Pub Date : 2024-05-15DOI: 10.1044/2024_persp-23-00270
Sara C. Cornett, Andrea Barton-Hulsey, Tyler Burnett
Opportunities to actively engage in literacy instruction should be accessible to all students in the classroom. Shared book reading provides a literacy-based context in which teachers may adapt their communication to allow students with a range of abilities to participate. The current study examines teacher communication during shared book-reading activities to understand what specific strategies teachers are using when children with developmental disabilities are included. A shared reading activity was video-recorded in one classroom with and one classroom without students with developmental disabilities. Quantity of teacher communication was measured using the Systematic Analysis of Language Transcripts (SALT) tool, while communication functions were measured by adapting the Systematic Assessment of Book Reading. Survey methods reported teachers' typical classroom literacy instruction. While both teachers used similar amounts of language, the teacher with students with developmental disabilities in her classroom used more literacy-related functions (e.g., referencing letters, phonics, decoding) to discuss print concepts and slightly greater communication to support comprehension of the story. Both teachers reported rarely—if not at all—using technology as an instructional strategy. SALT, an adapted assessment, and survey methods may capture differences in teacher communication during shared reading within heterogeneous classrooms. Understanding more about teacher communication yields important implications for intercollaborative practice to allow support for students with a range of abilities within inclusive literacy-based instruction.
{"title":"Measuring Preschool Teachers' Language Use During Shared Book Reading With Children With Developmental Disabilities: A Pilot Study","authors":"Sara C. Cornett, Andrea Barton-Hulsey, Tyler Burnett","doi":"10.1044/2024_persp-23-00270","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00270","url":null,"abstract":"\u0000 \u0000 Opportunities to actively engage in literacy instruction should be accessible to all students in the classroom. Shared book reading provides a literacy-based context in which teachers may adapt their communication to allow students with a range of abilities to participate. The current study examines teacher communication during shared book-reading activities to understand what specific strategies teachers are using when children with developmental disabilities are included.\u0000 \u0000 \u0000 \u0000 A shared reading activity was video-recorded in one classroom with and one classroom without students with developmental disabilities. Quantity of teacher communication was measured using the Systematic Analysis of Language Transcripts (SALT) tool, while communication functions were measured by adapting the Systematic Assessment of Book Reading. Survey methods reported teachers' typical classroom literacy instruction.\u0000 \u0000 \u0000 \u0000 While both teachers used similar amounts of language, the teacher with students with developmental disabilities in her classroom used more literacy-related functions (e.g., referencing letters, phonics, decoding) to discuss print concepts and slightly greater communication to support comprehension of the story. Both teachers reported rarely—if not at all—using technology as an instructional strategy.\u0000 \u0000 \u0000 \u0000 SALT, an adapted assessment, and survey methods may capture differences in teacher communication during shared reading within heterogeneous classrooms. Understanding more about teacher communication yields important implications for intercollaborative practice to allow support for students with a range of abilities within inclusive literacy-based instruction.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"133 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976999","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 : 2024-05-09DOI: 10.1044/2024_persp-23-00259
Sydney Dacey, Sari Koppel, Andrew Keltz, Danielle Livecchi, Nikita Kohli, Michael Z. Lerner
This study aimed to examine the vocal behaviors of group fitness instructors (GFIs), explore awareness among GFIs about voice-specialized health care, and assess the potential utility of a GFI-specific voice handicap questionnaire. An anonymous 27-question survey was distributed digitally to GFIs. In addition to collecting demographic data and information about vocal behaviors and demands, the survey included a 10-question GFI-specific questionnaire (GFI-VHI-10) adapted from the Singing Voice Handicap Index-10. Fifty-two GFIs participated in the study (75% female, 25% male) with a mean age of 44.6 years. Forty-six percent reported having a voice problem (VP) since entering the fitness industry. Of those 24 individuals, only four received treatment. There was a statistically significant difference in mean GFI-VHI-10 scores between the VP group (11.87) and the non-VP group (6.1), ( p < .001). Of all respondents, 56% reported never or almost never wearing a microphone while instructing. When asked what they would do if they experienced a VP that lasted for longer than 2 weeks, only 9.6% would see a laryngologist, 23% would see an otolaryngologist, 31% would see their primary care provider, 11.5% were unsure, and 25% would ignore it and hope for spontaneous improvement. Although GFIs are at increased risk for vocal health challenges due to their occupational voice demands, their adherence to vocal health maintenance behaviors and awareness of voice-specialized health care may be limited. The GFI-VHI-10 is a promising tool in that it captured higher scores in the VP group than the non-VP group; however, further exploration is warranted.
{"title":"Perceptions Around Vocal Health Among Group Fitness Instructors and Pilot Use of Group Fitness Instructor–Specific Voice Handicap Questionnaire","authors":"Sydney Dacey, Sari Koppel, Andrew Keltz, Danielle Livecchi, Nikita Kohli, Michael Z. Lerner","doi":"10.1044/2024_persp-23-00259","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00259","url":null,"abstract":"\u0000 \u0000 This study aimed to examine the vocal behaviors of group fitness instructors (GFIs), explore awareness among GFIs about voice-specialized health care, and assess the potential utility of a GFI-specific voice handicap questionnaire.\u0000 \u0000 \u0000 \u0000 An anonymous 27-question survey was distributed digitally to GFIs. In addition to collecting demographic data and information about vocal behaviors and demands, the survey included a 10-question GFI-specific questionnaire (GFI-VHI-10) adapted from the Singing Voice Handicap Index-10.\u0000 \u0000 \u0000 \u0000 \u0000 Fifty-two GFIs participated in the study (75% female, 25% male) with a mean age of 44.6 years. Forty-six percent reported having a voice problem (VP) since entering the fitness industry. Of those 24 individuals, only four received treatment. There was a statistically significant difference in mean GFI-VHI-10 scores between the VP group (11.87) and the non-VP group (6.1), (\u0000 p\u0000 < .001). Of all respondents, 56% reported never or almost never wearing a microphone while instructing. When asked what they would do if they experienced a VP that lasted for longer than 2 weeks, only 9.6% would see a laryngologist, 23% would see an otolaryngologist, 31% would see their primary care provider, 11.5% were unsure, and 25% would ignore it and hope for spontaneous improvement.\u0000 \u0000 \u0000 \u0000 \u0000 Although GFIs are at increased risk for vocal health challenges due to their occupational voice demands, their adherence to vocal health maintenance behaviors and awareness of voice-specialized health care may be limited. The GFI-VHI-10 is a promising tool in that it captured higher scores in the VP group than the non-VP group; however, further exploration is warranted.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994769","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 : 2024-05-07DOI: 10.1044/2024_persp-23-00191
Allison Hatcher, Brian K. Weiler
Many standardized assessments in speech-language pathology can be administered via telepractice. However, the literature is limited on reporting the equivalency of assessment administration between in-person and remote testing. The SCAN–3 for Adolescents and Adults: Tests for Auditory Processing Disorders (SCAN-3:A) is widely used by speech-language pathologists and audiologists to screen for auditory processing disorder (APD). The purpose of this study was to compare in-person and remote administration results on the screening subtests of the SCAN-3:A to determine test–retest consistency across the two settings. Eleven undergraduate and graduate students with normal hearing were administered the Gap Detection, Competing Words–Free Recall (CW-FR) and Auditory Figure Ground (AFG) screening subtests from the SCAN-3:A both in-person and via telepractice with the order counterbalanced across administrations. Specific modifications were made to accommodate remote assessment. Screening pass/fail decisions were above 80% agreement for each of the three subtests. Significant correlations ( p < .05) between in-person and remote scores were found for the CW-FR and AFG subtests. The mean score difference between administration type was not significant for the CW-FR subtest ( p = .921) but was significant for the AFG subtest ( p < .05). These preliminary findings provide tentative, partial support for remote administration of the SCAN-3:A with adherence to specific recommendations. Some technical challenges were reported as well as other logistical limitations associated with remote administration. Recommendations to accommodate telepractice considerations for remote screening of APD are provided. https://doi.org/10.23641/asha.25632135
{"title":"A Comparison of In-Person and Remote Administration Results of the SCAN–3 for Adolescents and Adults: Tests for Auditory Processing Disorders Screening Subtests","authors":"Allison Hatcher, Brian K. Weiler","doi":"10.1044/2024_persp-23-00191","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00191","url":null,"abstract":"\u0000 \u0000 Many standardized assessments in speech-language pathology can be administered via telepractice. However, the literature is limited on reporting the equivalency of assessment administration between in-person and remote testing. The SCAN–3 for Adolescents and Adults: Tests for Auditory Processing Disorders (SCAN-3:A) is widely used by speech-language pathologists and audiologists to screen for auditory processing disorder (APD). The purpose of this study was to compare in-person and remote administration results on the screening subtests of the SCAN-3:A to determine test–retest consistency across the two settings.\u0000 \u0000 \u0000 \u0000 Eleven undergraduate and graduate students with normal hearing were administered the Gap Detection, Competing Words–Free Recall (CW-FR) and Auditory Figure Ground (AFG) screening subtests from the SCAN-3:A both in-person and via telepractice with the order counterbalanced across administrations. Specific modifications were made to accommodate remote assessment.\u0000 \u0000 \u0000 \u0000 \u0000 Screening pass/fail decisions were above 80% agreement for each of the three subtests. Significant correlations (\u0000 p\u0000 < .05) between in-person and remote scores were found for the CW-FR and AFG subtests. The mean score difference between administration type was not significant for the CW-FR subtest (\u0000 p =\u0000 .921) but was significant for the AFG subtest (\u0000 p\u0000 < .05).\u0000 \u0000 \u0000 \u0000 \u0000 These preliminary findings provide tentative, partial support for remote administration of the SCAN-3:A with adherence to specific recommendations. Some technical challenges were reported as well as other logistical limitations associated with remote administration. Recommendations to accommodate telepractice considerations for remote screening of APD are provided.\u0000 \u0000 \u0000 \u0000 \u0000 https://doi.org/10.23641/asha.25632135\u0000 \u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141003117","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 : 2024-05-07DOI: 10.1044/2024_persp-23-00204
Ryan A. Millager, Jacob I. Feldman, Zachary J. Williams, Kiiya Shibata, Keysha A. Martinez-Torres, K. Bryan, Dillon G. Pruett, Jade T. Mitchell, Jennifer E. Markfeld, Brandon Merritt, Derek E. Daniels, Robin M. Jones, Tiffany Woynaroski
One manifestation of systemic inequities in communication sciences and disorders (CSD) is the chronic underreporting and underrepresentation of sex, gender, race, and ethnicity in research. The present study characterized recent demographic reporting practices and representation of participants across CSD research. We systematically reviewed and extracted key reporting and participant data from empirical studies conducted in the United States with human participants published in the year 2020 in journals by the American Speech-Language-Hearing Association (ASHA; 407 articles comprising a total of 80,058 research participants, search completed in November 2021). Sex, gender, race, and ethnicity were operationalized per National Institutes of Health guidelines. Sex or gender was reported in 85.5% of included studies; race in 33.7%; and ethnicity in 13.8%. Sex and gender were clearly differentiated in 3.4% of relevant studies. Where reported, median proportions for race and ethnicity were significantly different from the U.S. population, with underrepresentation noted for all non-White racial groups and Hispanic participants. Moreover, 64.7% of studies that reported sex or gender and 67.2% of studies that reported race or ethnicity did not consider these respective variables in analyses or discussions. At present, research published in ASHA journals frequently fails to report key demographic data summarizing the characteristics of participants. Moreover, apparent gaps in the representation of minoritized racial and ethnic groups threaten the external validity of CSD research and broader health care equity endeavors in the United States. Although our study is limited to a single year and publisher, our results point to several steps for readers that may bring greater accountability, consistency, and diversity to the discipline. https://doi.org/10.23641/asha.25718412
{"title":"Diversity of Research Participant Gender, Race, and Ethnicity in Communication Sciences and Disorders: A Systematic Review and Quantitative Synthesis of American Speech-Language-Hearing Association Publications in 2020","authors":"Ryan A. Millager, Jacob I. Feldman, Zachary J. Williams, Kiiya Shibata, Keysha A. Martinez-Torres, K. Bryan, Dillon G. Pruett, Jade T. Mitchell, Jennifer E. Markfeld, Brandon Merritt, Derek E. Daniels, Robin M. Jones, Tiffany Woynaroski","doi":"10.1044/2024_persp-23-00204","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00204","url":null,"abstract":"\u0000 \u0000 One manifestation of systemic inequities in communication sciences and disorders (CSD) is the chronic underreporting and underrepresentation of sex, gender, race, and ethnicity in research. The present study characterized recent demographic reporting practices and representation of participants across CSD research.\u0000 \u0000 \u0000 \u0000 We systematically reviewed and extracted key reporting and participant data from empirical studies conducted in the United States with human participants published in the year 2020 in journals by the American Speech-Language-Hearing Association (ASHA; 407 articles comprising a total of 80,058 research participants, search completed in November 2021). Sex, gender, race, and ethnicity were operationalized per National Institutes of Health guidelines.\u0000 \u0000 \u0000 \u0000 Sex or gender was reported in 85.5% of included studies; race in 33.7%; and ethnicity in 13.8%. Sex and gender were clearly differentiated in 3.4% of relevant studies. Where reported, median proportions for race and ethnicity were significantly different from the U.S. population, with underrepresentation noted for all non-White racial groups and Hispanic participants. Moreover, 64.7% of studies that reported sex or gender and 67.2% of studies that reported race or ethnicity did not consider these respective variables in analyses or discussions.\u0000 \u0000 \u0000 \u0000 At present, research published in ASHA journals frequently fails to report key demographic data summarizing the characteristics of participants. Moreover, apparent gaps in the representation of minoritized racial and ethnic groups threaten the external validity of CSD research and broader health care equity endeavors in the United States. Although our study is limited to a single year and publisher, our results point to several steps for readers that may bring greater accountability, consistency, and diversity to the discipline.\u0000 \u0000 \u0000 \u0000 \u0000 https://doi.org/10.23641/asha.25718412\u0000 \u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"111 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141003842","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 : 2024-05-01DOI: 10.1044/2024_persp-23-00143
Salim S Alani, Valerie E. Boyer, Ana Claudia Harten, M. C. Franca, Julie A. G. Stierwalt, M. Pegoraro-Krook
The purpose of this literature review is to guide speech-language pathologists (SLPs) on how to increase effective collaboration with interpreters and translators in order to enhance communication with clients and significant others from culturally and linguistically diverse backgrounds. A review of definitions of interpretation and translations and practical guidance on certifications and collaborative practices within a health literacy framework approach is described. Strategies to build effective and ethical SLP–interpreter/translator working relationships are reviewed. Findings emphasize the importance of interprofessional collaboration between SLPs and interpreters/translators. When working with professional interpreters/translators, SLPs application of a brief–intervention–debrief framework, use of plain language, and knowledge of local and national training and practice requirements, are identified as mechanisms to enhance effective and ethical collaboration. Effective collaboration with interpretation and translation services should be a key component of clinical practice to ensure that health information is clearly understood by clients and families.
{"title":"Guidance on the Effective Collaboration With Interpreters and Translators in Speech-Language Pathology","authors":"Salim S Alani, Valerie E. Boyer, Ana Claudia Harten, M. C. Franca, Julie A. G. Stierwalt, M. Pegoraro-Krook","doi":"10.1044/2024_persp-23-00143","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00143","url":null,"abstract":"\u0000 \u0000 The purpose of this literature review is to guide speech-language pathologists (SLPs) on how to increase effective collaboration with interpreters and translators in order to enhance communication with clients and significant others from culturally and linguistically diverse backgrounds.\u0000 \u0000 \u0000 \u0000 A review of definitions of interpretation and translations and practical guidance on certifications and collaborative practices within a health literacy framework approach is described. Strategies to build effective and ethical SLP–interpreter/translator working relationships are reviewed.\u0000 \u0000 \u0000 \u0000 Findings emphasize the importance of interprofessional collaboration between SLPs and interpreters/translators. When working with professional interpreters/translators, SLPs application of a brief–intervention–debrief framework, use of plain language, and knowledge of local and national training and practice requirements, are identified as mechanisms to enhance effective and ethical collaboration.\u0000 \u0000 \u0000 \u0000 Effective collaboration with interpretation and translation services should be a key component of clinical practice to ensure that health information is clearly understood by clients and families.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141051080","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 : 2024-05-01DOI: 10.1044/2024_persp-23-00238
S. A. S. Lee, Amanda Jordan Byrd, E. Babatsouli, Kyomi Gregory-Martin, Monica Echeverry Wright
This tutorial aims to provide an in-depth discussion of professionalism in communication sciences and disorders (CSD) with consideration of diversity, equity, inclusion, and access. Students, practitioners, and faculty in CSD are taught and held to expectations of professionalism. However, criteria for professionalism often do not fully consider diversity, equity, inclusion, and access. Relevant literature on professionalism and diversity, equity, and inclusion is reviewed and summarized. Case scenarios are also shared to provide examples of how these aspects are not currently considered in the discipline of CSD. The current definitions of professionalism are vague and oftentimes exclude cultural differences. Because the majority of American Speech-Language-Hearing Association membership and leadership groups are from the mainstream culture, the definitions and attributes of professional norms have been influenced by mainstream culture. Recent publications on professionalism and professional behavior in medicine have discussed the impact of racialized professionalism norms on increasing diversity of medical students and trainees. It is imperative to resonate such issues in the CSD profession, because there is a growing number of students and practitioners from minority groups. This tutorial addresses how the discipline of CSD can reflect cultural responsiveness to the standards for students, practitioners, and faculty. Several solutions are suggested.
{"title":"Professionalism in Communication Sciences and Disorders: Consideration of Diversity, Equity, Inclusion, and Access","authors":"S. A. S. Lee, Amanda Jordan Byrd, E. Babatsouli, Kyomi Gregory-Martin, Monica Echeverry Wright","doi":"10.1044/2024_persp-23-00238","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00238","url":null,"abstract":"\u0000 \u0000 This tutorial aims to provide an in-depth discussion of professionalism in communication sciences and disorders (CSD) with consideration of diversity, equity, inclusion, and access. Students, practitioners, and faculty in CSD are taught and held to expectations of professionalism. However, criteria for professionalism often do not fully consider diversity, equity, inclusion, and access.\u0000 \u0000 \u0000 \u0000 Relevant literature on professionalism and diversity, equity, and inclusion is reviewed and summarized. Case scenarios are also shared to provide examples of how these aspects are not currently considered in the discipline of CSD.\u0000 \u0000 \u0000 \u0000 The current definitions of professionalism are vague and oftentimes exclude cultural differences. Because the majority of American Speech-Language-Hearing Association membership and leadership groups are from the mainstream culture, the definitions and attributes of professional norms have been influenced by mainstream culture.\u0000 \u0000 \u0000 \u0000 Recent publications on professionalism and professional behavior in medicine have discussed the impact of racialized professionalism norms on increasing diversity of medical students and trainees. It is imperative to resonate such issues in the CSD profession, because there is a growing number of students and practitioners from minority groups. This tutorial addresses how the discipline of CSD can reflect cultural responsiveness to the standards for students, practitioners, and faculty. Several solutions are suggested.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"38 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141037097","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}
The purpose of this investigation was to evaluate language development and disorders course titles across communication sciences and disorders (CSD) graduate programs in an effort to determine whether adolescents were specifically being recognized via inclusive language or dedicated courses. The findings can be used to propel important discussions about the need for inclusive course titles, inform initial directions for improvements in preprofessional education, and guide broader changes in the discipline, especially for the adolescent population. A review of accredited CSD graduate programs across the United States was conducted using the American Speech-Language-Hearing Association EdFind database. A total of 298 master's-level CSD programs were used for this study. CSD course titles located in each of the university's graduate catalogs were documented, categorized, and reviewed by the research team. Of the 298 CSD graduate programs reviewed, one in eight specifically included the word “adolescent(s)” or “adolescence” in the titles of their language development and disorders courses. Remarkably, only four adolescent-focused courses, two of which were listed as electives, were offered across all reviewed programs. A post hoc analysis of the language used in course titling revealed that 42 titles used inclusive terminology. Adolescents are developmentally distinct from children, yet a majority of CSD graduate programs used ambiguous or exclusive words in the titles of their language development and disorders courses. The unintentional failure to recognize this important difference in course titles may be contributing to the ongoing neglect of adolescents within the field. Reframing collective thinking is required for change. Reasons and suggestions for including adolescents in course titles and separate offerings are provided to assist CSD graduate programs in leading the way toward improving equity for adolescents.
{"title":"Words Matter: Reframing Communication Sciences and Disorders Programs' Thinking About Adolescents","authors":"Kristin Nellenbach, Carrie Knight, Bailey Jennings","doi":"10.1044/2024_persp-23-00051","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00051","url":null,"abstract":"\u0000 \u0000 The purpose of this investigation was to evaluate language development and disorders course titles across communication sciences and disorders (CSD) graduate programs in an effort to determine whether adolescents were specifically being recognized via inclusive language or dedicated courses. The findings can be used to propel important discussions about the need for inclusive course titles, inform initial directions for improvements in preprofessional education, and guide broader changes in the discipline, especially for the adolescent population.\u0000 \u0000 \u0000 \u0000 A review of accredited CSD graduate programs across the United States was conducted using the American Speech-Language-Hearing Association EdFind database. A total of 298 master's-level CSD programs were used for this study. CSD course titles located in each of the university's graduate catalogs were documented, categorized, and reviewed by the research team.\u0000 \u0000 \u0000 \u0000 Of the 298 CSD graduate programs reviewed, one in eight specifically included the word “adolescent(s)” or “adolescence” in the titles of their language development and disorders courses. Remarkably, only four adolescent-focused courses, two of which were listed as electives, were offered across all reviewed programs. A post hoc analysis of the language used in course titling revealed that 42 titles used inclusive terminology.\u0000 \u0000 \u0000 \u0000 Adolescents are developmentally distinct from children, yet a majority of CSD graduate programs used ambiguous or exclusive words in the titles of their language development and disorders courses. The unintentional failure to recognize this important difference in course titles may be contributing to the ongoing neglect of adolescents within the field. Reframing collective thinking is required for change. Reasons and suggestions for including adolescents in course titles and separate offerings are provided to assist CSD graduate programs in leading the way toward improving equity for adolescents.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684363","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 : 2024-04-19DOI: 10.1044/2024_persp-23-00264
Lindsey Edwards, Laura Middleton-Curran, Gillian Wright, Natasha Rooney, Anita Wong, Rebecca Hill, Neil Bulstrode, Robert Nash
The decision to proceed with bone-conduction hearing devices is not an easy one despite being the audiological management of choice for the majority of children with unilateral hearing loss secondary to microtia–atresia, and the outcome is not always as hoped for. This study aimed to explore parent and child views on decision making and outcomes. Qualitative methods (focus groups and individual interviews) were used to explore parent and child opinions on factors influencing the decision to try a bone-conduction device and their subsequent use or nonuse. Quantitative methods (questionnaires) investigated the impact of hearing loss on listening effort and fatigue, quality of life, and learning, including executive functions such as working memory, information processing, and attention. Twelve parent–child dyads participated in the study, with children aged 9–14 years. A thematic analysis of qualitative data highlighted the importance to parents of timely, consistent, and accessible device information as well as concerns regarding bullying, psychosocial well-being, and educational impacts. Children's concerns included feeling different from their peers, bullying, device appearance, and sound quality, as well as the support they wanted and received. Questionnaire results provided useful confirmatory information on the impacts of unilateral hearing loss on learning for a substantial proportion of the children in this sample. The findings provide insights into the wide range of issues that have implications for the provision of audiological services as well as educational and psychological support for children with unilateral microtia–atresia. https://doi.org/10.23641/asha.25583361
{"title":"Parent and Child Experiences of Bone-Conduction Hearing Devices for Unilateral Microtia–Atresia: Decisions and Outcomes","authors":"Lindsey Edwards, Laura Middleton-Curran, Gillian Wright, Natasha Rooney, Anita Wong, Rebecca Hill, Neil Bulstrode, Robert Nash","doi":"10.1044/2024_persp-23-00264","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00264","url":null,"abstract":"\u0000 \u0000 The decision to proceed with bone-conduction hearing devices is not an easy one despite being the audiological management of choice for the majority of children with unilateral hearing loss secondary to microtia–atresia, and the outcome is not always as hoped for. This study aimed to explore parent and child views on decision making and outcomes.\u0000 \u0000 \u0000 \u0000 Qualitative methods (focus groups and individual interviews) were used to explore parent and child opinions on factors influencing the decision to try a bone-conduction device and their subsequent use or nonuse. Quantitative methods (questionnaires) investigated the impact of hearing loss on listening effort and fatigue, quality of life, and learning, including executive functions such as working memory, information processing, and attention. Twelve parent–child dyads participated in the study, with children aged 9–14 years.\u0000 \u0000 \u0000 \u0000 A thematic analysis of qualitative data highlighted the importance to parents of timely, consistent, and accessible device information as well as concerns regarding bullying, psychosocial well-being, and educational impacts. Children's concerns included feeling different from their peers, bullying, device appearance, and sound quality, as well as the support they wanted and received. Questionnaire results provided useful confirmatory information on the impacts of unilateral hearing loss on learning for a substantial proportion of the children in this sample.\u0000 \u0000 \u0000 \u0000 The findings provide insights into the wide range of issues that have implications for the provision of audiological services as well as educational and psychological support for children with unilateral microtia–atresia.\u0000 \u0000 \u0000 \u0000 \u0000 https://doi.org/10.23641/asha.25583361\u0000 \u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 90","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140683276","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 : 2024-04-19DOI: 10.1044/2024_persp-24-00001
Françoise Brosseau-Lapré, Elizabeth Roepke
The purpose of this clinical focus article is to describe the phonological awareness (PA) skills of children with speech sound disorders (SSD) and the relationships between types of speech errors and strengths and weaknesses in PA. Through three case studies, we demonstrate the heterogeneous speech and preliteracy skills of preschoolers with SSD. Children who produce more atypical and omission errors are more likely to present with PA deficits. However, some children who produce mostly substitution errors nonetheless present with weaknesses in PA, as do many children with resolved speech production difficulties. The high prevalence of PA difficulties in children with SSD, or in children who presented with SSD at a younger age, provides an important opportunity for speech-language pathologists to assess preliteracy skills and provide targeted intervention for phonological processing needs to facilitate later literacy acquisition. Guidelines for assessing preschoolers with SSD are provided.
这篇临床重点文章旨在描述言语发音障碍（SSD）儿童的语音意识（PA）技能，以及语音错误类型与语音意识强弱之间的关系。 通过三个案例研究，我们展示了患有 SSD 的学龄前儿童在语音和识字前技能方面的差异。 产生较多非典型错误和遗漏错误的儿童更容易出现 PA 缺陷。然而，一些主要产生替换错误的儿童也会出现 PA 方面的缺陷，就像许多解决了言语表达困难的儿童一样。 在患有 SSD 的儿童中，或在较小年龄时就患有 SSD 的儿童中，PA 困难的发生率很高，这为言语病理学家提供了一个重要的机会来评估识字前的技能，并针对语音处理需求提供有针对性的干预，以促进日后的识字学习。本报告提供了评估患有 SSD 的学龄前儿童的指南。
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Pub Date : 2024-04-18DOI: 10.1044/2024_persp-23-00185
Yu-An Chen, Shoko Miyamoto
This study aimed to investigate the attitudes of speech-language pathology–related specialists (SPs) and speech-language pathology (SLP) students toward stuttering. Furthermore, we identified the factors that influence changes in the attitudes of SLP students and SPs in various countries. Using a search formula, the PubMed and ScienceDirect databases were used to conduct primary and secondary screening for analysis. All previous studies included in the systematic review focused on SPs or SLP students and were published in English. Studies were collected and screened independently by the first and second authors and then discussed between them. Twenty-two studies with varying research designs and sample sizes were included in the systematic review. Finally, information on authors, publishing year, participant, country or region, assessment materials, and the results were extracted and organized before analysis. Twenty-two articles from eight countries and one region (Middle East) were extracted. The results showed that SLP students and SPs in different countries have different attitudes toward stuttering depending on their education, experience, geographic location, cultural status, and societal development, but stereotypes of people who stutter (PWS) persist (e.g., nervous), and the attitudes toward the clinics appear to be more negative in Western countries. Negative attitudes toward PWS remain among both SLP students and SPs. Thus, the factors that may influence the attitudes of SLP students and SPs should be taken into account in academic and clinical education in fluency disorders, and the education content must be structured to improve the quality of education and the attitude toward PWS.
{"title":"Attitude of Speech-Language Pathology Students and Specialists Toward People Who Stutter: Inter- and Intraregional Comparisons","authors":"Yu-An Chen, Shoko Miyamoto","doi":"10.1044/2024_persp-23-00185","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00185","url":null,"abstract":"\u0000 \u0000 This study aimed to investigate the attitudes of speech-language pathology–related specialists (SPs) and speech-language pathology (SLP) students toward stuttering. Furthermore, we identified the factors that influence changes in the attitudes of SLP students and SPs in various countries.\u0000 \u0000 \u0000 \u0000 Using a search formula, the PubMed and ScienceDirect databases were used to conduct primary and secondary screening for analysis. All previous studies included in the systematic review focused on SPs or SLP students and were published in English. Studies were collected and screened independently by the first and second authors and then discussed between them. Twenty-two studies with varying research designs and sample sizes were included in the systematic review. Finally, information on authors, publishing year, participant, country or region, assessment materials, and the results were extracted and organized before analysis.\u0000 \u0000 \u0000 \u0000 Twenty-two articles from eight countries and one region (Middle East) were extracted. The results showed that SLP students and SPs in different countries have different attitudes toward stuttering depending on their education, experience, geographic location, cultural status, and societal development, but stereotypes of people who stutter (PWS) persist (e.g., nervous), and the attitudes toward the clinics appear to be more negative in Western countries.\u0000 \u0000 \u0000 \u0000 Negative attitudes toward PWS remain among both SLP students and SPs. Thus, the factors that may influence the attitudes of SLP students and SPs should be taken into account in academic and clinical education in fluency disorders, and the education content must be structured to improve the quality of education and the attitude toward PWS.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":" 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140687206","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}
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