International Journal of Speech-Language Pathology最新文献

Purpose: Children with developmental language disorder (DLD) are at heightened risk for reading difficulty. We investigated the home literacy environments of kindergarten children with DLD and typically developing (TD) peers during the COVID-19 pandemic.

Method: We analysed scores from standardised assessments of oral language, nonverbal intelligence, and word reading in conjunction with home literacy questionnaire data at three time points.

Result: Frequency of engagement in home literacy activities did not differ by group during school closures or when schools reopened. Caregivers from both groups reported increased home literacy engagement during closures. Engagement returned to pre-pandemic levels when schools reopened. For the DLD group, the child's word reading ability and interest in literacy were positively associated with the home literacy environment. Family history of language and/or literacy difficulty was negatively associated with the home literacy environment. For the TD group, only the child's interest in literacy was positively associated with the home literacy environment.

Conclusion: These findings elucidate the need for further research related to home literacy and families of children with DLD, with a focus on identifying potential strengths and vulnerabilities related to child and caregiver factors.

Purpose: Although discourse assessment is recommended, few tools exist for adolescent acquired brain injury (ABI) and few theories describe the contribution of cognition to discourse impairment. This study explored whether a novel discourse protocol can identify difficulties following ABI and whether a discourse processing model provides a useful account of impairment.

Method: Using a case-control design, two adolescent males with moderate ABI (12 and 14 years) were compared to a neurotypical sample on a range of language and cognitive assessments. Patterns in performance were interpreted using a theoretical model. Participants completed a standardised omnibus language assessment, discourse assessment, and battery of cognitive tasks.

Result: Analyses revealed significant differences in discourse and cognition between adolescents with and without ABI. No impairment was detected on a standardised language assessment. Patterns in discourse and cognition aligned with a contemporary model of discourse processing.

Conclusion: Participants with ABI demonstrated discourse deficits relative to the neurotypical reference sample. The findings demonstrate the value of discourse sampling across multiple genres and analysis of microlinguistic to superstructural features. A structure-building framework (SBF) model, originating in schizophrenia, provides a promising theory with which to interpret discourse impairment and has the potential to inform intervention for discourse in ABI.

Purpose: To evaluate the impact of a speech-language pathology (SLP) pathway on recovery following oesophagectomy.

Method: An audit was conducted at a single metropolitan public hospital in Sydney, Australia. Patients between 2014-2021 undergoing a three-stage oesophagectomy (n = 41) were included in the study. The sample was divided into two groups, those who received usual care (2014-2019) and those who received perioperative SLP assessment and intervention (2020-2021), with data collected across swallowing and health outcomes. Patient demographics and outcomes between the two groups were compared.

Result: Patients who received perioperative SLP intervention commenced oral intake faster postoperatively (SLP intervention group Mdn = 6.50 days, IQR = 6.00-7.00; usual care group Mdn = 9.00 days, IQR = 7.00-13.25; p = 0.001). There was no statistically significant difference between groups in rates of aspiration on the postoperative leak test (p = 0.32). No statistically significant differences were found between the two groups in length of hospital stay or number of swallowing-related medical images completed during their admission.

Conclusion: Perioperative SLP intervention has a positive impact on commencing oral intake following a three-stage oesophagectomy, however, it does not have a significant impact on rates of aspiration postoperatively. This pathway may contribute to enhanced recovery after oesophagectomy.

Purpose: To discuss whether early intervention can stop stuttering development. To inform junior clinicians and students of speech-language pathology about contemporary views on this issue.

Method: The issue was discussed by two university researchers and two speech-language pathologists who provide public clinical services. Written conversational turns in an exchange were limited to 100 words each. When that written dialogue was concluded, each participant provided 200 words of final reflection about the issue.

Result: Most differences that emerged centred on the clinical evidence base for early intervention, which emphasises stuttering reduction, and how it should be interpreted.

Conclusion: The evidence base for early intervention has limitations and it should be interpreted cautiously. One interpretation is that reducing stuttering severity is a justifiable core of early management. Another interpretation focuses on ease of communication, anticipation of stuttering, and covert stuttering.

Purpose: To investigate whether morphological intervention improves understanding of affixes in adolescents with a language disorder and whether progress generalises.

Method: A total of 25 adolescents aged 13-15 years participated in this single-blind trial with random allocation. All participants had a language disorder; 18 with developmental language disorder, four with associated genetic conditions, and three with autism. A total of 11 participants received twice-weekly morphological intervention for 30 min with a speech-language pathologist for 8 weeks, while 14 received intervention as usual. Two tests were administered pre- and post-intervention: Affix definition and an adapted rehit task, which tested participants' ability to work out the meaning of novel words containing affixes. To investigate generalisation to untaught affixes, only half of the affixes were taught in intervention.

Result: Those in the intervention group made significantly more progress than controls on both tasks, but only on taught affixes. Therefore, learning generalised to understanding the meaning of taught affixes in combinations with new roots (adapted rehit task) but did not generalise to untaught affixes on either task.

Conclusion: The intervention was effective and learning generalised to other words containing taught affixes. Intervention for affixes has potential to greatly increase understanding of vocabulary following relatively small amounts of intervention.

Purpose: To investigate the characteristics of studies that included underrepresented speech-language pathologists (SLPs) as research participants.

Method: A scoping review was conducted using the principles of the transformative research paradigm, which promotes the meaningful involvement and empowerment of marginalised groups. Co-production with minority SLPs was facilitated. The search strategy was run in six databases, and the transformative checklist used for analysis.

Result: Twenty studies were included. Bilingual and male SLPs were among the most commonly included underrepresented SLPs. Most studies were conducted in the USA (n = 16), and used survey methods. The studies provided valuable insights into the experiences and practices of underrepresented SLPs, and yielded practical solutions to foster inclusion and diversity in the profession. Most studies demonstrated a transformative potential, but the active engagement of underrepresented SLP participants in the research cycle was rarely demonstrated.

Conclusion: This review calls for a shift in how and why research is conducted when including underrepresented SLP participants. Through the lens of the transformative research paradigm, we can rethink the broader aim of research and the role of researchers and participants. Using research as a platform to give visibility, voice, and agency to minority groups can stimulate change and equity in the profession.

Purpose: The impact of long-term aerodigestive symptoms following oesophageal cancer surgery is still not well understood. This study aimed to qualitatively understand the long-term impact of aerodigestive symptoms on quality of life in adults post-oesophagectomy.

Method: Participants who received curative transhiatal/transthoracic surgery for oesophageal cancer in Ireland's National Oesophageal Cancer Centre were invited to attend semi-structured interviews. Surgery had to be completed at least 12 months prior. Reflexive thematic analysis was conducted.

Result: Forty participants were interviewed individually face-to-face. Four key themes were identified: (a) isolation, reflecting the reported solitude experienced by oesophageal cancer survivors when attempting to manage their ongoing aerodigestive symptoms; (b) fear, including fear of choking and fear that dysphagia symptoms may indicate recurrence of oesophageal cancer; (c) altered work capacity, caused by ongoing aerodigestive symptoms; and (d) avoidance of social situations involving food, due to the pain, discomfort, and embarrassment caused by these symptoms.

Conclusion: Oesophageal cancer treatment can be lifesaving, however, such medical interventions can result in distressing physiological aerodigestive symptoms throughout survivorship, which can significantly impact quality of life. Our findings indicate a need for greater community support to manage aerodigestive symptoms and reduce the impact these have on quality of life.

Purpose: This study aimed to examine the views of professionals working with children with developmental communication disability (e.g. associated with developmental disability, autism, developmental language disorder) on the features underlying effective augmented reality (AR) applications for language learning and education; and design, build, and evaluate a prototype AR application (InterPlay) to support language learning for children with developmental communication disability.

Method: A three-stage design methodology was used to (a) identify opportunities for AR to support children with developmental communication disability; (b) create a prototype application to provide an identified support; and (c) evaluate the features of AR that may afford the best support, using the InterPlay prototype as a foundation for discussion.

Result: Expert reference focus groups identified support opportunities and key design considerations, informing development of a prototype AR application, InterPlay. Evaluation identified a further four key themes: (a) designing an accessible reality, (b) integrating physical and virtual realities, (c) barriers to access and usability, and (d) contrasting new and existing technology.

Conclusion: Findings highlighted the need for careful consideration in the design and implementation stages of AR development to ensure AR applications are accessible and beneficial for children with developmental communication disability.

Purpose: Counselling is one of the eight pillars of clinical practice for speech-language pathologists, but training varies across programmes and practising speech-language pathologists feel unprepared to deliver counselling in clinical practice. This study examined the perspectives of speech-language pathologists working in rehabilitation contexts within the US.

Method: An online survey was distributed to speech-language pathologists working in rehabilitation contexts, eliciting 93 respondents. Quantitative data were characterised using descriptive statistics.

Result: Only 47% of respondents had taken a counselling course as a graduate student of which 82% were within a speech-language pathology graduate program and 19% were outside of their graduate training program. Forty-two percent who had not taken a course indicated that counselling was embedded in other graduate coursework. Sixty-six percent of respondents had not taken continuing education or additional training in counselling as a practising speech-language pathologists. Across all training, 75% of respondents had no hands-on training or practise in counselling. Most respondents had no training in specific counselling techniques.

Conclusion: Because only half of rehabilitation speech-language pathologists report taking coursework in counselling within their graduate training, their readiness for implementing counselling in practice is suspect. Limited access to professional development training in counselling further limits this capacity. More consistent counselling training within graduate programmes and continuing education is necessary.