Aimi Syahidah Zulkipli, Normastura Abd Rahman, Munirah Mohd Adnan, Jamilah Shaari, Wan Nor Arifin Wan Mansor
<div> <section> <h3> Background</h3> <p>Feeding difficulties are common in early childhood and can lead to adverse nutritional, developmental and psychosocial outcomes. The Montreal Children's Hospital Feeding Scale (MCH-FS) is a brief, parent-reported tool developed in Canada using the English and French language to facilitate early screening of such difficulties. However, a culturally adapted version for the Malaysian population was previously unavailable.</p> </section> <section> <h3> Aim</h3> <p>To translate, culturally adapt and psychometrically validate the Malay version of MCH-FS to ensure its suitability and reliability for use among Malaysian caregivers of young children with feeding difficulties.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A five-stage cross-cultural adaptation process was undertaken the following Beaton's guidelines: forward translation, synthesis, back translation, expert panels review and pre-testing with caregivers. Content and face validity were evaluated by seven multidisciplinary experts and 30 caregivers, respectively. Psychometric evaluation involved examining construct validity using confirmatory factor analysis (CFA) on responses from 230 caregivers of children aged six months to six years. Internal consistency was assessed using McDonald's omega and test-retest reliability was determined in a subsample over a two-week interval.</p> </section> <section> <h3> Outcomes & Results</h3> <p>The M-MCH-FS demonstrated excellent content (S-CVI/Ave = 1.00) and face validity (S-FVI/Ave = 0.998). The original four-factor model showed unacceptable fit, while a revised 12-item one-factor model showed reasonable fit (Comparative Fit Index (CFI) = 0.896; Standardized Root Mean Residual (SRMR) = 0.070; Root Mean Square Error of Approximation (RMSEA) = 0.076; 90% Confidence Interval (CI): 0.055–0.096). The internal consistency was acceptable (omega = 0.786). Two items were removed because of low factor loadings, namely Item 5 (factor loading of 0.059) and Item 14 (factor loading of 0.225), improving the scale's psychometric properties while preserving its conceptual integrity.</p> </section> <section> <h3> Conclusion & Implications</h3> <p>The M-MCH-FS is a culturally relevant, valid and reliable screening tool for identifying pediatric feeding difficulties among Malaysian caregivers. Its brevity and psychometric robustness support its implementation in healthcare and community settings, facilitating early referral and intervention to enhance child health outcomes.</p> </section>
{"title":"Translation, Cross-Cultural Adaptation, and Psychometric Validation of the Malay Version of the Montreal Children's Hospital Feeding Scale for Screening Pediatric Feeding Difficulties in Malaysia","authors":"Aimi Syahidah Zulkipli, Normastura Abd Rahman, Munirah Mohd Adnan, Jamilah Shaari, Wan Nor Arifin Wan Mansor","doi":"10.1111/1460-6984.70198","DOIUrl":"10.1111/1460-6984.70198","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Feeding difficulties are common in early childhood and can lead to adverse nutritional, developmental and psychosocial outcomes. The Montreal Children's Hospital Feeding Scale (MCH-FS) is a brief, parent-reported tool developed in Canada using the English and French language to facilitate early screening of such difficulties. However, a culturally adapted version for the Malaysian population was previously unavailable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>To translate, culturally adapt and psychometrically validate the Malay version of MCH-FS to ensure its suitability and reliability for use among Malaysian caregivers of young children with feeding difficulties.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A five-stage cross-cultural adaptation process was undertaken the following Beaton's guidelines: forward translation, synthesis, back translation, expert panels review and pre-testing with caregivers. Content and face validity were evaluated by seven multidisciplinary experts and 30 caregivers, respectively. Psychometric evaluation involved examining construct validity using confirmatory factor analysis (CFA) on responses from 230 caregivers of children aged six months to six years. Internal consistency was assessed using McDonald's omega and test-retest reliability was determined in a subsample over a two-week interval.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>The M-MCH-FS demonstrated excellent content (S-CVI/Ave = 1.00) and face validity (S-FVI/Ave = 0.998). The original four-factor model showed unacceptable fit, while a revised 12-item one-factor model showed reasonable fit (Comparative Fit Index (CFI) = 0.896; Standardized Root Mean Residual (SRMR) = 0.070; Root Mean Square Error of Approximation (RMSEA) = 0.076; 90% Confidence Interval (CI): 0.055–0.096). The internal consistency was acceptable (omega = 0.786). Two items were removed because of low factor loadings, namely Item 5 (factor loading of 0.059) and Item 14 (factor loading of 0.225), improving the scale's psychometric properties while preserving its conceptual integrity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion & Implications</h3>\u0000 \u0000 <p>The M-MCH-FS is a culturally relevant, valid and reliable screening tool for identifying pediatric feeding difficulties among Malaysian caregivers. Its brevity and psychometric robustness support its implementation in healthcare and community settings, facilitating early referral and intervention to enhance child health outcomes.</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":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020033","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>Teachers are professional voice users. Long-term and intensive voice use, noisy environments, personal factors and occupational stress experienced by these professional voice users may negatively affect vocal health, along with psycho-emotional factors such as depression.</p> </section> <section> <h3> Aim</h3> <p>This cross-sectional and comparative study aimed to compare depressive symptoms between teachers at risk for voice disorders and those without such risk and to examine the relationship between depressive symptoms and voice-related disability levels among teachers at risk for voice disorders.</p> </section> <section> <h3> Methods and Procedures</h3> <p>A total of 130 teachers were included in this study, comprising 64 participants in the study group and 66 in the control group. The Screening Index for Voice Disorder (SIVD-TR) was used to identify teachers at risk for voice disorders. Based on the SIVD-TR cutoff score, participants were divided into two groups: the study group (SIVD-TR ≥ 4; at risk for voice disorders) and the control group (SIVD-TR < 4; without risk). The Voice Handicap Index (VHI-10) was used to assess voice-related disability, and the Center for Epidemiologic Studies Depression Scale (CES-D) was employed to evaluate depressive symptoms and compare them between groups.</p> </section> <section> <h3> Outcomes and Results</h3> <p>The mean years of professional experience and the average class size of the study group were higher than those of the control group, and this difference was found to be statistically significant (<i>p</i> < 0.05). The mean VHI-10 and CES-D scores of the study group were significantly higher compared to the control group (<i>p</i> < 0.001). Among the study group participants, there was a moderate and statistically significant positive correlation between SIVD-TR and VHI-10 scores (<i>r</i> = 0.429, <i>p</i> < 0.001), as well as between VHI-10 and CES-D scores (<i>r</i> = 0.413, <i>p</i> = 0.001). In addition, a weak but statistically significant positive correlation was observed between SIVD-TR and CES-D scores (<i>r</i> = 0.261, <i>p</i> = 0.037).</p> </section> <section> <h3> Conclusions and Implications</h3> <p>It was observed that teachers at risk for voice disorders had longer professional experience and taught in more crowded classrooms. Teachers at risk for voice disorders were found to have significantly higher levels of voice problems and depression symptoms compared to those not at risk. A relationship was identified between the level of voice
背景：教师是专业的语音使用者。这些专业语音使用者长期和密集的语音使用、嘈杂的环境、个人因素和职业压力，以及抑郁等心理情绪因素，都可能对语音健康产生负面影响。目的：本横断面比较研究旨在比较有声音障碍风险的教师和无声音障碍风险的教师之间的抑郁症状，并检查有声音障碍风险的教师中抑郁症状与声音相关残疾水平之间的关系。方法与步骤：本研究共纳入130名教师，其中研究组64名，对照组66名。采用语音障碍筛查指数（SIVD-TR）对教师语音障碍风险进行识别。根据SIVD-TR截止评分，将参与者分为两组：研究组（SIVD-TR≥4，有语音障碍风险）和对照组（SIVD-TR < 4，无风险）。采用声音障碍指数（VHI-10）评估声音相关残疾，采用流行病学研究中心抑郁量表（CES-D）评估抑郁症状并进行组间比较。结果与结果：研究组平均从业年限、平均班级规模均高于对照组，差异有统计学意义（p < 0.05）。研究组的VHI-10和CES-D平均评分明显高于对照组（p < 0.001）。在研究组参与者中，SIVD-TR与VHI-10评分、VHI-10与CES-D评分存在中度正相关（r = 0.429, p < 0.001），具有统计学意义（r = 0.413, p = 0.001）。此外，SIVD-TR与CES-D评分之间存在微弱但有统计学意义的正相关（r = 0.261, p = 0.037）。结论和启示：观察到有声音障碍风险的教师有更长的专业经验，在更拥挤的教室里教学。研究发现，有声音障碍风险的教师比没有声音障碍风险的教师有更高程度的声音问题和抑郁症状。在这一人群中，声音相关残疾水平与抑郁症状之间存在关系。通过筛选项目的早期干预可以支持教师的声音健康和心理健康。因此，在评估和干预过程中，必须考虑嗓音障碍风险教师的心理情绪状态。这篇论文补充了什么：与一般人群相比，教师更容易遇到声音问题，这是由于对声音的高要求、班级规模大、学生数量多、教室噪音大、湿度不足以及职业压力。声音问题会对教师的专业表现和生活质量产生负面影响。此外，众所周知，抑郁症等心理情绪状况与声音和声音障碍有关。本研究比较了存在声音障碍风险的教师和没有声音障碍风险的教师的抑郁症状，探讨了存在声音障碍风险的教师抑郁症状与声音相关残疾水平之间的关系。研究发现，有声音障碍风险的教师比没有声音障碍风险的教师有更高程度的声音问题和抑郁症状。在这一人群中，声音相关残疾水平与抑郁症状之间存在关系。这项工作的潜在或实际临床意义是什么？本研究的结果表明，教师的声乐健康的临床方法不应仅限于声乐功能。在评估和干预过程中，声音领域的专业人员应该考虑出现声音抱怨的教师的心理状态以及他们的声音功能。这项研究为语言治疗师、心理咨询师、精神科医生、喉科医生和学校管理人员之间的多学科合作提供了一个基于证据的基础。
{"title":"Depression Among Teachers According to the Risk of Voice Disorders","authors":"Emel Arslan-Sarımehmetoğlu, Elife Barmak, Zeynep Feyza Ebren","doi":"10.1111/1460-6984.70192","DOIUrl":"10.1111/1460-6984.70192","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teachers are professional voice users. Long-term and intensive voice use, noisy environments, personal factors and occupational stress experienced by these professional voice users may negatively affect vocal health, along with psycho-emotional factors such as depression.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This cross-sectional and comparative study aimed to compare depressive symptoms between teachers at risk for voice disorders and those without such risk and to examine the relationship between depressive symptoms and voice-related disability levels among teachers at risk for voice disorders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>A total of 130 teachers were included in this study, comprising 64 participants in the study group and 66 in the control group. The Screening Index for Voice Disorder (SIVD-TR) was used to identify teachers at risk for voice disorders. Based on the SIVD-TR cutoff score, participants were divided into two groups: the study group (SIVD-TR ≥ 4; at risk for voice disorders) and the control group (SIVD-TR < 4; without risk). The Voice Handicap Index (VHI-10) was used to assess voice-related disability, and the Center for Epidemiologic Studies Depression Scale (CES-D) was employed to evaluate depressive symptoms and compare them between groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>The mean years of professional experience and the average class size of the study group were higher than those of the control group, and this difference was found to be statistically significant (<i>p</i> < 0.05). The mean VHI-10 and CES-D scores of the study group were significantly higher compared to the control group (<i>p</i> < 0.001). Among the study group participants, there was a moderate and statistically significant positive correlation between SIVD-TR and VHI-10 scores (<i>r</i> = 0.429, <i>p</i> < 0.001), as well as between VHI-10 and CES-D scores (<i>r</i> = 0.413, <i>p</i> = 0.001). In addition, a weak but statistically significant positive correlation was observed between SIVD-TR and CES-D scores (<i>r</i> = 0.261, <i>p</i> = 0.037).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>It was observed that teachers at risk for voice disorders had longer professional experience and taught in more crowded classrooms. Teachers at risk for voice disorders were found to have significantly higher levels of voice problems and depression symptoms compared to those not at risk. A relationship was identified between the level of voice","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145971370","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}
Kai Ian Leung, Robyn Westmacott, Elizabeth Rochon, Monika Molnar
<div> <section> <h3> Background</h3> <p>Clinicians increasingly work with multilingual paediatric clients across healthcare and community settings. Collecting detailed language background is a crucial first step in planning effective assessment and intervention. Yet, little is known about how this process unfolds in everyday public-sector clinical practice. To improve service quality, equity and effectiveness for multilingual children, this study investigates how clinicians gather, interpret and use language history information. It also as well, it examines the institutional and professional barriers and facilitators that shape this aspect of clinical practice.</p> </section> <section> <h3> Methods</h3> <p>A qualitative study was conducted using semi-structured interviews with 21 clinicians working in public-sector and community-based settings across Canada. Data was analysed using framework analysis, guided by the Theoretical Domains Framework.</p> </section> <section> <h3> Results</h3> <p>Clinicians universally recognized the value of language history and routinely embedded it within the broader case history. However, variability emerged in what information was gathered, how it was elicited, and how it was used, as shaped by clinician experience, institutional processes, documentation systems and availability of training and tools. Reliance on flexible, conversational strategies over research-developed tools reflected adaptive expertise but also risked inconsistencies in data quality, especially in the absence of formal guidance, structured tools or interpreter support.</p> </section> <section> <h3> Conclusion</h3> <p>Language history collection is a complex, multidimensional task influenced by clinician initiative and systemic constraints. Strengthening practice will require tools that combine structured data collection frameworks with adaptable questioning approaches, clearer protocols across disciplines and institutional investments in interpreter services, training, and culturally informed workflows.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on this subject</i> <ul> <li>Collecting detailed language history is essential when assessing multilingual children, as it serves as a foundational step in guiding service delivery. Existing research-developed questionnaires (e.g., LEAP-Q, ALDeQ) provide structured ways of gathering
{"title":"Language History Collection in Multilingual Clinical Practice: A Qualitative Analysis of Public-Sector Clinical Perspectives","authors":"Kai Ian Leung, Robyn Westmacott, Elizabeth Rochon, Monika Molnar","doi":"10.1111/1460-6984.70193","DOIUrl":"10.1111/1460-6984.70193","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinicians increasingly work with multilingual paediatric clients across healthcare and community settings. Collecting detailed language background is a crucial first step in planning effective assessment and intervention. Yet, little is known about how this process unfolds in everyday public-sector clinical practice. To improve service quality, equity and effectiveness for multilingual children, this study investigates how clinicians gather, interpret and use language history information. It also as well, it examines the institutional and professional barriers and facilitators that shape this aspect of clinical practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative study was conducted using semi-structured interviews with 21 clinicians working in public-sector and community-based settings across Canada. Data was analysed using framework analysis, guided by the Theoretical Domains Framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Clinicians universally recognized the value of language history and routinely embedded it within the broader case history. However, variability emerged in what information was gathered, how it was elicited, and how it was used, as shaped by clinician experience, institutional processes, documentation systems and availability of training and tools. Reliance on flexible, conversational strategies over research-developed tools reflected adaptive expertise but also risked inconsistencies in data quality, especially in the absence of formal guidance, structured tools or interpreter support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Language history collection is a complex, multidimensional task influenced by clinician initiative and systemic constraints. Strengthening practice will require tools that combine structured data collection frameworks with adaptable questioning approaches, clearer protocols across disciplines and institutional investments in interpreter services, training, and culturally informed workflows.</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>Collecting detailed language history is essential when assessing multilingual children, as it serves as a foundational step in guiding service delivery. Existing research-developed questionnaires (e.g., LEAP-Q, ALDeQ) provide structured ways of gathering ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12805415/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145971432","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}
Raghd M. B. Dwikat, Shobha Sharma, Ponnusamy Subramaniam, Yaser S. Natour
<div> <section> <h3> Background</h3> <p>Teachers are professional voice users who heavily rely on their voices for communication, making them particularly vulnerable to voice disorders. Research suggests that these disorders can negatively impact teachers' quality of life (QoL), affecting their physical health, emotional well-being, and job performance. Although a previous review has documented these effects, its outdated scope necessitates a comprehensive update to better understand how voice disorders influence teachers’ QoL across different educational levels and contexts.</p> </section> <section> <h3> Aims</h3> <p>This systematic review aims to identify studies that quantitatively evaluated the impact of voice disorders on various aspects of QoL in university and school teachers.</p> </section> <section> <h3> Methods</h3> <p>This review followed the methodological guidelines of the Joanna Briggs Institute (JBI) Manual for Evidence Synthesis for observational studies and was reported in accordance with the preferred reporting items for systematic reviews and meta-analyses (PRISMA) checklist. The study protocol was registered in the Prospective Register of Systematic Reviews (PROSPERO) (CRD42024618879). Eligible observational studies published between January 2012 and September 2024 were retrieved from PubMed, Web of Science, and Scopus, supplemented by manual citation searching. Two independent reviewers screened, extracted, and appraised data using JBI critical appraisal tools. A narrative synthesis was used to summarise the findings.</p> </section> <section> <h3> Main Contribution</h3> <p>Thirty-four studies met the inclusion criteria. Most of these studies were cross-sectional, with one case-control study, and predominantly focused on school teachers. They employed various validated voice-specific and generic health-related QoL assessment tools, with the Voice Handicap Index (VHI) being the most commonly used. Teachers with voice disorders reported significantly lower QoL across all domains, particularly in the physical domain. Greater disorder severity and symptom burden correlated with more pronounced QoL impairment. Teacher characteristics also influenced QoL scores, with female and primary school teachers reporting the poorest outcomes. These QoL reductions were often associated with broader consequences, such as reduced occupational productivity, increased use of medical services, and higher rates of voice-related work absences.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>This review indicates that voice disorders a
背景：教师是专业的声音使用者，他们严重依赖自己的声音进行交流，这使得他们特别容易受到声音障碍的影响。研究表明，这些障碍会对教师的生活质量（QoL）产生负面影响，影响他们的身体健康、情绪健康和工作绩效。虽然先前的审查已经记录了这些影响，但其过时的范围需要全面更新，以更好地了解声音障碍如何影响不同教育水平和背景下教师的生活质量。目的：本系统综述旨在识别定量评估嗓音障碍对大学和学校教师生活质量各方面影响的研究。方法：本综述遵循乔安娜布里格斯研究所（JBI）观察性研究证据综合手册的方学指南，并按照系统评价和荟萃分析（PRISMA）清单的首选报告项目进行报道。该研究方案已在前瞻性系统评价登记册（PROSPERO）注册（CRD42024618879）。2012年1月至2024年9月期间发表的符合条件的观察性研究从PubMed、Web of Science和Scopus检索，并辅以人工引文检索。两名独立的审稿人使用JBI关键评估工具筛选、提取和评估数据。采用叙述性综合方法来总结研究结果。主要贡献：34项研究符合纳入标准。这些研究大多是横断面的，只有一项病例对照研究，主要集中在学校教师身上。他们采用了各种经过验证的特定于语音和通用的健康相关生活质量评估工具，其中最常用的是语音障碍指数（VHI）。有语音障碍的教师在所有领域的生活质量都明显较低，尤其是在身体领域。更严重的疾病严重程度和症状负担与更明显的生活质量损害相关。教师的特点也影响生活质量得分，女性教师和小学教师报告的结果最差。这些生活质量的减少往往与更广泛的后果有关，例如职业生产力下降、医疗服务的使用增加以及与语音有关的缺勤率上升。结论和意义：这篇综述表明，声音障碍与教师的生活质量下降有关，强调了早期发现、预防方案、个性化治疗和工作场所干预对改善教师的声音相关生活质量的重要性。未来的研究应采用标准化的方法来提高可比性，并检查嗓音障碍对教师生活的长期影响。本文补充的内容：关于这一主题的已知内容先前的研究已经确定，教师经常经历声音障碍，这对他们的生活质量（QoL）产生不利影响。然而，这种影响的程度和性质在不同的研究中有所不同，可能是由于研究人群和方法的差异。此外，以前唯一的系统综述提供了初步见解，但受限于狭隘的区域重点和缺乏当代证据。因此，有必要进行更新的全面系统评价，以综合和澄清目前可获得的证据。本系统综述提供了定量研究的最新综合，评估了声音障碍对大学和学校教师整体生活质量及其特定领域的影响。它提供了对生活质量测量工具的全面分析，并评估了纳入研究的方法学严密性。它澄清了知识的现状，并突出了文献中的差距和不一致之处。这项工作的潜在或实际临床意义是什么？本研究结果可为教学人员制定针对性的语音障碍预防和干预策略提供参考。通过了解生活质量的哪些方面最受语音障碍的影响，语言病理学家可以创造更有效的、特定领域的治疗方法。此外，这些信息可以指导教育机构实施结构和环境改造，以保护教师的声音健康，并最大限度地减少声音障碍的专业、个人和经济后果。
{"title":"The Effect of Voice Disorders on the Quality of Life of University and School Teachers: A Systematic Review","authors":"Raghd M. B. Dwikat, Shobha Sharma, Ponnusamy Subramaniam, Yaser S. Natour","doi":"10.1111/1460-6984.70194","DOIUrl":"10.1111/1460-6984.70194","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teachers are professional voice users who heavily rely on their voices for communication, making them particularly vulnerable to voice disorders. Research suggests that these disorders can negatively impact teachers' quality of life (QoL), affecting their physical health, emotional well-being, and job performance. Although a previous review has documented these effects, its outdated scope necessitates a comprehensive update to better understand how voice disorders influence teachers’ QoL across different educational levels and contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This systematic review aims to identify studies that quantitatively evaluated the impact of voice disorders on various aspects of QoL in university and school teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This review followed the methodological guidelines of the Joanna Briggs Institute (JBI) Manual for Evidence Synthesis for observational studies and was reported in accordance with the preferred reporting items for systematic reviews and meta-analyses (PRISMA) checklist. The study protocol was registered in the Prospective Register of Systematic Reviews (PROSPERO) (CRD42024618879). Eligible observational studies published between January 2012 and September 2024 were retrieved from PubMed, Web of Science, and Scopus, supplemented by manual citation searching. Two independent reviewers screened, extracted, and appraised data using JBI critical appraisal tools. A narrative synthesis was used to summarise the findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contribution</h3>\u0000 \u0000 <p>Thirty-four studies met the inclusion criteria. Most of these studies were cross-sectional, with one case-control study, and predominantly focused on school teachers. They employed various validated voice-specific and generic health-related QoL assessment tools, with the Voice Handicap Index (VHI) being the most commonly used. Teachers with voice disorders reported significantly lower QoL across all domains, particularly in the physical domain. Greater disorder severity and symptom burden correlated with more pronounced QoL impairment. Teacher characteristics also influenced QoL scores, with female and primary school teachers reporting the poorest outcomes. These QoL reductions were often associated with broader consequences, such as reduced occupational productivity, increased use of medical services, and higher rates of voice-related work absences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>This review indicates that voice disorders a","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145971410","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>Research on the impacts of dysphagia and its interventions on quality of life, along with research on food-shaping, indicates that 3D food printing may help to improve mealtime experiences and mealtime-related quality of life for adults with dysphagia.</p> </section> <section> <h3> Aims</h3> <p>To synthesise an integrated set of studies on the impact of dysphagia and its interventions on quality of life and the views of stakeholders on 3D food printing. This synthesis was done to inform the development of an evidence-based framework guiding future clinical practice and research into food design in dysphagia.</p> </section> <section> <h3> Methods and Procedures</h3> <p>A qualitative meta-synthesis of six integrated, related studies on dysphagia, quality of life and 3D food printing was conducted to identify content themes. A <i>Framework of Mealtime Quality of Life for Adults with Dysphagia</i> was established, illustrating the connections between the themes.</p> </section> <section> <h3> Outcomes and Results</h3> <p>Impacts of dysphagia and its interventions (texture-modified foods in particular) on quality of life for adults with dysphagia include reduced physical health, reduced choice and control, reduced social engagement, and poor mealtime experiences. There are a range of barriers and facilitators to improving quality of life for adults with dysphagia. Stakeholders viewed 3D food printing as a strategy that could, with further development, improve mealtime experiences; however, various feasibility issues and other identified problems would need to be addressed for such potential to be realised.</p> </section> <section> <h3> Conclusion and Implications</h3> <p>Dysphagia and its interventions impact quality of life in many ways. The influence of food design on quality of life and mealtime experiences should be considered. The evidence-based framework established in this meta-synthesis for dysphagia, quality of life and food design could be used by health professionals to guide their considered assessment and interventions in mealtime management.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on this subject</i> <ul> <li>Research shows that dysphagia negatively impacts on the quality of life of adults with dysphagia. Research also shows that 3D food printing may be one food design strategy to help improve the mealtime experi
{"title":"Dysphagia, Quality of Life and the Feasibility of 3D Food Printing to Improve Mealtime Experiences: A Qualitative Meta-Synthesis","authors":"Rebecca Smith, Lucy Bryant, Bronwyn Hemsley","doi":"10.1111/1460-6984.70175","DOIUrl":"10.1111/1460-6984.70175","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research on the impacts of dysphagia and its interventions on quality of life, along with research on food-shaping, indicates that 3D food printing may help to improve mealtime experiences and mealtime-related quality of life for adults with dysphagia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To synthesise an integrated set of studies on the impact of dysphagia and its interventions on quality of life and the views of stakeholders on 3D food printing. This synthesis was done to inform the development of an evidence-based framework guiding future clinical practice and research into food design in dysphagia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>A qualitative meta-synthesis of six integrated, related studies on dysphagia, quality of life and 3D food printing was conducted to identify content themes. A <i>Framework of Mealtime Quality of Life for Adults with Dysphagia</i> was established, illustrating the connections between the themes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Impacts of dysphagia and its interventions (texture-modified foods in particular) on quality of life for adults with dysphagia include reduced physical health, reduced choice and control, reduced social engagement, and poor mealtime experiences. There are a range of barriers and facilitators to improving quality of life for adults with dysphagia. Stakeholders viewed 3D food printing as a strategy that could, with further development, improve mealtime experiences; however, various feasibility issues and other identified problems would need to be addressed for such potential to be realised.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion and Implications</h3>\u0000 \u0000 <p>Dysphagia and its interventions impact quality of life in many ways. The influence of food design on quality of life and mealtime experiences should be considered. The evidence-based framework established in this meta-synthesis for dysphagia, quality of life and food design could be used by health professionals to guide their considered assessment and interventions in mealtime management.</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>Research shows that dysphagia negatively impacts on the quality of life of adults with dysphagia. Research also shows that 3D food printing may be one food design strategy to help improve the mealtime experi","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145953650","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}
Helen Stringer, Sam Burr, Joanne Cleland, Sam Harding, Yvonne Wren, The MISLToe_SSD Expert Panel
<div> <section> <h3> Background</h3> <p>Children with speech sound disorder (SSD) are at risk of long-term adverse consequences if appropriate intervention is not provided in a timely way. Although there are interventions of proven efficacy, these are often not implemented with good fidelity in clinical practice. Children with SSD in the United Kingdom are commonly managed in care pathways within NHS and independent speech and language therapy services. It is not known which care pathways are most effective because there is currently no systematic recording or analysis of intervention outcomes for children with SSD.</p> </section> <section> <h3> Aims</h3> <p>The objective of the MISLToe-SSD study is to develop an evidence-based protocol for collecting routine data on a large-scale so that UK SSD care pathways can be evaluated for clinical- and cost-effectiveness. The development of the core outcome set (COS) is reported here.</p> </section> <section> <h3> Methods and Procedures</h3> <p>Following the Core Outcome Measures in Effectiveness Trials methodology, a modified Delphi process was used to reach a consensus on a COS for SSD interventions. The Delphi process comprised two online survey rounds and one online meeting. Anonymity between panel members was maintained during the online survey rounds. Round one required a consensus of ≥50%, rising to ≥75% in round two.</p> </section> <section> <h3> Outcomes and Results</h3> <p>A group of 66 UK speech and language therapists identified as experts in SSD by their peers were recruited through specialist clinical and research networks. A long list of 30 outcome statements was reduced by consensus to a final list of seven outcomes with associated measurement instruments. Increased speech intelligibility was agreed as the primary outcome by 100% of panel members. Six secondary outcomes were identified.</p> </section> <section> <h3> Conclusions and Implications</h3> <p>The final COS can be used in future research to evaluate care pathways and intervention effectiveness for children with SSD. Furthermore, it provides a basis for measuring outcomes in future intervention trials for SSD.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on this subject</i> <ul> <li>Speech and language therapy serv
{"title":"Maximising the Impact of Speech and Language Therapy for Children With Speech Sound Disorder (The MISLToe-SSD) Study: Developing a Core Outcome Set (COS) for Routine Data Collection From UK NHS Speech and Language Therapy Services","authors":"Helen Stringer, Sam Burr, Joanne Cleland, Sam Harding, Yvonne Wren, The MISLToe_SSD Expert Panel","doi":"10.1111/1460-6984.70188","DOIUrl":"10.1111/1460-6984.70188","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with speech sound disorder (SSD) are at risk of long-term adverse consequences if appropriate intervention is not provided in a timely way. Although there are interventions of proven efficacy, these are often not implemented with good fidelity in clinical practice. Children with SSD in the United Kingdom are commonly managed in care pathways within NHS and independent speech and language therapy services. It is not known which care pathways are most effective because there is currently no systematic recording or analysis of intervention outcomes for children with SSD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The objective of the MISLToe-SSD study is to develop an evidence-based protocol for collecting routine data on a large-scale so that UK SSD care pathways can be evaluated for clinical- and cost-effectiveness. The development of the core outcome set (COS) is reported here.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Following the Core Outcome Measures in Effectiveness Trials methodology, a modified Delphi process was used to reach a consensus on a COS for SSD interventions. The Delphi process comprised two online survey rounds and one online meeting. Anonymity between panel members was maintained during the online survey rounds. Round one required a consensus of ≥50%, rising to ≥75% in round two.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>A group of 66 UK speech and language therapists identified as experts in SSD by their peers were recruited through specialist clinical and research networks. A long list of 30 outcome statements was reduced by consensus to a final list of seven outcomes with associated measurement instruments. Increased speech intelligibility was agreed as the primary outcome by 100% of panel members. Six secondary outcomes were identified.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>The final COS can be used in future research to evaluate care pathways and intervention effectiveness for children with SSD. Furthermore, it provides a basis for measuring outcomes in future intervention trials for SSD.</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>Speech and language therapy serv","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12784794/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145935708","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}
Angela Van Sickle, James Dembowski, Melinda Corwin
<div> <section> <h3> Introduction</h3> <p>Following a stroke, some individuals experience aphasia, apraxia of speech (AOS), or both. When these disorders are severe, it can be challenging to determine whether the observed deficits stem from disruptions in linguistic–symbolic processes, as seen in aphasia, or from impairments in motor planning, as characteristic of AOS. Sentence completion may be a strategy for improving word production that may facilitate both symbolic-linguistic and motor processes for persons with acquired aphasia and AOS.</p> </section> <section> <h3> Aims</h3> <p>To evaluate word production in individuals with aphasia and AOS using two conditions: repetition alone and repetition combined with a sentence completion task.</p> </section> <section> <h3> Methods</h3> <p>Eight participants with AOS and aphasia produced bisyllabic words in two conditions, repetition only and repetition plus sentence completion, to determine the effectiveness for eliciting accurate production of target words.</p> </section> <section> <h3> Results</h3> <p>A one-tailed Wilcoxon signed-rank test revealed that scores for the sentence completion condition were significantly higher than the repetition condition. Results were significant for whole word production (<i>p</i> = 0.014) and partial word production (<i>p</i> = 0.015).</p> </section> <section> <h3> Conclusions</h3> <p>Participants accurately produced significantly more target words using repetition plus sentence completion versus repetition alone. Repeated accurate productions may support and enhance motor learning. Sentence completion is a potential clinical tool for eliciting accurate productions of functional target words.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on this subject</i> <ul> <li>Many studies using sentences to improve word production included participants with aphasia only or aphasia and acquired apraxia of speech (AOS). A small number of studies have examined top-down, sentence-level cueing approaches to AOS therapy with encouraging results.</li> </ul><i>What this paper adds to existing knowledge</i> <ul> <li>This paper examined word production in eight participants with aphasia and AOS across two elicitation contexts—repetition alone and repetition combined with a sentence completion task—to identify which str
{"title":"Comparing Word Elicitation Strategies for Individuals With Apraxia of Speech and Aphasia","authors":"Angela Van Sickle, James Dembowski, Melinda Corwin","doi":"10.1111/1460-6984.70189","DOIUrl":"10.1111/1460-6984.70189","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Following a stroke, some individuals experience aphasia, apraxia of speech (AOS), or both. When these disorders are severe, it can be challenging to determine whether the observed deficits stem from disruptions in linguistic–symbolic processes, as seen in aphasia, or from impairments in motor planning, as characteristic of AOS. Sentence completion may be a strategy for improving word production that may facilitate both symbolic-linguistic and motor processes for persons with acquired aphasia and AOS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To evaluate word production in individuals with aphasia and AOS using two conditions: repetition alone and repetition combined with a sentence completion task.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eight participants with AOS and aphasia produced bisyllabic words in two conditions, repetition only and repetition plus sentence completion, to determine the effectiveness for eliciting accurate production of target words.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A one-tailed Wilcoxon signed-rank test revealed that scores for the sentence completion condition were significantly higher than the repetition condition. Results were significant for whole word production (<i>p</i> = 0.014) and partial word production (<i>p</i> = 0.015).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Participants accurately produced significantly more target words using repetition plus sentence completion versus repetition alone. Repeated accurate productions may support and enhance motor learning. Sentence completion is a potential clinical tool for eliciting accurate productions of functional target words.</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>Many studies using sentences to improve word production included participants with aphasia only or aphasia and acquired apraxia of speech (AOS). A small number of studies have examined top-down, sentence-level cueing approaches to AOS therapy with encouraging results.</li>\u0000 </ul><i>What this paper adds to existing knowledge</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>This paper examined word production in eight participants with aphasia and AOS across two elicitation contexts—repetition alone and repetition combined with a sentence completion task—to identify which str","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145935715","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}
Jamie F. Mayer, Makenna R. Green, Jessica L. Conn, Silvia Orsulic-Jeras
<div> <section> <h3> Background</h3> <p>All types of dementia present with some form of communication impairment, due to a combination of linguistic and extralinguistic deficits. Whereas intervention strategies have been developed to address communication for individuals in the mild-moderate stages, fewer options exist for adults with moderate to severe dementia. Non-invasive and simple strategies that can be implemented by both formal and informal caregivers or rehabilitation staff, such as music-based interventions, can be leveraged to address communication concerns across the dementia trajectory. Individualized passive music listening (IPML) has been shown to have beneficial effects for adults with dementia with the additional advantages of affordability and relative ease of use. Most dementia-focused investigations of IPML, however, have explored the utility of IPML in the context of reducing problem behaviors (e.g., agitation) to the exclusion of measuring the full spectrum of possible benefits, including communication.</p> </section> <section> <h3> Aims</h3> <p>In this exploratory study, we examined the potential of volunteer-implemented IPML to increase functional communication in the form of discourse productivity and informativeness for adults with dementia.</p> </section> <section> <h3> Methods and Procedures</h3> <p>A single-subject-across subjects, alternating treatment design (IPML vs. standard care) was utilized for three individuals diagnosed with moderate to severe dementia and residing in a long-term care facility. IPML was implemented for study participants by two trained volunteers, with a conversational discourse probe administered prior to and immediately following each session, for each condition, as the primary outcome variable. Discourse length and informativeness were examined in terms of level and overlap of data across conditions.</p> </section> <section> <h3> Outcomes and Results</h3> <p>Small but positive effects of IPML on conversational discourse were found for all participants, with an intervention effect consistently demonstrated for two of the three participants (moderate and moderate-severe dementia).</p> </section> <section> <h3> Conclusions and Implications</h3> <p>These preliminary findings support further testing of IPML as a potentially cost-effective way to supplement other types of interventions designed to maximize functional communication for individuals with moderate to severe dementia residing in long-term care settings.</p> </section> <section> <h3>
{"title":"Individualized Passive Music Listening (IPML) for People With Moderate to Severe Dementia Living in Long-Term Care Facilities: Effects on Communication, and Why We Should Care","authors":"Jamie F. Mayer, Makenna R. Green, Jessica L. Conn, Silvia Orsulic-Jeras","doi":"10.1111/1460-6984.70190","DOIUrl":"10.1111/1460-6984.70190","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>All types of dementia present with some form of communication impairment, due to a combination of linguistic and extralinguistic deficits. Whereas intervention strategies have been developed to address communication for individuals in the mild-moderate stages, fewer options exist for adults with moderate to severe dementia. Non-invasive and simple strategies that can be implemented by both formal and informal caregivers or rehabilitation staff, such as music-based interventions, can be leveraged to address communication concerns across the dementia trajectory. Individualized passive music listening (IPML) has been shown to have beneficial effects for adults with dementia with the additional advantages of affordability and relative ease of use. Most dementia-focused investigations of IPML, however, have explored the utility of IPML in the context of reducing problem behaviors (e.g., agitation) to the exclusion of measuring the full spectrum of possible benefits, including communication.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>In this exploratory study, we examined the potential of volunteer-implemented IPML to increase functional communication in the form of discourse productivity and informativeness for adults with dementia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>A single-subject-across subjects, alternating treatment design (IPML vs. standard care) was utilized for three individuals diagnosed with moderate to severe dementia and residing in a long-term care facility. IPML was implemented for study participants by two trained volunteers, with a conversational discourse probe administered prior to and immediately following each session, for each condition, as the primary outcome variable. Discourse length and informativeness were examined in terms of level and overlap of data across conditions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Small but positive effects of IPML on conversational discourse were found for all participants, with an intervention effect consistently demonstrated for two of the three participants (moderate and moderate-severe dementia).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>These preliminary findings support further testing of IPML as a potentially cost-effective way to supplement other types of interventions designed to maximize functional communication for individuals with moderate to severe dementia residing in long-term care settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145935659","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>Our voice can deteriorate with ageing. Vocal hygiene is useful and effective in maintaining a healthy voice regardless of age.</p> </section> <section> <h3> Aim</h3> <p>This study investigated the immediate effects and 1-year maintenance of a voice education program on promoting voice care for older adults.</p> </section> <section> <h3> Methods and Procedures</h3> <p>Thirty-five participants aged over 55 were recruited. They participated in a weekly 1-h voice education workshop for four consecutive weeks. Their responses on the 17-statement questionnaire were collected before the program began, immediately after, and 1 year after the program was completed to assess change in their voice care knowledge. Upon completion of the program, their satisfaction with the program was reflected by an 8-item satisfaction survey. A semi-structured group interview was conducted to investigate their attitudes towards implementing voice care practice.</p> </section> <section> <h3> Outcomes and Results</h3> <p>Immediate significant improvements in voice care knowledge were shown, with fair maintenance 1 year after the program had completed. Most participants showed satisfaction towards the program. The analysis of verbatim transcripts revealed participants’ positive attitudes towards the implementation of voice care practice in their daily lives. Facilitators in the program that contributed to their improvements in voice care knowledge were identified. Barriers that hindered their learning were also identified, and the relevant solutions were proposed to address the barriers.</p> </section> <section> <h3> Conclusion and Implications</h3> <p>The results provide empirical data to support the use of a voice education program to enhance older adults’ voice care knowledge.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on this subject</i> <ul> <li>Our voice can deteriorate with ageing. Vocal hygiene is useful and effective in maintaining a healthy voice regardless of age.</li> </ul><i>What this paper adds to existing knowledge</i> <ul> <li>We found that participating older adults were not well-equipped with voice ca
{"title":"Immediate Effects and 1-Year Maintenance of a Voice Education Program for Older Adults","authors":"Estella P.-M. Ma, Ally O.-M. Ng, Crystal W.-N. Yuen","doi":"10.1111/1460-6984.70179","DOIUrl":"10.1111/1460-6984.70179","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Our voice can deteriorate with ageing. Vocal hygiene is useful and effective in maintaining a healthy voice regardless of age.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This study investigated the immediate effects and 1-year maintenance of a voice education program on promoting voice care for older adults.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Thirty-five participants aged over 55 were recruited. They participated in a weekly 1-h voice education workshop for four consecutive weeks. Their responses on the 17-statement questionnaire were collected before the program began, immediately after, and 1 year after the program was completed to assess change in their voice care knowledge. Upon completion of the program, their satisfaction with the program was reflected by an 8-item satisfaction survey. A semi-structured group interview was conducted to investigate their attitudes towards implementing voice care practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Immediate significant improvements in voice care knowledge were shown, with fair maintenance 1 year after the program had completed. Most participants showed satisfaction towards the program. The analysis of verbatim transcripts revealed participants’ positive attitudes towards the implementation of voice care practice in their daily lives. Facilitators in the program that contributed to their improvements in voice care knowledge were identified. Barriers that hindered their learning were also identified, and the relevant solutions were proposed to address the barriers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion and Implications</h3>\u0000 \u0000 <p>The results provide empirical data to support the use of a voice education program to enhance older adults’ voice care knowledge.</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>Our voice can deteriorate with ageing. Vocal hygiene is useful and effective in maintaining a healthy voice regardless of age.</li>\u0000 </ul><i>What this paper adds to existing knowledge</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>We found that participating older adults were not well-equipped with voice ca","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12779090/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145918957","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}
Sewnet Adem Kebede, Katrina Williams, Mohammed Abdullah Alshawsh, Amanda Brignell
<div> <section> <h3> Background</h3> <p>Children with complex communication needs (CCN) are those who have profound language difficulties or do not use spoken language as their primary means of communication. Having CCN can lead to difficulty accessing and participating in everyday activities.</p> </section> <section> <h3> Aims</h3> <p>This systematic review aims to estimate the global prevalence of CCN among children with or without autism or intellectual disability (ID).</p> </section> <section> <h3> Methods and Procedures</h3> <p>We will include observational (cross-sectional or longitudinal) studies that have reported the prevalence of CCN among children without acquired or physical conditions. Populations, including children, can have (1) no co-occurring conditions or (2) autism or ID. This protocol for a systematic review has been developed according to the Preferred Reporting Items for Systematic Review and Meta-Analysis for Protocols (PRISMA-P) guideline. Studies published in all languages will be searched in MEDLINE, Embase, PsycINFO, ProQuest central, CINAHL, Scopus and through grey literature searches. Retrieved records will be independently screened by two authors, and relevant data will be independently extracted. Random effects model will be fitted to obtain an overall prevalence estimate. Interstudy heterogeneity will be assessed using the <i>I</i><sup>2</sup> statistic and explored through subgroup analysis. Egger's test and visual inspection of the funnel plot will be used to assess publication bias. Quality appraisal of each included study will be performed independently by two authors using Hoy risk of bias tool, and overall quality of evidence will be assessed using GRADEpro.</p> </section> <section> <h3> Conclusions and Implications</h3> <p>The findings will provide a global estimate of the prevalence of CCN and a description of the prevalence for different settings or clinical subgroups. This information is needed to optimise resource allocation for assessment and intervention, and to direct future research to fill knowledge gaps, if identified.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <div><i>What is already known on the subject</i> <ul> <li>Children with CCN are variably described as minimally verbal (MV), nonspeaking or nonverbal (NV).</li> <li>Few prevalence studies have included children with CCN, including studies of autistic children.</li> <li>The reported prevalence o
{"title":"Global Prevalence of Children With Complex Communication Needs With or Without Autism or Intellectual Disability: Protocol for a Systematic Review and Meta-Analysis","authors":"Sewnet Adem Kebede, Katrina Williams, Mohammed Abdullah Alshawsh, Amanda Brignell","doi":"10.1111/1460-6984.70180","DOIUrl":"10.1111/1460-6984.70180","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with complex communication needs (CCN) are those who have profound language difficulties or do not use spoken language as their primary means of communication. Having CCN can lead to difficulty accessing and participating in everyday activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This systematic review aims to estimate the global prevalence of CCN among children with or without autism or intellectual disability (ID).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>We will include observational (cross-sectional or longitudinal) studies that have reported the prevalence of CCN among children without acquired or physical conditions. Populations, including children, can have (1) no co-occurring conditions or (2) autism or ID. This protocol for a systematic review has been developed according to the Preferred Reporting Items for Systematic Review and Meta-Analysis for Protocols (PRISMA-P) guideline. Studies published in all languages will be searched in MEDLINE, Embase, PsycINFO, ProQuest central, CINAHL, Scopus and through grey literature searches. Retrieved records will be independently screened by two authors, and relevant data will be independently extracted. Random effects model will be fitted to obtain an overall prevalence estimate. Interstudy heterogeneity will be assessed using the <i>I</i><sup>2</sup> statistic and explored through subgroup analysis. Egger's test and visual inspection of the funnel plot will be used to assess publication bias. Quality appraisal of each included study will be performed independently by two authors using Hoy risk of bias tool, and overall quality of evidence will be assessed using GRADEpro.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>The findings will provide a global estimate of the prevalence of CCN and a description of the prevalence for different settings or clinical subgroups. This information is needed to optimise resource allocation for assessment and intervention, and to direct future research to fill knowledge gaps, if identified.</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>Children with CCN are variably described as minimally verbal (MV), nonspeaking or nonverbal (NV).</li>\u0000 \u0000 <li>Few prevalence studies have included children with CCN, including studies of autistic children.</li>\u0000 \u0000 <li>The reported prevalence o","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145901408","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}
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