Shaun Ziegenfusz, Marleen F. Westerveld, Beverley Fluckiger, Jessica Paynter
<div> <section> <h3> Background & Aims</h3> <p>Students with developmental language disorder (DLD) often experience academic underachievement, and require adjustments and accommodations to access the curriculum. Teachers, allied health professionals and parents/caregivers have varying roles in the education process, and it is essential they work together to provide optimal support. However, their perspectives on the areas of functioning most impacting learning, the difficulty of school-based tasks and the helpfulness of educational support have received limited attention.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A between-group survey design was used with recruitment occurring from September 2020 to October 2021. A total of 293 participants was comprised of teachers (<i>n</i> = 78), allied health professionals (<i>n</i> = 138) and parents/caregivers (<i>n</i> = 77). All respondents rated the learning impact of seven areas of functioning (academic behaviour, fine/gross motor, language/communication, literacy, numeracy, sensory and social/emotional), the difficulty of 39 school-based tasks, and the helpfulness of 27 educational supports for primary and/or secondary school-aged students with DLD. The groups of school-based tasks were combined into seven subscales (academic behaviour-related tasks, fine/gross motor tasks, language/communication tasks, literacy tasks, numeracy tasks, sensory-related tasks and social/emotional tasks) for analysis. The educational supports were also combined into six subscales (additional time, differentiation/adjustments, individualized support, social/emotional support, technology and visual supports).</p> </section> <section> <h3> Outcomes & Results</h3> <p>All participants rated literacy and language/communication as the areas of functioning most impacting learning and requiring the highest level of support for students with DLD. Literacy tasks were rated the most difficult across stakeholder groups. However, comparison between stakeholder groups showed statistically significant differences between ratings for six (of seven) areas of functioning. Statistically significant differences were identified when rating the difficulty of four (of seven) school-based task subscales. Additional time and visual supports were rated the most helpful educational supports across groups. Overall, teachers and allied health professionals rated areas of functioning and school-based tasks as more difficult than parents/caregivers, although they shared similar perspectives on five (of six) educational support subscales.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>Lit
{"title":"Stakeholder perspectives on educational needs and supports for students with developmental language disorder","authors":"Shaun Ziegenfusz, Marleen F. Westerveld, Beverley Fluckiger, Jessica Paynter","doi":"10.1111/1460-6984.13134","DOIUrl":"https://doi.org/10.1111/1460-6984.13134","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background & Aims</h3>\u0000 \u0000 <p>Students with developmental language disorder (DLD) often experience academic underachievement, and require adjustments and accommodations to access the curriculum. Teachers, allied health professionals and parents/caregivers have varying roles in the education process, and it is essential they work together to provide optimal support. However, their perspectives on the areas of functioning most impacting learning, the difficulty of school-based tasks and the helpfulness of educational support have received limited attention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A between-group survey design was used with recruitment occurring from September 2020 to October 2021. A total of 293 participants was comprised of teachers (<i>n</i> = 78), allied health professionals (<i>n</i> = 138) and parents/caregivers (<i>n</i> = 77). All respondents rated the learning impact of seven areas of functioning (academic behaviour, fine/gross motor, language/communication, literacy, numeracy, sensory and social/emotional), the difficulty of 39 school-based tasks, and the helpfulness of 27 educational supports for primary and/or secondary school-aged students with DLD. The groups of school-based tasks were combined into seven subscales (academic behaviour-related tasks, fine/gross motor tasks, language/communication tasks, literacy tasks, numeracy tasks, sensory-related tasks and social/emotional tasks) for analysis. The educational supports were also combined into six subscales (additional time, differentiation/adjustments, individualized support, social/emotional support, technology and visual supports).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>All participants rated literacy and language/communication as the areas of functioning most impacting learning and requiring the highest level of support for students with DLD. Literacy tasks were rated the most difficult across stakeholder groups. However, comparison between stakeholder groups showed statistically significant differences between ratings for six (of seven) areas of functioning. Statistically significant differences were identified when rating the difficulty of four (of seven) school-based task subscales. Additional time and visual supports were rated the most helpful educational supports across groups. Overall, teachers and allied health professionals rated areas of functioning and school-based tasks as more difficult than parents/caregivers, although they shared similar perspectives on five (of six) educational support subscales.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>Lit","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762075","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>Secondary behaviours, which encompass reactions developed due to an individual's fear and stress about stuttering, have the potential to exacerbate the condition. Therefore, self-evaluation of secondary behaviours is significant in the multidimensional approach for people who stutter (PWS).</p> </section> <section> <h3> Aim</h3> <p>To determine the validity and reliability of the Revised Scale of Avoidance and Struggle Behaviours in Stuttering (r-SASBS).</p> </section> <section> <h3> Methods & Procedures</h3> <p>The results of the item analysis and content validity of the Scale of Avoidance and Struggle Behaviours in Stuttering (SASBS), whose pilot study was completed, were reviewed and the number of items was reduced from 30 to 16. The r-SASBS was administered to 440 participants (PWS = 365; people who did not stutter = 75). The content, construct, discriminant validity, internal consistency and test–retest reliability of the r-SASBS were analysed.</p> </section> <section> <h3> Outcomes & Results</h3> <p>Content validity was analysed quantitatively based on expert opinions and was found to be high. The r-SASBS had two factors based on exploratory factor analysis. The number of items was reduced to 14 using confirmatory factor analysis. With discriminant validity, it was found that the r-SASBS could distinguish between the groups. The internal consistency and reliability of the test–retest scores were found to be high.</p> </section> <section> <h3> Conclusions & Implication</h3> <p>These findings indicated that the r-SASBS is a reliable and valid scale for the self-evaluation of secondary behaviours in PWS. Thus, it can be used by speech–language pathologists for the multidimensional assessment of stuttering. The validity and reliability of the r-SASBS should be investigated in school-aged children who stutter.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on this subject</h3> <div> <ul> <li>Assessment of secondary behaviours in stuttering can be performed using objective and subjective tools. In this regard, a preliminary study was conducted to evaluate these behaviours, using the SASBS, which was developed based on interviews with PWS and a literature review. This study established the content and structural validity of the assessment and found it to h
{"title":"Validity and reliability of the revised scale of avoidance and struggle behaviours in stuttering (r-SASBS)","authors":"Hale Hancer, Suna Tokgoz-Yilmaz","doi":"10.1111/1460-6984.13135","DOIUrl":"10.1111/1460-6984.13135","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Secondary behaviours, which encompass reactions developed due to an individual's fear and stress about stuttering, have the potential to exacerbate the condition. Therefore, self-evaluation of secondary behaviours is significant in the multidimensional approach for people who stutter (PWS).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>To determine the validity and reliability of the Revised Scale of Avoidance and Struggle Behaviours in Stuttering (r-SASBS).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>The results of the item analysis and content validity of the Scale of Avoidance and Struggle Behaviours in Stuttering (SASBS), whose pilot study was completed, were reviewed and the number of items was reduced from 30 to 16. The r-SASBS was administered to 440 participants (PWS = 365; people who did not stutter = 75). The content, construct, discriminant validity, internal consistency and test–retest reliability of the r-SASBS were analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Content validity was analysed quantitatively based on expert opinions and was found to be high. The r-SASBS had two factors based on exploratory factor analysis. The number of items was reduced to 14 using confirmatory factor analysis. With discriminant validity, it was found that the r-SASBS could distinguish between the groups. The internal consistency and reliability of the test–retest scores were found to be high.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implication</h3>\u0000 \u0000 <p>These findings indicated that the r-SASBS is a reliable and valid scale for the self-evaluation of secondary behaviours in PWS. Thus, it can be used by speech–language pathologists for the multidimensional assessment of stuttering. The validity and reliability of the r-SASBS should be investigated in school-aged children who stutter.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on this subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Assessment of secondary behaviours in stuttering can be performed using objective and subjective tools. In this regard, a preliminary study was conducted to evaluate these behaviours, using the SASBS, which was developed based on interviews with PWS and a literature review. This study established the content and structural validity of the assessment and found it to h","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142711476","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}
Anna Caute, Abi Roper, Lucy Dipper, Brielle C. Stark
<div> <section> <h3> Background</h3> <p>Gesture and speech collaborate in conveying meaning, and gesture is often leveraged by people with neurogenic communication disorders, such as aphasia, cognitive-communicative impairments and primary progressive aphasia, when words fail them. Because gesture is imagistic, transitory and holistic, there are inherent challenges when assessing and treating it.</p> </section> <section> <h3> Aims</h3> <p>The survey had three primary research questions: (1) what gesture assessment practices, and (2) what gesture treatment practices, are employed by speech and language therapists (SLTs) internationally; and (3) what are the factors that influence these practices?</p> </section> <section> <h3> Methods and Procedures</h3> <p>An online survey of practice using Qualtrics was piloted and then disseminated to practising SLTs working with people with neurogenic communication disorders. In addition to descriptive statistics summarising across the three research questions, statistical comparisons were made for two independent groups: primary work setting (research versus clinical), and primary work setting considering years of experience specific to neurogenic communication disorders (research, high; research, low; clinical, high; and clinical, low).</p> </section> <section> <h3> Outcomes and Results</h3> <p>A total of 130 international SLTs completed the first two parts of the survey. A total of 107 completed all four sections of the survey. Fifty percent of respondents reported assessing gesture sometimes/for some clients, with only 5% reporting that they never assessed gesture. Nearly 70% of respondents reported never using a published test to evaluate gesture, with qualitative results suggesting a lack of formal assessments. This was further highlighted by the most prominent barrier being a lack of published tests (50% of respondents said this). The primary reason for evaluating gesture was to assess nonverbal communication. There was no significant difference in gesture assessment practices across comparison groups. The research group, and those within the research group with most years of experience, tended to target gestures during treatment and write treatment goals containing gesture more than other respondents. The most common facilitator to assessing or treating gesture was that the family or individual prioritised gesture for enhancing communication (53.1% of respondents). No group differences were identified for barriers/facilitators.</p> </section> <section>
{"title":"Assessment and treatment of gesture in neurogenic communication disorders: An international survey of practice","authors":"Anna Caute, Abi Roper, Lucy Dipper, Brielle C. Stark","doi":"10.1111/1460-6984.13136","DOIUrl":"10.1111/1460-6984.13136","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Gesture and speech collaborate in conveying meaning, and gesture is often leveraged by people with neurogenic communication disorders, such as aphasia, cognitive-communicative impairments and primary progressive aphasia, when words fail them. Because gesture is imagistic, transitory and holistic, there are inherent challenges when assessing and treating it.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The survey had three primary research questions: (1) what gesture assessment practices, and (2) what gesture treatment practices, are employed by speech and language therapists (SLTs) internationally; and (3) what are the factors that influence these practices?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>An online survey of practice using Qualtrics was piloted and then disseminated to practising SLTs working with people with neurogenic communication disorders. In addition to descriptive statistics summarising across the three research questions, statistical comparisons were made for two independent groups: primary work setting (research versus clinical), and primary work setting considering years of experience specific to neurogenic communication disorders (research, high; research, low; clinical, high; and clinical, low).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>A total of 130 international SLTs completed the first two parts of the survey. A total of 107 completed all four sections of the survey. Fifty percent of respondents reported assessing gesture sometimes/for some clients, with only 5% reporting that they never assessed gesture. Nearly 70% of respondents reported never using a published test to evaluate gesture, with qualitative results suggesting a lack of formal assessments. This was further highlighted by the most prominent barrier being a lack of published tests (50% of respondents said this). The primary reason for evaluating gesture was to assess nonverbal communication. There was no significant difference in gesture assessment practices across comparison groups. The research group, and those within the research group with most years of experience, tended to target gestures during treatment and write treatment goals containing gesture more than other respondents. The most common facilitator to assessing or treating gesture was that the family or individual prioritised gesture for enhancing communication (53.1% of respondents). No group differences were identified for barriers/facilitators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13136","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142711475","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>The use of telepractice in delivering speech-language pathology services is increasing and speech-language pathologists are providing supervision to students on clinical placements through telesupervision. The review examined literature on telesupervision for speech-language pathology students on a clinical placement.</p> </section> <section> <h3> Aims</h3> <p>To systematically review the literature on how, when, and why telesupervision is used by speech-language pathologists supervising students; and the views and experiences of students, practice educators, and clients on telesupervision.</p> </section> <section> <h3> Methods</h3> <p>A systematic review was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines through searches in six databases (CINAHL, EMBASE, MEDLINE, PsycINFO, Web of Science and Educational Resources Information Center). Quality of the studies was examined using the Quality Assessment Tool for Studies with Diverse Designs.</p> </section> <section> <h3> Main Contribution</h3> <p>In total, the eight studies included in the review described the use of telesupervision with speech-language pathology students. The studies revealed that telesupervision is considered an effective supervision model for speech-language pathology students, as an adjunct to in-person supervision. Multiple aspects of telesupervision in the studies related to workplace settings, access to and training of technology, type of caseload, practice educator attributes, and the student–educator supervisory relationship.</p> </section> <section> <h3> Conclusions and Implications</h3> <p>Speech-language pathology educators and students consider telesupervision to be a useful and effective model of supervision, when used as an adjunct to in-person supervision. Although there is limited research to date examining the use of telesupervision in speech-language pathology, the findings of this review can be used to guide support of educators and students as well as inform future research in this area.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on this subject</h3> <div> <ul> <li>Telesupervision in speech-language pathology allows for an extension of clinical placement opportunities into a wider variety of locations including rural and remote se
背景：在提供言语病理学服务时，远程实践的使用越来越多，言语病理学家通过远程监督为临床实习学生提供指导。目的：系统回顾有关语言病理学家如何、何时以及为何对学生进行远程督导的文献，以及学生、实践教育者和客户对远程督导的看法和经验：根据《系统综述和元分析首选报告项目》指南，通过在六个数据库（CINAHL、EMBASE、MEDLINE、PsycINFO、Web of Science 和教育资源信息中心）中进行检索，开展了一项系统综述。研究的质量采用 "多样化设计研究质量评估工具 "进行检验：本综述共收录了八项研究，介绍了对言语病理学学生使用远程督导的情况。这些研究表明，远程督导被认为是对言语病理学学生的一种有效督导模式，可作为面对面督导的辅助手段。研究中的远程督导涉及工作场所环境、技术的使用和培训、案例类型、实践教育者的属性以及学生与教育者之间的督导关系等多个方面：言语病理学教育者和学生认为远程督导是一种有用且有效的督导模式，可以作为面对面督导的辅助手段。尽管迄今为止关于远程督导在言语病理学中的应用的研究还很有限，但本综述的研究结果可用来指导对教育工作者和学生的支持，并为这一领域的未来研究提供信息：关于此主题的已知内容 远程语言病理学督导可将临床实习机会扩展到更广泛的地点，包括农村和偏远地区，以及实践教育者可能无法亲临现场的地方。远程督导可以减少成本和旅行时间，增加一天中可用于督导的时间。本研究对现有知识的补充 考虑到远程督导在扩大实习机会方面的潜力，本综述对教育者和学生对其实施和结果的看法提供了重要的见解。本综述中的所有研究都发生在 COVID-19 对实习的限制之前，因此为此后的发展提供了背景，并为未来的远程督导研究提供了参考。这项工作的临床意义是什么？虽然有证据表明实践教育者和学生都认为远程督导是有效的，但没有发现将远程督导作为独立督导方法的研究报告。研究结果可供言语病理学学生实习协调员和实践教育者在以下方面使用：（a）决定远程督导在特定的工作环境和临床案例中是否具有潜力；（b）决定他们是否拥有合适的技术和使用技术的支持；以及（c）确定在使用远程督导时支持教育者与学生关系的方法。
{"title":"A systematic review of evidence relating to the use of telesupervision for speech-language pathology students on clinical placements","authors":"Joanne Walters, Lucy Bryant, Bronwyn Hemsley","doi":"10.1111/1460-6984.13133","DOIUrl":"10.1111/1460-6984.13133","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The use of telepractice in delivering speech-language pathology services is increasing and speech-language pathologists are providing supervision to students on clinical placements through telesupervision. The review examined literature on telesupervision for speech-language pathology students on a clinical placement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To systematically review the literature on how, when, and why telesupervision is used by speech-language pathologists supervising students; and the views and experiences of students, practice educators, and clients on telesupervision.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A systematic review was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines through searches in six databases (CINAHL, EMBASE, MEDLINE, PsycINFO, Web of Science and Educational Resources Information Center). Quality of the studies was examined using the Quality Assessment Tool for Studies with Diverse Designs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contribution</h3>\u0000 \u0000 <p>In total, the eight studies included in the review described the use of telesupervision with speech-language pathology students. The studies revealed that telesupervision is considered an effective supervision model for speech-language pathology students, as an adjunct to in-person supervision. Multiple aspects of telesupervision in the studies related to workplace settings, access to and training of technology, type of caseload, practice educator attributes, and the student–educator supervisory relationship.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>Speech-language pathology educators and students consider telesupervision to be a useful and effective model of supervision, when used as an adjunct to in-person supervision. Although there is limited research to date examining the use of telesupervision in speech-language pathology, the findings of this review can be used to guide support of educators and students as well as inform future research in this area.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on this subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Telesupervision in speech-language pathology allows for an extension of clinical placement opportunities into a wider variety of locations including rural and remote se","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142676514","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}
Katherine Pritchard, Vesna Stojanovik, Jill Titterington, Emma Pagnamenta
<div> <section> <h3> Background:</h3> <p>Speech sound disorders (SSDs) are broadly defined as difficulty producing speech sounds in childhood. Reported prevalence of SSD varies from 2.3% to 24.6%, depending on how SSD is defined and the included age range. SSDs that do not resolve before age 8 can have a lasting impact on a child's academic achievements. The intensity of intervention for SSD is important to ensure effectiveness. However, there is a gap between the evidence base for intensity and speech and language therapists’ (SLTs) clinical practice. One way that SLTs try to bridge this gap is by working with parents. SLTs believe that working with parents/caregivers is vital for a child with SSD to make progress.</p> </section> <section> <h3> Aims:</h3> <p>To conduct a scoping review of the literature to provide a comprehensive picture of the perceptions, experiences and strategies underpinning collaborative working between SLTs and parents/caregivers of children (aged ≤ 5 years 11 months) with SSD to increase intervention intensity at home.</p> </section> <section> <h3> Methods & Procedures:</h3> <p>This scoping review was completed in accordance with PRISMA-ScR guidelines. A systematic search of PubMed, PsycInfo, CINHAL, Web of Science, EBSCOhost and EThOS was conducted using synonyms of three key terms: SSD, Therapy, Parents. Key journals and papers were hand searched for unique papers. A total of 29 papers were included for review. Data were analysed using thematic synthesis to develop themes. These themes are discussed using the PAGER framework to identify advances, gaps, evidence for practice and areas for future research.</p> </section> <section> <h3> Main contribution:</h3> <p>Seven key themes were identified: individualization, setting expectations, daily life, parental knowledge, parental involvement, therapeutic relationships and supporting parents to deliver home practice. There has been an acceleration of research around working with parents of children with SSD, with increased consideration of effective adult coaching techniques. Parents value the parental and child relationship with the SLT and feel this supports the success of home practice. There is a need for further research, and guidance for SLTs working with parents of children with SSD to enable them to support parents to deliver home practice effectively.</p> </section> <section> <h3> Conclusions & Implications:</h3> <p>Emerging evidence supports the value of SLTs
{"title":"How speech and language therapists and parents work together in the therapeutic process for children with speech sound disorder: A scoping review","authors":"Katherine Pritchard, Vesna Stojanovik, Jill Titterington, Emma Pagnamenta","doi":"10.1111/1460-6984.13132","DOIUrl":"10.1111/1460-6984.13132","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background:</h3>\u0000 \u0000 <p>Speech sound disorders (SSDs) are broadly defined as difficulty producing speech sounds in childhood. Reported prevalence of SSD varies from 2.3% to 24.6%, depending on how SSD is defined and the included age range. SSDs that do not resolve before age 8 can have a lasting impact on a child's academic achievements. The intensity of intervention for SSD is important to ensure effectiveness. However, there is a gap between the evidence base for intensity and speech and language therapists’ (SLTs) clinical practice. One way that SLTs try to bridge this gap is by working with parents. SLTs believe that working with parents/caregivers is vital for a child with SSD to make progress.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims:</h3>\u0000 \u0000 <p>To conduct a scoping review of the literature to provide a comprehensive picture of the perceptions, experiences and strategies underpinning collaborative working between SLTs and parents/caregivers of children (aged ≤ 5 years 11 months) with SSD to increase intervention intensity at home.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures:</h3>\u0000 \u0000 <p>This scoping review was completed in accordance with PRISMA-ScR guidelines. A systematic search of PubMed, PsycInfo, CINHAL, Web of Science, EBSCOhost and EThOS was conducted using synonyms of three key terms: SSD, Therapy, Parents. Key journals and papers were hand searched for unique papers. A total of 29 papers were included for review. Data were analysed using thematic synthesis to develop themes. These themes are discussed using the PAGER framework to identify advances, gaps, evidence for practice and areas for future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main contribution:</h3>\u0000 \u0000 <p>Seven key themes were identified: individualization, setting expectations, daily life, parental knowledge, parental involvement, therapeutic relationships and supporting parents to deliver home practice. There has been an acceleration of research around working with parents of children with SSD, with increased consideration of effective adult coaching techniques. Parents value the parental and child relationship with the SLT and feel this supports the success of home practice. There is a need for further research, and guidance for SLTs working with parents of children with SSD to enable them to support parents to deliver home practice effectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications:</h3>\u0000 \u0000 <p>Emerging evidence supports the value of SLTs ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649421","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>Research on the grammatical characteristics of children with developmental language disorder (DLD) across languages has challenged accounts about the nature of DLD. Studies of the characteristics of DLD in different languages can reveal which components of DLD emerge irrespective of language and which components are language specific.</p> </section> <section> <h3> Aims</h3> <p>To examine the grammatical characteristics of children with DLD acquiring Danish (microstructure and error types) in order to contribute to research on language-general and language-specific characteristics of DLD.</p> </section> <section> <h3> Methods & Procedures</h3> <p>Language samples from two telling narratives, one retelling narrative and one session of semi-spontaneous talk were collected from 39 Danish-speaking children aged 5;0–8;6, comprising one group of children with DLD (<i>n</i> = 15) and two control groups (age- and language-matched: <i>n</i> = 15 and = 9, respectively). The data were analysed with reference to microstructure and grammatical errors. The DLD children's performance was compared with that of their peers with typical language development (AM) and to that of a younger group matched on language comprehension (LM). Task effects were also analysed.</p> </section> <section> <h3> Outcomes & Results</h3> <p>A significant group difference in microstructure was present in the results for mean length of utterance (MLU), where the AM group had significant higher MLU compared with the DLD group. Two variables clearly distinguished DLD children from both AM and LM children in terms of errors, namely word order errors and omission errors. The analysis of grammatical errors also revealed that the most salient challenges for Danish-speaking children with DLD were not clearly morphological in nature. Although the children with DLD, as expected, made more morphological errors compared with the AM group, they did not produce more errors compared with the LM group. Task effects were present for some but not all results.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>This research emphasizes the importance of cross-linguistic comparisons of the linguistic error profiles in the elicited language of children with DLD and the importance of considering the methodological context when analysing the grammatical language abilities of children with DLD. The results are relevant for clinicians and for develo
{"title":"Microstructure competences and grammatical errors of Danish-speaking children with developmental language disorder when telling and retelling narratives and engaging in spontaneous language","authors":"Lone Sundahl Olsen, Kristine Jensen de López","doi":"10.1111/1460-6984.13131","DOIUrl":"10.1111/1460-6984.13131","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research on the grammatical characteristics of children with developmental language disorder (DLD) across languages has challenged accounts about the nature of DLD. Studies of the characteristics of DLD in different languages can reveal which components of DLD emerge irrespective of language and which components are language specific.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To examine the grammatical characteristics of children with DLD acquiring Danish (microstructure and error types) in order to contribute to research on language-general and language-specific characteristics of DLD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>Language samples from two telling narratives, one retelling narrative and one session of semi-spontaneous talk were collected from 39 Danish-speaking children aged 5;0–8;6, comprising one group of children with DLD (<i>n</i> = 15) and two control groups (age- and language-matched: <i>n</i> = 15 and = 9, respectively). The data were analysed with reference to microstructure and grammatical errors. The DLD children's performance was compared with that of their peers with typical language development (AM) and to that of a younger group matched on language comprehension (LM). Task effects were also analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>A significant group difference in microstructure was present in the results for mean length of utterance (MLU), where the AM group had significant higher MLU compared with the DLD group. Two variables clearly distinguished DLD children from both AM and LM children in terms of errors, namely word order errors and omission errors. The analysis of grammatical errors also revealed that the most salient challenges for Danish-speaking children with DLD were not clearly morphological in nature. Although the children with DLD, as expected, made more morphological errors compared with the AM group, they did not produce more errors compared with the LM group. Task effects were present for some but not all results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>This research emphasizes the importance of cross-linguistic comparisons of the linguistic error profiles in the elicited language of children with DLD and the importance of considering the methodological context when analysing the grammatical language abilities of children with DLD. The results are relevant for clinicians and for develo","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649424","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>Parents of children who stutter (CWS) are often uncertain, hesitant and uncomfortable to communicate openly with their CWS and other people on the topic of the stutter and disclosing the stutter to the child and/or other people.</p> </section> <section> <h3> Aims</h3> <p>To map and understand the dynamics involved when parents communicate with their CWS and other people on the topic of their child's stuttering and disclosure of the stutter to the child and/or other people.</p> </section> <section> <h3> Methods</h3> <p>This scoping review was conducted in accordance with Joanna Briggs Institute methodology. The following platforms and search engines were identified and searched: Google Scholar, PubMed, ProQuest Databases and EBSCOhost: Academic Search Premier, Africa-Wide Information, CINAHL (Cumulative Index to Nursing and Allied Health Literature), ERIC (Educational Resources Information Center), Health Source Nursing/Academic Edition and MEDLINE. The search was limited to studies pertaining to parents of CWS, instead of people who stutter. The first two authors screened titles and abstracts of identified records, and thereafter, full-text screening was conducted of the selected articles as well as the reference lists.</p> </section> <section> <h3> Results</h3> <p>The scoping review yielded 14 records that included data from 12 different countries representing five continents. The 14 records comprised one systematic review, four expert opinions, two studies with mixed methods, five with qualitative designs and two with quantitative designs. The review content provided information about the nature, advantages and disadvantages of open communication and disclosure as well as reasons why parents of CWS are reluctant or willing to communicate in an open way.</p> </section> <section> <h3> Conclusions</h3> <p>There is limited information available about parental communication with CWS on the topic of their stuttering and disclosure of the child's stuttering to the child and/other people. The complexity of communication dynamics between CWS and their parents requires further in-depth research.</p> </section> <section> <h3> Contribution</h3> <p>This study highlights the lack of empirical evidence about disclosure and the dynamics of open communication between parents and their CWS and the need for research to gain i
{"title":"Parental communication dynamics with children who stutter: A scoping review","authors":"Idillette Hartman, Daleen Klop, Leslie Swartz","doi":"10.1111/1460-6984.13129","DOIUrl":"10.1111/1460-6984.13129","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Parents of children who stutter (CWS) are often uncertain, hesitant and uncomfortable to communicate openly with their CWS and other people on the topic of the stutter and disclosing the stutter to the child and/or other people.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To map and understand the dynamics involved when parents communicate with their CWS and other people on the topic of their child's stuttering and disclosure of the stutter to the child and/or other people.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This scoping review was conducted in accordance with Joanna Briggs Institute methodology. The following platforms and search engines were identified and searched: Google Scholar, PubMed, ProQuest Databases and EBSCOhost: Academic Search Premier, Africa-Wide Information, CINAHL (Cumulative Index to Nursing and Allied Health Literature), ERIC (Educational Resources Information Center), Health Source Nursing/Academic Edition and MEDLINE. The search was limited to studies pertaining to parents of CWS, instead of people who stutter. The first two authors screened titles and abstracts of identified records, and thereafter, full-text screening was conducted of the selected articles as well as the reference lists.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The scoping review yielded 14 records that included data from 12 different countries representing five continents. The 14 records comprised one systematic review, four expert opinions, two studies with mixed methods, five with qualitative designs and two with quantitative designs. The review content provided information about the nature, advantages and disadvantages of open communication and disclosure as well as reasons why parents of CWS are reluctant or willing to communicate in an open way.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>There is limited information available about parental communication with CWS on the topic of their stuttering and disclosure of the child's stuttering to the child and/other people. The complexity of communication dynamics between CWS and their parents requires further in-depth research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contribution</h3>\u0000 \u0000 <p>This study highlights the lack of empirical evidence about disclosure and the dynamics of open communication between parents and their CWS and the need for research to gain i","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13129","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584561","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}
Kathryn J. Greenslade, Julia K. Bushell, Emily F. Dillon, Amy E. Ramage
<div> <section> <h3> Background</h3> <p>Pragmatic communication difficulties encompass many distinct behaviours, including the use of vague and/or insufficient language, a common characteristic following traumatic brain injury (TBI) that negatively impacts psychosocial outcomes. Existing assessments evaluate pragmatic communication broadly, often with only one or two items capturing each behaviour, thus limiting sensitivity and precision to variations within each behaviour. Given that greater nuance is needed to detect subtle pragmatic communication differences and investigate underlying cognitive mechanisms, a more refined measure is critical to improve psychosocial outcomes. The Vague scale was developed to address those needs.</p> </section> <section> <h3> Aim</h3> <p>To provide preliminary evidence supporting the novel Vague language use (Vague) scale's reliability, validity and clinical utility.</p> </section> <section> <h3> Methods and Procedures</h3> <p>The Vague scale rates each discourse sample utterance for vague language use on a 3-point scale; the measure's Vague score represents the mean of utterance-level ratings. Using the Vague scale, two raters naïve to diagnosis evaluated Cinderella narratives of 46 adults with severe TBI and 46 controls with no brain injury, providing reliability, construct validity and classification accuracy evidence. Vague scores were also compared to other clinical measures to gather criterion-related validity evidence.</p> </section> <section> <h3> Outcomes and Results</h3> <p>Interrater agreement across all transcripts was moderate. Construct validity was supported by expected group differences and criterion validation, including significant relationships with increased violations of Grice's maxim of quantity and measures of lexical variation; significant relationships with psychosocial outcomes, supporting clinical utility; and nonsignificant relationships with measures of syntax and overall pragmatic communication. Classification accuracy expectedly did not support using Vague scores in isolation for diagnosis, due to unacceptable sensitivity (0.696).</p> </section> <section> <h3> Conclusions and Implications</h3> <p>Evidence supported the Vague scores’ psychometric properties. Thus, the Vague scale shows promise as a measure of one distinct pragmatic communication behaviour: vague language use. Future research should apply the Vague scale to determine its sensitivity in individuals with subtle social communication challenges (e.g., mild TBI), explore its utility with more naturalistic discourse samples as p
{"title":"The vague language use scale: Clinical utility and psychometrics from adults with traumatic brain injury","authors":"Kathryn J. Greenslade, Julia K. Bushell, Emily F. Dillon, Amy E. Ramage","doi":"10.1111/1460-6984.13130","DOIUrl":"10.1111/1460-6984.13130","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Pragmatic communication difficulties encompass many distinct behaviours, including the use of vague and/or insufficient language, a common characteristic following traumatic brain injury (TBI) that negatively impacts psychosocial outcomes. Existing assessments evaluate pragmatic communication broadly, often with only one or two items capturing each behaviour, thus limiting sensitivity and precision to variations within each behaviour. Given that greater nuance is needed to detect subtle pragmatic communication differences and investigate underlying cognitive mechanisms, a more refined measure is critical to improve psychosocial outcomes. The Vague scale was developed to address those needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>To provide preliminary evidence supporting the novel Vague language use (Vague) scale's reliability, validity and clinical utility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>The Vague scale rates each discourse sample utterance for vague language use on a 3-point scale; the measure's Vague score represents the mean of utterance-level ratings. Using the Vague scale, two raters naïve to diagnosis evaluated Cinderella narratives of 46 adults with severe TBI and 46 controls with no brain injury, providing reliability, construct validity and classification accuracy evidence. Vague scores were also compared to other clinical measures to gather criterion-related validity evidence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Interrater agreement across all transcripts was moderate. Construct validity was supported by expected group differences and criterion validation, including significant relationships with increased violations of Grice's maxim of quantity and measures of lexical variation; significant relationships with psychosocial outcomes, supporting clinical utility; and nonsignificant relationships with measures of syntax and overall pragmatic communication. Classification accuracy expectedly did not support using Vague scores in isolation for diagnosis, due to unacceptable sensitivity (0.696).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>Evidence supported the Vague scores’ psychometric properties. Thus, the Vague scale shows promise as a measure of one distinct pragmatic communication behaviour: vague language use. Future research should apply the Vague scale to determine its sensitivity in individuals with subtle social communication challenges (e.g., mild TBI), explore its utility with more naturalistic discourse samples as p","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584566","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}
Cassandra Alighieri, Kim Bettens, Febe Vandewiele, Kristiane Van Lierde
<div> <section> <h3> Background</h3> <p>The provision of speech intervention in children requires personalized, child-tailored approaches. Different speech-intervention approaches exist to eliminate cleft-related speech errors in children with a cleft palate. However, it is unclear what approach works best for the subtypes of cleft-related speech errors.</p> </section> <section> <h3> Aims</h3> <p>To describe a protocol for a systematic review that provides speech–language pathologists with the current literature concerning more individualized speech intervention in children with a cleft palate.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A systematic literature review was performed following the preferred reporting items for systematic reviews and meta-analyses. Two speech–language pathologists with clinical and scientific experience in cleft speech searched different electronic databases for relevant studies. No limit regarding publication date was set. Specific eligibility criteria were defined and used to include or exclude the studies. All included studies were evaluated with a risk-of-bias assessment tool and levels of evidence. Relevant data were extracted from the studies (study design, study population characteristics, intervention characteristics and outcome characteristics) and a narrative synthesis was performed.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>The findings of this systematic review will significantly contribute to the evidence on personalized speech intervention in children with a cleft palate. The study will inform speech–language pathologists on the possibilities to tailor treatment plans more to the specific subtype of cleft-related speech errors. The planned systematic review also makes recommendations for further cleft speech intervention research.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on this subject</h3> <div> <ul> <li>At present, there is growing evidence for different speech therapy approaches in children with a cleft palate. Despite the recognized need for personalized, child-tailored therapy, there is no consensus on the best speech therapy approach per different subtype of compensatory cleft speech characteristic.</li> </ul> </div> </section> <section> <h3> What this study adds to the existing kn
{"title":"Personalized, performance-specific speech intervention in children with a cleft palate: A systematic review protocol","authors":"Cassandra Alighieri, Kim Bettens, Febe Vandewiele, Kristiane Van Lierde","doi":"10.1111/1460-6984.13128","DOIUrl":"10.1111/1460-6984.13128","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The provision of speech intervention in children requires personalized, child-tailored approaches. Different speech-intervention approaches exist to eliminate cleft-related speech errors in children with a cleft palate. However, it is unclear what approach works best for the subtypes of cleft-related speech errors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To describe a protocol for a systematic review that provides speech–language pathologists with the current literature concerning more individualized speech intervention in children with a cleft palate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A systematic literature review was performed following the preferred reporting items for systematic reviews and meta-analyses. Two speech–language pathologists with clinical and scientific experience in cleft speech searched different electronic databases for relevant studies. No limit regarding publication date was set. Specific eligibility criteria were defined and used to include or exclude the studies. All included studies were evaluated with a risk-of-bias assessment tool and levels of evidence. Relevant data were extracted from the studies (study design, study population characteristics, intervention characteristics and outcome characteristics) and a narrative synthesis was performed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>The findings of this systematic review will significantly contribute to the evidence on personalized speech intervention in children with a cleft palate. The study will inform speech–language pathologists on the possibilities to tailor treatment plans more to the specific subtype of cleft-related speech errors. The planned systematic review also makes recommendations for further cleft speech intervention research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on this subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>At present, there is growing evidence for different speech therapy approaches in children with a cleft palate. Despite the recognized need for personalized, child-tailored therapy, there is no consensus on the best speech therapy approach per different subtype of compensatory cleft speech characteristic.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> What this study adds to the existing kn","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142511429","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>Dysphagia services have only recently been formalised within Chinese health services. There has been no comprehensive evaluation of all aspects of dysphagia services practice in China.</p> </section> <section> <h3> Aims</h3> <p>To provide a profile for the dysphagia practice in China by assessing various facets of dysphagia services.</p> </section> <section> <h3> Methods and Procedures</h3> <p>This is a survey study carried out from December 2022 to May 2023 online in China. One hundred fifty-nine respondents comprising doctors, nurses or therapists involved in the field of dysphagia rehabilitation completed a questionnaire via Sojump. The questionnaire included dichotomous (e.g., yes/no) and multiple-choice questions related to participants' general information and their provision of dysphagia management services. Results were analysed descriptively and the differences among different levels of hospitals were analysed.</p> </section> <section> <h3> Outcomes and Results</h3> <p>Approximately two-thirds of hospitals (67.9%) started dysphagia services within the last 5 years. A significant difference in the initiation of dysphagia rehabilitation was observed across different hospital levels (<i>χ</i><sup>2 </sup> = 32.70;<i>p</i> < 0.001). Routine dysphagia screening was a standard practice in most hospitals (71.7%), with the most frequently employed screening method being the water swallow test (95.6%). Clinical swallowing evaluation emerged as the preferred initial assessment method (80.5%) and the most utilised assessment method (91.8%). Video fluoroscopic swallow study and flexible endoscopic evaluation swallowing were used by 22.7% and 12.6% of respondents. A significant difference was observed in the choice of assessment methods across hospitals of different levels (<i>χ</i><sup>2</sup> = 43.397; <i>p</i> < 0.001). The majority of respondents (53.5%) primarily employed rehabilitation as the main intervention method (76%–100%). Most respondents indicated that they would reevaluate patients after treatment (74.8%) and reported routine follow-up with patients (60.4%).</p> </section> <section> <h3> Conclusions and Implications</h3> <p>Despite the relatively recent development of dysphagia management in China, the practice patterns uncovered in this study are broadly consistent with Chinese guidelines and consensus. However, the use of instrumental assessments remains low, resulting in a lack of objective evaluation of patient conditions and outcomes. There is a need for policy and resource support in the f
{"title":"A survey of dysphagia services practice in China","authors":"Yi Li, Qiongshuai Zhang, Jing Zeng, Liugen Wang","doi":"10.1111/1460-6984.13127","DOIUrl":"10.1111/1460-6984.13127","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Dysphagia services have only recently been formalised within Chinese health services. There has been no comprehensive evaluation of all aspects of dysphagia services practice in China.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To provide a profile for the dysphagia practice in China by assessing various facets of dysphagia services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>This is a survey study carried out from December 2022 to May 2023 online in China. One hundred fifty-nine respondents comprising doctors, nurses or therapists involved in the field of dysphagia rehabilitation completed a questionnaire via Sojump. The questionnaire included dichotomous (e.g., yes/no) and multiple-choice questions related to participants' general information and their provision of dysphagia management services. Results were analysed descriptively and the differences among different levels of hospitals were analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Approximately two-thirds of hospitals (67.9%) started dysphagia services within the last 5 years. A significant difference in the initiation of dysphagia rehabilitation was observed across different hospital levels (<i>χ</i><sup>2 </sup> = 32.70;<i>p</i> < 0.001). Routine dysphagia screening was a standard practice in most hospitals (71.7%), with the most frequently employed screening method being the water swallow test (95.6%). Clinical swallowing evaluation emerged as the preferred initial assessment method (80.5%) and the most utilised assessment method (91.8%). Video fluoroscopic swallow study and flexible endoscopic evaluation swallowing were used by 22.7% and 12.6% of respondents. A significant difference was observed in the choice of assessment methods across hospitals of different levels (<i>χ</i><sup>2</sup> = 43.397; <i>p</i> < 0.001). The majority of respondents (53.5%) primarily employed rehabilitation as the main intervention method (76%–100%). Most respondents indicated that they would reevaluate patients after treatment (74.8%) and reported routine follow-up with patients (60.4%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>Despite the relatively recent development of dysphagia management in China, the practice patterns uncovered in this study are broadly consistent with Chinese guidelines and consensus. However, the use of instrumental assessments remains low, resulting in a lack of objective evaluation of patient conditions and outcomes. There is a need for policy and resource support in the f","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"3004-3017"},"PeriodicalIF":1.5,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478810","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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