Journal of Communication Disorders最新文献_第2页

Building capacity among community workers to screen for developmental and hearing disabilities with an m-health app (SRESHT screener) using a community-based participatory approach 采用基于社区的参与式方法，通过移动医疗应用程序（SRESHT筛查器），培养社区工作人员筛查发育和听力残疾的能力

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-12-08 DOI: 10.1016/j.jcomdis.2025.106609

Lekha S Nair , Vidya Ramkumar , Suja K. Kunnath , S Aruna

Aim

Using a community-based participatory research approach, this study aimed to explore the perspectives of community workers (CWs) on the training required to screen for developmental and hearing difficulties with the newly developed SRESHT screener.

Method and analysis

Three focus group discussions were conducted among CWs following a brief demonstration and hands-on session utilizing the SRESHT screener. Guides and probes were developed based on review of literature on training CWs in health and disability as well as based on researcher insights. A deductive thematic analysis was done with QDA Miner Lite software.

Result

Three main themes were perceived training need, program structure, and implementation challenges. CWs identified training needs for counseling, technology, and practical experience. CWs identified the preferred training structure that included manuals with photos and videos. They prefeerd a two – day in person training with short sessions, opportunities for feedback and shadowing along with practical sessions conducted in small groups of ten. Challenges identified were charging and internet connectivity in rural areas and acceptability of CWs led screenings, with concerns about stigma and confidentiality. Availability

Conclusion

This study identified specific CWs defined criteria for an effective training program regarding SRESHT screener. The findings clearly state the need for training in counselling and technology as well as a preference for practical, multi component training methods, which is tailored to this specific context. The study also shows that for successful and sustainable implementation, the program must proactively tackle potential issues related to technological infrastructure and community acceptance.

目的采用基于社区的参与式研究方法，探讨社区工作者对使用新开发的sressht筛查发育和听力障碍所需培训的看法。方法和分析在一个简短的演示和使用SRESHT筛选器的实践会议之后，在CWs中进行了三个焦点小组讨论。根据对卫生和残疾方面培训医务人员的文献的审查以及根据研究人员的见解，制定了指南和探针。运用QDA Miner Lite软件进行演绎主题分析。结果三个主要主题是感知培训需求、项目结构和实施挑战。CWs确定了咨询、技术和实践经验方面的培训需求。CWs确定了首选的培训结构，包括带有照片和视频的手册。他们更喜欢为期两天的短时间的面对面培训，有机会获得反馈，并在十人一组的实践课程中跟随。所确定的挑战包括农村地区的收费和互联网连接，以及CWs主导的筛查的可接受性，以及对耻辱和保密的担忧。结论：本研究确定了特定的CWs定义的关于sressht筛查的有效培训计划的标准。调查结果清楚地表明，需要进行咨询和技术方面的培训，并优先采用适合这一具体情况的实用、多成分培训方法。该研究还表明，为了成功和可持续地实施，该计划必须主动解决与技术基础设施和社区接受度相关的潜在问题。

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引用次数: 0

Reading comprehension intervention in populations with developmental language disorder: A scoping review 发展性语言障碍人群的阅读理解干预：范围综述。

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-12-04 DOI: 10.1016/j.jcomdis.2025.106608

Joseph Hin Yan Lam , Jiali Wang , Amy S. Pratt , Elizabeth D. Peña

Purpose

Approximately 25–50 % of children with developmental language disorder (DLD) demonstrate difficulties in reading comprehension, which are associated with difficulty in language learning. Given the high likelihood that children with DLD will experience difficulties in reading comprehension, it is important to examine the effectiveness of interventions that target these challenges. The purpose of this study is to conduct a scoping review of the literature on reading comprehension interventions in populations with DLD to synthesize the existing literature and highlight knowledge gaps in supporting reading comprehension in this population.

Methods

The five-step framework for scoping reviews described by Arksey and O'Malley (2005) was adopted to identify and evaluate literature focused on reading comprehension interventions for populations with DLD. Twenty-four studies met the inclusion criteria, with five randomized controlled trials, 12 group comparison studies, and seven single case studies or reports.

Results

Identified interventions were aligned with the Active View of Reading (Duke & Cartwright, 2021), targeting active self-regulation, word recognition, bridging processes, and extended discourse. The majority of the included studies reported improvements in reading comprehension. All studies targeting vocabulary knowledge and morphological awareness found significant positive gains. However, several validity concerns emerged in the included studies, such as high variability in the intervention dosage and intensity and a lack of diversity in measurement methods. These issues could hinder the translation of the findings into clinical practice.

Conclusion

The current review reveals several gaps: (1) underrepresentation of multilingual children with DLD and children speaking languages other than English as a first language; (2) insufficient examination of children with DLD’s performance across various genres and question types; and (3) a lack of understanding of optimal intervention dosage for reading comprehension intervention in this population.

目的：大约25- 50%患有发展性语言障碍（DLD）的儿童表现出阅读理解困难，这与语言学习困难有关。考虑到患有DLD的儿童很可能在阅读理解方面遇到困难，检查针对这些挑战的干预措施的有效性是很重要的。本研究的目的是对DLD人群阅读理解干预的文献进行范围综述，以综合现有文献，突出支持DLD人群阅读理解的知识空白。方法：采用Arksey和O'Malley（2005）描述的五步框架进行范围审查，以识别和评估专注于DLD人群阅读理解干预的文献。24项研究符合纳入标准，包括5项随机对照试验、12项组比较研究和7项单例研究或报告。结果：确定的干预措施与积极阅读观（Duke & Cartwright, 2021）一致，目标是积极的自我调节、单词识别、桥接过程和扩展话语。大多数纳入的研究都报告了阅读理解能力的提高。所有针对词汇知识和形态意识的研究都发现了显著的积极成果。然而，在纳入的研究中出现了一些有效性问题，例如干预剂量和强度的高度可变性以及测量方法的缺乏多样性。这些问题可能会阻碍研究结果转化为临床实践。结论：目前的综述揭示了以下几个差距：(1)多语种DLD儿童和以英语以外的语言为第一语言的儿童的代表性不足；(2)对DLD儿童在不同体裁和问题类型上的表现检查不足；(3)对该人群阅读理解干预的最佳干预剂量缺乏了解。

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引用次数: 0

Insights into the multi-factorial nature of reading difficulties: exploring phonological, visual, and attentional challenges in children 洞察阅读困难的多因素本质：探索儿童的语音、视觉和注意力挑战

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-11-29 DOI: 10.1016/j.jcomdis.2025.106606

Martina Mancarella , Jan Wouters , Andrea Facoetti , Pol Ghesquière

This study investigates the interaction of auditory, visual, and attentional processing differences in children with and without reading difficulties, challenging the traditional view of developmental dyslexia (DD) as solely a phonological disorder. We examined multiple theoretical frameworks, including attentional processing, temporal processing, and noise exclusion theories, to provide a comprehensive understanding of cognitive challenges associated with DD. Ninety-seven Dutch-speaking children were assessed on tasks measuring reading, phonological and orthographic skills, as well as auditory and visual sensory-perceptual and attentional processing. Participants were categorised as Typical or Poor Readers based on standardised reading performance. Significant group differences emerged only in reading-related tasks (i.e., rapid naming, phoneme deletion, orthographic processing and the perception of text in noise). However, individual-level and dimensional analyses revealed a more complex picture. Individual deviance analysis revealed that while a subsample of poor readers exhibited no sensory-perceptual and attentional impairments, some showed selective difficulties in temporal, attentional, or noise exclusion tasks, underscoring the heterogeneity of their cognitive profiles. Principal component analysis identified four cognitive components: (i) reading-related skills and IQ in which phonological and orthographic processing are involved; (ii) rapid naming and visual temporal processing; (iii) multi-sensory sluggish attentional shifting involving phonological awareness; and (iv) multi-sensory cognitive control. Interestingly, regression analyses showed that visual temporal processing uniquely predicted reading and spelling, beyond phonological and orthographical skills. Mediation analysis further revealed that visual temporal processing influenced reading skill via rapid naming. These insights support a multi-factorial view of DD, emphasising the necessity for individualised interventions targeting varied and interacting cognitive difficulties.

本研究探讨了有和无阅读困难儿童的听觉、视觉和注意加工差异的相互作用，挑战了发展性阅读障碍（DD）仅是一种语音障碍的传统观点。我们研究了多种理论框架，包括注意加工、时间加工和噪音排除理论，以全面了解与DD相关的认知挑战。我们评估了97名说荷兰语的儿童的阅读、语音和正字法技能，以及听觉和视觉感官知觉和注意加工。根据标准化阅读表现，参与者被分为典型阅读者和不良阅读者。显著的组间差异只出现在与阅读相关的任务中（即快速命名、音素删除、正字法处理和在噪音中感知文本）。然而，个人层面和维度分析揭示了一个更为复杂的图景。个体偏差分析显示，虽然阅读能力差的亚样本没有表现出感官知觉和注意力障碍，但一些人在时间、注意力或噪音排除任务中表现出选择性困难，强调了他们认知特征的异质性。主成分分析确定了四个认知成分：(i)与阅读相关的技能和智商，其中涉及语音和正字法加工；（ii）快速命名和视觉时间处理；（iii）涉及语音意识的多感官迟缓注意力转移；（四）多感官认知控制。有趣的是，回归分析表明，除了语音和拼写技能之外，视觉时间处理还能独特地预测阅读和拼写。中介分析进一步揭示了视觉时间加工通过快速命名影响阅读技能。这些见解支持DD的多因素观点，强调针对各种相互作用的认知困难进行个性化干预的必要性。

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引用次数: 0

Intersectionality and stuttering: A sociolinguistic perspective 交叉性与口吃：一个社会语言学的视角。

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-11-28 DOI: 10.1016/j.jcomdis.2025.106607

Carolina Beita-Ell, Michael P. Boyle

Introduction

This study sought to counter an ableist (often listeners’) perspective of stuttering through obtaining the perspectives and lived-experiences of a historically underrepresented subgroup of individuals who stutter – Latinos/as/xs/es who stutter.

Methods

By means of semi-structured interviews and an online survey, nine Latinos/as/xs/es who stutter provided a sociolinguistic (speakers’) perspective of the experience of stuttering. Participants were queried about their experience of stuttering, whether being Latino/a/x/e intersected with stuttering, and about other stigmatized identities, attributes, and/or life circumstances that imbued their experience of stuttering. A thematic analysis, using a phenomenological approach, was applied to qualitative data. Statistical analyses were performed on quantitative data.

Results: Four major themes emerged

(1) Stuttering Does Not Occur in Isolation, (2) At the Crossroads of Stuttering and Bilingualism, (3) Therapeutic Experiences, and (4) Functional and Communicative Barriers. As a social group, i.e. people who stutter, participants identified linguistic and extralinguistic social markers of stuttering. As Latinos/as/xs/es who stutter, a subgroup of people who stutter, some participants reported additional psychosocial implications of the experience of stuttering that were attributed to race/ethnicity, culture, sexual orientation, and/or language/s spoken.

Conclusions

Findings provide support for the adoption of community-based psychoeducational programs about stuttering, the use of culturally and/or linguistically appropriate measures during assessment and intervention, the inclusion of culture and/or language specific supports for people who stutter, and therapist-client matching to promote a strong therapeutic alliance and improve outcomes of intervention.

引言：本研究试图通过获取历史上未被充分代表的口吃亚群体的观点和生活经历，来对抗残疾主义者（通常是听众）对口吃的看法。拉美裔/as/xs/es口吃者。方法：采用半结构化访谈和在线调查的方式，对9名口吃的拉美裔/as/xs/es提供了社会语言学（说话者）口吃经历的视角。参与者被问及他们的口吃经历，拉丁裔/a/x/e是否与口吃有交集，以及其他被污名化的身份、属性和/或生活环境，这些都影响了他们的口吃经历。采用现象学方法对定性数据进行了专题分析。对定量资料进行统计分析。结果：出现了四个主要主题：(1)口吃不是孤立发生的，(2)在口吃和双语的十字路口，(3)治疗经验，(4)功能和交流障碍。作为一个社会群体，即口吃者，参与者识别口吃的语言和语言外的社会标志。作为口吃的拉丁裔/ As /xs/es，口吃者的一个亚群体，一些参与者报告了口吃经历的额外心理社会影响，这些影响归因于种族/民族，文化，性取向和/或所说的语言。结论：研究结果支持采用以社区为基础的口吃心理教育项目，在评估和干预期间使用文化和/或语言上适当的措施，包括对口吃者的文化和/或语言特定支持，以及治疗师-来访者匹配，以促进强大的治疗联盟和改善干预结果。

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引用次数: 0

Becoming speech therapists and audiologists in Taiwan: Motivating factors 在台湾成为言语治疗师和听力学家：激励因素。

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-11-27 DOI: 10.1016/j.jcomdis.2025.106605

Meng-Ju Tsai , Ren-Hau Li , Wen-Shin Chang

Purpose

This study examined the factors that motivate Taiwanese students to pursue careers as speech-language pathologists (SLP) and audiologists (AUD), and how these factors vary across demographic groups.

Method

In this study, a repeated cross-sectional survey design was adopted; questionnaires were administered to 756 students enrolled in the Introduction to Communication Disorders course from 2015 to 2022.

Results

Career decisions were shaped by a range of motivating factors, with notable variation by demographic group. Career-motivating factors were the most influential, particularly job security (98.5 %), income (97.4 %), and job availability (97 %). Personal motivating factors, such as the desire to work in a service-oriented profession (92.1 %) and with people (92.4 %), were also significant. Educational motivating factors, like career guidance tests (70.9 %), were the least influential.

Conclusions

Findings underscore the need to promote the profession using strategies that combine practical benefits with personal narratives. Cultural comparisons revealed that Taiwanese students prioritize economic stability, differing from Indian students, who are more influenced by family, and Ghanaian students, for whom educational exposure plays a larger role. The study highlights the importance of sex-sensitive recruitment, family-targeted outreach, and university–high school collaboration to strengthen the future workforce. It also contributes to the global understanding of career decision-making in speech-language pathology and audiology.

目的：本研究探讨台湾学生从事言语语言病理学家（SLP）和听力学家（AUD）职业的动机，以及这些因素在不同人口群体中的差异。方法：本研究采用重复横断面调查设计；研究人员对2015年至2022年选修《沟通障碍导论》课程的756名学生进行了问卷调查。结果：职业决策受到一系列激励因素的影响，在不同的人口群体中存在显著差异。职业激励因素影响最大，尤其是工作保障（98.5%）、收入（97.4%）和工作可获得性（97%）。个人激励因素，例如希望从事服务型行业（92.1%）和与人相处（92.4%），也很重要。教育激励因素，如职业指导测试（70.9%），影响最小。结论：研究结果强调需要使用结合实际利益和个人叙述的策略来促进职业发展。文化比较发现，台湾学生优先考虑经济稳定，而印度学生受家庭影响更大，加纳学生受教育程度影响更大。该研究强调了性别敏感的招聘、针对家庭的推广以及大学-高中合作对加强未来劳动力的重要性。它也有助于在语言病理学和听力学的职业决策的全球理解。

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引用次数: 0

Feeling excluded in financial environments: Challenges and strategies to promote financial inclusion for adults with post-stroke communication disabilities 在金融环境中感到被排斥：促进中风后沟通障碍成人金融包容性的挑战和策略

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-11-19 DOI: 10.1016/j.jcomdis.2025.106595

Elaheh Keshavarz , Nancy Hansen , Jerry Buckland , Lisa Engel

Introduction

Participating in financial environments may be challenging for people with stroke due to the communication disabilities they may experience. Understanding the experiences of adults with stroke-related communication disabilities in financial environments could help to identify strategies to improve their participation and performance. This study aimed to explore the experiences and potential challenges of people with post-stroke communication disabilities in financial environments, and introduce strategies for improving financial participation.

Method

Four adults, three being women, from Manitoba with stroke-related speech and language disabilities participated in individual interviews for this qualitative descriptive research study. The data were analyzed using thematic analysis.

Results

Four themes and three subthemes were developed, highlighting that post-stroke communication disabilities often lead to financial exclusion due to external factors like institutional structures and social environments. Ableism, reflected in others' attitudes or behaviors, may have also impacted financial inclusion and participation. However, participants suggested strategies to improve financial participation and inclusion of people with stroke-related communication disabilities.

Conclusion

This study adds to the growing area of speech-language pathology practice and research related to critical disability theory. Clinicians need to be aware that environments, including financial environments, have a key influence on the participation of people with post-stroke communication disabilities. Future studies should examine policies and practices in financial environments for people with stroke-related communication disabilities to improve their social inclusion.

由于中风患者可能会遇到沟通障碍，因此参与金融环境可能具有挑战性。了解与中风相关的沟通障碍的成年人在金融环境中的经历，可以帮助确定改善他们参与和表现的策略。本研究旨在探讨脑卒中后沟通障碍人士在金融环境中的经历和潜在挑战，并提出改善金融参与的策略。方法来自马尼托巴省的4名患有中风相关言语和语言障碍的成年人（其中3名为女性）参加了本定性描述性研究的个人访谈。采用专题分析法对数据进行分析。结果发展了四个主题和三个副主题，强调由于制度结构和社会环境等外部因素，中风后沟通障碍往往导致经济排斥。反映在他人态度或行为上的残疾歧视也可能影响到金融包容和参与。然而，与会者提出了改善与中风有关的沟通障碍患者的财务参与和包容的策略。结论本研究为批评性残疾理论的语言病理学实践和研究提供了新的思路。临床医生需要意识到，环境，包括金融环境，对中风后沟通障碍患者的参与有关键影响。未来的研究应该检查金融环境中针对中风相关沟通障碍患者的政策和实践，以提高他们的社会包容性。

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引用次数: 0

Evaluation of an eclectic voice therapy program and vocal function exercise (VFE) in hyperfunctional voice disorders: A randomised controlled trial 评价一种折衷的声音治疗方案和声音功能练习（VFE）在功能亢进的声音障碍：一项随机对照试验

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-11-14 DOI: 10.1016/j.jcomdis.2025.106594

Shenbagavalli Mahalingam , Prakash Boominathan , Ravikumar Arunachalam , Lakshmi Venkatesh

Purpose

To evaluate the outcomes of an eclectic program i.e., Comprehensive Voice Habilitation Program [CVHP] (Boominathan et al., 2023) among participants with hyperfunctional voice disorder using a multidimensional voice assessment protocol.

Design

Randomized controlled trial (two-group parallel trial with double blinding).

Method

Sixty participants from a quaternary care hospital were randomly allocated to one of the two groups: Group I (eclectic approach) - 30 and Group II (VFE) – 30 participants. All participants underwent voice therapy protocol (30 min sessions) twice a week for six weeks. The sessions were delivered by two speech-language pathologists. Outcome measures were documented before therapy (baseline) and immediately post-therapy using videostroboscopy, acoustic analysis, perceptual measures, self-reported symptoms, self-assessment such as Voice Disorder Outcome Profile (V-DOP) and Vocal Fatigue in Index in Tamil (VFI-T). ANCOVA and chi-square test were applied for assessing post-therapy group differences.

Results

Base line assessment revealed no significant differences in baseline characteristics of the samples. A pre and post therapy assessment between groups showed significant difference in closure pattern (p = 0.02), reduction in ventricular hyperadduction (p = 0.01), cepstral peak prominence (CPPv) in vowel (p < 0.00), dynamic range in speaking (p = 0.01), overall grade (p = 0.02), asthenia (p = 0.03), and strain (p = 0.01) in GRBAS scale and factor I (physical discomfort) (p = 0.04) in VFI-T. The eclectic approach [CVHP] showed more positive changes post-therapy compared to VFE in this study.

Conclusion

The CVHP provided a systematic and sequential method to treat and document positive outcomes of treatment for individuals with hyperfunctional voice disorders.

目的：利用多维语音评估方案，评估综合语音康复计划[CVHP] （Boominathan等人，2023）对功能性语音障碍参与者的折衷方案的结果。设计随机对照试验（双盲双组平行试验）。方法60例患者随机分为两组：ⅰ组（折衷方法）30例，ⅱ组（VFE） 30例。所有参与者都接受了语音治疗方案（每次30分钟），每周两次，持续六周。会议由两名语言病理学家主持。结果测量在治疗前（基线）和治疗后立即记录，使用视频频闪检查、声学分析、知觉测量、自我报告的症状、自我评估，如语音障碍结局概况（V-DOP）和泰米尔语声带疲劳指数（VFI-T）。采用ANCOVA和卡方检验评估治疗后组间差异。结果基线评估显示样本的基线特征无显著差异。治疗前和治疗后的评估显示，两组间在GRBAS量表和VFI-T因子I（身体不适）的关闭模式（p = 0.02）、心室内收过度减少（p = 0.01）、元音倒峰突出（CPPv）（p < 0.00）、说话动态范围（p = 0.01）、总体分级（p = 0.02）、乏力（p = 0.03）和应变（p = 0.01）方面均有显著差异。在本研究中，与VFE相比，折衷方法（CVHP）在治疗后表现出更积极的变化。结论CVHP提供了一种系统的、顺序的方法来治疗和记录高功能性语音障碍患者的积极治疗结果。

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引用次数: 0

Distributional patterns in recast therapy do not systematically align with patterns in conversational data 重铸治疗中的分布模式与会话数据中的模式并不系统地一致。

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-11-01 DOI: 10.1016/j.jcomdis.2025.106576

Anna Koppy , Maura O’Fallon , Yi Ting Huang , Amanda Owen Van Horne

Recast therapy is an intervention for morphosyntactic targets but the demanding nature of this child-centered input raises questions about whether the target exemplars differ from their instantiation in naturalistic child-directed speech. We analyzed a corpus of two infrequent structures – object relative clauses (ORC) and passives – produced by 4 clinicians and 9 caregivers (20 dyads) conducting recast therapy to compare performance across groups and utterance types and then compare these findings to distributional patterns reported in the psycholinguistic literature. As compared to caregivers, clinicians overwhelmingly produced more recasts of all kinds and included greater structural variety in their recasts. Differences in the degree, but not direction, were observed for noun phrase types in specific locations in ORCs and passives. Compared to attested patterns in the literature, recasts matched animacy patterns and passive auxiliary choice, but were much more likely to include a relativizer or a by-phrase (i.e., full passives) and place ORCs in sentence-initial positions. Recasting noncanonical frames may lead to input that is neither aligned with conversational patterns nor similar to items from common assessment tools. Consideration of the role that recast rate (dose), variety, and alignment play in learning should drive decisions about intervention approaches and providers.

重塑疗法是对形态句法目标的干预，但这种以儿童为中心的输入的要求性质提出了一个问题，即目标范例是否与自然主义儿童导向言语中的实例不同。我们分析了由4名临床医生和9名护理人员（20对）进行重塑治疗产生的两种不常见结构——宾语关系从句（ORC）和被动语态的语料库，以比较不同群体和话语类型的表现，然后将这些发现与心理语言学文献中报道的分布模式进行比较。与护理人员相比，临床医生压倒性地产生了更多的各种重塑，并在他们的重塑中包括更大的结构多样性。名词短语类型在orc和被动语态的特定位置上存在程度上的差异，但没有方向上的差异。与文献中已证实的模式相比，重铸模式与动画模式和被动助动词选择相匹配，但更有可能包括相对词或短语（即，完全被动），并将orc放在句子的起始位置。重铸非规范框架可能导致输入既不符合会话模式，也不类似于来自常见评估工具的项目。考虑重铸率（剂量）、多样性和一致性在学习中所起的作用，应该推动有关干预方法和提供者的决策。

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引用次数: 0

The KASE for telepractice: Examining the knowledge and self-efficacy of speech-language pathologists 远程实践的KASE：语言病理学家的知识和自我效能感的检验。

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-11-01 DOI: 10.1016/j.jcomdis.2025.106585

Shannon Hall-Mills, Lakeisha Johnson

Introduction: This study holds significant implications as it delves into the knowledge and confidence levels of school-based speech-language pathologists (SLPs) in the United States regarding various aspects of telepractice service delivery. Furthermore, we aimed to identify predictors of SLPs’ specific self-efficacy for telepractice, a crucial aspect in the field of speech-language pathology. Method: A total of 514 SLPs working in schools in the U.S. participated in an online survey with four sections: participant demographic information, general self-efficacy, telepractice knowledge, and specific self-efficacy for telepractice. Results: Respondents indicated the following levels of telepractice knowledge: high knowledge (50.6 %), medium knowledge (24.9 %), and minimal knowledge (24.5 %). In terms of confidence in providing telepractice, respondents reported high confidence (54.4 %), medium confidence (23 %), and low confidence (22.6 %). Notably, SLPs expressed higher confidence levels in telepractice intervention practices than in assessment practices. Several significant positive correlations were found between telepractice knowledge and general and specific self-efficacy, as well as between general and telepractice-specific self-efficacy. Additionally, positive correlations were observed between general self-efficacy and total telepractice training, as well as between telepractice self-efficacy and total training. Using linear regression, we determined that 56 % of the variance in telepractice self-efficacy was predicted by telepractice knowledge and general self-efficacy. Telepractice experience did not emerge as a significant predictor. Conclusions: The study's findings underscore the importance of enhancing SLPs’ telepractice knowledge and general self-efficacy. This can lead to an increase in their telepractice self-efficacy, potentially improving client outcomes. The role of a growth mindset, as reflected through general self-efficacy, in influencing SLPs’ self-perceived confidence in telepractice service delivery is highlighted, indicating a need for further investigation. These findings should be considered in the development of preservice training and professional development models for SLPs, emphasizing the need to equip them with the necessary knowledge and confidence for effective telepractice. Keywords: telepractice, service delivery, school-based practice

本研究具有重要意义，因为它深入研究了美国基于学校的言语语言病理学家（slp）在远程医疗服务提供的各个方面的知识和信心水平。此外，我们的目的是确定远程实践中特殊自我效能的预测因素，这是言语语言病理学领域的一个重要方面。方法：对514名在美国学校工作的教师进行在线调查，调查内容包括参与者人口统计信息、一般自我效能感、远程实践知识和远程实践特定自我效能感四个部分。结果：受访医生对远程医疗的知识水平依次为高知识（50.6%）、中知识（24.9%）和低知识（24.5%）。在提供远程医疗的信心方面，受访者报告高信心（54.4%），中等信心（23%）和低信心（22.6%）。值得注意的是，slp在远程实践干预实践中比在评估实践中表达了更高的信心水平。远程实践知识与一般自我效能感、特定自我效能感、一般自我效能感和远程实践自我效能感之间存在显著正相关。此外，一般自我效能感与远程实践总训练、远程实践自我效能感与远程实践总训练均呈显著正相关。通过线性回归，我们发现远程实践自我效能感的56%的方差被远程实践知识和一般自我效能感所预测。远程实习经验并没有成为显著的预测因素。结论：本研究结果强调了提高学生远程实践知识和一般自我效能感的重要性。这可能会导致他们远程实践自我效能的增加，潜在地改善客户的结果。通过一般自我效能反映的成长心态在影响特殊服务提供者对远程医疗服务提供的自我感知信心方面的作用得到强调，这表明需要进一步调查。这些发现应该在为特殊服务人员制定职前培训和专业发展模式时加以考虑，强调需要为他们提供必要的知识和信心，以进行有效的远程实践。

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引用次数: 0

Pragmatic language abilities in children with cochlear implants: a comparison of developmental outcomes with typically hearing peers 植入人工耳蜗儿童的语用语言能力：与正常听力儿童发展结果的比较。

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-11-01 DOI: 10.1016/j.jcomdis.2025.106592

Debora Auricchio, Alessandra Murri, Alessandra Pantaleo, Luigi Curatoli, Vito Pontillo, Nicola Quaranta

Pragmatic skills, essential for effective social interactions, depend on both cognitive development and auditory input. Hearing loss can delay the development of these abilities, leading to potential social and communication challenges. This study examines pragmatic skills of deaf or hard of hearing children who have received a cochlear implant (CI) compared to those of their typical hearing (TH) peers. 48 children were assessed, 24 with CI and 24 with TH. Pragmatic skills were assessed using the standardized Italian "Assessment of Pragmatic Skills in Language MEDEA (APL Medea)" battery, which includes five tasks: Metaphor Comprehension, Implicit Meaning, Comics, Situations, and the Colour Game (a perspective-taking task). The study also investigated the impact of the age at cochlear implantation on pragmatic development. The results showed that CI children scored significantly lower than TH peers on verbal (p < 0.001) and figurative (p = 0.02) metaphor comprehension. No significant differences were found between the groups in the Comics (p = 0.181), Situations (p = 0.117), and the Colour Game (p = 0.187) subtests. Age of CI activation did not significantly correlate with pragmatic skills, although a positive correlation was observed between chronological age and mean subtest scores in the CI group. In conclusion, although children with CI generally perform well in language comprehension, they show difficulties in some of the specific pragmatic skills assessed. Early and targeted interventions are crucial to address improvement in pragmatic language abilities deficit.

对于有效的社会交往至关重要的语用技能，既依赖于认知发展，也依赖于听觉输入。听力损失会延迟这些能力的发展，导致潜在的社交和沟通挑战。本研究考察了接受人工耳蜗（CI）的失聪或重听儿童与正常听力（TH）同龄人的语用技能。48例儿童接受评估，24例CI， 24例TH。使用标准化的意大利语“MEDEA语言语用技能评估（APL MEDEA）”测试对语用技能进行评估，该测试包括五个任务：隐喻理解、隐含意义、漫画、情境和颜色游戏（一种换位思考任务）。本研究还探讨了人工耳蜗植入年龄对语用发展的影响。结果显示，CI儿童在言语隐喻理解（p < 0.001）和比喻隐喻理解（p = 0.02）上得分显著低于TH儿童。在漫画（p = 0.181）、情境（p = 0.117）和颜色游戏（p = 0.187）子测试中，各组之间没有发现显著差异。CI激活的年龄与语用技能没有显著相关，尽管在CI组中观察到实足年龄与平均子测试分数呈正相关。总之，尽管CI儿童在语言理解方面普遍表现良好，但他们在某些特定的语用技能方面表现出困难。早期和有针对性的干预是解决语用能力缺陷的关键。

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引用次数: 0