Pub Date : 2024-04-15DOI: 10.1044/2024_persp-23-00128
Cara E. Tyson, Giselle Núñez
An increase in social justice movements has renewed the focus on topics surrounding diversity, equity, and inclusion (DEI) in the speech, language, and hearing sciences. For example, the American Speech-Language-Hearing Association publicly renewed its commitment to advance DEI initiatives. This commitment includes restructuring the certification maintenance standards around these initiatives and the standards of graduate education on cultural responsiveness. Despite these requirements, there remains a slow movement toward impactful and sustainable changes. One explanation is the hesitation to engage in conversations that are difficult and often considered taboo. This article aims to discuss taboo topics in communication sciences and disorders related to race and racism, privilege, and support through allyship.
社会正义运动的增加使人们重新关注围绕语言、言语和听力科学中的多样性、公平性和包容性（DEI）的话题。例如，美国言语-语言-听力协会公开重申了其推进 DEI 计划的承诺。这一承诺包括围绕这些倡议调整认证维护标准以及关于文化响应性的研究生教育标准。尽管提出了这些要求，但在实现有影响力和可持续的变革方面仍然进展缓慢。其中一个原因是，人们对进行困难的、往往被视为禁忌的对话犹豫不决。 本文旨在讨论与种族和种族主义、特权以及通过盟友关系提供支持有关的传播科学与障碍学中的禁忌话题。
{"title":"Confronting Taboo Topics in Communication Sciences and Disorders: How Conversations Can Uncover Cultural Blind Spots","authors":"Cara E. Tyson, Giselle Núñez","doi":"10.1044/2024_persp-23-00128","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00128","url":null,"abstract":"\u0000 \u0000 An increase in social justice movements has renewed the focus on topics surrounding diversity, equity, and inclusion (DEI) in the speech, language, and hearing sciences. For example, the American Speech-Language-Hearing Association publicly renewed its commitment to advance DEI initiatives. This commitment includes restructuring the certification maintenance standards around these initiatives and the standards of graduate education on cultural responsiveness. Despite these requirements, there remains a slow movement toward impactful and sustainable changes. One explanation is the hesitation to engage in conversations that are difficult and often considered taboo.\u0000 \u0000 \u0000 \u0000 This article aims to discuss taboo topics in communication sciences and disorders related to race and racism, privilege, and support through allyship.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"8 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140700825","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 : 2024-04-12DOI: 10.1044/2024_persp-23-00157
Jacqueline Nicole Jones, Molly Jacobs, C. Ellis
Recent evidence highlights the importance of social networks—the composition of social relationships—and their characteristics in stroke recovery. This study explores the relationship between social networks and poststroke communication outcomes. A cohort of 30 non-Hispanic Black ( n = 12) and non-Hispanic White ( n = 18) adult stroke survivors completed the Stroke Impact Scale (SIS) Communication subtest and the Stroke Social Network Scale (SSNS). The SSNS captures elements of social networks including satisfaction and contact with friends, relatives, children, and groups. The relationship between the SIS Communication subtest scores and SSNS scores was explored using ordinal Bayesian regression estimation models adjusting for sex, age, time postonset, marital status, and stroke type. Average SIS Communication scores differed ( t = 2.07, p = .335) between White ( M = 81.75, SD = 22.90) and Black ( M = 95.71, SD = 4.95) participants, but SSNS Comprehensive scores were similar between the two groups ( t = −0.89, p = 1.00). SSNS children subtest scores were higher among the Black than the White ( t = −1.73, p = .0473) participants. Similarly, satisfaction subtest scores were comparatively higher among Black than White participants ( t = 1.85, p = .451). SSNS Satisfaction, Friends, and Groups subtest scores were positively associated with SIS Communication, indicating strong associations with lower impairment. SSNS Children subtest scores were negatively related to SIS, indicating higher impairment. Although most subtest associations were similar for both groups, the associations with SSNS Children and Friends subtests differed between racial groups. Levels of communication impairment were correlated with child, friendship, and group attachments among participants. However, strong social ties to children and friends had different associations among racial groups.
{"title":"Social Networks and Communication Impairment: Racial Differences Among Stroke Survivors","authors":"Jacqueline Nicole Jones, Molly Jacobs, C. Ellis","doi":"10.1044/2024_persp-23-00157","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00157","url":null,"abstract":"\u0000 \u0000 Recent evidence highlights the importance of social networks—the composition of social relationships—and their characteristics in stroke recovery. This study explores the relationship between social networks and poststroke communication outcomes.\u0000 \u0000 \u0000 \u0000 \u0000 A cohort of 30 non-Hispanic Black (\u0000 n\u0000 = 12) and non-Hispanic White (\u0000 n\u0000 = 18) adult stroke survivors completed the Stroke Impact Scale (SIS) Communication subtest and the Stroke Social Network Scale (SSNS). The SSNS captures elements of social networks including satisfaction and contact with friends, relatives, children, and groups. The relationship between the SIS Communication subtest scores and SSNS scores was explored using ordinal Bayesian regression estimation models adjusting for sex, age, time postonset, marital status, and stroke type.\u0000 \u0000 \u0000 \u0000 \u0000 \u0000 Average SIS Communication scores differed (\u0000 t\u0000 = 2.07,\u0000 p\u0000 = .335) between White (\u0000 M\u0000 = 81.75,\u0000 SD\u0000 = 22.90) and Black (\u0000 M\u0000 = 95.71,\u0000 SD\u0000 = 4.95) participants, but SSNS Comprehensive scores were similar between the two groups (\u0000 t\u0000 = −0.89,\u0000 p\u0000 = 1.00). SSNS children subtest scores were higher among the Black than the White (\u0000 t\u0000 = −1.73,\u0000 p\u0000 = .0473) participants. Similarly, satisfaction subtest scores were comparatively higher among Black than White participants (\u0000 t\u0000 = 1.85,\u0000 p\u0000 = .451). SSNS Satisfaction, Friends, and Groups subtest scores were positively associated with SIS Communication, indicating strong associations with lower impairment. SSNS Children subtest scores were negatively related to SIS, indicating higher impairment. Although most subtest associations were similar for both groups, the associations with SSNS Children and Friends subtests differed between racial groups.\u0000 \u0000 \u0000 \u0000 \u0000 Levels of communication impairment were correlated with child, friendship, and group attachments among participants. However, strong social ties to children and friends had different associations among racial groups.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"16 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140711871","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 : 2024-04-12DOI: 10.1044/2024_persp-23-00111
Natalie R. Andzik, Hannah N. LaMarca
Individuals from culturally and linguistically diverse backgrounds who use augmentative and alternative communication (AAC) are often offered English-only AAC systems that do not meet their language needs. The aim of this review article was to describe the research published on multilingual AAC, define any emerging best practices, and highlight gaps in the literature that exist to ensure equal language access for all learners. The authors reviewed the literature by searching relevant databases using a variety of search terms. Following our inclusionary and exclusionary criteria, 15 articles were yielded for coding and then patterns were reported. The authors found that more than half of the included articles were expert opinion papers on AAC delivery, barriers to AAC and multilingualism, and code-switching using AAC. The included qualitative studies aimed to summarize the perceptions on AAC services—their impact, facilitating and limiting factors in communication, and the importance or relevance of using an AAC device. Only two quantitative studies were included. Practitioners have an obligation to support multilingual clients who use AAC across all languages they speak at school, at home, and in the community. Much of the literature supports encouraging multiple languages, but limited access to multilingual AAC systems are available. There is also a dire need for empirically based studies and more perspectives by way of interviews or surveys.
{"title":"Multilingualism and Augmentative and Alternative Communication: A Review of the Literature","authors":"Natalie R. Andzik, Hannah N. LaMarca","doi":"10.1044/2024_persp-23-00111","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00111","url":null,"abstract":"\u0000 \u0000 Individuals from culturally and linguistically diverse backgrounds who use augmentative and alternative communication (AAC) are often offered English-only AAC systems that do not meet their language needs. The aim of this review article was to describe the research published on multilingual AAC, define any emerging best practices, and highlight gaps in the literature that exist to ensure equal language access for all learners.\u0000 \u0000 \u0000 \u0000 The authors reviewed the literature by searching relevant databases using a variety of search terms. Following our inclusionary and exclusionary criteria, 15 articles were yielded for coding and then patterns were reported.\u0000 \u0000 \u0000 \u0000 The authors found that more than half of the included articles were expert opinion papers on AAC delivery, barriers to AAC and multilingualism, and code-switching using AAC. The included qualitative studies aimed to summarize the perceptions on AAC services—their impact, facilitating and limiting factors in communication, and the importance or relevance of using an AAC device. Only two quantitative studies were included.\u0000 \u0000 \u0000 \u0000 Practitioners have an obligation to support multilingual clients who use AAC across all languages they speak at school, at home, and in the community. Much of the literature supports encouraging multiple languages, but limited access to multilingual AAC systems are available. There is also a dire need for empirically based studies and more perspectives by way of interviews or surveys.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"17 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140710135","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 : 2024-04-12DOI: 10.1044/2024_persp-23-00247
Naomi Gurevich, Heejin Kim
Gurevich and Kim (2023a) developed speech stimuli with full phonetic coverage and phonemic balance to comprehensively examine production and perception of consonants. They identify a hierarchy of positional variants with functional importance to intelligibility (FITI). The FITI stimuli are well suited for assessing intelligibility. Multiple studies report that clinicians prefer nonstandard materials (e.g., reading passages, word lists) over formal tools (e.g., Frenchay Dysarthria Assessment–Second Edition [FDA-2]; Enderby & Palmer, 2008), citing time constraints among reasons. Having analyzed the phonetic coverage of the three standard passages (Gurevich & Kim, 2022), the purpose herein is to provide a similar analysis for the FDA-2 and to construct an alternative list of stimuli that achieves strategic coverage of priority intelligibility targets and is adaptable to time constraints. The FDA-2 word list was analyzed in terms of its coverage of the 466 allowable contexts for the 24 English consonants and its coverage of priority FITI targets. A subset of the stimuli from Gurevich and Kim (2023a) was used to construct phrases organized in modules from highest to lowest FITI priority. The full FDA-2 word list covers 35.41% of the allowable 466 contexts, compared to 83.05% by the 308 FITI word list from Gurevich and Kim (2023a). It also underperforms in covering priority FITI targets but does capture some of the hierarchy if all 115 words are used. Fifteen modules were constructed from the 308 FITI words with one to five phrases per module, presented in order of highest to lowest FITI priority. The newly constructed list of phrases has comprehensive phonetic coverage, follows the FITI hierarchy, and is built in autonomous modules. Using the modular FITI phrases to investigate speech is adaptable to time constraints in a manner that prioritizes intelligibility targets.
{"title":"A Hierarchical Approach to Efficient Assessment of Functional Intelligibility: The Modular FITI (Functional Importance to Intelligibility) Phrase List","authors":"Naomi Gurevich, Heejin Kim","doi":"10.1044/2024_persp-23-00247","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00247","url":null,"abstract":"\u0000 \u0000 Gurevich and Kim (2023a) developed speech stimuli with full phonetic coverage and phonemic balance to comprehensively examine production and perception of consonants. They identify a hierarchy of positional variants with functional importance to intelligibility (FITI). The FITI stimuli are well suited for assessing intelligibility. Multiple studies report that clinicians prefer nonstandard materials (e.g., reading passages, word lists) over formal tools (e.g., Frenchay Dysarthria Assessment–Second Edition [FDA-2]; Enderby & Palmer, 2008), citing time constraints among reasons. Having analyzed the phonetic coverage of the three standard passages (Gurevich & Kim, 2022), the purpose herein is to provide a similar analysis for the FDA-2 and to construct an alternative list of stimuli that achieves strategic coverage of priority intelligibility targets and is adaptable to time constraints.\u0000 \u0000 \u0000 \u0000 The FDA-2 word list was analyzed in terms of its coverage of the 466 allowable contexts for the 24 English consonants and its coverage of priority FITI targets. A subset of the stimuli from Gurevich and Kim (2023a) was used to construct phrases organized in modules from highest to lowest FITI priority.\u0000 \u0000 \u0000 \u0000 The full FDA-2 word list covers 35.41% of the allowable 466 contexts, compared to 83.05% by the 308 FITI word list from Gurevich and Kim (2023a). It also underperforms in covering priority FITI targets but does capture some of the hierarchy if all 115 words are used. Fifteen modules were constructed from the 308 FITI words with one to five phrases per module, presented in order of highest to lowest FITI priority.\u0000 \u0000 \u0000 \u0000 The newly constructed list of phrases has comprehensive phonetic coverage, follows the FITI hierarchy, and is built in autonomous modules. Using the modular FITI phrases to investigate speech is adaptable to time constraints in a manner that prioritizes intelligibility targets.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"5 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140712254","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 : 2024-04-05DOI: 10.1044/2024_persp-23-00288
Mary Allison Moody, Catherine C. Timm-Fulkerson, Jennifer Westmoreland, Lindsay R. Dennis, K. Farquharson
Print knowledge is a powerful predictor of later reading abilities, which are crucial to children's academic success. Children with speech sound disorders (SSDs) are at risk for literacy difficulties. Speech sound therapy is an opportune time to address not only speech sound production but also the connections between speech sounds and their associated letters and letter patterns. This tutorial aims to provide a rich source of evidence to support the use of print and print-referencing in speech sound therapy sessions. We include feasible suggestions for speech-language pathologists (SLPs) to facilitate print-rich experiences for children with SSDs. Incorporating orthography into therapy sessions, through activities such as shared book reading, allows SLPs to address speech sound errors while supporting children's literacy development. This tutorial provides an overview of the risk of literacy deficits in children with SSDs and describes the theoretical underpinnings of why incorporating print is a powerful learning tool. We expand on the research behind print referencing in preschool classrooms. Finally, we provide detailed examples, including book lists and therapy ideas for a variety of ages, to help SLPs add print referencing to their therapy toolkit.
{"title":"Print-Rich Speech Sound Therapy Sessions: The Theory Behind It and Plans for Implementation","authors":"Mary Allison Moody, Catherine C. Timm-Fulkerson, Jennifer Westmoreland, Lindsay R. Dennis, K. Farquharson","doi":"10.1044/2024_persp-23-00288","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00288","url":null,"abstract":"\u0000 \u0000 Print knowledge is a powerful predictor of later reading abilities, which are crucial to children's academic success. Children with speech sound disorders (SSDs) are at risk for literacy difficulties. Speech sound therapy is an opportune time to address not only speech sound production but also the connections between speech sounds and their associated letters and letter patterns. This tutorial aims to provide a rich source of evidence to support the use of print and print-referencing in speech sound therapy sessions. We include feasible suggestions for speech-language pathologists (SLPs) to facilitate print-rich experiences for children with SSDs. Incorporating orthography into therapy sessions, through activities such as shared book reading, allows SLPs to address speech sound errors while supporting children's literacy development.\u0000 \u0000 \u0000 \u0000 This tutorial provides an overview of the risk of literacy deficits in children with SSDs and describes the theoretical underpinnings of why incorporating print is a powerful learning tool. We expand on the research behind print referencing in preschool classrooms. Finally, we provide detailed examples, including book lists and therapy ideas for a variety of ages, to help SLPs add print referencing to their therapy toolkit.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"23 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140738946","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 : 2024-04-05DOI: 10.1044/2024_persp-23-00179
Nicole Lavergne, Jamie H. Azios, Michael Azios, Karen Whisenhunt Saar
People with aphasia have been shown to experience higher rates of depression and mental health issues than stroke survivors without aphasia. Narrative-based counseling approaches to therapy in communication disorders have shown promise in several areas, such as stuttering. Little is known regarding how these approaches can be implemented with individuals with aphasia. This study sought to uncover what therapeutic processes could be utilized to overcome barriers to utilizing this approach with people with aphasia. A qualitative case study design was utilized. The primary data source included audio-recorded intervention sessions of a narrative-based counseling approach. Secondary data sources included reflection journals produced by the clinician and artifacts created by the client, including letter written as a part of the therapeutic process and other documents co-constructed by the clinician and client that detailed the client's journey. Data were analyzed inductively, in which transcripts were coded by the researchers and compared across the data set until patterns were apparent in the data that were later defined as themes. Analysis of data suggests that adapting narrative counseling techniques for success with people with aphasia consists of allowing adequate time for client response, building a therapeutic alliance, reiteration and saturation of solution-focused language and narratives, and maintaining a topic of conversation centered around aphasia. This study argues for further consideration of how narrative-based counseling techniques can be adapted and flexibly used in aphasia intervention.
{"title":"In the Driver's Seat: Narrative-Based Counseling in Aphasia","authors":"Nicole Lavergne, Jamie H. Azios, Michael Azios, Karen Whisenhunt Saar","doi":"10.1044/2024_persp-23-00179","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00179","url":null,"abstract":"\u0000 \u0000 People with aphasia have been shown to experience higher rates of depression and mental health issues than stroke survivors without aphasia. Narrative-based counseling approaches to therapy in communication disorders have shown promise in several areas, such as stuttering. Little is known regarding how these approaches can be implemented with individuals with aphasia. This study sought to uncover what therapeutic processes could be utilized to overcome barriers to utilizing this approach with people with aphasia.\u0000 \u0000 \u0000 \u0000 A qualitative case study design was utilized. The primary data source included audio-recorded intervention sessions of a narrative-based counseling approach. Secondary data sources included reflection journals produced by the clinician and artifacts created by the client, including letter written as a part of the therapeutic process and other documents co-constructed by the clinician and client that detailed the client's journey. Data were analyzed inductively, in which transcripts were coded by the researchers and compared across the data set until patterns were apparent in the data that were later defined as themes.\u0000 \u0000 \u0000 \u0000 Analysis of data suggests that adapting narrative counseling techniques for success with people with aphasia consists of allowing adequate time for client response, building a therapeutic alliance, reiteration and saturation of solution-focused language and narratives, and maintaining a topic of conversation centered around aphasia.\u0000 \u0000 \u0000 \u0000 This study argues for further consideration of how narrative-based counseling techniques can be adapted and flexibly used in aphasia intervention.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"77 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140736118","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 : 2024-04-04DOI: 10.1044/2024_persp-23-00272
Erin L. O’Bryan, Katie A. Strong
Researchers working in the Life Participation Approach to Aphasia (LPAA) framework are beginning to recognize the value of supportive co-constructed storytelling for people with aphasia. Supported storytelling facilitates identity reconstruction that is part of rehabilitation as defined in the LPAA and the Living with Aphasia: Framework for Outcome Measurement. This clinical focus article reviews the therapeutic value of using co-constructed storytelling in clinical practice and describes how this was done in the My Story Project, Aphasia! This Is Our World, and Aphasia-Friendly Reading. These projects used co-constructed storytelling in intervention with people with aphasia in university and support group settings. Three case examples are presented, including sample therapy goals and documentation. Co-constructed person-centered storytelling has been used in clinical projects and has been shown to have immense value in rehabilitation for improving quality of life for people with aphasia. Co-constructed stories can provide a powerful opportunity for targeting life participation, identity, and environmental factors, while simultaneously targeting language. Clinicians are encouraged to consider incorporating the use of co-constructed person-centered storytelling in clinical practice. Guidance is offered for preparing for storytelling intervention sessions and documenting these sessions as billable, skilled services.
研究人员在 "失语症的生命参与方法"（LPAA）框架内开展工作，并开始认识到支持性共同建构故事对失语症患者的价值。根据 LPAA 和 "与失语症共存"（Living with Aphasia）的定义，支持性讲故事有助于身份重建，而身份重建是康复的一部分：成果衡量框架》中所定义的康复的一部分。这篇临床焦点文章回顾了在临床实践中使用共建故事的治疗价值，并介绍了如何在 "我的故事项目"、"失语症！This Is Our World》和《Aphasia-Friendly Reading》中是如何实现的。这些项目在大学和支持小组环境中使用共建故事对失语症患者进行干预。本文介绍了三个案例，包括治疗目标和记录样本。以人为中心的共建故事已被用于临床项目中，并被证明在提高失语症患者生活质量的康复中具有巨大价值。 共同构建的故事可以为针对生活参与、身份认同和环境因素的治疗提供有力的机会，同时还可以针对语言进行治疗。我们鼓励临床医生考虑在临床实践中使用以人为本的共建故事。我们还为如何准备讲故事干预疗程以及如何将这些疗程记录为可计费的专业服务提供了指导。
{"title":"Person-Centered Stories on the Main Stage in Intervention: Case Examples From the My Story Project, Aphasia! This Is Our World, and Aphasia-Friendly Reading","authors":"Erin L. O’Bryan, Katie A. Strong","doi":"10.1044/2024_persp-23-00272","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00272","url":null,"abstract":"\u0000 \u0000 Researchers working in the Life Participation Approach to Aphasia (LPAA) framework are beginning to recognize the value of supportive co-constructed storytelling for people with aphasia. Supported storytelling facilitates identity reconstruction that is part of rehabilitation as defined in the LPAA and the Living with Aphasia: Framework for Outcome Measurement. This clinical focus article reviews the therapeutic value of using co-constructed storytelling in clinical practice and describes how this was done in the My Story Project, Aphasia! This Is Our World, and Aphasia-Friendly Reading. These projects used co-constructed storytelling in intervention with people with aphasia in university and support group settings. Three case examples are presented, including sample therapy goals and documentation. Co-constructed person-centered storytelling has been used in clinical projects and has been shown to have immense value in rehabilitation for improving quality of life for people with aphasia.\u0000 \u0000 \u0000 \u0000 Co-constructed stories can provide a powerful opportunity for targeting life participation, identity, and environmental factors, while simultaneously targeting language. Clinicians are encouraged to consider incorporating the use of co-constructed person-centered storytelling in clinical practice. Guidance is offered for preparing for storytelling intervention sessions and documenting these sessions as billable, skilled services.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"11 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140742396","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 : 2024-04-02DOI: 10.1044/2024_persp-23-00173
Kelsey Jo Wagner, Karen Hux
Acquired stuttering in young adults can present diagnostic and treatment challenges. This single case report documents the diagnosis of acquired, postconcussive, acute-onset stuttering in an 18-year-old man, describes key elements of a person-centered treatment program conducted via a telerehabilitation platform, and reports documented changes in speech production following intervention. Person-centered care principles, disfluency education, strategies for managing stuttering episodes, and a home program were treatment components. Using the Overall Assessment of the Speaker's Experience of Stuttering (OASES) and speech sample analyses, documentation of initial status and changes over time came from initial, 3-month, 6-month, and follow-up evaluations. Initial OASES scores were consistent with moderate–severe impact for General Information, moderate impact to Daily Communication, and mild–moderate impact with respect to Speaker's Reactions, Quality of Life, and Overall Assessment. The initial speech sample analysis revealed severely disrupted speech production with disfluencies occurring on 60.47% of syllables. In contrast, the 6-month assessment revealed mild or mild–moderate OASES impact scores and disfluencies on 1.78% of syllables. Performance during a follow-up evaluation held 3 months following treatment termination confirmed maintenance of fluent speech production both when reading and engaging in conversation. Clear differentiation between neurogenic and functional contributions to acute-onset, acquired stuttering is not always possible. In some cases, a combination of precipitating factors may be evident. Regardless, presenting traditional fluency management strategies within a framework of person-centered care can be an effective treatment approach. https://doi.org/10.23641/asha.25463968
{"title":"Acute-Onset Acquired Stuttering Secondary to Concussion: A Case Report","authors":"Kelsey Jo Wagner, Karen Hux","doi":"10.1044/2024_persp-23-00173","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00173","url":null,"abstract":"\u0000 \u0000 Acquired stuttering in young adults can present diagnostic and treatment challenges. This single case report documents the diagnosis of acquired, postconcussive, acute-onset stuttering in an 18-year-old man, describes key elements of a person-centered treatment program conducted via a telerehabilitation platform, and reports documented changes in speech production following intervention.\u0000 \u0000 \u0000 \u0000 Person-centered care principles, disfluency education, strategies for managing stuttering episodes, and a home program were treatment components. Using the Overall Assessment of the Speaker's Experience of Stuttering (OASES) and speech sample analyses, documentation of initial status and changes over time came from initial, 3-month, 6-month, and follow-up evaluations.\u0000 \u0000 \u0000 \u0000 Initial OASES scores were consistent with moderate–severe impact for General Information, moderate impact to Daily Communication, and mild–moderate impact with respect to Speaker's Reactions, Quality of Life, and Overall Assessment. The initial speech sample analysis revealed severely disrupted speech production with disfluencies occurring on 60.47% of syllables. In contrast, the 6-month assessment revealed mild or mild–moderate OASES impact scores and disfluencies on 1.78% of syllables. Performance during a follow-up evaluation held 3 months following treatment termination confirmed maintenance of fluent speech production both when reading and engaging in conversation.\u0000 \u0000 \u0000 \u0000 Clear differentiation between neurogenic and functional contributions to acute-onset, acquired stuttering is not always possible. In some cases, a combination of precipitating factors may be evident. Regardless, presenting traditional fluency management strategies within a framework of person-centered care can be an effective treatment approach.\u0000 \u0000 \u0000 \u0000 \u0000 https://doi.org/10.23641/asha.25463968\u0000 \u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"79 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140754999","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 : 2024-03-20DOI: 10.1044/2024_persp-23-00160
Guanyu Wei, Aiyun Yuan, Rujin Tian, Kai Liu
China is a middle-income developing country that is aging rapidly. Speech-language pathology is a developing field in China. The article aims to provide a brief overview of the current status of speech-language pathology in China. This article presents the authors' viewpoint, bolstered by insights from nine speech-language pathologists (SLPs) in China. To enrich the depth of the discussion on achievements and challenges within the Chinese speech-language pathology field, the authors also conducted a review of relevant articles in Standard Chinese–based databases. The authors have delineated both the major achievements and barriers in the field of speech-language pathology in China. Recommendations for improvement are included, emphasizing the importance of sustained efforts from researchers, clinicians, educators, governments, and related organizations within China. Additionally, the authors extend their suggestions to clinicians and researchers in other countries. While the field of speech-language pathology has substantially developed in the past 40 years, several challenges confront SLPs in China at both the educational and practical levels.
{"title":"Speech-Language Pathology in China: An Overview","authors":"Guanyu Wei, Aiyun Yuan, Rujin Tian, Kai Liu","doi":"10.1044/2024_persp-23-00160","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00160","url":null,"abstract":"\u0000 \u0000 China is a middle-income developing country that is aging rapidly. Speech-language pathology is a developing field in China. The article aims to provide a brief overview of the current status of speech-language pathology in China.\u0000 \u0000 \u0000 \u0000 This article presents the authors' viewpoint, bolstered by insights from nine speech-language pathologists (SLPs) in China. To enrich the depth of the discussion on achievements and challenges within the Chinese speech-language pathology field, the authors also conducted a review of relevant articles in Standard Chinese–based databases.\u0000 \u0000 \u0000 \u0000 The authors have delineated both the major achievements and barriers in the field of speech-language pathology in China. Recommendations for improvement are included, emphasizing the importance of sustained efforts from researchers, clinicians, educators, governments, and related organizations within China. Additionally, the authors extend their suggestions to clinicians and researchers in other countries.\u0000 \u0000 \u0000 \u0000 While the field of speech-language pathology has substantially developed in the past 40 years, several challenges confront SLPs in China at both the educational and practical levels.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"8 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225563","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 : 2024-03-20DOI: 10.1044/2024_persp-23-00260
Jennifer Torres, Sydney Gayner, Jessica Aceste, Margaret Lico
Home exercise programs (HEPs) are provided to patients to maximize retention and generalization of the skills learned during ongoing speech therapy. Unfortunately, psychosocial barriers can lead to inconsistent implementation of speech HEPs, but currently, minimal research exists in identifying these factors. This study aims to ascertain the barriers involved in neglecting the implementation of speech HEPs within the cleft and craniofacial population. Respondents answered a series of questions related to demographics (e.g., ethnicity, diagnosis), speech services (e.g., frequency, additional services), and psychosocial barriers (e.g., mental health of parent, patient motivation). Findings demonstrated that 88% of the families in this study experienced psychosocial barriers. Fifteen out of the 17 respondents were mothers (88%), whose marriage status included married (70.59%), single (23.53%), and widowed (5.88%). The majority (59% of caregivers) reported completing assigned speech HEPs less than 75% of the time. Given the findings of this preliminary study, future studies can further assess the psychosocial barriers and their relationship to demographic information. This information will be useful in finding strategies to promote follow-through of HEP implementation in the future.
{"title":"Psychosocial Barriers to Completion of Speech Home Exercise Programs","authors":"Jennifer Torres, Sydney Gayner, Jessica Aceste, Margaret Lico","doi":"10.1044/2024_persp-23-00260","DOIUrl":"https://doi.org/10.1044/2024_persp-23-00260","url":null,"abstract":"\u0000 \u0000 Home exercise programs (HEPs) are provided to patients to maximize retention and generalization of the skills learned during ongoing speech therapy. Unfortunately, psychosocial barriers can lead to inconsistent implementation of speech HEPs, but currently, minimal research exists in identifying these factors. This study aims to ascertain the barriers involved in neglecting the implementation of speech HEPs within the cleft and craniofacial population.\u0000 \u0000 \u0000 \u0000 Respondents answered a series of questions related to demographics (e.g., ethnicity, diagnosis), speech services (e.g., frequency, additional services), and psychosocial barriers (e.g., mental health of parent, patient motivation).\u0000 \u0000 \u0000 \u0000 Findings demonstrated that 88% of the families in this study experienced psychosocial barriers. Fifteen out of the 17 respondents were mothers (88%), whose marriage status included married (70.59%), single (23.53%), and widowed (5.88%). The majority (59% of caregivers) reported completing assigned speech HEPs less than 75% of the time.\u0000 \u0000 \u0000 \u0000 Given the findings of this preliminary study, future studies can further assess the psychosocial barriers and their relationship to demographic information. This information will be useful in finding strategies to promote follow-through of HEP implementation in the future.\u0000","PeriodicalId":74424,"journal":{"name":"Perspectives of the ASHA special interest groups","volume":"31 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226508","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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