility, acceptability, and potential effectiveness of a prototype toolkit to improve speech-language pathologists' practice.

Method: Mixed-methods, pre-post, feasibility study within one Australian health service (n = 12 speech-language pathologists). Two Change Champions completed training then selected tools to support provision of written aphasia-friendly information for 3 months. Outcome measures included: a) Pre-post medical record audits, b) pre-post behavioural-determinants surveys, and c) post-study clinician focus groups. Data were analysed using descriptive statistics and non-parametric tests for quantitative data and content analysis for qualitative data, then integrated using a convergent interactive approach.

Result: Clinicians perceived the toolkit was feasible and acceptable, and highlighted the benefit of Change Champions and resources in facilitating change. Post-implementation written aphasia-friendly information provision increased by 60% (p = 0.005) and most (12/14) targeted barriers improved, suggesting the toolkit with Change Champion support had the potential to improve practice.

Conclusion: The champion-led implementation toolkit prototype was feasible and acceptable, improving guideline-recommended aphasia care. Result support further development of a theory-informed, tailorable implementation toolkit to improve aphasia services.

Purpose: What we measure as success in dysphagia intervention programmes and how we measure this attainment is important in clinical practice. This study aimed to provide insight into international perspectives of dysphagia clinicians in relation to important outcomes, applied outcome measurement instruments, and evaluation timepoints in oropharyngeal dysphagia interventions in Parkinson's disease.

Method: An international, cross-sectional, anonymous, online survey was conducted with dysphagia clinicians. The survey was translated from English into German, Italian, Mandarin Chinese (Simplified), and Spanish. Survey results were analysed using descriptive statistics.

Result: The survey included 214 participants from 28 countries and found that 46 outcome measurement instruments are currently used, with the Penetration-Aspiration Scale being most common (n = 132, 27.7%). All 34 surveyed outcomes were considered important by ≥ 60% of participants, with penetration/aspiration rated most frequently (n = 209, 97.7%) important. Participants valued measuring outcomes before treatment and up to 24 months after completion of treatment.

Conclusion: This study highlights diverse approaches and preferences among dysphagia clinicians worldwide regarding outcome priorities, outcome measurement instruments, and timepoints of measurement in oropharyngeal dysphagia interventions in Parkinson's disease.

Purpose: While dysphagia rehabilitation has traditionally focused on muscle strengthening, there is an increasing shift towards harnessing motor cortical plasticity to modify swallowing motor output via swallowing skill training. We reviewed current swallowing skill training approaches and framed existing evidence in the context of motor learning principles.

Method: Searches were conducted across six databases (Scopus, CINHAL, MEDLINE, PUBMED, Emcare, and Web of Science) and the grey literature. Two researchers independently screened studies for inclusion using Covidence. English publications were included without time limitations.

Result: Of 72 identified publications, 21 studies were included (15 empirical studies and 6 opinion-based papers). Four primary swallowing skill training approaches were identified, including: a) Floor of mouth surface electromyography, b) manometry, c) respiratory swallow coordination, and c) Iowa oral performance instrument. All approaches reported both improved swallowing function and patient reported outcomes. Whilst practice and feedback-related motor learning principles were incorporated in all approaches, their application varied across and within approaches.

Conclusion: Swallowing skill training approaches can improve swallowing function and patients reported outcomes. However, to date, underlying methodologies are inconsistently described and motor learning principle are inconsistently applied. Further research is required in diverse populations to further optimise swallowing skill training outcomes.

Purpose: In this study, we explored the perspectives of speech-language pathologists and university academics regarding preservice training to work with school-aged clients who have reading and writing difficulties.

Method: Data from two different sources were collected; the first included interviews with 16 speech-language pathologist participants, representing four states of Australia. Individual semi-structured interviews were conducted via either Zoom or telephone. The second data set was obtained via surveying eight university academics, representing five states of Australia.

Result: Data were analysed using inductive content analysis. Both sets of participants, speech-language pathologists and academics, discussed preservice education and training strengths and limitations and offered suggestions for redressing the perceived gaps.

Conclusion: The insights of participating speech-language pathologists regarding their preservice training and readiness to work with school-aged clients in literacy raised a number of concerns across both theoretical knowledge taught and the practice opportunities participants received. The insights provided by academics served to amplify practitioner concerns rather than counter them. Should new graduates enter practice in the literacy arena without sufficient theoretical knowledge, socio-political context, and consultancy training, they will be unprepared to manage the complexities they will face in the workplace. Results expand on the literature available regarding speech-language pathology preservice training and preparation for working on literacy-based goals with school-age clients.

Purpose: Health promotion and prevention interventions to support children's early language and literacy development are essential, however little is known about how social media can be used in this context. This study evaluated an intervention which aimed to build capacity of parents in supporting children's language and literacy skills, implemented using Facebook.

Method: A cross-sector partnership of Australian speech-language pathologists developed a suite of universal messages for parents to support their child's language development. Messages were delivered across 12 weeks via Facebook. A convergent mixed methods study design was used to evaluate survey responses from parents of children aged 0-5 years, before (n = 136) and after the intervention (n = 61). Social media analytics were collected.

Result: Participants identified social media was a helpful way to receive information about supporting their child's language and literacy development, reporting an increase in knowledge following the intervention. Participants reported they trusted information provided in Facebook posts as it was from professionals and evidence-based sources. The usability (i.e. look and layout) was generally rated highly.

Conclusion: Social media is a valuable tool for speech-language pathologists to deliver universal messages. Future social media initiatives should be co-designed with families and social media professionals to ensure delivery of trusted, consistent, and user-friendly information.

Purpose: To explore caregivers' experiences and engagement during the 16-week Target Word^™ Hanen® program for parents designed to support late talkers.

Method: Qualitative interpretative description methodology was used to understand the experience of five caregivers who had completed Target Word^™ to support their children (aged 18-36 months). Caregivers attended a focus group to share their perspectives. Transcripts of these focus groups were analysed using reflexive thematic analysis.

Result: Two themes were identified regarding caregiver engagement during Target Word^™ intervention. Firstly, caregivers described explicit support roles for speech-language pathologists: (a) Beginning phase (clarify expectations), (b) middle phase (enable caregiver to link changes in their behaviour to positive child outcomes), and (c) final phase (empowered caregivers). Secondly, caregiver engagement is influenced by: (a) Individual needs and expectations, (b) active engagement during key learning moments, and (c) influence of the broader environment.

Conclusion: Each caregiver participating in Target Word^™ experienced unique engagement journeys over the course of the program. Speech-language pathologists can explicitly facilitate engagement at each phase of Target Word^™ to promote active engagement for learning and ultimately caregiver empowerment to support their children's language growth.