Sirpa Tarvainen, Pauline Frizelle, Hanna Granroth-Wilding, Suvi Stolt, Kaisa Launonen
<div> <section> <h3> Background</h3> <p>Language interventions are complex behavioural interventions, making it difficult to distinguish the specific factors contributing to efficacy. The efficacy of oral language comprehension interventions varies greatly, but the reasons for this have received little attention.</p> </section> <section> <h3> Aims</h3> <p>The aim of this meta-analysis was to examine which intervention factors are associated with efficacy (as expressed with effect sizes) regarding interventions aiming to improve oral language comprehension on its own, or together with expressive language, in children under the age of 18 with or at risk for (developmental) language disorder—(D)LD. Whether the interventions for younger and older children differ from one another regarding efficacy or factors possibly associated with efficacy were also examined.</p> </section> <section> <h3> Methods & Procedures</h3> <p>Studies (<i>n</i> = 46) were identified through two systematic scoping reviews. Factors associated with efficacy were categorized according to the internal characteristics of the intervention as well as factors external to the intervention. Statistical analyses were conducted to examine the association between these factors and intervention efficacy as represented by effect sizes on oral language comprehension outcome measures.</p> </section> <section> <h3> Outcomes & Results</h3> <p>Targeting language, language environment or compensatory strategies indicated efficacy, whereas aiming to improve language processing indicated no clinically significant efficacy. Targeting only receptive language was associated with larger effect sizes than targeting both receptive and expressive language. The interventions for younger (2–7 years) and older (8–13 years) children indicated a similar degree of efficacy, but the way in which these results were achieved varied, as comprehension interventions for younger and older children differed from one another. Many factors associated with effect sizes were also associated with each other making interpretation of the results complex.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>These indicative results suggest that it is not reasonable to target language processing, such as auditory processing or automatization, when aiming to improve oral language comprehension. Targeting receptive language only rather than both receptive and expressive language seems preferable to maximize efficacy when aiming to support solely oral language comprehension instead of targeting both expression a
{"title":"Intervention factors associated with efficacy, when targeting oral language comprehension of children with or at risk for (Developmental) Language Disorder: A meta-analysis","authors":"Sirpa Tarvainen, Pauline Frizelle, Hanna Granroth-Wilding, Suvi Stolt, Kaisa Launonen","doi":"10.1111/1460-6984.70013","DOIUrl":"https://doi.org/10.1111/1460-6984.70013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Language interventions are complex behavioural interventions, making it difficult to distinguish the specific factors contributing to efficacy. The efficacy of oral language comprehension interventions varies greatly, but the reasons for this have received little attention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The aim of this meta-analysis was to examine which intervention factors are associated with efficacy (as expressed with effect sizes) regarding interventions aiming to improve oral language comprehension on its own, or together with expressive language, in children under the age of 18 with or at risk for (developmental) language disorder—(D)LD. Whether the interventions for younger and older children differ from one another regarding efficacy or factors possibly associated with efficacy were also examined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>Studies (<i>n</i> = 46) were identified through two systematic scoping reviews. Factors associated with efficacy were categorized according to the internal characteristics of the intervention as well as factors external to the intervention. Statistical analyses were conducted to examine the association between these factors and intervention efficacy as represented by effect sizes on oral language comprehension outcome measures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Targeting language, language environment or compensatory strategies indicated efficacy, whereas aiming to improve language processing indicated no clinically significant efficacy. Targeting only receptive language was associated with larger effect sizes than targeting both receptive and expressive language. The interventions for younger (2–7 years) and older (8–13 years) children indicated a similar degree of efficacy, but the way in which these results were achieved varied, as comprehension interventions for younger and older children differed from one another. Many factors associated with effect sizes were also associated with each other making interpretation of the results complex.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>These indicative results suggest that it is not reasonable to target language processing, such as auditory processing or automatization, when aiming to improve oral language comprehension. Targeting receptive language only rather than both receptive and expressive language seems preferable to maximize efficacy when aiming to support solely oral language comprehension instead of targeting both expression a","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<div> <section> <h3> Background</h3> <p>Understanding factors influencing wellbeing is crucial for the development of effective services. Aphasia in older individuals and developmental language disorder (DLD) in children significantly affect how people live and function. Despite the increasing stroke incidence in young adults and the growing recognition of DLD as a lifelong disorder, the literature lacks evidence on the wellbeing of young adults, aged between 18 and 40 years old, with these conditions.</p> </section> <section> <h3> Aims</h3> <p>To identify factors influencing wellbeing in young adults with aphasia and DLD.</p> </section> <section> <h3> Methods & Procedures</h3> <p>This cross-sectional between-group study involved 78 young adults with aphasia, DLD and no language impairments, with mean (SD) age of 30.5 (6.38) years. A total of 12 measures were used to assess wellbeing, language, cognition, health, emotional distress, social functioning and psychological resources. Feasibility and acceptability were informed by a pilot-study. One-way-unrelated analysis of variance (ANOVA) and Kruskal–Wallis tests were used to compare groups on language, cognition and wellbeing, while correlation analyses identified factors influencing wellbeing in each group.</p> </section> <section> <h3> Outcomes & Results</h3> <p>No significant differences were found between clinical groups in language and cognitive profiles, with both scoring lower than those with no language impairments. The wellbeing of individuals with aphasia and DLD was similar to that of adults with no language impairments. Health, emotional distress and social support were common drivers of wellbeing among all groups, with positive performance in those scales indicating better wellbeing. Language and self-esteem showed significant links with wellbeing for those with DLD, but not for the aphasia group. The higher the self-esteem level of people with DLD, the higher their wellbeing rating. Interestingly, language was negatively related to wellbeing in people with DLD, with higher language scores correlating with lower levels of wellbeing.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>Aphasia and DLD share factors affecting wellbeing, but the different origins of the disorders seem to influence the overall nature of wellbeing. Wellbeing in DLD is primarily impacted by the language disorder, whereas in aphasia it is influenced by its secondary to the disorder char
{"title":"Comparing factors influencing wellbeing in young adults with aphasia and young adults with developmental language disorder","authors":"Vasiliki Kladouchou, Nicola Botting, Katerina Hilari","doi":"10.1111/1460-6984.70020","DOIUrl":"https://doi.org/10.1111/1460-6984.70020","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Understanding factors influencing wellbeing is crucial for the development of effective services. Aphasia in older individuals and developmental language disorder (DLD) in children significantly affect how people live and function. Despite the increasing stroke incidence in young adults and the growing recognition of DLD as a lifelong disorder, the literature lacks evidence on the wellbeing of young adults, aged between 18 and 40 years old, with these conditions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To identify factors influencing wellbeing in young adults with aphasia and DLD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>This cross-sectional between-group study involved 78 young adults with aphasia, DLD and no language impairments, with mean (SD) age of 30.5 (6.38) years. A total of 12 measures were used to assess wellbeing, language, cognition, health, emotional distress, social functioning and psychological resources. Feasibility and acceptability were informed by a pilot-study. One-way-unrelated analysis of variance (ANOVA) and Kruskal–Wallis tests were used to compare groups on language, cognition and wellbeing, while correlation analyses identified factors influencing wellbeing in each group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>No significant differences were found between clinical groups in language and cognitive profiles, with both scoring lower than those with no language impairments. The wellbeing of individuals with aphasia and DLD was similar to that of adults with no language impairments. Health, emotional distress and social support were common drivers of wellbeing among all groups, with positive performance in those scales indicating better wellbeing. Language and self-esteem showed significant links with wellbeing for those with DLD, but not for the aphasia group. The higher the self-esteem level of people with DLD, the higher their wellbeing rating. Interestingly, language was negatively related to wellbeing in people with DLD, with higher language scores correlating with lower levels of wellbeing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>Aphasia and DLD share factors affecting wellbeing, but the different origins of the disorders seem to influence the overall nature of wellbeing. Wellbeing in DLD is primarily impacted by the language disorder, whereas in aphasia it is influenced by its secondary to the disorder char","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143564808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fien Allemeersch, Kristiane Van Lierde, Nick Verhaeghe, Kim Bettens, Tara Mouton, Greet Hens, Cassandra Alighieri
<div> <section> <h3> Background</h3> <p>In children with a cleft palate with or without a cleft lip (CP±L), some evidence exists for superior results of high-intensity speech intervention (HISI) compared with low-intensity speech intervention (LISI) on speech and health-related quality of life (HRQoL). However, the existing research often involves small sample sizes. Additionally, therapy in these studies is typically administered by researchers with extensive experience in treating speech disorders in these children. In contrast, first-line speech–language pathologists (SLPs) often possess considerably less experience in treating these children and clinical practice is subject to a wider array of environmental influences. Moreover, there are insufficient data on the cost-effectiveness of HISI compared with LISI. So far, these factors have hampered the implementation of HISI in clinical cleft practice.</p> </section> <section> <h3> Aims</h3> <p>The purpose of this study is twofold: (1) to compare the effectiveness of HISI and LISI on a larger societal scale, as delivered by first-line SLPs, on speech and HRQoL in Belgian Dutch-speaking children with a CP±L; and (2) to evaluate the cost-effectiveness.</p> </section> <section> <h3> Methods & Procedures</h3> <p>This study consists of a large-scale, longitudinal, two-centre randomized controlled trial to investigate the effectiveness of HISI and LISI. Children with a CP±L, aged between 4 and 12 years, are randomly assigned to one of the two intervention groups. A sample size calculation determined that 35 participants per group are needed to ensure adequate statistical power. Children in the HISI group will receive intervention with a session duration of 30 min, a dose frequency of five sessions per week and a total intervention duration of 8 weeks (two 4-week blocks with a rest period of 12 weeks). Children in the LISI group will receive intervention with a session duration of 30 min, a dose frequency of two sessions per week and a total intervention duration of 20 weeks. The cumulative intervention intensity is kept constant. Each child will receive identical phonetic–phonological speech intervention provided by first-line community SLPs in private practices. Speech samples and patient- and caregiver-reported outcome measures will be collected on multiple data points before, during and after the intervention period. The cost-effectiveness will be evaluated by applying a cost-effectiveness and cost-utility analysis.</p> </section> <section> <h3> Outcomes & Results</h3> <p>It is hypothesized that HISI will lead to superior speech outcomes in terms of consonant production and p
{"title":"Effectiveness and cost-effectiveness of high-intensity versus low-intensity speech intervention in children with a cleft palate: Protocol for a randomized controlled trial","authors":"Fien Allemeersch, Kristiane Van Lierde, Nick Verhaeghe, Kim Bettens, Tara Mouton, Greet Hens, Cassandra Alighieri","doi":"10.1111/1460-6984.70019","DOIUrl":"https://doi.org/10.1111/1460-6984.70019","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In children with a cleft palate with or without a cleft lip (CP±L), some evidence exists for superior results of high-intensity speech intervention (HISI) compared with low-intensity speech intervention (LISI) on speech and health-related quality of life (HRQoL). However, the existing research often involves small sample sizes. Additionally, therapy in these studies is typically administered by researchers with extensive experience in treating speech disorders in these children. In contrast, first-line speech–language pathologists (SLPs) often possess considerably less experience in treating these children and clinical practice is subject to a wider array of environmental influences. Moreover, there are insufficient data on the cost-effectiveness of HISI compared with LISI. So far, these factors have hampered the implementation of HISI in clinical cleft practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The purpose of this study is twofold: (1) to compare the effectiveness of HISI and LISI on a larger societal scale, as delivered by first-line SLPs, on speech and HRQoL in Belgian Dutch-speaking children with a CP±L; and (2) to evaluate the cost-effectiveness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>This study consists of a large-scale, longitudinal, two-centre randomized controlled trial to investigate the effectiveness of HISI and LISI. Children with a CP±L, aged between 4 and 12 years, are randomly assigned to one of the two intervention groups. A sample size calculation determined that 35 participants per group are needed to ensure adequate statistical power. Children in the HISI group will receive intervention with a session duration of 30 min, a dose frequency of five sessions per week and a total intervention duration of 8 weeks (two 4-week blocks with a rest period of 12 weeks). Children in the LISI group will receive intervention with a session duration of 30 min, a dose frequency of two sessions per week and a total intervention duration of 20 weeks. The cumulative intervention intensity is kept constant. Each child will receive identical phonetic–phonological speech intervention provided by first-line community SLPs in private practices. Speech samples and patient- and caregiver-reported outcome measures will be collected on multiple data points before, during and after the intervention period. The cost-effectiveness will be evaluated by applying a cost-effectiveness and cost-utility analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>It is hypothesized that HISI will lead to superior speech outcomes in terms of consonant production and p","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143496931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amanda Comer, Sarah Northcott, Nicholas Behn, Abi Roper, Niamh Devane, Katerina Hilari
<div> <section> <h3> Background</h3> <p>Stroke care in the UK was significantly affected by the COVID-19 pandemic, with many services switching to telehealth. Post-pandemic, a UK survey of speech and language therapists (SLTs) working with people with aphasia (PWA) showed the vast majority planned to continue to use telehealth alongside in-person intervention. Telehealth is considered a cost-effective and feasible method of service delivery; however, there is limited evidence to support its use in the assessment of people with post-stroke aphasia.</p> </section> <section> <h3> Aims</h3> <p>To investigate what barriers and facilitators SLTs experience when administering telehealth assessments to PWA and to explore SLTs’ perspectives on what makes for a positive patient experience.</p> </section> <section> <h3> Methods & Procedures</h3> <p>Focus groups (dyadic/triadic) were conducted via videoconferencing. Transcripts were analysed using framework analysis. Inclusion criteria for participants were SLTs working in the UK with PWA, with experience of using telehealth assessment.</p> </section> <section> <h3> Outcomes & Results</h3> <p>A total of 14 SLTs participated across six groups. Seven themes were identified: assessment; technology; factors specific to PWA; factors specific to family, carers and their environment; factors specific to SLTs; benefits of telehealth assessment; and what telehealth would look like in an ideal world. Facilitators to telehealth assessment included good internet connectivity, access to a helper, adapted assessments, preparation and training PWA to use telehealth platforms. Barriers included reduced control over the environment, having a cognitive impairment, aphasia severity, low beliefs in competence using technology and challenges with managing the emotional needs of PWA during telehealth assessment. A strong therapeutic relationship, offering choice and flexibility in assessment administration, promoted a positive patient experience.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>This study provides new insights into the current use of telehealth assessment with PWA by SLTs in the UK. Barriers and facilitators identified can support the implementation of telehealth assessment in SLT services. Providing a positive patient experience when using telehealth assessment is important to SLTs, with patient choice a key factor. Further research is indicated to increase the range of standardized ass
{"title":"Experiences and perspectives of UK speech and language therapists on telehealth assessment with people living with post-stroke aphasia","authors":"Amanda Comer, Sarah Northcott, Nicholas Behn, Abi Roper, Niamh Devane, Katerina Hilari","doi":"10.1111/1460-6984.70018","DOIUrl":"https://doi.org/10.1111/1460-6984.70018","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Stroke care in the UK was significantly affected by the COVID-19 pandemic, with many services switching to telehealth. Post-pandemic, a UK survey of speech and language therapists (SLTs) working with people with aphasia (PWA) showed the vast majority planned to continue to use telehealth alongside in-person intervention. Telehealth is considered a cost-effective and feasible method of service delivery; however, there is limited evidence to support its use in the assessment of people with post-stroke aphasia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To investigate what barriers and facilitators SLTs experience when administering telehealth assessments to PWA and to explore SLTs’ perspectives on what makes for a positive patient experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>Focus groups (dyadic/triadic) were conducted via videoconferencing. Transcripts were analysed using framework analysis. Inclusion criteria for participants were SLTs working in the UK with PWA, with experience of using telehealth assessment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>A total of 14 SLTs participated across six groups. Seven themes were identified: assessment; technology; factors specific to PWA; factors specific to family, carers and their environment; factors specific to SLTs; benefits of telehealth assessment; and what telehealth would look like in an ideal world. Facilitators to telehealth assessment included good internet connectivity, access to a helper, adapted assessments, preparation and training PWA to use telehealth platforms. Barriers included reduced control over the environment, having a cognitive impairment, aphasia severity, low beliefs in competence using technology and challenges with managing the emotional needs of PWA during telehealth assessment. A strong therapeutic relationship, offering choice and flexibility in assessment administration, promoted a positive patient experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>This study provides new insights into the current use of telehealth assessment with PWA by SLTs in the UK. Barriers and facilitators identified can support the implementation of telehealth assessment in SLT services. Providing a positive patient experience when using telehealth assessment is important to SLTs, with patient choice a key factor. Further research is indicated to increase the range of standardized ass","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rebecca Palmer, Katerina Hilari, Carla Magdalani, Joanne Coster, Suzanne Beeke, Emma Gibbs, Helen Witts, Kate Sudworth, Caroline Jagoe, Madeline Cruice
<div> <section> <h3> Introduction</h3> <p>Life with aphasia affects the whole family with shorter, less frequent conversations, frustration, reduced social networks, isolation and tension in relationships. Evidence suggests communication partner training (CPT) benefits families. However, expected improvements are poorly articulated. The Aphasia Partnership Training (APT) project aimed to identify target outcomes of a new family dyad CPT programme through persons with aphasia (PWA), family member and speech and language therapist (SLT) consensus.</p> </section> <section> <h3> Method</h3> <p>Consensus on desired outcomes was achieved through nominal groups with 20 people with mild to severe aphasia across five groups and 10 family members of people with mild to severe aphasia across three groups, each facilitated by —two to three SLTs. Twelve CPT researchers 16 clinical SLTs with experience of CPT participated in a three-round eDelphi to gain consensus on outcomes they perceived most likely to change. Results were triangulated using a convergence coding scheme to demonstrate agreement, partial agreement, dissonance or silence amongst the three stakeholder groups.</p> </section> <section> <h3> Results</h3> <p>All stakeholders agreed ‘conversation’ and ‘thoughts and feelings’ were very important outcomes of APT/very likely to change (agreement). Change in ‘relationships’ was very important to family members, important to PWA and considered very likely to change by SLTs (partial agreement). Change in ‘language’ (specifically talking) was very important to PWA, but not important to family members, and SLTs were uncertain about language improvement from APT (dissonance). Each outcome construct is illustrated by specific examples generated and agreed by all stakeholder groups.</p> </section> <section> <h3> Conclusions</h3> <p>We should aim to achieve improvements in conversation and thoughts and feelings with CPT, consider the impact on relationships and investigate the potential for language improvement (talking) as an outcome of APT. Outcome measures can be selected based on good coverage of examples generated within these constructs, ensuring they are meaningful to PWA and family members.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div> <ul> <
{"title":"Aphasia partnership training: What outcomes do people with aphasia, family members and speech and language therapists expect?","authors":"Rebecca Palmer, Katerina Hilari, Carla Magdalani, Joanne Coster, Suzanne Beeke, Emma Gibbs, Helen Witts, Kate Sudworth, Caroline Jagoe, Madeline Cruice","doi":"10.1111/1460-6984.70015","DOIUrl":"https://doi.org/10.1111/1460-6984.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Life with aphasia affects the whole family with shorter, less frequent conversations, frustration, reduced social networks, isolation and tension in relationships. Evidence suggests communication partner training (CPT) benefits families. However, expected improvements are poorly articulated. The Aphasia Partnership Training (APT) project aimed to identify target outcomes of a new family dyad CPT programme through persons with aphasia (PWA), family member and speech and language therapist (SLT) consensus.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Consensus on desired outcomes was achieved through nominal groups with 20 people with mild to severe aphasia across five groups and 10 family members of people with mild to severe aphasia across three groups, each facilitated by —two to three SLTs. Twelve CPT researchers 16 clinical SLTs with experience of CPT participated in a three-round eDelphi to gain consensus on outcomes they perceived most likely to change. Results were triangulated using a convergence coding scheme to demonstrate agreement, partial agreement, dissonance or silence amongst the three stakeholder groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>All stakeholders agreed ‘conversation’ and ‘thoughts and feelings’ were very important outcomes of APT/very likely to change (agreement). Change in ‘relationships’ was very important to family members, important to PWA and considered very likely to change by SLTs (partial agreement). Change in ‘language’ (specifically talking) was very important to PWA, but not important to family members, and SLTs were uncertain about language improvement from APT (dissonance). Each outcome construct is illustrated by specific examples generated and agreed by all stakeholder groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We should aim to achieve improvements in conversation and thoughts and feelings with CPT, consider the impact on relationships and investigate the potential for language improvement (talking) as an outcome of APT. Outcome measures can be selected based on good coverage of examples generated within these constructs, ensuring they are meaningful to PWA and family members.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<div> <section> <h3> Background</h3> <p>Delayed auditory feedback (DAF) has been used in the treatment of stuttering, providing different results across different populations and age groups.</p> </section> <section> <h3> Aims</h3> <p>This study examines the impact of delayed auditory feedback (DAF) on stuttering-like disfluencies (SLDs) in the spontaneous speech of Jordanian individuals who stutter.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A cross-sectional experimental design was employed to analyse the effects of DAF on the conversational speech of 35 participants (9 females, 26 males) with persistent developmental stuttering, aged 5–29 years (M = 13.1, SD = 6.1). The Stuttering Severity Instrument was used to assess the severity of stuttering. Participants who met the inclusion criteria were asked to talk about general topics of their interests during two different listening conditions (with DAF and without DAF).</p> </section> <section> <h3> Outcomes & Results</h3> <p>No significant DAF effects were found on SLDs in terms of duration [<i>p</i> = 0.18] (blocks, prolongations) and repetition [<i>p</i> = 0.22] (sound repetition, syllable repetition, word repetition). Neither severity nor age affected the use of DAF on SLDs.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>The study concludes that DAF did not result in a significant decrease in SLDs in the spontaneous speech of participants. These findings highlight the limited effect of DAF in reducing stuttering in this specific population.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div> <ul> <li>Delayed auditory feedback (DAF) has been shown to reduce stuttering frequency by between 60% and 80%. Furthermore, DAF mediates an immediate improvement in the fluency of speech without affecting speech naturalness (Ritto, Juste, and Andrade, 2015). Van Borsel et al. (2003) concluded that DAF offers an effective tool to reduce stuttering when it is applied as the only treatment outside a clinical environment. They also found that fluency is enhanced when DAF is consistently used over a longer period of time.</li> </ul> </div> </section> <section> <h3> What this paper adds to existing knowledge
{"title":"Effect of delayed auditory feedback on stuttering-like disfluencies","authors":"Mazin Alqhazo, Zaidan Alkhamaiseh","doi":"10.1111/1460-6984.70007","DOIUrl":"https://doi.org/10.1111/1460-6984.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Delayed auditory feedback (DAF) has been used in the treatment of stuttering, providing different results across different populations and age groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study examines the impact of delayed auditory feedback (DAF) on stuttering-like disfluencies (SLDs) in the spontaneous speech of Jordanian individuals who stutter.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A cross-sectional experimental design was employed to analyse the effects of DAF on the conversational speech of 35 participants (9 females, 26 males) with persistent developmental stuttering, aged 5–29 years (M = 13.1, SD = 6.1). The Stuttering Severity Instrument was used to assess the severity of stuttering. Participants who met the inclusion criteria were asked to talk about general topics of their interests during two different listening conditions (with DAF and without DAF).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>No significant DAF effects were found on SLDs in terms of duration [<i>p</i> = 0.18] (blocks, prolongations) and repetition [<i>p</i> = 0.22] (sound repetition, syllable repetition, word repetition). Neither severity nor age affected the use of DAF on SLDs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>The study concludes that DAF did not result in a significant decrease in SLDs in the spontaneous speech of participants. These findings highlight the limited effect of DAF in reducing stuttering in this specific population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Delayed auditory feedback (DAF) has been shown to reduce stuttering frequency by between 60% and 80%. Furthermore, DAF mediates an immediate improvement in the fluency of speech without affecting speech naturalness (Ritto, Juste, and Andrade, 2015). Van Borsel et al. (2003) concluded that DAF offers an effective tool to reduce stuttering when it is applied as the only treatment outside a clinical environment. They also found that fluency is enhanced when DAF is consistently used over a longer period of time.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> What this paper adds to existing knowledge","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bridget Burton, Kirstine Shrubsole, Asmita Manchha, Michelle King, Sarah J. Wallace
<div> <section> <h3> Background</h3> <p>In aged-care settings, direct care staff play a crucial role in supporting older people with communication needs. Many direct care staff, however, have unmet skill needs in interpersonal, intercultural, and intergenerational communication. Communication Partner Training (CPT) provides a potential solution. However, it is not known if existing programs address the diverse communication needs encountered in aged-care settings. We sought to identify the key features of existing CPT programs to determine their suitability for the Australian aged-care context.</p> </section> <section> <h3> Aims</h3> <p>To identify existing CPT programs relevant to aged-care settings and to describe their content and format.</p> </section> <section> <h3> Methods</h3> <p>A scoping review was conducted in alignment with the Joanna Briggs Manual for Evidence Synthesis and Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews reporting guidelines. Using a systematic search, we identified peer-reviewed articles from five electronic databases: PubMed, PsycINFO, Embase, Cochrane and CINAHL. All retrieved articles were screened by title and abstract; 20% were independently screened by a second reviewer. All full-text articles were independently assessed by two reviewers. Data describing the content and format of identified CPT programs wa<b>s</b> extracted using the Intervention Taxonomy and an author-developed tool.</p> </section> <section> <h3> Main Contribution</h3> <p>This review highlights critical gaps in existing CPT programs for aged-care settings. Identified programs were predominantly disorder-specific (79%), with the vast majority focusing on conditions like dementia or aphasia and failing to address broader communication needs arising from personal, social and environmental factors. Notably, no programs addressed intercultural communication, despite known cultural and linguistic diversity among aged-care workers and recipients in countries such as Australia. Furthermore, few (9%) included intergenerational communication considerations. Most programs relied on in-person delivery methods (67%), often led by health professionals (71%), which may be impractical for resource-constrained and geographically dispersed aged-care services. Furthermore, reported outcome measures varied (187 across 90 articles), and few evaluated both trainee and client (the ‘dyad’) outcomes. These findings underscore the need for comprehensive, scalable and contextually relevant CPT programs to address the complex communic
{"title":"Communication partner training for aged-care workers: A scoping review","authors":"Bridget Burton, Kirstine Shrubsole, Asmita Manchha, Michelle King, Sarah J. Wallace","doi":"10.1111/1460-6984.70016","DOIUrl":"https://doi.org/10.1111/1460-6984.70016","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In aged-care settings, direct care staff play a crucial role in supporting older people with communication needs. Many direct care staff, however, have unmet skill needs in interpersonal, intercultural, and intergenerational communication. Communication Partner Training (CPT) provides a potential solution. However, it is not known if existing programs address the diverse communication needs encountered in aged-care settings. We sought to identify the key features of existing CPT programs to determine their suitability for the Australian aged-care context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To identify existing CPT programs relevant to aged-care settings and to describe their content and format.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review was conducted in alignment with the Joanna Briggs Manual for Evidence Synthesis and Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews reporting guidelines. Using a systematic search, we identified peer-reviewed articles from five electronic databases: PubMed, PsycINFO, Embase, Cochrane and CINAHL. All retrieved articles were screened by title and abstract; 20% were independently screened by a second reviewer. All full-text articles were independently assessed by two reviewers. Data describing the content and format of identified CPT programs wa<b>s</b> extracted using the Intervention Taxonomy and an author-developed tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contribution</h3>\u0000 \u0000 <p>This review highlights critical gaps in existing CPT programs for aged-care settings. Identified programs were predominantly disorder-specific (79%), with the vast majority focusing on conditions like dementia or aphasia and failing to address broader communication needs arising from personal, social and environmental factors. Notably, no programs addressed intercultural communication, despite known cultural and linguistic diversity among aged-care workers and recipients in countries such as Australia. Furthermore, few (9%) included intergenerational communication considerations. Most programs relied on in-person delivery methods (67%), often led by health professionals (71%), which may be impractical for resource-constrained and geographically dispersed aged-care services. Furthermore, reported outcome measures varied (187 across 90 articles), and few evaluated both trainee and client (the ‘dyad’) outcomes. These findings underscore the need for comprehensive, scalable and contextually relevant CPT programs to address the complex communic","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Joseph H. R. Maes, Annette R. Scheper, Daan Hermans, Constance T. W. M. Vissers
<div> <section> <h3> Background</h3> <p>The implicit learning deficit hypothesis claims that impaired implicit learning underlies deficits in social-communicative abilities associated with developmental language disorder (DLD). However, previous research testing this hypothesis revealed inconsistent results and largely used process-impure sequential learning tasks.</p> </section> <section> <h3> Aims</h3> <p>This study further tested the hypothesis using a novel process-pure implicit associative learning task.</p> </section> <section> <h3> Methods and Procedures</h3> <p>The performance of 9- to 13-year-old children with (<i>N</i> = 60) and without DLD (typically developing, TD, <i>N</i> = 52) on a contingency learning task (CLT) was compared. The task entailed the incidental learning of the contingency between simultaneously presented figure-colour combinations. Also, the association of CLT performance with three aspects of social-communicative abilities was assessed: facial emotion recognition ability, social responsiveness and language abilities.</p> </section> <section> <h3> Outcomes and Results</h3> <p>Compared to the TD group, the DLD group performed equally on the CLT but showed worse performance on the measures of emotion recognition and social abilities. In neither group was CLT performance significantly related to any of the three social-communicative abilities.</p> </section> <section> <h3> Conclusions and Implications</h3> <p>These results do not support the implicit learning deficit hypothesis. The demonstrated intact implicit learning ability suggests the potential of using interventions to improve social-communicative abilities in children with DLD that are based on incidental or implicit learning rather than on intentional or explicit learning.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div> <ul> <li>Individuals with developmental language disorder (DLD) not only have linguistic problems but also impaired abilities in social and emotional domains. According to the implicit learning deficit hypothesis, these impairments are largely due to a compromised ability to incidentally or implicitly learn regularities of stimuli or ev
{"title":"Incidental learning and social-communicative abilities in children with developmental language disorder: Further evaluating the implicit learning deficit hypothesis","authors":"Joseph H. R. Maes, Annette R. Scheper, Daan Hermans, Constance T. W. M. Vissers","doi":"10.1111/1460-6984.70017","DOIUrl":"https://doi.org/10.1111/1460-6984.70017","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The implicit learning deficit hypothesis claims that impaired implicit learning underlies deficits in social-communicative abilities associated with developmental language disorder (DLD). However, previous research testing this hypothesis revealed inconsistent results and largely used process-impure sequential learning tasks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study further tested the hypothesis using a novel process-pure implicit associative learning task.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>The performance of 9- to 13-year-old children with (<i>N</i> = 60) and without DLD (typically developing, TD, <i>N</i> = 52) on a contingency learning task (CLT) was compared. The task entailed the incidental learning of the contingency between simultaneously presented figure-colour combinations. Also, the association of CLT performance with three aspects of social-communicative abilities was assessed: facial emotion recognition ability, social responsiveness and language abilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Compared to the TD group, the DLD group performed equally on the CLT but showed worse performance on the measures of emotion recognition and social abilities. In neither group was CLT performance significantly related to any of the three social-communicative abilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>These results do not support the implicit learning deficit hypothesis. The demonstrated intact implicit learning ability suggests the potential of using interventions to improve social-communicative abilities in children with DLD that are based on incidental or implicit learning rather than on intentional or explicit learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Individuals with developmental language disorder (DLD) not only have linguistic problems but also impaired abilities in social and emotional domains. According to the implicit learning deficit hypothesis, these impairments are largely due to a compromised ability to incidentally or implicitly learn regularities of stimuli or ev","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Melissa (Liss) Brunner, Rachael Rietdijk, Petra Avramovic, Sophie Brassel, Kylie Southwell, Leanne Togher
<div> <section> <h3> Background</h3> <p>People with an acquired brain injury (ABI) can struggle to use social media after their injury, due to changes in their cognitive-communication skills, and would like help to improve their skills and connectivity. A focus group study in one Australian brain injury rehabilitation service recently found that ABI rehabilitation professionals are restrictive or reactive (rather than proactive) in their approach to supporting people in using social media after an ABI; however, it is unknown whether this finding reflects practice internationally.</p> </section> <section> <h3> Aim</h3> <p>To survey a larger international cohort of rehabilitation professionals working with people after ABI to understand their views and experiences of social media use after ABI and to explore ways of addressing social media use during rehabilitation.</p> </section> <section> <h3> Methods and Procedures</h3> <p>Participants were recruited via social media posts and email invitations between July 2020 and July 2022 to complete an online survey of 27 questions across three categories, ‘Demographic Information’ (5 questions), ‘Own social media use’ (12 questions), and ‘Perspectives on social media use after ABI’ (10 questions). Directed content analysis was used to explore and interpret the data.</p> </section> <section> <h3> Results</h3> <p>Of the 83 rehabilitation professionals who responded to the survey, 68 data sets met eligibility criteria for analysis. Most respondents were aged between 25 and 55 years (86%), and practiced across Australia (53%), the United Kingdom (24%), the United States (16%), Canada (3%), the European Union (3%) and Asia (1%). Most were speech pathologists (68%), occupational therapists (9%) or clinical neuropsychologists (7%). The mean length of experience working with people with ABI was 14.3 years (SD = 10.6). Participants identified benefits in social media use during ABI rehabilitation for social connection and inclusion, whilst also highlighting the risks and their own limitations in knowledge and expertise. Clinical guidance, policy, funding and resources were recommended to support clinicians to successfully address social media goals during rehabilitation.</p> </section> <section> <h3> Conclusion</h3> <p>Rehabilitation professionals recommend that social media use be routinely considered during rehabilitation after ABI and report that they need greater access to knowledge, expertise, resources and poli
{"title":"‘Can be challenging but usually worth it!’: International survey of rehabilitation professionals' experiences of social media use after acquired brain injury","authors":"Melissa (Liss) Brunner, Rachael Rietdijk, Petra Avramovic, Sophie Brassel, Kylie Southwell, Leanne Togher","doi":"10.1111/1460-6984.70011","DOIUrl":"https://doi.org/10.1111/1460-6984.70011","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with an acquired brain injury (ABI) can struggle to use social media after their injury, due to changes in their cognitive-communication skills, and would like help to improve their skills and connectivity. A focus group study in one Australian brain injury rehabilitation service recently found that ABI rehabilitation professionals are restrictive or reactive (rather than proactive) in their approach to supporting people in using social media after an ABI; however, it is unknown whether this finding reflects practice internationally.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>To survey a larger international cohort of rehabilitation professionals working with people after ABI to understand their views and experiences of social media use after ABI and to explore ways of addressing social media use during rehabilitation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Participants were recruited via social media posts and email invitations between July 2020 and July 2022 to complete an online survey of 27 questions across three categories, ‘Demographic Information’ (5 questions), ‘Own social media use’ (12 questions), and ‘Perspectives on social media use after ABI’ (10 questions). Directed content analysis was used to explore and interpret the data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 83 rehabilitation professionals who responded to the survey, 68 data sets met eligibility criteria for analysis. Most respondents were aged between 25 and 55 years (86%), and practiced across Australia (53%), the United Kingdom (24%), the United States (16%), Canada (3%), the European Union (3%) and Asia (1%). Most were speech pathologists (68%), occupational therapists (9%) or clinical neuropsychologists (7%). The mean length of experience working with people with ABI was 14.3 years (SD = 10.6). Participants identified benefits in social media use during ABI rehabilitation for social connection and inclusion, whilst also highlighting the risks and their own limitations in knowledge and expertise. Clinical guidance, policy, funding and resources were recommended to support clinicians to successfully address social media goals during rehabilitation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Rehabilitation professionals recommend that social media use be routinely considered during rehabilitation after ABI and report that they need greater access to knowledge, expertise, resources and poli","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Donna C. Thomas, Rebecca Sutherland, Natalie Munro, Maja Ibric, Farida Pacey, Alison Purcell, Elizabeth Bourne
<div> <section> <h3> Background</h3> <p>Telehealth placements in speech and language therapy provide crucial opportunities for both learning and service delivery when clinicians, students and/or clients are separated by factors such as distance or illness. While the use of telehealth placements has increased in recent times, they remain a relatively underexplored phenomenon with limited information available about the perceptions and experiences of practice educators and students.</p> </section> <section> <h3> Aims</h3> <p>The aim of this study was to explore experiences of telehealth-delivered speech and language therapy services and tele-supervision from the perspective of speech and language therapy students and practice educators.</p> </section> <section> <h3> Methods and procedures</h3> <p>This study used a sequential exploratory mixed methods design with a questionnaire study followed by a series of focus groups with Australian speech and language therapy educators and speech pathology students. Different questionnaires were used with students (<i>n</i> = 56) and practice educators (<i>n</i> = 27); each explored perceptions of interaction, engagement and student learning via multiple-choice and open-ended questions. Multiple-choice answers were analysed descriptively; open-ended questions were analysed with qualitative content analysis. The results informed the focus group questions. Separate focus groups were held with students (<i>n</i> = 17) and practice educators (<i>n</i> = 20); each explored student learning and development as well as educator supervisory practices. Data were analysed inductively using thematic network analysis.</p> </section> <section> <h3> Outcomes and results</h3> <p>Responses from both student and practice educator questionnaires indicated that students develop some different skills on telehealth placements compared to in-person placements and telehealth placements were more suitable for some students compared to others. We constructed 12 basic themes related to student and educator practices, student learning, client care, perceptions about telehealth, and location of educator and student. These were grouped into three organising themes: processes, perceptions, place. The organising themes were summarised into the overarching theme ‘telehealth and in-person placements: same, same, but different’.</p> </section> <section> <h3> Conclusions and implications</h3> <p>This study adds to the growing body of literature ind
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