Tara Mouton, Fien Allemeersch, Kristiane Van Lierde, Greet Hens, Ann Goeleven, Nick Verhaeghe, Jena Vandenbroucke, Kim Bettens, Cassandra Alighieri
<div> <section> <h3> Background</h3> <p>Treating children with a cleft palate with or without a cleft lip (CP±L) requires an interdisciplinary approach. While this coordinated, long-term treatment approach intends to enhance children's quality of life (QoL), it may still be perceived as burdensome for the children and their environment.</p> </section> <section> <h3> Aims</h3> <p>This study investigated the perspectives of both children with a CP±L and their parents, with a particular focus on the psychological and financial impact of interdisciplinary cleft treatment.</p> </section> <section> <h3> Methods</h3> <p>A total of 10 parents (mean age of 48.0 years) and 7 children with CP±L (mean age of 14.3 years) were recruited via the interdisciplinary cleft team of Ghent University Hospital and social media outreach. As a pilot study, the small sample was intentionally selected to enable in-depth qualitative exploration. An independent interviewer conducted seven semi-structured interviews with the child and parent(s) simultaneously, collecting data until data saturation was reached. An inductive thematic approach was used to analyse the data. To enhance the confirmability, credibility and transferability of the research findings, researcher triangulation and member checks were conducted.</p> </section> <section> <h3> Results</h3> <p>The analyses of the interviews revealed four major themes of importance to the children and their parents: (1) managing treatment costs, including costs related to hospitalization insurance and out-of-pocket therapy and treatments; (2) emotional journey through diagnosis and surgery, particularly around navigating the diagnosis, pre-surgical anxiety and reflections on surgical necessity and adjustment; (3) collaborative care experiences, encompassing experiences with cleft team support, time investment and perceived freedom of treatment choice and (4) acceptance and adaptation, including children's positive adjustment and parents’ coping strategies.</p> </section> <section> <h3> Conclusions</h3> <p>Findings revealed that interdisciplinary treatment influences more than just financial and medical aspects of cleft care, but also perceived QoL of children with CP±L and their parents. The way participants perceive CP±L plays a key role in shaping their experience of the associated burdens. Despite the described challenges, such as the emotional toll and significant financial burden associated with interdisciplinary treatment, participants recognized its benefits, particularly improvements in appearance and functionality, which s
{"title":"Perceptions of Interdisciplinary Cleft Treatment: A Qualitative Pilot Study of Children With Cleft Palate and Their Parents","authors":"Tara Mouton, Fien Allemeersch, Kristiane Van Lierde, Greet Hens, Ann Goeleven, Nick Verhaeghe, Jena Vandenbroucke, Kim Bettens, Cassandra Alighieri","doi":"10.1111/1460-6984.70207","DOIUrl":"10.1111/1460-6984.70207","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Treating children with a cleft palate with or without a cleft lip (CP±L) requires an interdisciplinary approach. While this coordinated, long-term treatment approach intends to enhance children's quality of life (QoL), it may still be perceived as burdensome for the children and their environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study investigated the perspectives of both children with a CP±L and their parents, with a particular focus on the psychological and financial impact of interdisciplinary cleft treatment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 10 parents (mean age of 48.0 years) and 7 children with CP±L (mean age of 14.3 years) were recruited via the interdisciplinary cleft team of Ghent University Hospital and social media outreach. As a pilot study, the small sample was intentionally selected to enable in-depth qualitative exploration. An independent interviewer conducted seven semi-structured interviews with the child and parent(s) simultaneously, collecting data until data saturation was reached. An inductive thematic approach was used to analyse the data. To enhance the confirmability, credibility and transferability of the research findings, researcher triangulation and member checks were conducted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The analyses of the interviews revealed four major themes of importance to the children and their parents: (1) managing treatment costs, including costs related to hospitalization insurance and out-of-pocket therapy and treatments; (2) emotional journey through diagnosis and surgery, particularly around navigating the diagnosis, pre-surgical anxiety and reflections on surgical necessity and adjustment; (3) collaborative care experiences, encompassing experiences with cleft team support, time investment and perceived freedom of treatment choice and (4) acceptance and adaptation, including children's positive adjustment and parents’ coping strategies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings revealed that interdisciplinary treatment influences more than just financial and medical aspects of cleft care, but also perceived QoL of children with CP±L and their parents. The way participants perceive CP±L plays a key role in shaping their experience of the associated burdens. Despite the described challenges, such as the emotional toll and significant financial burden associated with interdisciplinary treatment, participants recognized its benefits, particularly improvements in appearance and functionality, which s","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146127161","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}
Ana Oliveira-Buckley, Barry O'Sullivan, Cristina McKean, Pauline Frizelle
<div> <section> <h3> Background</h3> <p>Artificial Intelligence (AI) is increasingly discussed as a tool that can support speech and language therapy (SLT). However, clinical adoption of AI requires improved AI literacy among clinicians. AI is a rapidly evolving and often inconsistently defined field that can be difficult to navigate. Despite the definition provided by the EU AI Act, AI terminology can feel abstract for non-technical readers.</p> </section> <section> <h3> Aims</h3> <p>To provide a foundational understanding of AI tailored for SLTs, by translating complex concepts into accessible language and organising them across three levels: (i) <i>AI techniques</i> (how AI works); (ii) <i>AI capabilities</i> (what AI can do) and (iii) <i>clinical applications</i> (how AI can support SLT).</p> </section> <section> <h3> Methods</h3> <p>This tutorial is informed by foundational AI literature, established AI taxonomies, relevant SLT literature and regulatory and ethical guidelines. Clinical analogies are used to explain technical concepts, with additional technical detail signposted where relevant. Existing and conceptual examples illustrate the relevance of AI across paediatric SLT practice.</p> </section> <section> <h3> Main contribution</h3> <p>This tutorial provides: (i) a clinician-focussed interpretation of the EU AI Act definition; (ii) an organisation of key AI concepts into techniques, capabilities and clinical applications; (iii) a production-line model for mapping clinical needs to AI design choices and (iv) a practice-focussed discussion of ethical and regulatory considerations.</p> </section> <section> <h3> Conclusion</h3> <p>AI is best understood as a set of techniques that enable specific capabilities, which in turn support clinical applications. This tutorial promotes the safe, ethical and accountable use of AI as a tool that can support rather than replace clinicians.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on this subject</i> <ul> <li>Current Artificial Intelligence (AI) literature is typically designed for technical audiences, making it difficult for clinicians to interpret. This can hinder the effective and responsible integration of AI into clinical practice.</li> </ul>
{"title":"An AI Tutorial for Speech and Language Therapists: Translating Concepts From the AI Literature Into Accessible Knowledge and Clinically Relevant Applications","authors":"Ana Oliveira-Buckley, Barry O'Sullivan, Cristina McKean, Pauline Frizelle","doi":"10.1111/1460-6984.70201","DOIUrl":"10.1111/1460-6984.70201","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial Intelligence (AI) is increasingly discussed as a tool that can support speech and language therapy (SLT). However, clinical adoption of AI requires improved AI literacy among clinicians. AI is a rapidly evolving and often inconsistently defined field that can be difficult to navigate. Despite the definition provided by the EU AI Act, AI terminology can feel abstract for non-technical readers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To provide a foundational understanding of AI tailored for SLTs, by translating complex concepts into accessible language and organising them across three levels: (i) <i>AI techniques</i> (how AI works); (ii) <i>AI capabilities</i> (what AI can do) and (iii) <i>clinical applications</i> (how AI can support SLT).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This tutorial is informed by foundational AI literature, established AI taxonomies, relevant SLT literature and regulatory and ethical guidelines. Clinical analogies are used to explain technical concepts, with additional technical detail signposted where relevant. Existing and conceptual examples illustrate the relevance of AI across paediatric SLT practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main contribution</h3>\u0000 \u0000 <p>This tutorial provides: (i) a clinician-focussed interpretation of the EU AI Act definition; (ii) an organisation of key AI concepts into techniques, capabilities and clinical applications; (iii) a production-line model for mapping clinical needs to AI design choices and (iv) a practice-focussed discussion of ethical and regulatory considerations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>AI is best understood as a set of techniques that enable specific capabilities, which in turn support clinical applications. This tutorial promotes the safe, ethical and accountable use of AI as a tool that can support rather than replace clinicians.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on this subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>Current Artificial Intelligence (AI) literature is typically designed for technical audiences, making it difficult for clinicians to interpret. This can hinder the effective and responsible integration of AI into clinical practice.</li>\u0000 </ul>\u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146127077","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}
Kristin Schaffer Mendez, William S. Evans, Christina D. Dutcher, Christina Philburn, Lisa D. Wauters, Megan M. Young, Maya L. Henry
<div> <section> <h3> Introduction</h3> <p>There is a growing evidence base supporting the utility of restitutive speech-language treatments for individuals with primary progressive aphasia (PPA). In contrast, there is limited research investigating treatment approaches that offer counselling to this population. Given that people with PPA are susceptible to negative impacts on their psychosocial well-being, research is needed to address this underrepresented area of inquiry. This paper provides qualitative research findings from a pilot and feasibility study in which individuals with PPA completed a novel, telehealth-based treatment program comprising both tailored speech-language treatment and counselling (via aphasia-modified cognitive behavioural therapy).</p> </section> <section> <h3> Methods</h3> <p>Nine participants with PPA (three with nonfluent/agrammatic variant; three with logopenic variant; three with semantic variant) completed the novel treatment program. A phenomenological analysis was used at pre- and post-treatment timepoints to analyse qualitative treatment outcomes and participant-derived feedback regarding the intervention.</p> </section> <section> <h3> Results</h3> <p>Following treatment, group-level themes identified across both timepoints included <i>Communication Difficulties, Loss, Communication Strategy Usage</i>, and <i>Value of Support Systems</i>. Themes identified only at pre-treatment included <i>Negative Emotions</i> and <i>Social Disconnection</i>, while those observed only at post-treatment were <i>Acceptance, Gratitude</i>, and <i>Counselling and Coping Strategy Usage</i>. Participant-generated feedback regarding the intervention resulted in themes of <i>Positive Life Impact of Treatment, Satisfaction with Treatment Framework</i>, and <i>Satisfaction with Telerehabilitation</i>.</p> </section> <section> <h3> Conclusion</h3> <p>Qualitative results from this pilot study indicate positive/adaptive themes surrounding psychosocial functioning following treatment for participants with each PPA subtype. Furthermore, participant-generated feedback reflects overall satisfaction with this holistic communication and counselling-focused treatment approach, indicating treatment acceptability.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on this subject</i> <ul> <li>People with primary progressive aphasia (PPA)
{"title":"“Doing the Best I Can”: Qualitative Outcomes and Participant Feedback From a Combined Communication and Counselling Treatment for Primary Progressive Aphasia","authors":"Kristin Schaffer Mendez, William S. Evans, Christina D. Dutcher, Christina Philburn, Lisa D. Wauters, Megan M. Young, Maya L. Henry","doi":"10.1111/1460-6984.70200","DOIUrl":"10.1111/1460-6984.70200","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>There is a growing evidence base supporting the utility of restitutive speech-language treatments for individuals with primary progressive aphasia (PPA). In contrast, there is limited research investigating treatment approaches that offer counselling to this population. Given that people with PPA are susceptible to negative impacts on their psychosocial well-being, research is needed to address this underrepresented area of inquiry. This paper provides qualitative research findings from a pilot and feasibility study in which individuals with PPA completed a novel, telehealth-based treatment program comprising both tailored speech-language treatment and counselling (via aphasia-modified cognitive behavioural therapy).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Nine participants with PPA (three with nonfluent/agrammatic variant; three with logopenic variant; three with semantic variant) completed the novel treatment program. A phenomenological analysis was used at pre- and post-treatment timepoints to analyse qualitative treatment outcomes and participant-derived feedback regarding the intervention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Following treatment, group-level themes identified across both timepoints included <i>Communication Difficulties, Loss, Communication Strategy Usage</i>, and <i>Value of Support Systems</i>. Themes identified only at pre-treatment included <i>Negative Emotions</i> and <i>Social Disconnection</i>, while those observed only at post-treatment were <i>Acceptance, Gratitude</i>, and <i>Counselling and Coping Strategy Usage</i>. Participant-generated feedback regarding the intervention resulted in themes of <i>Positive Life Impact of Treatment, Satisfaction with Treatment Framework</i>, and <i>Satisfaction with Telerehabilitation</i>.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Qualitative results from this pilot study indicate positive/adaptive themes surrounding psychosocial functioning following treatment for participants with each PPA subtype. Furthermore, participant-generated feedback reflects overall satisfaction with this holistic communication and counselling-focused treatment approach, indicating treatment acceptability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on this subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>People with primary progressive aphasia (PPA)","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12862198/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146100822","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>Deaf and hard of hearing (DHH) children who are exposed to more than one spoken language can be described as deaf and multilingual learners (DMLs). Increased globalisation and technological advancements in hearing amplification mean an increasing number of children who are DHH access more than one spoken language (with and without the presence of signed languages). A growing body of evidence suggests that DMLs can develop competency in more than one spoken language. However, critical evaluation of factors contributing to positive outcomes appears limited.</p> </section> <section> <h3> Aims</h3> <p>The purpose of this systematic review was to identify factors that facilitate and inhibit the development of listening, speech, and language skills in more than one spoken language for DMLs.</p> </section> <section> <h3> Methods</h3> <p>Following PRISMA guidelines, searches of seven databases were conducted. The methodological quality of the studies used the Quality Assessment with Diverse Studies (QuADS) tool. Seventeen studies met the inclusion criteria. All studies measured outcomes in a home language and the majority community language. Forty-two different outcome measurement/assessment tools were used, making comparison across the studies difficult.</p> </section> <section> <h3> Main Contribution</h3> <p>A range of factors emerged from the interventions, which supported or inhibited the outcomes for DMLs. The results of this review provide insights for practitioners working with DMLs into the factors that promote spoken multilingual language learning and factors that limit positive listening, speech, and language outcomes. The results also contribute to recommendations for researchers to enable the multilingual outcome measurement for DML studies.</p> </section> <section> <h3> Conclusions</h3> <p>The listening, speech, and language outcomes of DMLs are enhanced through interventions in each of the spoken languages to which the child is exposed. This is facilitated by increased engagement of parents who are encouraged to maintain their home language. Furthermore, culturally inclusive practices promote multilingual language development in DMLs and should be included in informing policy decision-making.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on the subject</i>
{"title":"Factors Affecting Communication Outcomes for Deaf and Multilingual Learners: A Systematic Review","authors":"Elizabeth Kilmartin, Paul Conroy, Janine Owens","doi":"10.1111/1460-6984.70191","DOIUrl":"10.1111/1460-6984.70191","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Deaf and hard of hearing (DHH) children who are exposed to more than one spoken language can be described as deaf and multilingual learners (DMLs). Increased globalisation and technological advancements in hearing amplification mean an increasing number of children who are DHH access more than one spoken language (with and without the presence of signed languages). A growing body of evidence suggests that DMLs can develop competency in more than one spoken language. However, critical evaluation of factors contributing to positive outcomes appears limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The purpose of this systematic review was to identify factors that facilitate and inhibit the development of listening, speech, and language skills in more than one spoken language for DMLs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Following PRISMA guidelines, searches of seven databases were conducted. The methodological quality of the studies used the Quality Assessment with Diverse Studies (QuADS) tool. Seventeen studies met the inclusion criteria. All studies measured outcomes in a home language and the majority community language. Forty-two different outcome measurement/assessment tools were used, making comparison across the studies difficult.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contribution</h3>\u0000 \u0000 <p>A range of factors emerged from the interventions, which supported or inhibited the outcomes for DMLs. The results of this review provide insights for practitioners working with DMLs into the factors that promote spoken multilingual language learning and factors that limit positive listening, speech, and language outcomes. The results also contribute to recommendations for researchers to enable the multilingual outcome measurement for DML studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The listening, speech, and language outcomes of DMLs are enhanced through interventions in each of the spoken languages to which the child is exposed. This is facilitated by increased engagement of parents who are encouraged to maintain their home language. Furthermore, culturally inclusive practices promote multilingual language development in DMLs and should be included in informing policy decision-making.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on the subject</i>\u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12852977/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146094562","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>Children with cerebral palsy (CP) frequently experience communication difficulties that limit their participation and social interaction. While previous studies have addressed communication in CP, few have systematically examined communication functions and communicative behaviours using the structured framework of the Communication Matrix, particularly in contexts where augmentative and alternative communication (AAC) is underutilized.</p> </section> <section> <h3> Aims</h3> <p>This study aimed to examine the communication functions and communicative behaviours of Turkish children with CP using the Communication Matrix and to investigate how these outcomes differ according to levels of gross motor function.</p> </section> <section> <h3> Methods</h3> <p>This cross-sectional study included 64 children with CP aged 4–18 years who attended special education and rehabilitation centres in Türkiye. Data were collected using the Communication Matrix, Gross Motor Function Classification System (GMFCS), Manual Ability Classification System (MACS), Viking Speech Scale (VSS) and Communication Function Classification System (CFCS). Descriptive statistics were obtained. Given the violation of normality assumptions, non-parametric analyses (Mann–Whitney U and Kruskal–Wallis tests with Bonferroni correction) were employed to compare communication outcomes across GMFCS levels.</p> </section> <section> <h3> Results</h3> <p>Among communication functions, obtaining and social interaction were the most prominent, while refusal and providing information were less frequently observed. Visual behaviours (41.88%) and conventional gestures (37.75%) were most common, whereas abstract symbols (9.51%), concrete symbols (19.53%) and body movements (13.45%) were less frequently employed. Across GMFCS levels, children at Level V showed significantly lower abstract symbols and language use than those at Levels I–IV (<i>p</i> = 0.003) and also demonstrated markedly lower scores across all communication functions (refusal, obtaining, social interaction, and providing information) compared to Levels I–IV (<i>p</i> < 0.01). Overall communicative competence decreased in parallel with increasing severity of motor impairment.</p> </section> <section> <h3> Conclusions</h3> <p>The findings indicate that children with CP predominantly rely on nonverbal strategies such as gestures and visual behaviours, while symbolic communication is considerably limited, especially among those with severe motor impairments. In addition, communication functions showe
{"title":"Communication Functions and Communicative Behaviours in Children With Cerebral Palsy","authors":"Büşra Aşıroğlu, Namık Yücel Birol","doi":"10.1111/1460-6984.70204","DOIUrl":"10.1111/1460-6984.70204","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with cerebral palsy (CP) frequently experience communication difficulties that limit their participation and social interaction. While previous studies have addressed communication in CP, few have systematically examined communication functions and communicative behaviours using the structured framework of the Communication Matrix, particularly in contexts where augmentative and alternative communication (AAC) is underutilized.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to examine the communication functions and communicative behaviours of Turkish children with CP using the Communication Matrix and to investigate how these outcomes differ according to levels of gross motor function.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This cross-sectional study included 64 children with CP aged 4–18 years who attended special education and rehabilitation centres in Türkiye. Data were collected using the Communication Matrix, Gross Motor Function Classification System (GMFCS), Manual Ability Classification System (MACS), Viking Speech Scale (VSS) and Communication Function Classification System (CFCS). Descriptive statistics were obtained. Given the violation of normality assumptions, non-parametric analyses (Mann–Whitney U and Kruskal–Wallis tests with Bonferroni correction) were employed to compare communication outcomes across GMFCS levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Among communication functions, obtaining and social interaction were the most prominent, while refusal and providing information were less frequently observed. Visual behaviours (41.88%) and conventional gestures (37.75%) were most common, whereas abstract symbols (9.51%), concrete symbols (19.53%) and body movements (13.45%) were less frequently employed. Across GMFCS levels, children at Level V showed significantly lower abstract symbols and language use than those at Levels I–IV (<i>p</i> = 0.003) and also demonstrated markedly lower scores across all communication functions (refusal, obtaining, social interaction, and providing information) compared to Levels I–IV (<i>p</i> < 0.01). Overall communicative competence decreased in parallel with increasing severity of motor impairment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings indicate that children with CP predominantly rely on nonverbal strategies such as gestures and visual behaviours, while symbolic communication is considerably limited, especially among those with severe motor impairments. In addition, communication functions showe","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146068106","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}
Ramishka Thilakaratne, Karen Wylie, Andrea M. Loftus, Naomi Cocks
<div> <section> <h3> Background</h3> <p>People with Parkinson's experience a range of communication difficulties impacting their conversations. As conversations are a two-way or more interaction, communication partners play an important role in conversational success.</p> </section> <section> <h3> Aims</h3> <p>This qualitative exploratory study sought to capture the lived experience of people with Parkinson's and their communication partners regarding (i) their perceptions of barriers to successful conversations and (ii) strategies perceived as helpful to support their conversations.</p> </section> <section> <h3> Methods and Procedures</h3> <p>Data were collected from 45 participants (25 people with Parkinson's and 20 communication partners) across five focus groups and analysed using qualitative content analysis.</p> </section> <section> <h3> Outcomes and Results</h3> <p>Participants discussed five categories of barriers to conversation. These related to the person with Parkinson's, communication partner, conversation dynamic, background noise, and limited information and services. Participants described six categories of strategies used to support conversations. These included strategies used to prepare for conversations, during conversations, for phone use, acceptance and awareness, services and information, and engagement in activities.</p> </section> <section> <h3> Conclusions and Implications</h3> <p>People with Parkinson's face unique challenges in conversation and may benefit from a range of strategies to support conversational success. Through their lived experience of Parkinson's, they have developed strategies that support conversational success. Both the person with Parkinson's and their partner contribute to the success of a conversation. New findings revealed the impact of cognitive load on conversations. These findings warrant careful consideration in the development of future communication-focused therapeutic approaches for individuals with Parkinson's and their families.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on the subject</i> <ul> <li>Parkinson's disease is a motor speech disorder which not only impacts the person physically but also impacts their communication and social interaction thereby impacting the
{"title":"Conversation Barriers and Strategies Used by People With Parkinson's and Their Partners to Support Conversation","authors":"Ramishka Thilakaratne, Karen Wylie, Andrea M. Loftus, Naomi Cocks","doi":"10.1111/1460-6984.70202","DOIUrl":"10.1111/1460-6984.70202","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with Parkinson's experience a range of communication difficulties impacting their conversations. As conversations are a two-way or more interaction, communication partners play an important role in conversational success.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This qualitative exploratory study sought to capture the lived experience of people with Parkinson's and their communication partners regarding (i) their perceptions of barriers to successful conversations and (ii) strategies perceived as helpful to support their conversations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Data were collected from 45 participants (25 people with Parkinson's and 20 communication partners) across five focus groups and analysed using qualitative content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Participants discussed five categories of barriers to conversation. These related to the person with Parkinson's, communication partner, conversation dynamic, background noise, and limited information and services. Participants described six categories of strategies used to support conversations. These included strategies used to prepare for conversations, during conversations, for phone use, acceptance and awareness, services and information, and engagement in activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>People with Parkinson's face unique challenges in conversation and may benefit from a range of strategies to support conversational success. Through their lived experience of Parkinson's, they have developed strategies that support conversational success. Both the person with Parkinson's and their partner contribute to the success of a conversation. New findings revealed the impact of cognitive load on conversations. These findings warrant careful consideration in the development of future communication-focused therapeutic approaches for individuals with Parkinson's and their families.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on the subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>Parkinson's disease is a motor speech disorder which not only impacts the person physically but also impacts their communication and social interaction thereby impacting the","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12833553/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146046973","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>Alzheimer's disease (AD) patients experience cognitive decline due to the deposition of beta-amyloid, which particularly affects their ability to retrieve words in language tasks. A mind map is an activity that involves freely associating and retrieving words related to a given category, providing an integrated assessment of cognitive and linguistic abilities.</p> </section> <section> <h3> Objective</h3> <p>This study aimed to identify the various characteristics observed during the performance of a digital mind map task in patients with AD pathology, with beta-amyloid deposition confirmed by positron emission tomography imaging.</p> </section> <section> <h3> Methods</h3> <p>The study involved 48 adults aged 50 and over (30 patients with AD pathology and 18 healthy controls, HC). Participants completed a mind map task where they generated and retrieved words related to specific keywords (travel, family and food). Performance was analysed and compared across three main aspects: (1) keyword responses (number of blanks filled, number of words written), (2) performance time (preparation time for retrieval, writing time, total task time), and (3) word diversity (number of unique words, number of repeated words).</p> </section> <section> <h3> Results</h3> <p>First, in terms of keyword responses, there was no significant difference between groups in the number of blanks filled; however, the AD pathology group wrote fewer words than HC. Error analysis revealed that the AD patients were more likely to provide elaborations and non-words compared to HC. Second, regarding performance time, the AD pathology group took longer to prepare for word retrieval and to write the words. Third, in terms of word diversity, the AD pathology group generated fewer unique words and tended to repeat words more often than HC.</p> </section> <section> <h3> Conclusions</h3> <p>The study confirms that patients with AD pathology experience difficulties in using their mental lexicon to activate and select appropriate words for retrieval due to damage in the temporal-parietal regions caused by beta-amyloid deposition. This study highlights the potential of digital mind maps as a novel word retrieval task for early differentiation of cognitive impairment in AD.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on the subject</i> <ul> <li>Alzheimer's disease (AD) is a
{"title":"Impact of Beta-Amyloid Biomarkers on Performance of Digital Mind Mapping Tasks in Alzheimer's Disease Patients","authors":"Chan Chang, Soo Jung Lee, Duk L. Na, Ji Hye Yoon","doi":"10.1111/1460-6984.70196","DOIUrl":"10.1111/1460-6984.70196","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Alzheimer's disease (AD) patients experience cognitive decline due to the deposition of beta-amyloid, which particularly affects their ability to retrieve words in language tasks. A mind map is an activity that involves freely associating and retrieving words related to a given category, providing an integrated assessment of cognitive and linguistic abilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aimed to identify the various characteristics observed during the performance of a digital mind map task in patients with AD pathology, with beta-amyloid deposition confirmed by positron emission tomography imaging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study involved 48 adults aged 50 and over (30 patients with AD pathology and 18 healthy controls, HC). Participants completed a mind map task where they generated and retrieved words related to specific keywords (travel, family and food). Performance was analysed and compared across three main aspects: (1) keyword responses (number of blanks filled, number of words written), (2) performance time (preparation time for retrieval, writing time, total task time), and (3) word diversity (number of unique words, number of repeated words).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>First, in terms of keyword responses, there was no significant difference between groups in the number of blanks filled; however, the AD pathology group wrote fewer words than HC. Error analysis revealed that the AD patients were more likely to provide elaborations and non-words compared to HC. Second, regarding performance time, the AD pathology group took longer to prepare for word retrieval and to write the words. Third, in terms of word diversity, the AD pathology group generated fewer unique words and tended to repeat words more often than HC.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study confirms that patients with AD pathology experience difficulties in using their mental lexicon to activate and select appropriate words for retrieval due to damage in the temporal-parietal regions caused by beta-amyloid deposition. This study highlights the potential of digital mind maps as a novel word retrieval task for early differentiation of cognitive impairment in AD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on the subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>Alzheimer's disease (AD) is a","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020051","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>Engaging children with voice therapy is a commonly reported clinical challenge. It is unknown whether this is because children cannot always perceive dysphonia, or whether clinicians do not explain it in age-appropriate terms.</p> </section> <section> <h3> Aims</h3> <p>This research aimed to analyse whether children can identify the presence of dysphonia in other children's voices and understand how they describe dysphonic and non-dysphonic voices.</p> </section> <section> <h3> Methods and Procedures</h3> <p>The research was carried out using a multimethod design combining quantitative and qualitative approaches. Thirty children aged 6;4–10;6 (17 male, 13 female) listened to 5 dysphonic and 5 non-dysphonic paediatric voice samples. They were asked whether the voices sounded ‘OK’ or ‘Not-OK’. The relationships between sex, age, and the percentage of correct responses were analysed using the Mann–Whitney <i>U</i> test and Spearman's correlation. Participants were asked to describe one non-dysphonic and one dysphonic voice sample in their own words. Descriptions were analysed using content analysis to thematically categorise responses.</p> </section> <section> <h3> Results</h3> <p>Median correct answers for identifying dysphonia presence were 70% (IQR = 20). No statistically significant difference between sexes was found (<i>p</i> = 0.432, power = 0.53). Results showed no correlation between age and percentage of correct answers (<i>p</i> = 0.751, power = 0.83). Content analysis identified three categories: (a) <i>Words describing voices</i>, featuring adjectives related to voice quality, (b) <i>Extra information</i>, concerning speech and voice but not voice quality, (c) <i>Unrelated information</i>, irrelevant to communication.</p> </section> <section> <h3> Conclusions and Implications</h3> <p>Children are capable of correctly identifying dysphonia presence in other children's voices with a high degree of accuracy, unrelated to their sex or age. However, the lack of universal appreciation of dysphonia means that clinicians should examine children's perceptual abilities before commencing voice therapy. Children sometimes mistake voice quality for other concepts, both communication-related and not. The findings from this study provide age-appropriate descriptive terms that could facilitate education of paediatric clients about the concept of voice quality.</p> </section> <
背景：对儿童进行语音治疗是一个普遍报道的临床挑战。目前尚不清楚这是因为儿童不能总是感知到发音障碍，还是临床医生没有用适合年龄的术语来解释它。目的：本研究旨在分析儿童是否能够识别其他儿童声音中存在的发音障碍，并了解他们如何描述发音障碍和非发音障碍的声音。方法与步骤：采用定量与定性相结合的多方法设计。30名6岁；4-10岁；6人（男17人，女13人）听了5个不发音和5个不发音的儿童声音样本。他们被问及这些声音听起来是“好”还是“不好”。性别、年龄和正确率之间的关系使用曼-惠特尼U检验和斯皮尔曼相关分析。参与者被要求用自己的话描述一个不发音的声音样本和一个不发音的声音样本。使用内容分析对描述进行分析，以对反应进行主题分类。结果：识别语音障碍存在的中位数正确率为70% （IQR = 20）。性别间无统计学差异（p = 0.432, power = 0.53）。结果显示，年龄与正确率之间无相关性（p = 0.751, power = 0.83）。内容分析确定了三类：(a)描述声音的词语，其特征是与语音质量相关的形容词；(b)额外信息，涉及语音和声音，但不涉及语音质量；(c)无关信息，与交流无关。结论和意义：儿童能够正确识别其他儿童声音中存在的发音障碍，准确度很高，与性别或年龄无关。然而，缺乏对发声障碍的普遍认识意味着临床医生应该在开始语音治疗之前检查儿童的感知能力。孩子们有时会把音质误认为其他概念，包括与交流有关的和无关的。本研究的结果提供了适合年龄的描述性术语，可以促进儿科客户对语音质量概念的教育。这篇论文补充了什么：关于这个问题已经知道的是什么关于儿童语音障碍的年龄相关的理解知之甚少，并且削弱坚持语音治疗的障碍有很多，包括儿童对他们的声音障碍的认识和对声音如何产生的有限知识。过去的研究表明，患有语音障碍的儿童意识到自己的语音障碍及其对日常生活的影响。然而，这些发现是基于结构化的问卷调查，这可能会影响人们的反应。因此，我们想调查儿童是否能够区分不发音和非不发音的声音，并了解他们在被问及开放式问题时如何描述不发音和非不发音的声音。本研究的结果表明，儿童能够以70%的准确率识别其他儿童声音中存在的发音障碍。准确性不受性别和年龄的影响。孩子们可以表达自己的声音，语言是非常多样的，但他们往往会把声音误认为其他概念。这项工作的潜在或实际临床意义是什么？由于儿童不能始终如一地绝对准确地感知语音障碍，通过训练来提高他们的能力，从而增强他们对语音障碍的认识，可能有利于语音治疗。同样，如果临床医生通过使用适合儿童年龄的描述性术语来教导儿童什么是声音和语音障碍，其中一些在本研究中提出，依从性，治疗依从性以及最终的治疗效果可能会受到积极影响。
{"title":"Children's Ability to Identify and Describe Dysphonia: A Multimethod Study","authors":"Carlotta De Biasio, Ciarán Kenny","doi":"10.1111/1460-6984.70197","DOIUrl":"10.1111/1460-6984.70197","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engaging children with voice therapy is a commonly reported clinical challenge. It is unknown whether this is because children cannot always perceive dysphonia, or whether clinicians do not explain it in age-appropriate terms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This research aimed to analyse whether children can identify the presence of dysphonia in other children's voices and understand how they describe dysphonic and non-dysphonic voices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>The research was carried out using a multimethod design combining quantitative and qualitative approaches. Thirty children aged 6;4–10;6 (17 male, 13 female) listened to 5 dysphonic and 5 non-dysphonic paediatric voice samples. They were asked whether the voices sounded ‘OK’ or ‘Not-OK’. The relationships between sex, age, and the percentage of correct responses were analysed using the Mann–Whitney <i>U</i> test and Spearman's correlation. Participants were asked to describe one non-dysphonic and one dysphonic voice sample in their own words. Descriptions were analysed using content analysis to thematically categorise responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Median correct answers for identifying dysphonia presence were 70% (IQR = 20). No statistically significant difference between sexes was found (<i>p</i> = 0.432, power = 0.53). Results showed no correlation between age and percentage of correct answers (<i>p</i> = 0.751, power = 0.83). Content analysis identified three categories: (a) <i>Words describing voices</i>, featuring adjectives related to voice quality, (b) <i>Extra information</i>, concerning speech and voice but not voice quality, (c) <i>Unrelated information</i>, irrelevant to communication.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>Children are capable of correctly identifying dysphonia presence in other children's voices with a high degree of accuracy, unrelated to their sex or age. However, the lack of universal appreciation of dysphonia means that clinicians should examine children's perceptual abilities before commencing voice therapy. Children sometimes mistake voice quality for other concepts, both communication-related and not. The findings from this study provide age-appropriate descriptive terms that could facilitate education of paediatric clients about the concept of voice quality.</p>\u0000 </section>\u0000 \u0000 <","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12820594/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146012987","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}
Maria Viliam Cairney, Sarah Kevill, Joanne Cleland
<div> <section> <h3> Background</h3> <p>Children with speech sound disorders (SSDs) of unknown origin usually need high-intensity speech intervention delivered by a speech and language therapist (SLT) and there is a rich evidence base focusing on these interventions. However, access to direct SLT services can be challenging, leaving many children with no timely support. To date there is no systematic review of possible interventions for children with SSD of unknown origin that do not require direct SLT input.</p> </section> <section> <h3> Aims</h3> <p>To describe a protocol for a systematic review of non-SLT-delivered interventions for children with SSD of unknown origin.</p> </section> <section> <h3> Methods and procedures</h3> <p>A systematic literature review will be performed following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, by two academic SLTs who are topic experts and a subject librarian. The search will include electronic databases (including ASSIA, CENTRAL, CINAHL, The Cochrane Library, Embase, LILACS, MEDLINE, APA PsychInfo, PubMed, SCI, Scopus, SSCI) for peer reviewed studies published in English with no limits on publication date. Study selection will follow pre-specified inclusion criteria: majority children with SSD of unknown origin; and exclusion criteria: interventions targeting signing, AAC, language or delivered by SLTs. The remaining studies will be assessed for risk of bias. Data will be extracted using comprehensive structured forms. A narrative and quantitative synthesis will be provided.</p> </section> <section> <h3> Conclusions and implications</h3> <p>The results of this review will support SLTs to make evidence-based decisions when supporting children with SSDs of unknown origin while managing long waiting lists and large caseloads. The systematic review will make recommendations for improved service delivery, suggesting whether clinical pathways for this client group may also include interventions not involving SLTs.</p> </section> <section> <h3> Trial registration</h3> <p>This systematic review protocol has been registered with PROSPERO, registration number CRD420251006629.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on this subject</i> <ul> <li>The
{"title":"Protocol for a Systematic Review of Interventions Not Delivered by Speech and Language Therapists for Children With Speech Sound Disorders","authors":"Maria Viliam Cairney, Sarah Kevill, Joanne Cleland","doi":"10.1111/1460-6984.70187","DOIUrl":"10.1111/1460-6984.70187","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with speech sound disorders (SSDs) of unknown origin usually need high-intensity speech intervention delivered by a speech and language therapist (SLT) and there is a rich evidence base focusing on these interventions. However, access to direct SLT services can be challenging, leaving many children with no timely support. To date there is no systematic review of possible interventions for children with SSD of unknown origin that do not require direct SLT input.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To describe a protocol for a systematic review of non-SLT-delivered interventions for children with SSD of unknown origin.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and procedures</h3>\u0000 \u0000 <p>A systematic literature review will be performed following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, by two academic SLTs who are topic experts and a subject librarian. The search will include electronic databases (including ASSIA, CENTRAL, CINAHL, The Cochrane Library, Embase, LILACS, MEDLINE, APA PsychInfo, PubMed, SCI, Scopus, SSCI) for peer reviewed studies published in English with no limits on publication date. Study selection will follow pre-specified inclusion criteria: majority children with SSD of unknown origin; and exclusion criteria: interventions targeting signing, AAC, language or delivered by SLTs. The remaining studies will be assessed for risk of bias. Data will be extracted using comprehensive structured forms. A narrative and quantitative synthesis will be provided.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and implications</h3>\u0000 \u0000 <p>The results of this review will support SLTs to make evidence-based decisions when supporting children with SSDs of unknown origin while managing long waiting lists and large caseloads. The systematic review will make recommendations for improved service delivery, suggesting whether clinical pathways for this client group may also include interventions not involving SLTs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Trial registration</h3>\u0000 \u0000 <p>This systematic review protocol has been registered with PROSPERO, registration number CRD420251006629.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on this subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>The","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12824432/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020037","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 / Aims</h3> <p>This study addressed whether or not manner of phonemes at the onset of function and content words is linked to different types of stutter.</p> </section> <section> <h3> Methods & Procedures</h3> <p>Sixty-six spontaneous speech samples from 22 participants (three recordings per participant) were employed. These were annotated with types of stutter (dependent variable), word type (function versus content). Phoneme manner at word onset was available in the transcriptions. The first analysis looked at associations between types of stutter and types of words. The second analysis looked at individual onset phoneme manner influences on types of stutter separately for function and content words. Both analyses employed multinomial logistic regression, obtained predictive probabilities and reported permutation tests to assess statistical significance, and robustness. A separate set of data was used to replicate the findings.</p> </section> <section> <h3> Outcomes & Results</h3> <p>In analysis one, whole-word repetitions (WWRs) were predominantly associated with function words whereas the other types of stutter (prolongations, part-word repetitions, and word breaks, all of which mainly occur at word-onsets) were associated with content words. In analysis two WWRs on function words were mainly associated with vowel onsets. Prolongations, part-word repetitions and word breaks on content words were associated with several consonant manners at onset. The main patterns were that prolongations occurred with continuant manners (primarily fricatives) whereas part-word repetitions and breaks occurred mainly with obstruent manners (primarily voiceless plosives and affricates).</p> </section> <section> <h3> Conclusions and implications</h3> <p>WWR happen mainly on function words whereas the other types of stutter occur on initial parts of content words. The analysis protocol used in analysis two (target-and-type-maps) provides a framework for analysis of stuttering in languages that do not have separate function words and for distinguishing conditions that have some similarities to stuttering (e.g. word-finding difficulties).</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on this subject</i> <ul> <li>Past work has shown that stutters tend to occur on different word types with children who stutter sh
{"title":"Phoneme Manner Types and Function and Content Words as Biomarkers for Different Types of Stutters in Speakers Who Continue to Stutter","authors":"Peter Howell, Jason Ka-Hei Au, Liam Barrett","doi":"10.1111/1460-6984.70195","DOIUrl":"10.1111/1460-6984.70195","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background / Aims</h3>\u0000 \u0000 <p>This study addressed whether or not manner of phonemes at the onset of function and content words is linked to different types of stutter.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>Sixty-six spontaneous speech samples from 22 participants (three recordings per participant) were employed. These were annotated with types of stutter (dependent variable), word type (function versus content). Phoneme manner at word onset was available in the transcriptions. The first analysis looked at associations between types of stutter and types of words. The second analysis looked at individual onset phoneme manner influences on types of stutter separately for function and content words. Both analyses employed multinomial logistic regression, obtained predictive probabilities and reported permutation tests to assess statistical significance, and robustness. A separate set of data was used to replicate the findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>In analysis one, whole-word repetitions (WWRs) were predominantly associated with function words whereas the other types of stutter (prolongations, part-word repetitions, and word breaks, all of which mainly occur at word-onsets) were associated with content words. In analysis two WWRs on function words were mainly associated with vowel onsets. Prolongations, part-word repetitions and word breaks on content words were associated with several consonant manners at onset. The main patterns were that prolongations occurred with continuant manners (primarily fricatives) whereas part-word repetitions and breaks occurred mainly with obstruent manners (primarily voiceless plosives and affricates).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and implications</h3>\u0000 \u0000 <p>WWR happen mainly on function words whereas the other types of stutter occur on initial parts of content words. The analysis protocol used in analysis two (target-and-type-maps) provides a framework for analysis of stuttering in languages that do not have separate function words and for distinguishing conditions that have some similarities to stuttering (e.g. word-finding difficulties).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on this subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>Past work has shown that stutters tend to occur on different word types with children who stutter sh","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12820596/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146013003","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}
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