Pub Date : 2022-07-01DOI: 10.1097/TLD.0000000000000285
Rebecca Hunting Pompon, Helen Mach
The definitions and features of resilience, the process and outcome of successfully responding to adversity, are variable across the disability and rehabilitation literatures, and its influence on aphasia treatment and outcomes is as of yet unknown. This scoping review identified and thematically categorized characterizations and descriptions of resilience and the similarly used terms adaptation, adjustment, and coping in the aphasia research literature. Frequently noted features of resilience included internal/cognitive emotional responses, such as positive self-concept, attitude/outlook, and psychological function, as well as external/behavioral responses, such as engaging in new activities and opportunities for social connection. These general features align with a definition of resilience recently developed for individuals with chronic impairment. And, although little information about the influence of resilience on treatment engagement and outcomes emerged from the reviewed literature, a number of clinical considerations and research directions are suggested.
{"title":"Characterizations of Resilience in Poststroke Aphasia","authors":"Rebecca Hunting Pompon, Helen Mach","doi":"10.1097/TLD.0000000000000285","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000285","url":null,"abstract":"The definitions and features of resilience, the process and outcome of successfully responding to adversity, are variable across the disability and rehabilitation literatures, and its influence on aphasia treatment and outcomes is as of yet unknown. This scoping review identified and thematically categorized characterizations and descriptions of resilience and the similarly used terms adaptation, adjustment, and coping in the aphasia research literature. Frequently noted features of resilience included internal/cognitive emotional responses, such as positive self-concept, attitude/outlook, and psychological function, as well as external/behavioral responses, such as engaging in new activities and opportunities for social connection. These general features align with a definition of resilience recently developed for individuals with chronic impairment. And, although little information about the influence of resilience on treatment engagement and outcomes emerged from the reviewed literature, a number of clinical considerations and research directions are suggested.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47364998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1097/tld.0000000000000290
Victoria A Diedrichs, Courtney Jewell, Stacy M Harnish
{"title":"A SCOPING REVIEW OF THE RELATIONSHIP BETWEEN NONLINGUISTIC COGNITIVE FACTORS AND APHASIA TREATMENT RESPONSE.","authors":"Victoria A Diedrichs, Courtney Jewell, Stacy M Harnish","doi":"10.1097/tld.0000000000000290","DOIUrl":"10.1097/tld.0000000000000290","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9629776/pdf/nihms-1809256.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9735035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1097/TLD.0000000000000277
W. Bolden, Sue Grogan-Johnson
School-based speech–language pathologists (SLPs) have been plunged into telepractice service delivery with the ongoing COVID-19 pandemic. However, this temporary shift to provide online instruction is not the same as fully implementing a telepractice service delivery model that is comparable with in-person service delivery. The purpose of this article is to provide the practicing SLP with a framework for delivering effective intervention services to school-age students with language impairments via telepractice. Within this framework, the SLP still must consider the available evidence base for an intervention and implement its core components, including repeated opportunities for skill and knowledge acquisition with sufficient intensity, systematic scaffolding, and an explicit focus (Ukrainetz, 2006a). Particular attention must be given to aspects of intervention planning, manipulation of the therapy context, collaboration with relevant stakeholders, specific intervention materials, and prompting because these are among the most likely to differ between the telepractice and in-person service delivery. We discuss these aspects and provide examples.
{"title":"Entering the Digital Therapy Room","authors":"W. Bolden, Sue Grogan-Johnson","doi":"10.1097/TLD.0000000000000277","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000277","url":null,"abstract":"School-based speech–language pathologists (SLPs) have been plunged into telepractice service delivery with the ongoing COVID-19 pandemic. However, this temporary shift to provide online instruction is not the same as fully implementing a telepractice service delivery model that is comparable with in-person service delivery. The purpose of this article is to provide the practicing SLP with a framework for delivering effective intervention services to school-age students with language impairments via telepractice. Within this framework, the SLP still must consider the available evidence base for an intervention and implement its core components, including repeated opportunities for skill and knowledge acquisition with sufficient intensity, systematic scaffolding, and an explicit focus (Ukrainetz, 2006a). Particular attention must be given to aspects of intervention planning, manipulation of the therapy context, collaboration with relevant stakeholders, specific intervention materials, and prompting because these are among the most likely to differ between the telepractice and in-person service delivery. We discuss these aspects and provide examples.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45722184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1097/TLD.0000000000000279
Joneen Lowman, Judy L. Walker, K. T. Houston
Telepractice has been recognized as an efficacious service delivery model for more than 15 years. Yet, most speech-language pathologists found themselves ill-prepared to transition in-person clinical services to a digital format in response to the pandemic. Confusion regarding telepractice regulatory, reimbursement, technology, and delivery requirements stemmed from a lack of formal training, as most practicing clinicians lacked graduate preparation in this arena. Graduate speech–language pathology programs were stymied as to specific telepractice knowledge and skills that should be incorporated into a preparatory program. This article outlines a set of telepractice competencies to guide graduate programs and to promote self-evaluation among practicing clinicians. The specified competencies are clustered into three domains: (1) regulatory, reimbursement, and ethics; (2) telecommunications technology; and (3) clinical telepractice. Examples of knowledge and skills specific to each competency are provided. Infusion of the telepractice competencies within the curriculum of three accredited graduate programs is illustrated.
{"title":"Preparing Speech–Language Pathology Graduate Students for Effective Telepractice","authors":"Joneen Lowman, Judy L. Walker, K. T. Houston","doi":"10.1097/TLD.0000000000000279","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000279","url":null,"abstract":"Telepractice has been recognized as an efficacious service delivery model for more than 15 years. Yet, most speech-language pathologists found themselves ill-prepared to transition in-person clinical services to a digital format in response to the pandemic. Confusion regarding telepractice regulatory, reimbursement, technology, and delivery requirements stemmed from a lack of formal training, as most practicing clinicians lacked graduate preparation in this arena. Graduate speech–language pathology programs were stymied as to specific telepractice knowledge and skills that should be incorporated into a preparatory program. This article outlines a set of telepractice competencies to guide graduate programs and to promote self-evaluation among practicing clinicians. The specified competencies are clustered into three domains: (1) regulatory, reimbursement, and ethics; (2) telecommunications technology; and (3) clinical telepractice. Examples of knowledge and skills specific to each competency are provided. Infusion of the telepractice competencies within the curriculum of three accredited graduate programs is illustrated.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47490720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1097/tld.0000000000000283
{"title":"Pediatric Language Assessment and Intervention Using a Telepractice Service Delivery Model","authors":"","doi":"10.1097/tld.0000000000000283","DOIUrl":"https://doi.org/10.1097/tld.0000000000000283","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43788402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1097/tld.0000000000000278
E. Lundblom, E. Cohn, Lyn Tindall Covert
{"title":"School-Based Telepractice Assessment (STA)","authors":"E. Lundblom, E. Cohn, Lyn Tindall Covert","doi":"10.1097/tld.0000000000000278","DOIUrl":"https://doi.org/10.1097/tld.0000000000000278","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41353871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1097/tld.0000000000000280
Windi Krok, Elizabeth S Norton, Mary Kate Buchheit, Emily Harriott, Lauren Wakschlag, Pamela A Hadley
{"title":"Using Animated Action Scenes to Remotely Assess Sentence Diversity in Toddlers.","authors":"Windi Krok, Elizabeth S Norton, Mary Kate Buchheit, Emily Harriott, Lauren Wakschlag, Pamela A Hadley","doi":"10.1097/tld.0000000000000280","DOIUrl":"10.1097/tld.0000000000000280","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9432823/pdf/nihms-1781679.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9221624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1097/tld.0000000000000281
E. Kester
The purpose of this tutorial is to guide speech–language pathologists in conducting speech and language evaluations remotely. Practical considerations, such as setting up the testing environment and the importance of conducting a pre-evaluation check, are discussed. Different item types and assessments are discussed with consideration of the technology requirements for different tools. Issues such as testing fidelity when remotely administering assessments that were normed with in-person testing and ways to use standardized tools in nonstandardized ways are addressed. The benefits of remote testing are discussed.
{"title":"Online Language Assessment of School-Age Students","authors":"E. Kester","doi":"10.1097/tld.0000000000000281","DOIUrl":"https://doi.org/10.1097/tld.0000000000000281","url":null,"abstract":"The purpose of this tutorial is to guide speech–language pathologists in conducting speech and language evaluations remotely. Practical considerations, such as setting up the testing environment and the importance of conducting a pre-evaluation check, are discussed. Different item types and assessments are discussed with consideration of the technology requirements for different tools. Issues such as testing fidelity when remotely administering assessments that were normed with in-person testing and ways to use standardized tools in nonstandardized ways are addressed. The benefits of remote testing are discussed.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44300000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1097/TLD.0000000000000269
Shelley B Brundage, Nan Bernstein Ratner
Purpose: Although commonly defined as a speech disorder, stuttering interacts with the language production system in important ways. Our purpose is to summarize research findings on linguistic variables that influence stuttering assessment and treatment.
Method and results: Numerous topics are summarized. First, we review research that has examined linguistic features that increase stuttering frequency and influence where it occurs. Second, we tackle the question of whether or not persons who stutter exhibit subtle language differences or deficits. Next, we explore language factors that appear to influence recovery from early stuttering in children. The final topic discusses the unique challenges inherent in differentially diagnosing stuttering in bilingual children. Clinical implications for each topic are discussed.
Discussion: The article concludes with a discussion of the unique differences in the integration of language and speech demands by people who stutter, when compared to people who are typically fluent, and their clinical ramifications.
{"title":"Linguistic aspects of stuttering: research updates on the language-fluency interface.","authors":"Shelley B Brundage, Nan Bernstein Ratner","doi":"10.1097/TLD.0000000000000269","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000269","url":null,"abstract":"<p><strong>Purpose: </strong>Although commonly defined as a speech disorder, stuttering interacts with the language production system in important ways. Our purpose is to summarize research findings on linguistic variables that influence stuttering assessment and treatment.</p><p><strong>Method and results: </strong>Numerous topics are summarized. First, we review research that has examined linguistic features that increase stuttering frequency and influence where it occurs. Second, we tackle the question of whether or not persons who stutter exhibit subtle language differences or deficits. Next, we explore language factors that appear to influence recovery from early stuttering in children. The final topic discusses the unique challenges inherent in differentially diagnosing stuttering in bilingual children. Clinical implications for each topic are discussed.</p><p><strong>Discussion: </strong>The article concludes with a discussion of the unique differences in the integration of language and speech demands by people who stutter, when compared to people who are typically fluent, and their clinical ramifications.</p>","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8936424/pdf/nihms-1783920.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10459320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1097/tld.0000000000000271
Erica Lescht, Courtney Venker, Jacie R McHaney, Jason W Bohland, Amanda Hampton Wray
{"title":"Novel word recognition in childhood stuttering.","authors":"Erica Lescht, Courtney Venker, Jacie R McHaney, Jason W Bohland, Amanda Hampton Wray","doi":"10.1097/tld.0000000000000271","DOIUrl":"10.1097/tld.0000000000000271","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8920118/pdf/nihms-1759335.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10457836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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