Pub Date : 2024-12-01Epub Date: 2024-10-30DOI: 10.1044/2024_persp-24-00094
Susan T Sehgal, Irina Castellanos, William G Kronenberger, David B Pisoni
Purpose: Cochlear implants (CIs) have improved the quality of life for many children with severe-to-profound sensorineural hearing loss. Despite the reported CI benefits of improved speech recognition, speech intelligibility, and spoken language processing, large individual differences in speech and language outcomes are still consistently reported in the literature. The enormous variability in CI outcomes has made it challenging to predict which children may be at high risk for limited benefits and how potential risk factors can be improved with interventions. In this article, we consider four challenging, unresolved issues that exist in the field of pediatric cochlear implantation (age at implantation, comorbid diagnoses, preimplant functioning in infants, and communication modality) to illustrate the value of adopting a broader integrated multidisciplinary approach to explaining variability and individual differences in outcomes.
Conclusions: Four challenging and unresolved issues concerning our ability to predict individual differences before implantation were discussed. In order to address some of the current barriers to progress in dealing with these unresolved issues, a biopsychosocial system model is proposed as a possible unifying approach to conceptualizing these issues. Additionally, several new research directions to better understand and explain variability in pediatric CI outcomes are suggested.
{"title":"Some Challenging Questions About Outcomes in Children With Cochlear Implants.","authors":"Susan T Sehgal, Irina Castellanos, William G Kronenberger, David B Pisoni","doi":"10.1044/2024_persp-24-00094","DOIUrl":"10.1044/2024_persp-24-00094","url":null,"abstract":"<p><strong>Purpose: </strong>Cochlear implants (CIs) have improved the quality of life for many children with severe-to-profound sensorineural hearing loss. Despite the reported CI benefits of improved speech recognition, speech intelligibility, and spoken language processing, large individual differences in speech and language outcomes are still consistently reported in the literature. The enormous variability in CI outcomes has made it challenging to predict which children may be at high risk for limited benefits and how potential risk factors can be improved with interventions. In this article, we consider four challenging, unresolved issues that exist in the field of pediatric cochlear implantation (age at implantation, comorbid diagnoses, preimplant functioning in infants, and communication modality) to illustrate the value of adopting a broader integrated multidisciplinary approach to explaining variability and individual differences in outcomes.</p><p><strong>Conclusions: </strong>Four challenging and unresolved issues concerning our ability to predict individual differences before implantation were discussed. In order to address some of the current barriers to progress in dealing with these unresolved issues, a biopsychosocial system model is proposed as a possible unifying approach to conceptualizing these issues. Additionally, several new research directions to better understand and explain variability in pediatric CI outcomes are suggested.</p>","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"9 6","pages":"1691-1696"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11741186/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143017880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01Epub Date: 2024-08-07DOI: 10.1044/2024_persp-24-00042
Christyn Jackson, Lauren Hagstrom, Karen Emmorey
Purpose: We provide a case report of "Zoe," a 4-year-old deaf child from a deaf signing family, who presented with a possible case of Childhood Apraxia of Sign (CASign).
Method: The description is based on reports from the child's speech-language pathologist, her Individualized Education Program report, and a clinician-created sign imitation task.
Results: Zoe's sign articulation errors in American Sign Language differed from those reported for typically developing deaf children and were parallel to the types of errors observed for hearing children with childhood apraxia of speech. Specifically, Zoe produced inconsistent errors across signs, substituted more complex handshapes for simple handshapes, made errors on both unmarked (common) and marked (less common) forms, produced articulatory distortions (rather than substitutions), and exhibited "groping" behaviors (a sequence of attempts to move her hands into the correct position). In addition, Zoe sometimes self-corrected her errors by manipulating her own hands, for example, using her left hand to move the thumb of her right hand into the correct position.
Conclusion: Zoe's pattern of sign errors is consistent with an underlying deficit in motor planning and/or programming and may constitute the first reported case of CASign.
{"title":"A Case Study of Suspected Childhood Apraxia of Sign.","authors":"Christyn Jackson, Lauren Hagstrom, Karen Emmorey","doi":"10.1044/2024_persp-24-00042","DOIUrl":"10.1044/2024_persp-24-00042","url":null,"abstract":"<p><strong>Purpose: </strong>We provide a case report of \"Zoe,\" a 4-year-old deaf child from a deaf signing family, who presented with a possible case of Childhood Apraxia of Sign (CASign).</p><p><strong>Method: </strong>The description is based on reports from the child's speech-language pathologist, her Individualized Education Program report, and a clinician-created sign imitation task.</p><p><strong>Results: </strong>Zoe's sign articulation errors in American Sign Language differed from those reported for typically developing deaf children and were parallel to the types of errors observed for hearing children with childhood apraxia of speech. Specifically, Zoe produced inconsistent errors across signs, substituted more complex handshapes for simple handshapes, made errors on both unmarked (common) and marked (less common) forms, produced articulatory distortions (rather than substitutions), and exhibited \"groping\" behaviors (a sequence of attempts to move her hands into the correct position). In addition, Zoe sometimes self-corrected her errors by manipulating her own hands, for example, using her left hand to move the thumb of her right hand into the correct position.</p><p><strong>Conclusion: </strong>Zoe's pattern of sign errors is consistent with an underlying deficit in motor planning and/or programming and may constitute the first reported case of CASign.</p>","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"9 5","pages":"1427-1438"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11466353/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-19DOI: 10.1044/2024_persp-24-00071
Timothy Huang, Yao Du, Siena Sun, Nadhiya Ito, Lei Sun, Betty Yu, Li-Rong Lilly Cheng, H. S. Chiou
The purpose of this viewpoint is to outline and describe the Asian Pacific Islander (API) Speech-Language-Hearing Caucus's initiatives to promote diversity, equity, and inclusion for Asian Americans and Pacific Islanders (AAPIs) in speech-language pathology and audiology. Specifically, we discuss the caucus's efforts through research and community advocacy. Through research, the Counter Story Project, led by Breslin et al. (2022), was a qualitative study that documented and analyzed systemic racism experienced by AAPI professionals. Thematic findings revealed microaggressions in professional settings and racial overgeneralizations on AAPIs' communication and cultural upbringing. Through community advocacy, the caucus provides a wide array of programs and events, including Anti-Racism Learning Community, API Speaker Series, Bilingual Assessment and Treatment Resources, Career Panel, API Caucus Research and Clinical Symposium, Graduate School Panel, API Scholarship, and API Mentorship Program. Through these initiatives, the caucus strives for recruitment and retention of AAPI audiologists and speech-language pathologists to achieve its long-term mission of providing accessible and quality speech, language, and hearing services to AAPI communities in the United States.
{"title":"Promoting Diversity, Equity, and Inclusion for Asian Americans and Pacific Islanders in Speech-Language-Hearing Sciences","authors":"Timothy Huang, Yao Du, Siena Sun, Nadhiya Ito, Lei Sun, Betty Yu, Li-Rong Lilly Cheng, H. S. Chiou","doi":"10.1044/2024_persp-24-00071","DOIUrl":"https://doi.org/10.1044/2024_persp-24-00071","url":null,"abstract":"\u0000 \u0000 The purpose of this viewpoint is to outline and describe the Asian Pacific Islander (API) Speech-Language-Hearing Caucus's initiatives to promote diversity, equity, and inclusion for Asian Americans and Pacific Islanders (AAPIs) in speech-language pathology and audiology. Specifically, we discuss the caucus's efforts through research and community advocacy. Through research, the Counter Story Project, led by Breslin et al. (2022), was a qualitative study that documented and analyzed systemic racism experienced by AAPI professionals. Thematic findings revealed microaggressions in professional settings and racial overgeneralizations on AAPIs' communication and cultural upbringing. Through community advocacy, the caucus provides a wide array of programs and events, including Anti-Racism Learning Community, API Speaker Series, Bilingual Assessment and Treatment Resources, Career Panel, API Caucus Research and Clinical Symposium, Graduate School Panel, API Scholarship, and API Mentorship Program.\u0000 \u0000 \u0000 \u0000 Through these initiatives, the caucus strives for recruitment and retention of AAPI audiologists and speech-language pathologists to achieve its long-term mission of providing accessible and quality speech, language, and hearing services to AAPI communities in the United States.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"109 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-18DOI: 10.1044/2024_persp-23-00230
Braelyn Wence, Ciera M. Lorio, Amy Yacucci
Shared book reading (SBR) is an evidence-based literacy activity that promotes the development of oral language and emergent literacy skills in young children; however, literature regarding best practices for parents of children with developmental disabilities under the age of 5 years, specifically those with complex communication needs, is severely limited. In this descriptive study, we aimed to better understand how families of toddlers/preschoolers incorporated augmentative and alternative communication (AAC) into SBR interactions. Videos of SBR interactions were collected across five families with children between 35 and 48 months of age who used AAC systems. Three families had previous training in AAC use during SBR; two families did not have previous training and reportedly did not use their child's AAC system during typical SBR interactions at home. Thus, SBR without AAC was considered “typical” for these two families, and behaviors were compared across two conditions: SBR without AAC and SBR with AAC. Each video was coded for a variety of parent and child behaviors, including asking questions, repetitions, modeling/commenting, expanding/extending, defining vocabulary, affirmations, initiations, and responses. The communication modality used was coded for each behavior. Analysis of the video coding revealed that parents used a variety of strategies and that children relied on multimodal means of communication during SBR. For the two families who had videos collected across two conditions, namely, SBR without AAC and SBR with AAC, family AAC use increased the overall duration of SBR activities. For all families, the frequency of parent SBR strategy use increased the SBR duration. This study adds to the limited research on SBR practices with toddlers/preschoolers who use AAC. Directions for future research and the implications of the study are discussed. https://doi.org/10.23641/asha.26240408
{"title":"Shared Book Reading Experiences for Young Children Who Use Augmentative and Alternative Communication Systems","authors":"Braelyn Wence, Ciera M. Lorio, Amy Yacucci","doi":"10.1044/2024_persp-23-00230","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00230","url":null,"abstract":"\u0000 \u0000 Shared book reading (SBR) is an evidence-based literacy activity that promotes the development of oral language and emergent literacy skills in young children; however, literature regarding best practices for parents of children with developmental disabilities under the age of 5 years, specifically those with complex communication needs, is severely limited. In this descriptive study, we aimed to better understand how families of toddlers/preschoolers incorporated augmentative and alternative communication (AAC) into SBR interactions.\u0000 \u0000 \u0000 \u0000 Videos of SBR interactions were collected across five families with children between 35 and 48 months of age who used AAC systems. Three families had previous training in AAC use during SBR; two families did not have previous training and reportedly did not use their child's AAC system during typical SBR interactions at home. Thus, SBR without AAC was considered “typical” for these two families, and behaviors were compared across two conditions: SBR without AAC and SBR with AAC. Each video was coded for a variety of parent and child behaviors, including asking questions, repetitions, modeling/commenting, expanding/extending, defining vocabulary, affirmations, initiations, and responses. The communication modality used was coded for each behavior.\u0000 \u0000 \u0000 \u0000 Analysis of the video coding revealed that parents used a variety of strategies and that children relied on multimodal means of communication during SBR. For the two families who had videos collected across two conditions, namely, SBR without AAC and SBR with AAC, family AAC use increased the overall duration of SBR activities. For all families, the frequency of parent SBR strategy use increased the SBR duration.\u0000 \u0000 \u0000 \u0000 This study adds to the limited research on SBR practices with toddlers/preschoolers who use AAC. Directions for future research and the implications of the study are discussed.\u0000 \u0000 \u0000 \u0000 \u0000 https://doi.org/10.23641/asha.26240408\u0000 \u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to collect information on the current duties and educational backgrounds of clinical audiologists in mainland Chinese hospitals, aiming to making recommendations for the scope of practice for them. A survey-based study focused on clinical audiologists in mainland China was conducted. This survey sought to collect comprehensive information regarding their educational backgrounds, work duties, and responsibilities. After reaching out to a potential pool of 495 participants within an online community of clinical audiologists, 162 responses were received from various hospitals across mainland China. The survey findings indicate that most clinical audiologists in China are primarily engaged in hearing/auditory-related assessments. Although most respondents have received proper clinical audiology training, with 98.77% holding a bachelor's degree or higher, their role closely resembles that of audiology technicians, with many lacking the authority to explain test results to patients (60.49%) or to choose specific assessments (75.93%). Despite their substantial training in audiology, the scope of their clinical responsibilities is notably limited. Given the extensive audiological training that these professionals undergo and the growing demand for audiology and hearing care services in China, there is a compelling justification for expanding the duties of clinical audiologists in Chinese hospitals. Such an expansion could encompass audiological consultations and a more direct role in patient care, thereby improving the quality and accessibility of audiology services in China.
{"title":"Recommendations for Expanding the Clinical Role of Audiologists in Hospitals in Mainland China: Insights From a Survey-Based Study","authors":"Shangqiguo Wang, Changgeng Mo, Cheng Zhao, Xiaoli Shen, Yuan Chen","doi":"10.1044/2024_persp-24-00080","DOIUrl":"https://doi.org/10.1044/2024_persp-24-00080","url":null,"abstract":"\u0000 \u0000 This study aims to collect information on the current duties and educational backgrounds of clinical audiologists in mainland Chinese hospitals, aiming to making recommendations for the scope of practice for them.\u0000 \u0000 \u0000 \u0000 A survey-based study focused on clinical audiologists in mainland China was conducted. This survey sought to collect comprehensive information regarding their educational backgrounds, work duties, and responsibilities. After reaching out to a potential pool of 495 participants within an online community of clinical audiologists, 162 responses were received from various hospitals across mainland China.\u0000 \u0000 \u0000 \u0000 The survey findings indicate that most clinical audiologists in China are primarily engaged in hearing/auditory-related assessments. Although most respondents have received proper clinical audiology training, with 98.77% holding a bachelor's degree or higher, their role closely resembles that of audiology technicians, with many lacking the authority to explain test results to patients (60.49%) or to choose specific assessments (75.93%). Despite their substantial training in audiology, the scope of their clinical responsibilities is notably limited.\u0000 \u0000 \u0000 \u0000 Given the extensive audiological training that these professionals undergo and the growing demand for audiology and hearing care services in China, there is a compelling justification for expanding the duties of clinical audiologists in Chinese hospitals. Such an expansion could encompass audiological consultations and a more direct role in patient care, thereby improving the quality and accessibility of audiology services in China.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"83 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141647424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-11DOI: 10.1044/2024_persp-23-00274
Leann Schow Smith, Kristin Brinker, Courtney E. Jones, Melanie Hanny Ray, Helene M. Taylor, Rachel Turner Gardiner, Tina M. Sauer
The videofluoroscopic swallowing study (VFSS) is an instrumental exam for patients with dysphagia. Analysis of images generated during the study leads to diagnosis of swallowing events/physiology and the generation of treatment plans. As critical as the reading of images are to the VFSS, there exist multiple additional considerations for successfully conducting the study with pediatric patients. Due to difficulties inherent in testing infants and children, the pediatric VFSS poses implementation challenges. Speech-language pathologists may facilitate pediatric patients in issues of feeding engagement, crying, volume consumed, bolus size, and method. Facilitative techniques during pediatric VFSS benefit the obtaining of accurate diagnostic results to guide pediatric feeding disorder management and recommendations.
{"title":"Facilitating Pediatric Patients During Videofluoroscopic Swallowing Studies","authors":"Leann Schow Smith, Kristin Brinker, Courtney E. Jones, Melanie Hanny Ray, Helene M. Taylor, Rachel Turner Gardiner, Tina M. Sauer","doi":"10.1044/2024_persp-23-00274","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00274","url":null,"abstract":"\u0000 \u0000 The videofluoroscopic swallowing study (VFSS) is an instrumental exam for patients with dysphagia. Analysis of images generated during the study leads to diagnosis of swallowing events/physiology and the generation of treatment plans. As critical as the reading of images are to the VFSS, there exist multiple additional considerations for successfully conducting the study with pediatric patients. Due to difficulties inherent in testing infants and children, the pediatric VFSS poses implementation challenges. Speech-language pathologists may facilitate pediatric patients in issues of feeding engagement, crying, volume consumed, bolus size, and method.\u0000 \u0000 \u0000 \u0000 Facilitative techniques during pediatric VFSS benefit the obtaining of accurate diagnostic results to guide pediatric feeding disorder management and recommendations.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"132 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141656636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-05DOI: 10.1044/2024_persp-24-00039
S. A. S. Lee, Chloe Hui Min Ang, Elizabeth Chafcouloff, Seong Hee Choi, Kenneth Wei De Chua, Carla Krishan Cuadro, Fatimah Hani Hassan, Makoto Kariyasu, Krisna Lertsukprasert, Snithin Sasheendran, Upik Supiaty, Meng-Ju Tsai, S. Tseng, Rumi Wang, Min Ney Wong, Sun Yuan
In collaboration with members of the Asia Pacific Society of Speech, Language and Hearing (APSSLH), the purpose of this tutorial was to outline a brief history and the current status of the speech-language pathology and audiology professions in Asian countries that are affiliated with the APSSLH. Relevant literature and websites on the speech-language pathology and audiology professions in each country are reviewed and summarized. Information was also obtained via personal interviews. A brief history, educational programs, licensure systems, and professional organizations of each country are addressed. The developmental status of speech-language pathology and audiology professions in Asian countries varies from emerging to fully established. Several issues among countries in development are discussed, and recommendations for future development are addressed. This tutorial will improve awareness of speech-language pathology and audiology status in Asian countries and may facilitate ASHA and APSSLH members participation in and contributions to international relations and affairs.
{"title":"Speech-Language Pathology and Audiology Professions in Asia: Past History and Current Status","authors":"S. A. S. Lee, Chloe Hui Min Ang, Elizabeth Chafcouloff, Seong Hee Choi, Kenneth Wei De Chua, Carla Krishan Cuadro, Fatimah Hani Hassan, Makoto Kariyasu, Krisna Lertsukprasert, Snithin Sasheendran, Upik Supiaty, Meng-Ju Tsai, S. Tseng, Rumi Wang, Min Ney Wong, Sun Yuan","doi":"10.1044/2024_persp-24-00039","DOIUrl":"https://doi.org/10.1044/2024_persp-24-00039","url":null,"abstract":"\u0000 \u0000 In collaboration with members of the Asia Pacific Society of Speech, Language and Hearing (APSSLH), the purpose of this tutorial was to outline a brief history and the current status of the speech-language pathology and audiology professions in Asian countries that are affiliated with the APSSLH.\u0000 \u0000 \u0000 \u0000 Relevant literature and websites on the speech-language pathology and audiology professions in each country are reviewed and summarized. Information was also obtained via personal interviews.\u0000 \u0000 \u0000 \u0000 A brief history, educational programs, licensure systems, and professional organizations of each country are addressed.\u0000 \u0000 \u0000 \u0000 The developmental status of speech-language pathology and audiology professions in Asian countries varies from emerging to fully established. Several issues among countries in development are discussed, and recommendations for future development are addressed.\u0000 \u0000 \u0000 \u0000 This tutorial will improve awareness of speech-language pathology and audiology status in Asian countries and may facilitate ASHA and APSSLH members participation in and contributions to international relations and affairs.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141674510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.1044/2024_persp-24-00025
Kathryn L. Cabbage, Dana Algeo-Nichols
Children with speech sound disorder (SSD) are at known risk for literacy deficits. The purpose of this study was to review the available literature for intervention approaches that simultaneously target the development of literacy and speech sound production skills in children with SSD. In this review, we examined the available evidence for intervention frameworks that support literacy skill development, specifically within the context of SSD intervention. A total of 13 articles met inclusion criteria, reporting both speech sound production and literacy outcomes for children with SSD receiving speech sound therapy that incorporated literacy skills to support literacy development. The most common literacy focus for children receiving SSD intervention centered on the development of phonological awareness skills. Findings revealed that, on average, SSD intervention embedded into phonological awareness intervention improved both speech sound production accuracy and literacy skills in children with SSD. Children who received speech sound therapy only had reduced literacy skills as compared to their peers. Follow-up studies showed that children with SSD who had received phonological intervention exhibited literacy skills on par with their typically developing peers, well after treatment ended. Speech-language pathologists have the opportunity to support both literacy skill and speech sound production development in children with SSD. The majority of reviewed research included preschool-aged and early elementary–aged children. Future research is needed to investigate how to support literacy development in older children with SSD.
{"title":"Literacy-Based Intervention for Children With Speech Sound Disorders: A Review of the Literature","authors":"Kathryn L. Cabbage, Dana Algeo-Nichols","doi":"10.1044/2024_persp-24-00025","DOIUrl":"https://doi.org/10.1044/2024_persp-24-00025","url":null,"abstract":"\u0000 \u0000 Children with speech sound disorder (SSD) are at known risk for literacy deficits. The purpose of this study was to review the available literature for intervention approaches that simultaneously target the development of literacy and speech sound production skills in children with SSD.\u0000 \u0000 \u0000 \u0000 In this review, we examined the available evidence for intervention frameworks that support literacy skill development, specifically within the context of SSD intervention. A total of 13 articles met inclusion criteria, reporting both speech sound production and literacy outcomes for children with SSD receiving speech sound therapy that incorporated literacy skills to support literacy development.\u0000 \u0000 \u0000 \u0000 The most common literacy focus for children receiving SSD intervention centered on the development of phonological awareness skills. Findings revealed that, on average, SSD intervention embedded into phonological awareness intervention improved both speech sound production accuracy and literacy skills in children with SSD. Children who received speech sound therapy only had reduced literacy skills as compared to their peers. Follow-up studies showed that children with SSD who had received phonological intervention exhibited literacy skills on par with their typically developing peers, well after treatment ended.\u0000 \u0000 \u0000 \u0000 Speech-language pathologists have the opportunity to support both literacy skill and speech sound production development in children with SSD. The majority of reviewed research included preschool-aged and early elementary–aged children. Future research is needed to investigate how to support literacy development in older children with SSD.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141679847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.1044/2024_persp-23-00251
Lori A. Pakulski
Although commonly perceived as an acceptable and normal part of aging, unaddressed or inadequately managed hearing loss (UIMHL) is an economically and socially recognized cause of human disability and morbidity. It creates a global burden that negatively affects individuals and nations, disproportionately affecting low- and middle-income countries and vulnerable populations. Immediate- and long-term health, social, and economic consequences include psychosocial problems, deterioration of cognitive function, loss of productivity, and poor well-being. Despite a growing body of evidence that interventions can ameliorate these concerns, fewer than 80% receive them. Access to services, perceived costs, and stigma are commonly blamed to avoid intervention. The purpose of this article is to raise awareness and highlight solutions to reduce the impact of UIMHL on a particularly vulnerable population: the Palestinian people living in refugee camps. This article discusses the approach of a humanitarian organization that aims to improve service uptake, reduce detrimental impacts, and address the ethical implications of improving outcomes for those with UIMHL. Hearing and auditory wellness are key factors in improving the quality of life and health of vulnerable populations. When international humanitarian organizations aim to improve the outcomes of those with UIMHL, their services must be culturally sensitive and fully consider the vulnerabilities and needs of the population. Furthermore, they must promote outreach and education in partnership with local practitioners for their work to continue beyond a one-time visit. The use of social accompaniment to empower local stakeholders and expand service delivery is also discussed.
{"title":"Addressing Hearing Loss of Palestinians Living in Refugee Camps","authors":"Lori A. Pakulski","doi":"10.1044/2024_persp-23-00251","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00251","url":null,"abstract":"\u0000 \u0000 Although commonly perceived as an acceptable and normal part of aging, unaddressed or inadequately managed hearing loss (UIMHL) is an economically and socially recognized cause of human disability and morbidity. It creates a global burden that negatively affects individuals and nations, disproportionately affecting low- and middle-income countries and vulnerable populations. Immediate- and long-term health, social, and economic consequences include psychosocial problems, deterioration of cognitive function, loss of productivity, and poor well-being. Despite a growing body of evidence that interventions can ameliorate these concerns, fewer than 80% receive them. Access to services, perceived costs, and stigma are commonly blamed to avoid intervention. The purpose of this article is to raise awareness and highlight solutions to reduce the impact of UIMHL on a particularly vulnerable population: the Palestinian people living in refugee camps.\u0000 \u0000 \u0000 \u0000 This article discusses the approach of a humanitarian organization that aims to improve service uptake, reduce detrimental impacts, and address the ethical implications of improving outcomes for those with UIMHL.\u0000 \u0000 \u0000 \u0000 Hearing and auditory wellness are key factors in improving the quality of life and health of vulnerable populations. When international humanitarian organizations aim to improve the outcomes of those with UIMHL, their services must be culturally sensitive and fully consider the vulnerabilities and needs of the population. Furthermore, they must promote outreach and education in partnership with local practitioners for their work to continue beyond a one-time visit. The use of social accompaniment to empower local stakeholders and expand service delivery is also discussed.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 55","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141680322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.1044/2024_persp-23-00281
Hannah Caron, Amber Heape, Kathryn Williams
Resilience-based clinical supervision (RBCS) is a program that reduces occupational stress and burnout symptoms in health care professionals. Research has not yet evaluated the program with medical speech-language pathologists (SLPs) or with an online delivery model. This investigation used virtual RBCS to address burnout in medical SLPs during the COVID-19 pandemic. Six medical SLPs participated in this combination quasi-experimental study with a baseline and intervention phase single-subject and pretest–posttest design. RBCS was held over Zoom twice a week for eight total sessions. Exercises included brief mindfulness meditations, emotional labeling, and reflective discussions on the underlying sources of stress. An adapted four-question version of the Oldenburg Burnout Inventory (OLBI) collected repeated measures of burnout twice a week across all study phases. Pre-intervention and post-intervention data were collected with full OLBI assessments to further evaluate intervention effects. All participants showed a decrease in burnout at the end of the study. Five of the six medical SLPs experienced statistically significant reductions in burnout. This investigation contributes to the growing body of evidence supporting RBCS for reducing health care burnout, offering a means to increase convenience and accessibility through virtual delivery.
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