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Titre : | Seminars in Speech and Language |
Type de document : | Périodique |
Editeur : | New York, Stuttgart : Thieme |
ISBN/ISSN/EAN : | 0734-0478 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Langage ; Logopédie ; Pathologie de la parole et du langage (spécialité) |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/archive/1098-9056/;content_type=ejournal;content_ids=1098-9056 |
Liste des numéros ou bulletins :
Seminars in Speech and Language . Vol. 44, n°4Paru le : 01/08/2023 |
Seminars in Speech and Language . Vol. 44, n°3Paru le : 23/05/2023 |
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Titre : Like, Comment, and Share: Speech-Language Pathologists' Use of Social Media for Clinical Decision Making (2023) Auteurs : Emily A. Diehm, Auteur ; Shannon Hall-Mills, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°3, Mai 2023) Article en page(s) : p. 139-154 Note générale : DOI: 10.1055/s-0043-1761949 Langues: Anglais Descripteurs : HE Vinci
Conception d'installations fondée sur des données probantes ; Logopédie scolaire ; Médias sociaux ; Prise de décision cliniqueRésumé : Many social media sites are dedicated for speech-language pathologists (SLPs); however, the extent to which SLPs utilize them in clinical decision making and evidence-based practice (EBP) is not well understood. The purpose of this study was to explore SLPs' use of traditional and modern resources, including social media, within clinical decision making for assessment and intervention practices. Using a stratified random sampling approach, we invited school-based SLPs in Florida and Ohio and on pediatric-focused, SLP Facebook sites to complete an online survey. The majority (N = 271) reported using social media for professional purposes at least once per week: most frequently Facebook (1925% of SLPs) or Pinterest (1518% of SLPs) to learn about new treatment ideas or resources for (1218%) or read others' summaries of treatment-related research (811%), but rarely to pose or answer a clinical question (35%). The number of reasons for one's professional social media use was moderately correlated with frequency of social media use, traditional EBP training, and reading a greater number of articles from ASHA and other sources. The results warrant further consideration of how to leverage social media as a tool to increase SLPs' knowledge and implementation of EBP. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_03?context=search#/10.1055-s-0043-1761949
Titre : Facilitators and Barriers to Speech Intervention of Patients with Orofacial Cleft in the Philippines: A Qualitative Study (2023) Auteurs : Kerwyn Jim C. Chan, Auteur ; Larissa Christia F. Adique, Auteur ; Kathy B. Reyes-Brander, Auteur ; Steven Angelo J. Maristela, Auteur ; Ken Kristopffer A. Tort, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°3, Mai 2023) Article en page(s) : p. 155-169 Note générale : DOI: 10.1055/s-0043-1764432 Langues: Anglais Descripteurs : HE Vinci
Bec-de-lièvre ; Perception ; Phénoménologie ; Philippines ; Recherche ; SantéRésumé : Most individuals with orofacial cleft require various healthcare services, including speech therapy. However, Filipino patients constantly face challenges in availing these services due to limitations in the healthcare system of the Philippines. This study aimed to explore the perceptions of patients with orofacial cleft on the factors that may serve as facilitators and barriers to speech intervention. A descriptive phenomenological approach to qualitative research was used to obtain an in-depth understanding of the perceptions of these patients. Semistructured interviews were conducted through online video conferences or mobile phone calls. Twenty-one participants were interviewed, most of who were mothers (90%) of children with orofacial cleft. Ten themes were derived from the transcripts. Five were categorized as facilitators, while the rest were considered as barriers. Generally, the respondents showed positive attitudes toward orofacial cleft, were aware of the communication and swallowing issues of the patients, and actively sought services to address these issues. Most barriers to speech intervention resulted from limited access to quality healthcare services and information. These findings highlight the importance of considering patient perspectives in clinical care. Maximizing facilitators and addressing barriers may improve access to universal healthcare among Filipinos with orofacial cleft. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_03?context=search#/10.1055-s-0043-1764432
Titre : Exploring the Impact of Two Feedback Types on Speech Intelligibility, Precision, and Naturalness (2023) Auteurs : Lauren Bislick, Auteur ; Ashka Thakar, Auteur ; Elizabeth Brookshire Madden, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°3, Mai 2023) Article en page(s) : p.170-188 Note générale : DOI: 10.1055/s-0043-1764201 Langues: Anglais Descripteurs : HE Vinci
Apprentissage moteur ; Formation ; Parole ; RétroactionAutres descripteurs
Etude piloteRésumé : This pilot study examined the impact of feedback type on learning a novel speech task, as measured by listener ratings, and will inform procedures for future investigations within a larger sample size. Twenty-four native monolingual English-speaking college-aged adults participated in a single training session to learn novel Hindi phrases. Participants were randomly placed into one of three feedback groups: knowledge of performance (KP), knowledge of results (KR), or a combined KP + KR condition. Participant performance was assessed at 1 day and 1 week post-training. Participant responses were audio recorded and judged for intelligibility, precision, and naturalness by native Hindi speakers, blind to the feedback conditions, via rating scales. At 2 days post-training, participants in the KP and KP + KR feedback conditions were rated as performing better than participants in the KR condition on all three perceptual measures. At 1 week post-training, participants in the KP feedback condition were judged to be superior across all three perceptual measures. Preliminary findings suggest that augmented feedback enhances learning, especially when skills are considered novel and learners are unable to rely on their own internal feedback. These results may have implications for the application of motor learning principles into clinical practice for persons with motor speech disorders. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_03?context=search#/10.1055-s-0043-1764201
Titre : Tamoxifen Effects on Cognition and Language in Women with Breast Cancer (2023) Auteurs : Saryu Sharma, Auteur ; Heather Harris Wright, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°3, Mai 2023) Article en page(s) : p. 189-202 Note générale : DOI: 10.1055/s-0043-1768135 Langues: Anglais Descripteurs : HE Vinci
Bilan du langage ; Cognition ; Discours ; Tumeurs du sein ; VocabulaireRésumé : Cognitive changes following adjuvant treatment for breast cancer (BC) are well documented following chemotherapy. However, limited studies have examined cognitive and/or language functions in chemotherapy-naive women with BC taking tamoxifen (TAM). Using ambulatory cognitive assessment, we investigated the trajectory of cognitive and language changes during early period of adjuvant endocrine treatment (TAM) in women with BC at two time periods (pretreatment and 2 months after treatment began). Four women with BC and 18 cognitively healthy age-matched controls completed three cognitive tasks using smartphones, during a short time period (5 days) and repeated them at two time periods. To determine language ability, language samples were collected at two time periods, where the participants described two stories from two wordless picture books and samples were assessed using core lexicon analyses. Wilcoxon-signed rank tests were computed to identify differences in linguistic and cognitive performances of both the groups at two time periods. No significant within-group or between-group differences were seen on the cognitive and language tasks at the two time periods; however, women with BC performed more poorly compared to the control group. We did see decline in some women with BC and not in others, in cognition and language during initial course of TAM treatment. However, the approach we used to assess these changes is valuable and innovative. This approach will help refine current research paradigms for determining cognitive and linguistic changes and will help determine if women with BC might require language intervention in the future. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_03?context=search#/10.1055-s-0043-1768135
Seminars in Speech and Language . Vol. 44, n°2Paru le : 07/03/2023 |
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Titre : Differences in Sibilant Perception between Gender Expansive and Cisgender Individuals (2023) Auteurs : Maxwell Hope, Auteur ; Jason Lilley, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°2, March 2023) Article en page(s) : p. 61-75 Note générale : DOI: 10.1055/s-0043-1761950 Langues: Anglais Descripteurs : HE Vinci
Identité de genre ; Perception de la paroleAutres descripteurs
Synthese vocaleMots-clés: genre expansif ; perception sibilant Résumé : Acoustic cues of voice gender influence not only how people perceive the speaker's gender (e.g., whether that person is a man, woman, or non-binary) but also how they perceive certain phonemes produced by that person. One such sociophonetic cue is the [s]/[ʃ] distinction in English; which phoneme is perceived depends on the perceived gender of the speaker. Recent research has shown that gender expansive people differ from cisgender people in their perception of voice gender and thus, this could be reflected in their categorization of sibilants. Despite this, there has been no research to date on how gender expansive people categorize sibilants. Furthermore, while voice gender expression is often discussed within a biological context (e.g., vocal folds), voice extends to those who use other communication methods. The current study fills this gap by explicitly recruiting people of all genders and asking them to perform a sibilant categorization task using synthetic voices. The results show that cisgender and gender expansive people perceive synthetic sibilants differently, especially from a nonbinary synthetic voice. These results have implications for developing more inclusive speech technology for gender expansive individuals, in particular for nonbinary people who use speech-generating devices. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_02?context=search#/10.1055-s-0043-1761950
Titre : Gender-Affirming Voice Surgery: Considerations for Surgical Intervention (2023) Auteurs : Christopher D. Dwyer, Auteur ; Sarah L. Schneider, Auteur ; Desi Gutierrez, Auteur ; Clark A. Rosen, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°2, March 2023) Article en page(s) : p. 76-89 Note générale : DOI: 10.1055/s-0043-1761948 Langues: Anglais Descripteurs : HE Vinci
TranssexualismeAutres descripteurs
Changement de voix ; Chirurgie de la voixRésumé : The purpose of this article is to provide an overview of the current state and available evidence surrounding surgical voice care for the transgender and/or gender expansive population. The term gender expansive has been proposed as an inclusive term to classify those who do not identify with traditional gender roles but are otherwise not confined to one gender narrative or experience. We aim to review indications and candidacy for surgery, surgical procedure options for altering vocal pitch, and typical postoperative expectations. The role of voice therapy and considerations for perioperative care will also be discussed. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_02?context=search#/10.1055-s-0043-1761948
Titre : Voice and Mental Health Support for Trans Teens and Their Parents: A Workshop Model (2023) Auteurs : Myra Schatzki, Auteur ; R.J. Risueño, Auteur ; Jonah Spector, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°2, March 2023) Article en page(s) : p. 90-103 Note générale : DOI: 10.1055/s-0043-1762567 Langues: Anglais Descripteurs : HE Vinci
Adolescent ; Jeune adulte (19-24 ans) ; Santé mentale ; Soutien aux parents ; TranssexualismeAutres descripteurs
Approche familialeRésumé : Providing parents and their teenage children with an opportunity to experience voice modification techniques and discussions about mental health issues could alleviate some of their tremendous minority stress. Speech-language pathologists and counselors can use experiential learning and a multidimensional family approach to support parents and their trans teenagers to build connections and learn individual perspectives on their personal phases of transitioning. Participants of the 3-hour webinar included nine dyads of parents and youths across the United States. Topics on voice modification and mental health strategies were presented. Only parents completed the pre- and post-surveys to measure confidence in their knowledge to support their youth's voice and mental health needs. There were 10 Likert scale questions (5 voice, 5 mental health). The KruskalWallis H-test results revealed that the median responses to the pre and post voice survey did not show a statistically significant change (H = 8.0, p = 0.342). Similarly, the mental health surveys did not reach significance (H = 8.0, p = 0.433). However, the growth trend shows strong promise for developing effective future experiential training workshops as a viable service provision for increasing parents' knowledge in supporting their trans child's voice and mental health needs. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_02?context=search#/10.1055-s-0043-1762567
Titre : Teaching Queer Concepts to Graduate Students in Communication Sciences and Disorders: Culturally Responsive Pedagogy to Foster Affirmative Clinical Practice (2023) Auteurs : Gregory C. Robinson, Auteur ; Andrea Toliver-Smith, Auteur ; Lorraine V. Stigar, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°2, March 2023) Article en page(s) : p. 104-118 Note générale : DOI: 10.1055/s-0043-1761947 Langues: Anglais Descripteurs : HE Vinci
Logopédie ; Minorités sexuelles ; PédagogieRésumé : There is a growing body of literature informing pedagogical content and strategies of diversity, equity, and inclusion in the education of speech-language pathologists. However, little discussion has included content related to LGBTQ+ people, even though LGBTQ+ people exist across all racial/ethnic groups. This article seeks to fill that void and provide instructors of speech-language pathology with practical information to educate their graduate students. The discussion uses a critical epistemology and invokes theoretical models, such as Queer/Quare theory, DisCrit, the Minority Stress Model, the Ethics of Care, and Culturally Responsive Pedagogy. Information is organized according to developing graduate students' awareness, knowledge, and skills and challenges instructors to modify current course content to disrupt systemic oppression. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_02?context=search#/10.1055-s-0043-1761947
Titre : Guidance for Research with Trans and Gender-Diverse People (2023) Auteurs : Sterling Quinn, Auteur ; Adrienne B. Hancock, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°2, March 2023) Article en page(s) : p. 119-136 Note générale : DOI: 10.1055/s-0043-1762568 Langues: Anglais Descripteurs : HE Vinci
Minorités sexuelles ; Recherche participative basée sur la communauté ; RéflexionRésumé : When engaging in research with marginalized communities, it is important for researchers to reflect on their practice and consider what steps they can take to avoid perpetuating inequality or causing harm. This article provides guidance for researchers working with trans and gender-diverse individuals from the perspective of two speech-language pathologists. Key considerations presented by the authors include the importance of engaging in reflexive research practicesthinking deeply about and acknowledging impacts of one's personal beliefs, values, and practices on one's researchand developing an awareness of factors that contribute to the trans and gender-diverse community's ongoing minority stress. Specific suggestions to redress power imbalance between the researcher and the researched community are provided. Finally, practical methods for implementing the guidance are presented: the community-based participatory research model and an example in speech-language pathology research with trans and gender-diverse individuals. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_02?context=search#/10.1055-s-0043-1762568
Seminars in Speech and Language . Vol. 44, n°1Paru le : 17/01/2023 |
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Titre : Speech-Language Pathology Services in Pediatric Cancer: Survey and Interview Data on Caregiver Experiences (2023) Auteurs : Stephanie M. Knollhoff, Auteur ; Breanna I. Krueger, Auteur ; Caitlin M. Imgrund, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°1, January 2023) Article en page(s) : p. 4-14 Note générale : DOI: 10.1055/s-0042-1756682 Langues: Anglais Descripteurs : HE Vinci
Aidants ; Enfant dysgraphique ; Expérience ; Linguistique ; Logopède ; TumeursRésumé : Pediatric cancer and its treatment can cause disruption in typical child development, including the development of speech, language, and swallowing skills. Despite the potential for significant impact on communication and swallowing, speech-language pathologists are not routinely involved in the care teams of children diagnosed with cancer. The goal of this investigation was to enhance the understanding of the speech-language pathology services rendered and caregivers' perspectives on the current needs of children and adolescents who have undergone cancer treatment. Caregiver's perspectives offer unique insights and are beneficial when utilizing a person- and family-centered care framework. Eleven caregivers of children treated for cancer completed an online survey, and an additional three caregivers participated in a semistructured interview. Results provided insight into caregivers' perspectives regarding speech-language pathology-related needs and services. Survey results and thematic analysis of the semistructured interviews indicated the need for involvement of speech-language pathology services during and after cancer treatment. Cancer diagnoses and oncological treatment occur during key developmental periods, and may negatively impact children's speech, language, and swallowing abilities. Speech-language pathologists are uniquely positioned to provide support for children undergoing or following cancer treatment. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_01?context=search#/10.1055-s-0042-1756682
Titre : Cognitive Profile in Patients Admitted to Intensive Rehabilitation after Stroke Is Associated with the Recovery of Dysphagia: Preliminary Results from the RIPS (Intensive Post-Stroke Rehabilitation) Study (2023) Auteurs : Benedetta Basagni, Auteur ; Sara Marignani, Auteur ; Silvia Pancani, Auteur ; Andrea Mannini, Auteur ; Bahia Hakiki, Auteur ; Antonello Grippo, Auteur ; Claudio Macchi, Auteur ; Francesca Cecchi, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°1, January 2023) Article en page(s) : p. 15-25 Note générale : DOI: 10.1055/s-0042-1759612 Langues: Anglais Descripteurs : HE Vinci
Accident vasculaire cérébral (AVC) ; Troubles de la cognition ; Troubles de la déglutitionRésumé : Dysphagia represents one of the most frequent symptoms in the postacute stroke population. Swallowing impairment and cognitive deficits can often co-occur. This study aims to investigate the relationship between cognitive impairment and the recovery of dysphagia in patients attending specific rehabilitation. Patients admitted to intensive rehabilitation units were administered the Functional Oral Intake Scale (FOIS) and Montreal Cognitive Screening Test (MoCA); when screening positive for dysphagia, they entered a rehabilitation program. Their FOIS score at discharge was the primary outcome measure. In the multivariate analysis, younger age (B = − 0.077, p = 0.017), higher MoCA (B = 0.191, p = 0.002), and higher FOIS (B = 1.251, p = 0.032) at admission were associated with higher FOIS at discharge. When executive function (EF) replaced the MoCA total score in the model, younger age (B = − 0.134, p = 0.001), higher admission EF (B = 1.451, p Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_01?context=search#/10.1055-s-0042-1759612
Titre : Language and Literacy Strategies for Indigenous Children: A Scoping Review (2023) Auteurs : Mark Guiberson, Auteur ; Christine B. Vining, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°1, January 2023) Article en page(s) : p. 26-41 Note générale : DOI: 10.1055/s-0042-1758802 Langues: Anglais Descripteurs : HE Vinci
Langage ; LittératieMots-clés: Enfants indigènes Résumé : The purpose of this scoping review was to describe the existent research on language and literacy strategies for Indigenous children and to establish the strength of strategies described. A scoping review was conducted to locate existent studies that described language and literacy interventions used with Indigenous children. The following electronic databases were searched: PsycINFO, ERIC, CINAHL Complete, Academic Search Premier, Education Source, and ASHAWire. Articles were managed and analyzed using Covidence, a web-based program for review research. Results were charted and a preliminary evidence map was created. Forty sources were identified that described language and literacy strategies for Indigenous children. Strength of strategy coding revealed 5 sources had compelling strength, 5 had promising strength, and 30 had lacking strength. Overall, there remains limited research describing language and literacy strategies for Indigenous children. A preliminary evidence map was created to chart each strategy and sources that included the strategy, and to indicate the highest strategy strength observed across sources. A discussion of compelling strategies as well as strategies that may be culturally responsive is provided. Disponible en ligne : Non
Titre : Knowledge and Perceptions of Speech-Language Pathology Students Participating in a Feeding Training Program: A Pilot Study (2023) Auteurs : Elizabeth Viccaro Sitler, Auteur ; Carolyn Springer, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 44, n°1, January 2023) Article en page(s) : p. 42-56 Note générale : DOI: 10.1055/s-0042-1759641 Langues: Anglais Descripteurs : HE Vinci
Adulte ; Aide à l'alimentation ; Logopédie ; Perception ; Savoir ; Sujet âgé ; Troubles de la déglutitionRésumé : This study examined the knowledge and perceptions of speech-language pathology students working with older adults before and after their participation in a feeding training program. A secondary objective evaluated the feeding training program in terms of improving students' knowledge and skills. A repeated measures design was used to assess changes in perceptions and knowledge over time of students participating in a feeding training program assisting older adults at a skilled nursing facility. Twenty-four students in the communication sciences and disorders department from a university were recruited. Data were collected on the perceptions of working with older adults, knowledge of feeding and swallowing, and the evaluation of the program. Participants reported feeling less fearful of assisting older adults with feeding issues and appeared to acquire a higher level of knowledge in certain areas post-training. Analysis of the evaluation forms revealed that students were positive about their experience. The findings provide additional support that perceptions become more favorable following early exposure to older adults through participation in service-learning experiences. This study supplements the literature about the knowledge and perceptions of speech-language pathology students working with older adults. This information may be used to improve the quality of care for older adults in various settings. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2023_01?context=search#/10.1055-s-0042-1759641
Seminars in Speech and Language . Vol. 43, n°5Paru le : 26/10/2022 |
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Titre : An Investigation of Pulse Oximetry Levels During Swallowing in Healthy Adults and in Individuals with Severe and Very Severe Chronic Obstructive Pulmonary Disease (2022) Auteurs : Salim S. Alani, Auteur ; Julie A.G. Stierwalt, Auteur ; Léonard L. Lapointe, Auteur ; Richard J. Morris, Auteur ; Allan C. Jeong, Auteur ; Jennifer Filson Moses, Auteur ; Thomas D. Upton, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°5, October 2022) Article en page(s) : p. 361-377 Note générale : DOI: 10.1055/s-0042-1743486 Langues: Anglais Descripteurs : HE Vinci
Broncho-pneumopathie chronique obstructive ; Oxymetrie ; Troubles de la déglutitionRésumé : To compare pulse oximetry (PO) levels during swallowing in healthy adults and adults with severe chronic obstructive pulmonary disease (COPD). Participants included two groups of 60 healthy adults, balanced for gender. The young group ranged from 18 to 38 years, and the older group from 60 to 87 years. In addition, there were 11 participants with COPD aged 43 to 82 years. PO levels were collected as each participant swallowed 10 mL of water, 10 mL of applesauce, and a piece of diced pear (three trials each). Analyses for the healthy groups revealed neither statistically significant main effects for bolus type nor interactions between gender and age. For between-subject effects, there was no main effect for gender, but there was a large main effect for age, and a gender and age interaction. In the group with COPD, there were no significant differences across bolus types; however, PO measures were consistently lower than the healthy groups for all bolus types. Healthy adults exhibited stable PO levels across bolus types. Adults with COPD, although exhibiting significantly lower PO levels, also remained stable. For clinicians who monitor PO measures, these results offer a more comprehensive understanding of the nature of these measures during swallowing in these groups. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_05?context=search#/10.1055-s-0042-1743486
Titre : Evaluating the Accuracy of Self-Ratings of Language in Adults with Aphasia and Non-Brain Injured Adults: A Pilot Study (2022) Auteurs : Sarah Arnett, Auteur ; Jennifer Mozeiko, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°5, October 2022) Article en page(s) : p. 378-390 Note générale : DOI: 10.1055/s-0042-1749432 Langues: Anglais Descripteurs : HE Vinci
Aphasie ; Echelle d'évaluation ; Environnement familial ; Perception de soiAutres descripteurs
Utilisation du langageRésumé : Rating scales are frequently used in research and clinical practice with people with aphasia (PWA) to characterize communication in the home environment. However, it remains unclear whether responses provided on rating scales accurately reflect the communication that occurs. We aim to evaluate the accuracy of PWA's self-perceptions of verbal language use as measured by a rating scale and determine whether this accuracy is different from that of nonbrain-injured (NBI) participants. Four PWA and four NBI participants completed a rating scale estimating their amount of verbal language production as compared with their communication partner. Audio recordings from participants' home environments were analyzed for proportion of words and conversational turns contributed by the participant, which were compared with rating scale estimates. Perceptions of verbal language output among both PWA and NBI participants showed variable accuracy, with discrepancies between estimates and objective data across both groups. The reliability of rating scales in quantifying language output appears questionable, suggesting they may not accurately represent naturalistic language environments of PWA. Additional research with larger sample sizes is warranted to investigate whether this trend is consistent across a larger population of individuals with aphasia. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_05?context=search#/10.1055-s-0042-1749432
Titre : Behaviorally-Oriented Intensive Aphasia Program: Collaboration Leads to Optimal Outcomes (2022) Auteurs : Shawna Fleming, Auteur ; Brittany Clark, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°5, October 2022) Article en page(s) : p. 391-405 Note générale : DOI: 10.1055/s-0042-1756272 Langues: Anglais Descripteurs : HE Vinci
Aphasie ; Collaboration ; Intensive Language Action Therapy (ILAT) ; Langage ; Présentations de casAutres descripteurs
Comportement verbalRésumé : Aphasia is an acquired disorder affecting all language components across modalities. While common therapeutic approaches can result in some improvements, multiple studies establish that intensive therapeutic interventions are most effective; however, these approaches are not well defined. In addition, behaviorally-oriented approaches have been shown to be effective for other conditions, but have not yet been introduced to the treatment of aphasia. The purpose of the current study was to examine the efficacy of a novel, behaviorally-oriented, intensive communication intervention for aphasia (BICA) designed by a speech-language pathologist (second author) and a Board Certified Behavior Analyst (first author) for a 71-year-old woman with poststroke aphasia. Using a case study design, the participant was provided with 12 hours/week of therapy for 12 weeks focusing on functional communication goals using a behavioral interpretation of language and stimulus control transfer procedures. The behavior analyst determined conceptually systematic interventions based on targets selected by the speech-language pathologist. The participant demonstrated substantial improvements in written language expression and comprehension, reading fluency, oral language expression, naming, and improved quality of life. Given the substantial gains the participant made in oral and written language post-stroke using the BICA therapy, further study is warranted. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_05?context=search#/10.1055-s-0042-1756272
Titre : Building Research Initiatives by Developing Group Effort (BRIDGE): Patient-Partners in Aphasia Research (2022) Auteurs : Alejandro Brice, Auteur ; Jacqueline Hinckley, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°5, October 2022) Article en page(s) : p. 426-444 Note générale : DOI: 10.1055/s-0042-1756644 Langues: Anglais Descripteurs : HE Vinci
Aphasie ; Collaboration ; Patient partenaire ; Soins centrés sur le patientAutres descripteurs
Méthode mixteRésumé : Researcher-initiated research often has little or no input from the groups who will be affected by the results of the research. The aim of this project was to describe practices of embracing patient-partners (i.e., individuals with aphasia and spouses/family members) in research. Six webinars were developed for both researchers and patient-partners that were required prior to participating in a joint conference that focused on collaborative research teams. The conference was designed based on an appreciative inquiry approach. Including patient-partners into research priorities and planning has been accomplished across various health domains in the United States, but this was the first organized national effort, in the United States, to support the inclusion of people with aphasia and their families as active partners in the research process. Consequently, it is hoped that future aphasia researchers also include patient-partner teams into their research process for more ecologically valid outcomes. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_05?context=search#/10.1055-s-0042-1756644
Titre : Expository Discourse Production in School-Age Children across Two Scaffolded Tasks (2022) Auteurs : Anna M. Guilkey, Auteur ; Stacy A. Wagovich, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°5, October 2022) Article en page(s) : p.406-425 Note générale : DOI: 10.1055/s-0042-1756645 Langues: Anglais Descripteurs : HE Vinci
Discours ; Enfant (6-12 ans) ; Établissements scolaires ; GenerationAutres descripteurs
RepetitionRésumé : School-age children encounter expository discourse daily in the classroom, and skilled understanding and production of expository language is critical for academic success. The purpose of this study was to compare children's production of two types of expository discourse, generation and retell, while employing a scaffolded note-taking procedure to assist children in developing their samples. Twenty-six typically developing children, 9 to 12 years of age, participated in the study. For the expository generation task, children gave an explanation of a favorite activity, and for the retell task they viewed a video and provided an explanation of the information in the video. Overall, expository generation samples were longer and richer in content, but expository retell samples demonstrated greater lexical diversity. In addition, generation samples contained fewer grammatical errors than retell samples (trend), but measures of syntactic complexity, which were positively related across tasks, were not significantly different between sample types. Findings suggest that using a scaffolded procedure for supporting expository production resulted in (1) samples that were long enough for valid analysis of the children's language and (2) the production of utterances that, on average, were longer than reported in similar studies without scaffolding. The potential impact of comprehension on retell task performance is discussed. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_05?context=search#/10.1055-s-0042-1756645
Seminars in Speech and Language . Vol. 43, n°4Paru le : 27/07/2022 |
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Titre : Performance- and Theater-Based Interventions for Supporting Social Cognition and Social Communication in Autistic Youth: A Review and Theoretical Synthesis (2022) Auteurs : Rachel G. McDonald, Auteur ; Sadaf Khawar, Auteur ; Nardin Yacoub, Auteur ; Mary Isaac Cargill, Auteur ; Matthew D. Lerner, Auteur ; Erin Kang, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°4, July 2022) Article en page(s) : p. 255-276 Note générale : DOI: 10.1055/s-0042-1750763 Langues: Anglais Descripteurs : HE Vinci
Atelier théâtre ; Cognition sociale ; Communication sociale ; Compétences sociales ; Trouble du spectre autistique (TSA)Résumé : Social skills interventions (SSIs) are commonly used to improve social functioning in youth with autism spectrum disorder (ASD), which is a condition characterized by differences in social cognition and social communication. Although more traditional SSIs have used knowledge-based, didactic instruction, recent research has explored the utility of performance-based SSIs, which use various activities to support implicit learning of social skills in supportive, enriched environments. This article reviews the extant literature evaluating the effectiveness or efficacy of five performance-based SSIs using theater-based approaches on social cognition and social communication. Overall, this body of literature suggests social communication gains that include increased peer interactions, peer liking, and reciprocal friendships, as well as social cognitive gains in theory of mind and affect recognition. This review also discusses theoretical models that may help explain the emerging strengths of performance- and theater-based SSIs with underlying hypotheses related to the social communication and social cognitive differences in ASD. Limitations of performance-based SSIs in the evidence-base include several approaches in initial stages of research with small sample sizes and limited maintenance of effects. Future research should aim to bridge the research-to-practice gap and use more rigorous designs and more diverse samples, including those with cooccurring intellectual disability. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_04?context=search#/10.1055-s-0042-1750763
Titre : Social Thinking Metacognitive Strategies to Support Self-Determined Social Goals in Autistic Youth (2022) Auteurs : Pamela Crooke, Auteur ; Michelle Garcia Winner, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°4, July 2022) Article en page(s) : p. 277-298 Note générale : DOI: 10.1055/s-0042-1750815 Langues: Anglais Descripteurs : HE Vinci
Auto-détermination ; Cognition sociale ; Compétences sociales ; MétacognitionAutres descripteurs
Pensee socialeRésumé : On any given day, the social mind is taxed with attending to and making sense of a myriad of social events. The social mind is at work when trying to imagine the experiences of others and their inner mental worlds, and is equally active when people seek to approach, connect with, and sometimes avoid one another. Ultimately, the social mind is responsible for thinking about (social) thinking, or social metacognition. Social metacognitive teaching strategies can be helpful for supporting social learners as they observe social landscapes, interpret what is observed to problem solve, or decide whether and how to produce social responses. This article describes how social metacognitive strategies from the Social Thinking Methodology have been used to support the self-determined social goals of two autistic students. Visual frameworks and their underlying theories are provided as evidence-aligned tools for supporting clinical journeys. Disponible en ligne : Non En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_04?context=search#/10.1055-s-0042-1750815
Titre : Development of a Manualized Intervention to Support Episodic Memory in Autistic Children: Elaborative Reminiscing Is Key (2022) Auteurs : Ashley Brien, Auteur ; Tiffany Hutchins, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°4, July 2022) Article en page(s) : p. 299-315 Note générale : DOI: 10.1055/s-0042-1750349 Langues: Anglais Descripteurs : HE Vinci
Guidance parentale ; Mémoire épisodique ; Trouble du spectre autistique (TSA)Autres descripteurs
RememorationRésumé : Episodic memory (EM) is memory for past personal experiences. EM and social development are inextricably linked, and both are impacted in autistic persons. Parents of autistic children can be taught to engage in a unique conversational style (i.e., elaborative reminiscing) to support a child's memory and social development. This article discusses the importance of EM in autism and describes a new manualized caregiver training to support EM in autistic children. An uncontrolled pre-post study design was employed to test proof of concept. Results affirmed the potential of this intervention for increasing caregivers' elaborateness and improving children's EM in a family-centered, naturalistic way. Results suggest that further treatment development and examination of effectiveness are needed. We argue that these kinds of intervention are important: not only is EM theoretically potent for social cognitive development, it is essential for a sense of self-determination, social connection, and psychological well-being. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_04?context=search#/10.1055-s-0042-1750349
Titre : A Review of the Nature and Development of Lying and Deception and Considerations for Teaching Prosocial Lying to Autistic Persons (2022) Auteurs : Tiffany L. Hutchins, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°4, July 2022) Article en page(s) : p. 316-330 Note générale : DOI: 10.1055/s-0042-1750350 Langues: Anglais Descripteurs : HE Vinci
Enseignement ; Mensonge ; Tromperie ; Trouble du spectre autistique (TSA)Mots-clés: Mensonge prosociale Résumé : Compared with their neurotypical (NT) counterparts, persons with autism appear to be less inclined to tell lies and less skilled in delivering sophisticated forms of deception. At the same time, some forms of deception like white lies and prosocial lies are frequent in human interaction because they are important for social success. This article challenges the reader to evaluate the therapeutic potential for prosocial deception and teaching white-lie telling to autistic persons. The nature and development of antisocial and prosocial lying in NT development and autism are reviewed. Considerations for when to (and when not to) teach the skill of empathic lying are discussed and recommendations for how to teach the comprehension and production of prosocial lies are offered. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_04?context=search#/10.1055-s-0042-1750350
Titre : Playing to Pretend or Pretending to Play: Play in Children with Autism Spectrum Disorder (2022) Auteurs : Carol Westby, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°4, July 2022) Article en page(s) : p. 331-346 Note générale : DOI: 10.1055/s-0042-1750348 Langues: Anglais Descripteurs : HE Vinci
Jeu symbolique ; Théorie de l'esprit ; Trouble du spectre autistique (TSA)Mots-clés: intervention comportementale développementale naturaliste Résumé : Children diagnosed with autism spectrum disorder (ASD) exhibit early delays and deficits in play. In infancy, they engage in unusual exploratory behaviors with toys. As toddlers, they are slow to develop functional play, and in preschool some children with ASD fail to develop symbolic play despite having the necessary cognitive and language skills. Furthermore, when children with ASD are engaged in play, they demonstrate less playfulness. This article reviews the literature on the characteristics of exploratory, functional, and symbolic/pretend play in children with ASD and possible reasons for their unusual patterns of play development. Increased quantity and quality of play are frequent therapeutic goals for children with ASD. If play interventions are to be successful, it is critical that speech-language pathologists have an adequate assessment of children's play skills. Several frameworks and tools appropriate for assessing play in typical children and children with ASD are described. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_04?context=search#/10.1055-s-0042-1750348
Titre : A Review of the Nature and Development of Humor Appreciation and Considerations for Teaching Humor to Autistic Persons (2022) Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°4, July 2022) Langues: Anglais Disponible en ligne : Non
Seminars in Speech and Language . Vol. 43, n°3Paru le : 20/07/2022 |
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Titre : Understanding How Older Adults with Communication Difficulties Access Health Services: What We Can Learn from the National Health and Aging Trends Study (NHATS) (2022) Auteurs : Carolyn Baylor, Auteur ; Cait Brown, Auteur ; Tracy M. Mroz, Auteur ; Michael Burns, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°3, July 2022) Article en page(s) : p. 176-197 Note générale : DOI: 10.1055/s-0042-1749618 Langues: Anglais Descripteurs : HE Vinci
Accessibilité des services de santé ; Coûts des soins de santé ; Trouble de la communication verbaleRésumé : People with communication disorders face barriers to accessing safe and respectful healthcare. These barriers result in increased healthcare complications and inefficiencies, both of which contribute to increased healthcare costs. One obstacle to advocating for accommodations that could improve healthcare for this population is the absence of cost effectiveness studies of such accommodations specifically, as well as a paucity of data defining the needs of this population in general. The purpose of this study was to explore how people with communication and swallowing difficulties are characterized in the National Health and Aging Trends Study (NHATS), a nationally representative survey of Medicare beneficiaries aged 65 and older, and how they manage their healthcare. Cross-sectional data from the NHATS rounds 5 to 9 (20152019) resulted in 8,038 unique respondents, 3,243 of who reported speech, memory, hearing, and/or swallowing difficulties. More than 90% of respondents with communication difficulties reported having a regular doctor. Less than 60% of respondents with communication difficulties had a family member or caregiver go to medical appointments with them, and around 70% of that subset of participants received help from that caregiver with communication during appointments. Fewer than 15% of respondents with communication difficulties used the internet for healthcare communication or information. Less than 5% of respondents across all communication difficulty categories had received rehabilitation services for communication in the year prior to their survey responses. While the information gleaned from NHATS points to likely gaps between the needs people with communication disorders may have for safe and accessible healthcare, and the support available, future research is needed to improve and clarify how communication disorders are defined and characterized in large-scale surveys to generate more interpretable data. These stronger empirical foundations are needed to support cost-effectiveness analyses to advocate for better communication accessibility of healthcare settings. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_03?context=search#/10.1055-s-0042-1749618
Titre : Understanding the Economics of Aphasia: Recent Findings from Speech and Language Research (2022) Auteurs : Molly Jacobs, Auteur ; Charles Ellis, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°3, July 2022) Article en page(s) : p. 198-207 Note générale : DOI: 10.1055/s-0042-1749132 Langues: Anglais Descripteurs : HE Vinci
Aphasie ; Coût ; Économie ; Efficacité ; Littérature de revue comme sujetAutres descripteurs
RentabiliteRésumé : In recent years, stakeholders engaged in the study, treatment, and understanding of aphasia outcomes have emphasized the need for greater transparency regarding the economics of aphasia rehabilitation. Most notably, third-party payers and clinicians have a keen interest in understanding the resources used to treat aphasia, particularly the cost-effectiveness and value of aphasia treatments. In this article, we review the current literature related to the economic burden of aphasia and the cost and cost-effectiveness of aphasia treatments. To date, relatively few scholars have attempted to study the efficiency, scale, and scope related to the economics of aphasia and the cost-effectiveness of aphasia treatment. While studies of the cost-effectiveness of aphasia treatments have shown rehabilitative treatments conform to established quality and cost benchmarks, the continued progress and developments in the treatment of aphasia and measurement of clinical outcomes has left many areas unstudied. We highlight the need for greater emphasis on the cost-effectiveness of aphasia treatments in addition to the traditional focus on the efficacy of treatment outcomes. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_03?context=search#/10.1055-s-0042-1749132
Titre : The Rationale for Economic Evaluation in Speech and Language: Cost, Effectiveness, and Cost-effectiveness (2022) Auteurs : Jeffrey S. Hoch, Auteur ; Bridgette P. Smith, Auteur ; Jiyeong Kim, Auteur ; Carolyn S. Dewa, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°3, July 2022) Article en page(s) : p. 208-217 Note générale : DOI: 10.1055/s-0042-1750345 Langues: Anglais Descripteurs : HE Vinci
Coût ; Efficacité ; Évaluation économique ; SantéRésumé : Economic evaluation studies the costs and outcomes of two or more alternative activities to estimate the relative efficiency of each course of action. Economic evaluation is both important and necessary in the management of speech and language issues. Economic evaluation can help focus attention on interventions that provide value for improving population health. The purpose of this article is to introduce readers to fundamental economic concepts. Readers are also introduced to common issues when conducting economic evaluations and how to address them in practice. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_03?context=search#/10.1055-s-0042-1750345
Titre : Usability and Acceptability of a Computer-Based Social Communication Intervention for Persons with Traumatic Brain Injury: A Mixed-Methods Study (2022) Auteurs : Peter Meulenbroek, Auteur ; Leora R. Cherney, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°3, July 2022) Article en page(s) : p. 218-232 Note générale : DOI: 10.1055/s-0042-1750346 Langues: Anglais Descripteurs : HE Vinci
Adulte ; Attitude ; Ordinateurs ; Réinsertion professionnelle ; Traumatismes cranioencéphaliques ; Trouble de la communication verbaleRésumé : Computer-based interventions for persons with traumatic brain injury (TBI) are a rapidly developing treatment modality. However, the usability and acceptability of such treatments have not been thoroughly studied. We describe the user-experience of a computerized intervention in persons with TBI called the Work-Related Communication (WoRC) program. Two coders used qualitative analysis of semi-structured interviews to complete a thematic content analysis along with a costbenefit analysis. Ten participants with severe TBI more than 1-year postinjury were interviewed. Seven participants were male, and three were female. Their mean age was 41.6 years (standard deviation: 13.1). All had 4 years of college or less and experienced severe TBIs. A qualitative analysis of the WoRC program usability resulted in the categories of Content (aspects of treatment approach), Interface (aspects of presentation), and Abilities (aspects of the cognitive disorder). WoRC program acceptability categories emerged as Specific (trained strategies can be applied to specific scenarios) and Personal (individual factors related to willingness to implement the trained strategies). The costbenefit analysis demonstrated a 50.2% reduction in treatment costs, indicating that computer-enhanced interventions are a potentially cost-effective way to increase behavioral outcomes. We discuss these findings as they relate to future development of computer-enhanced programs for persons with TBI. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_03?context=search#/10.1055-s-0042-1750346
Titre : Speech Therapy and Earnings: Economic Benefits for Individuals Who Stutter (2022) Auteurs : Patrick M. Briley, Auteur ; Molly M. Jacobs, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°3, July 2022) Article en page(s) : p. 233-243 Note générale : DOI: 10.1055/s-0042-1748882 Langues: Anglais Descripteurs : HE Vinci
Bégaiement ; Evitement relationnel ; Logopédie ; Salaires et prestations accessoiresMots-clés: Comportement d'évitement Résumé : Stuttering is a complex communication disorder with effects that extend beyond difficulty with communication. Negative thoughts and feelings by the person who stutters (PWS), about the disorder or themselves, may potentially lead to detrimental avoidance behaviors which may ultimately alter life choices and participation in life events. One such area is the labor market. Studies have revealed an association between stuttering and reduced earnings. What is not understood is whether provision of speech therapy for PWS can help mitigate the negative labor market impacts of this condition. This article discusses the disorder of stuttering and how approach versus avoidance responses can contribute to wage differentials among PWS, while also providing evidence of such differences using a nationally representative dataset. Additionally, this article outlines the potential benefits received from speech-language pathology services which may correlate with improved labor market outcomes. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_03?context=search#/10.1055-s-0042-1748882
Titre : Analyzing a Cost-Effectiveness Dataset: A Speech and Language Example for Clinicians (2022) Auteurs : Jeffrey S. Hoch, Auteur ; Sarah C. Haynes, Auteur ; Shannon M. Hearney, Auteur ; Carolyn S. Dewa, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°3, July 2022) Article en page(s) : p. 244-254 Note générale : DOI: 10.1055/s-0042-1750347 Langues: Anglais Descripteurs : HE Vinci
Analyse coût-bénéfice ; Évaluation économique ; Hôpitaux ; SantéRésumé : Cost-effectiveness analysis, the most common type of economic evaluation, estimates a new option's additional outcome in relation to its extra costs. This is crucial to study within the clinical setting because funding for new treatments and interventions is often linked to whether there is evidence showing they are a good use of resources. This article describes how to analyze a cost-effectiveness dataset using the framework of a net benefit regression. The process of creating estimates and characterizing uncertainty is demonstrated using a hypothetical dataset. The results are explained and illustrated using graphs commonly employed in cost-effectiveness analyses. We conclude with a call to action for researchers to do more person-level cost-effectiveness analysis to produce evidence of the value of new treatments and interventions. Researchers can utilize cost-effectiveness analysis to compare new and existing treatment mechanisms. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_03?context=search#/10.1055-s-0042-1750347
Seminars in Speech and Language . Vol. 43, n°2Paru le : 13/06/2022 |
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Titre : A Multidimensional Approach for School-Aged Children who Stutter (2022) Auteurs : Sarah Caughter, Auteur ; Elaine Kelman, Auteur ; Sarah Delpeche, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°2, June 2022) Article en page(s) : p. 67-81 Note générale : DOI: 10.1055/s-0042-1742667 Langues: Anglais Descripteurs : HE Vinci
Adolescent ; Approche multidimensionnelle ; Bégaiement ; Enfant (6-12 ans) ; Établissements scolaires ; InterventionRésumé : Therapy for school-aged children who stutter (CWS) and their parents should be holistic, individualized, and multidimensional, considering the child within their real-life context and using a solution rather than problem-focused approach; highlighting and drawing on the strengths, resources, values; and coping skills that each family brings. Therapy at the Michael Palin Centre draws on a number of psychological approaches, including solution-focused brief therapy, cognitive behavior therapy, acceptance and commitment therapy, and compassion-focused therapy. Aspects of these approaches are discussed in this article to describe the therapeutic intervention for two school-aged CWS (aged 8 and 15 years). The Palin Model (2019) is used to conceptualize the factors that influence stuttering, as well as the different components of therapy that may be relevant for each individual family. The overarching aim of therapy, for children to become competent and effective communicators, whether they stutter or not, is described through a range of practical therapeutic activities, including exploring communication skills, openness and desensitization, exploring thoughts and feelings around stuttering, building confidence, expanding comfort zones, and developing self-efficacy. Qualitative and quantitative outcomes are presented for each clinical case. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_02?context=search#/10.1055-s-0042-1742667
Titre : Lexipontix Program: Facilitating Change toward Best Hopes of the School-Age Child Who Stutters and the Family (2022) Auteurs : George Fourlas, Auteur ; Katerina Ntourou, Auteur ; Dimitris Marousos, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°2, June 2022) Article en page(s) : p. 82-100 Note générale : DOI: 10.1055/s-0042-1743208 Langues: Anglais Descripteurs : HE Vinci
Bégaiement ; Classification internationale du fonctionnement, du handicap et de la santé (ICF) ; Enfant (6-12 ans) ; Thérapie cognitivo-comportementale (TCC)Mots-clés: Programme Lexipontix Résumé : Lexipontix is a structured therapy program for school-age children who stutter. It is based on theoretical principles and clinical practices of cognitive behavioral therapy, parentchild interaction therapy, solution-focused brief therapy, fluency shaping, and stuttering modification. A case example of a school-age child who stutters and his family who participated in the Lexipontix program is illustrated to highlight the theoretical principles, structure, content, and clinical tools of the assessment and therapy process of the program. The Lexipontix program addresses the stuttering experience of the child and family in a holistic way. The child and family are assisted in facilitating changes in all components of the International Classification of Functioning, Disability, and Health model (i.e., body function, personal factors, activity and participation, environmental factors), which help them move toward their best hopes (i.e., personally meaningful change) from therapy. The role of the clinician in facilitating change is also considered. Therapy outcomes for the specific case example are presented and discussed in relation to data from a retrospective chart review. The mechanisms underlying the effectiveness of the program are explored and discussed. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_02?context=search#/10.1055-s-0042-1743208
Titre : Treating Concomitant Language and/or Phonology Impairment in Children Who Stutter (2022) Auteurs : Nancy E. Hall, Auteur ; Cara M. Singer, Auteur ; Jean Sawyer, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°2, June 2022) Article en page(s) : p. 101-116 Note générale : DOI: 10.1055/s-0042-1744515 Langues: Anglais Descripteurs : HE Vinci
Approche multifactorielle ; Bégaiement ; Classification internationale du fonctionnement, du handicap et de la santé (ICF) ; Dépendance ; Enfant (6-12 ans) ; Présentations de casAutres descripteurs
Sante mentale de l'enfantRésumé : Stuttering can co-occur with phonological and/or language impairment in a nontrivial number of children. This article provides a framework for addressing concomitant phonology/language impairment and stuttering through the application of the World Health Organization's International Classification of Functioning, Disability and Health (ICF) framework. Described is a multifactorial approach to understanding stuttering, the application of the ICF to treating children who stutter with concomitant disorders, and models for structuring-related therapy. A case study is explored to illustrate this process and includes a sample treatment plan with goals, short-term objectives, and sample activities. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_02?context=search#/10.1055-s-0042-1744515
Titre : Stuttering and Autism Spectrum Disorders: Assessment and Treatment (2022) Auteurs : John A. Tetnowski, Auteur ; Joseph Donaher, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°2, June 2022) Article en page(s) : p. 117-129 Note générale : DOI: 10.1055/s-0042-1745715 Langues: Anglais Descripteurs : HE Vinci
Bégaiement ; Littérature de revue comme sujet ; Trouble du spectre autistique (TSA)Résumé : Dual diagnoses of autism spectrum disorders (ASDs) and stuttering have been reported in the literature, but little is known about how often they co-occur, the best practices for assessment, and even less about intervention. In this article, we gathered the data available on these issues and compiled and analyzed the sparse findings to offer suggestions for assessment and treatment. This article begins with a glossary of terms to promote consistency and understanding. Next, suggestions for assessment are provided along with a work sheet to document fluency breakdowns and monitor change. Suggestions for language and cognitive issues are also provided with a sample worksheet. Finally, an outline and explanation of stuttering/fluency goals for clients with these dual diagnoses are included. Case studies of two individuals who stutter and are diagnosed with ASD are presented to provide exemplars of how to assess and treat individuals with these dual diagnoses. Caveats on how to work with individuals with ASD and fluency disorders, based on our current understanding, are presented in the conclusion. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_02?context=search#/10.1055-s-0042-1745715
Titre : Cluttering in a School-Aged Child: Tackling the Challenges Step by Step (2022) Auteurs : Kathleen Scaler Scott, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°2, June 2022) Article en page(s) : p. 130-146 Note générale : DOI: 10.1055/s-0042-1743537 Langues: Anglais Descripteurs : HE Vinci
Intelligibilité de la parole ; Présentations de casAutres descripteurs
Encombrement perceptif ; Parole fluideRésumé : The purpose of this article is to highlight and provide solutions for the complexities of the communication disorder of cluttering. The article includes a 12-part case study of a school-aged child who is referred for an evaluation due to decreased speech intelligibility. The case is woven throughout the article to illustrate all aspects of client management: initial referral, evaluation and differential diagnosis, treatment, and discharge. The case reflects the challenges of increasing client awareness and the importance of advocating for client's needs throughout the process. This article provides background on myths about cluttering and current research findings to debunk these myths. Additionally, methods for evaluation, differential diagnosis, and treatment of cluttering are presented. An indirect approach to increasing client awareness and family and client education is included. The overall focus is to help the clinician better understand how to evaluate, treat, discharge, and advocate for clients with cluttering in ways that meet clients where they are. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_02?context=search#/10.1055-s-0042-1743537
Titre : Avoidance Reduction Therapy for School-Age Children Who Stutter (2022) Auteurs : Vivian Sisskin, Auteur ; Vivian Sisskin, Auteur ; Benjamin Goldstein, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°2, June 2022) Article en page(s) : p. 147-160 Note générale : DOI: 10.1055/s-0042-1742695 Langues: Anglais Descripteurs : HE Vinci
Bégaiement ; Concept du soi ; Enfant (6-12 ans)Autres descripteurs
Therapie de réduction de l'évitement pour le bégaiement (TREB)Résumé : Avoidance Reduction Therapy for Stuttering (ARTS) is a behavioral therapy for children and adults that incorporates speech therapy and counseling to reduce learned physical and socioemotional struggle that constitute the problem for the stutterer.[a] While stuttering is a neurodevelopmental difference, efforts to mask a stigmatized identity can contribute to avoidance, shame, and fear of speaking. This article provides theoretical foundations for therapy principles, describes the processes of self-acceptance and change, and outlines therapy goals and activities using child-friendly explanations and case study vignettes. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_02?context=search#/10.1055-s-0042-1742695
Titre : Meet Them Where They're At: Maximizing Adolescents' Engagement in Stuttering Therapy (2022) Auteurs : Naomi H. Rodgers, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°2, June 2022) Article en page(s) : p. 161-172 Note générale : DOI: 10.1055/s-0042-1742450 Langues: Anglais Descripteurs : HE Vinci
Adolescent ; Entretien motivationnel ; Modèle transthéorique ; Thérapie du bégaiementRésumé : Adolescents who stutter often pose a unique clinical challenge for clinicians. They are a population simultaneously striving for independence from adults and social connection with their peers at a time when social fears surge and lifelong habits take root. It is a time when they may seem unmotivated to learn and utilize new communication or coping skills related to stuttering. How can clinicians maximize adolescents' engagement in stuttering therapy to improve meaningful outcomes? The purpose of this article is to describe a transtheoretical approach to assessing adolescents' readiness to make positive changes to living with stuttering, and to provide motivational interviewing strategies that clinicians can employ to help propel adolescents toward personally significant change. These principles will be applied to the case study of a 14-year-old who stutters to demonstrate how clinicians can put this approach to work as they meet their adolescent clients where they're at. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_02?context=search#/10.1055-s-0042-1742450
Seminars in Speech and Language . Vol. 43, n°1Paru le : 08/02/2022 |
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Titre : Animal-Assisted Intervention in Speech-Language Pathology: Practical, Clinical, and Theoretical Considerations (2022) Auteurs : Sharon M. Antonucci, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°1, February 2022) Article en page(s) : p. 1-7 Note générale : DOI: 10.1055/s-0041-1741555 Langues: Anglais Descripteurs : HE Vinci
Logopédie ; Thérapeutes ; Thérapie assistée par l'animal ; Troubles de la communicationRésumé : Animal-Assisted Intervention in Speech-Language Pathology: Practical, Clinical, and Theoretical Considerations Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_01?context=search#/10.1055-s-0041-1741555
Titre : Protecting Animal Welfare in Animal-Assisted Intervention: Our Ethical Obligation (2022) Auteurs : Audrey H. Fine, Auteur ; Taylor Chastain Griffin, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°1, February 2022) Article en page(s) : p. 8-23 Note générale : DOI: 10.1055/s-0041-1742099 Langues: Anglais Descripteurs : HE Vinci
Bien-être animal ; Ethique ; Thérapie assistée par l'animalRésumé : When incorporating therapy animals into clinical practice, there are essential ethical considerations that must be considered to protect the welfare of both the people and the animals who are involved in the intervention. The field of animal-assisted interventions (AAIs) and more specifically animal-assisted therapy (AAT) is just beginning to appreciate the critical role that animal welfare has in enhancing the quality of the entire process of working with a therapy animal. In this article, the authors will present ethical models that are incumbent for practitioners to consider prior to partnering with a therapy animal. Examples of how a speech-language pathologist (SLP) might work with a therapy animal will be integrated throughout the article to demonstrate applied awareness of how good welfare not only protects the animal but also the clients who engage in the intervention. Key aspects to consider at all stages of AAT will be described, including considerations of welfare as they relate to selecting and working with a therapy animal, preparing clients for AAT, and developing specific competencies as an AAT practitioner. Theoretical support for these recommendations will also be outlined, preparing AAT providers to not only incorporate the highest standards in AAT but to also serve as an advocate in championing these standards as the field develops. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_01?context=search#/10.1055-s-0041-1742099
Titre : Addressing the Psychosocial Needs of Individuals with Communication Disorders: The Integration of Animal-Assisted Therapy within Counseling (2022) Auteurs : W. Leigh Atherton, Auteur ; Daniel Hudock, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°1, February 2022) Article en page(s) : p. 24-34 Note générale : DOI: 10.1055/s-0041-1741556 Langues: Anglais Descripteurs : HE Vinci
Approche psychosociale ; Conseil ; Thérapie assistée par l'animalRésumé : Individuals with speech, language, and communication disorders often present with psychosocial concerns that span the physiological, intrapersonal, and interpersonal domains of functioning. Despite this fact, the provision of counseling service by speech-language pathologist (SLP) that directly addresses clients' psychosocial needs is sparse. Research shows the primary counseling strategy used by therapists is psychoeducation, failing to effectively address the psychosocial concerns. Integrating complementary approaches to traditional counseling in SLP can enhance both the quality of therapeutic intervention and client outcomes. The purpose of this article is to demonstrate the potential of animal-assisted therapy (AAT) as an adjunctive or complementary approach for counseling within SLP. A review of literature demonstrates a need for improved counseling service provision within SLP treatment, as well as the benefits of integrating AAT. A framework for how AAT intentions and techniques fit within SLP Scope of Practice counseling activities is presented, along with case examples to demonstrate how AAT can be integrated within SLP treatment. It is concluded that the integration of AAT as a complementary approach to traditional SLP counseling can enhance both the frequency of counseling services provided and clients' psychosocial outcomes. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_01?context=search#/10.1055-s-0041-1741556
Titre : Speech-Language Pathology Incorporating Horses (2022) Auteurs : Beth L. Macauley, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°1, February 2022) Article en page(s) : p. 35-53 Note générale : DOI: 10.1055/s-0041-1741553 Langues: Anglais Résumé : Incorporating horses into speech-language pathology services is a valid treatment strategy that can be used to help the client achieve their communication and/or swallowing goals. The purpose of this article is to discuss the history and terminology of incorporating horses into rehabilitation, explain theories for why incorporating horses works, and provide clinical applications to the American Speech-Language-Hearing Association's nine areas of practice with clinical reports. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_01?context=search#/10.1055-s-0041-1741553
Titre : Collaboration in Animal-Assisted Activities and Animal-Assisted Therapy (2022) Auteurs : Elizabeth Decina, Auteur ; Bernadette Evangelista, Auteur ; Alicia Harantschuk, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 43, n°1, February 2022) Article en page(s) : p. 54-62 Note générale : DOI: 10.1055/s-0041-1742264 Langues: Anglais Descripteurs : HE Vinci
Chien d'assistance ; Milieu hospitalier ; Réadaptation ; Thérapie assistée par l'animal ; Thérapie par le loisirRésumé : Animal Assisted Intervention is a valuable tool in inpatient and outpatient rehabilitation. Conducting goal-directed, therapeutic Animal-Assisted Interventions requires certification, training and collaboration. It is important that Animal Assisted Therapy teams comprised of specially trained dogs and handlers are co-certified to ensure the safety of patients, therapeutic interactions, and beneficial outcomes aligned with rehab goals. Some examples of speech therapy goals and outcomes in AAT are included below. It is preferred to conduct co-treatment sessions with AAT therapists and a second clinician to increase the opportunity for a variety of treatment modalities, to develop collaborative ideas for treatment sessions and to improve socialization opportunities. To collaborate for a successful AAT session, a co-treating therapist must first understand the AAT program and services available specific to the trained animal-handler team. This article outlines the process involved in obtaining and maintaining a skilled facility dog and an Animal Assisted Therapy program in an inpatient rehabilitation hospital. Animal Assisted Therapy has great potential to excite, distract, engage, encourage, and motivate patients. It is a new field, with generalized criteria for practice and limited standard protocols. It is underutilized and often mischaracterized. With more widespread education and advocacy and development of clinical standards and guidelines, AAT could improve the lives of so many people hoping to return to life as they knew it. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2022_01?context=search#/10.1055-s-0041-1742264
Seminars in Speech and Language . Vol. 42, n°5Paru le : 02/11/2021 |
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Titre : Clinical Practice Patterns of Speech-Language Pathologists Delivering Dysphagia Services to Persons with COPD: Analysis of Survey Outcomes (2021) Auteurs : Teresa Drulia, Auteur ; Alexis Hodge, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°5, November 2021) Article en page(s) : p. 363-383 Note générale : DOI: 10.1055/s-0041-1735846 Langues: Anglais Descripteurs : HE Vinci
Broncho-pneumopathie chronique obstructive ; Logopédie ; Maladies de l'appareil respiratoire ; Pratique logopédique ; Troubles de la déglutitionRésumé : Swallowing impairments co-occur with chronic obstructive pulmonary disease (COPD) leading to aspiration, disease exacerbations, and malnutrition. This pilot survey study aimed to identify current clinical practice patterns for swallowing evaluation and treatment in persons with COPD. A 35-question Qualtrics survey was deployed to medical speech-language pathology (SLP) social media sites and professional boards; flyers were distributed at a professional conference. Forty-eight SLPs completed the study. SLPs routinely include a clinical swallow examination (96%), videofluoroscopic swallowing study (79%), adjunctive respiratory measures (respiratory rate [83%], and pulse oximetry [67%], respiratoryswallow pattern [77%]) but less frequently include fiberoptic endoscopic evaluation of swallowing (23%). Self-reported advanced clinical experience and expert respiratory analysis skills were associated with adjunctive respiratory measure (respiratory rate, pulse oximetry) inclusion during assessment. Compensatory strategy training (77%) is a preferred treatment for dysphagia in COPD; however, respiratoryswallow pattern training and expiratory muscle strength training are increasing in use. SLPs self-report a comprehensive, individualized patient-centered care approach with inclusion of adjunctive respiratory-focused methods in dysphagia evaluation and treatment practice in persons with COPD. Advances in the identification of the integral role of respiratory function in swallowing integrity may be translating to clinical practice methods for dysphagia management in persons with COPD. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_05?context=search#/10.1055-s-0041-1735846
Titre : Which Speech Sound Norms Are Used in U.S. Public Schools? A Retrospective Survey Analysis (2021) Auteurs : Kelly Farguharson, Auteur ; Kaia L. Stevenson, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°5, November 2021) Article en page(s) : p. 384-394 Note générale : DOI: 10.1055/s-0041-1736187 Langues: Anglais Descripteurs : HE Vinci
Admission du patient ; Développement du langage ; Milieu scolaire ; Pratique ; Troubles du langageRésumé : Normative data concerning speech sound acquisition are widely and heavily used in the United States to determine eligibility for services. Normative studies differ in the age and geographic location of participants, which can limit applicability across the United States. In 2016, we queried school-based speech-language pathologists (SLPs) in the United States using a web-based survey to determine which speech sound norms are used. Nine regions from the U.S. census were represented. The IowaNebraska norms were most commonly reported. However, many SLPs were unable to name the source of the data that they used. More than 60% of the sample indicated that they referred to one source of normative data. Results of a logistic regression indicated that region of the United States predicted if SLPs used one or multiple sources. Specifically, SLPs in the West North Central region of the United States (which includes Iowa and Nebraska) were more likely to use only one source of data, the IowaNebraska norms. We recommend that speech sound norms are less heavily relied upon for eligibility decisions, particularly due to the substantial variations in culture and dialect throughout the various regions of the United States. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=
Titre : Challenges in Service Provision to Children and Families from Linguistically Diverse Backgrounds (2021) Auteurs : Keisey Fumero, Auteur ; Michelle Torres-Chavarro, Auteur ; Carla Wood, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°5, November 2021) Langues: Anglais Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_05?context=search#/10.1055-s-0041-1736498
Titre : Expansion Points Intervention in Young Children with Speech Sound Disorders: A Multiple Baseline Design (2021) Auteurs : Klaire M. Brumbaugh, Auteur ; Ashley Gibson, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°5, November 2021) Note générale : DOI: 10.1055/s-0041-1736665 Langues: Anglais Descripteurs : HE Vinci
Enfant d'âge préscolaire (2-5 ans) ; Troubles de la paroleMots-clés: intervention sur les points d'expansion ; modèle de recherche à sujet unique Résumé : The purpose of this investigation was to evaluate the efficacy of expansion points (EXP) intervention with a modified criterion for preschool children with speech sound disorders (SSD). Three preschool-aged children were enrolled in a single-subject multiple baseline intervention study. Intervention took place over 16 sessions. Pre- and post-intervention data are provided. Three outcome measures (generalization to probe words and gains in percent consonants correct, PCC, in words and in conversation) were evaluated to measure the effectiveness of the EXP intervention. All three of the participants demonstrated gains by the end of the intervention phase when measuring PCC in single words. Two of the three participants demonstrated gains in PCC in conversational speech. Progress on individual phonemes was variable across participants. Utilizing the EXP approach, two of the three children showed gains in all three outcome measures. One child showed variable performance in one outcome measure, improvement in one, and a decrease in one. Findings suggest that EXP should be further explored to evaluate intervention efficacy. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_05?context=search#/10.1055-s-0041-1736665
Seminars in Speech and Language . Vol. 42, n°4Paru le : 11/07/2021 |
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Titre : Family as a Context for Child Development: Mothers with the FMR1 Premutation and Their Children with Fragile X Syndrome (2021) Auteurs : Katerine Bangert, Auteur ; Carly Moser, Auteur ; Laura Friedman, Auteur ; Jessica Klusek, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°4, [July 2021]) Article en page(s) : p. 277-286 Note générale : DOI: 10.1055/s-0041-1730988 Langues: Anglais Descripteurs : HE Vinci
Maladie genetique ; Soutien aux parents ; Syndrome du chromosome X fragileMots-clés: Prémutation Résumé : Fragile X syndrome (FXS) is a genetic disorder caused by changes of the FMR1 gene that is passed along among families. A range of developmental processes may be impacted with wide variation in abilities across individuals with FXS. Mothers of children with FXS are often carriers of a premutation expansion on the FMR1 gene, which is associated with its own clinical phenotype. These maternal features may increase individual and family vulnerabilities, including increased risk for depression and anxiety disorders and difficulties in social and cognitive ability. These characteristics may worsen with age, and potentially interact with a child's challenging behaviors and with family dynamics. Thus, families of children with FXS may experience unique challenges related to genetic risk, manifested across both children and parents, that should be considered in therapeutic planning to optimize outcomes for children and their families. In this article, we review core features of the FMR1 premutation as expressed in mothers and aspects of the family environment that interface with developmental outcomes of children with FXS. Recommendations for family-centered support services are discussed. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_04?context=search#/10.1055-s-0041-1730988
Titre : Responsive Parenting as a Target for Telehealth Language Interventions in Fragile X Syndrome: Implications for Scalability and Best Practices (2021) Auteurs : Lauren Bullard, Auteur ; Leonard Abbeduto, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°4, [July 2021]) Article en page(s) : p. 287-300 Note générale : DOI: 10.1055/s-0041-1730989 Langues: Anglais Descripteurs : HE Vinci
Engagement parental ; Relations parent-enfant ; Syndrome du chromosome X fragile ; TélémédecineRésumé : This review highlights the ways in which telehealth procedures can be implemented to help bridge the research-to-practice gap in supporting developmental outcomes for youth with fragile X syndrome (FXS). We review how the literature to date has informed potential treatment targets in the areas of speech and language development with a focus on understanding and supporting the dyadic relationship between the child and their biological mother, who is also impacted biologically. Notably, parental responsivity is an area that is strongly related to child language outcomes, both early and into adolescence, and thus, it is an important treatment target for subsequent interventions. To date, several parent-implemented interventions have been done in FXS across a broad age range (217-year-olds) all showing support not only that parents are successful in learning responsive strategies but also that there are subsequent impacts to child language development. Moreover, these interventions were successfully implemented at a distance through telehealth procedures including video teleconferencing and shared recordings of parentchild interactions. This review also addresses potential moderators of treatment gains. Implications for scaling such interventions in the future as well as best practices for incorporating telehealth procedures into future research and intervention programs are also discussed. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_04?context=search#/10.1055-s-0041-1730989
Titre : Characterizing the Richness of Maternal Input for Word Learning in Neurogenetic Disorders (2021) Auteurs : Laura J. Mattie, Auteur ; Pamela A. Hadley, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°4, [July 2021]) Article en page(s) : p. 301-317 Note générale : DOI: 10.1055/s-0041-1730914 Langues: Anglais Descripteurs : HE Vinci
Apprentissage du langage oral ; Approche multidimensionnelle ; Gestes ; Syndrome de Down ; Syndrome du chromosome X fragileAutres descripteurs
Langage maternelRésumé : Promoting language abilities, including early word learning, in children with neurogenetic disorders with associated language disorders, such as Down syndrome (DS) and fragile X syndrome (FXS), is a main concern for caregivers and clinicians. For typically developing children, the quality and quantity of maternal language input and maternal gesture use contributes to child word learning, and a similar relation is likely present in DS and FXS. However, few studies have examined the combined effect of maternal language input and maternal gesture use on child word learning. We present a multidimensional approach for coding word-referent transparency in naturally occurring input to children with neurogenetic disorders. We conceptualize high-quality input from a multidimensional perspective, considering features from linguistic, interactive, and conceptual dimensions simultaneously. Using case examples, we highlight how infrequent the moments of word-referent transparency are for three toddlers with DS during play with their mothers. We discuss the implications of this multidimensional framework for children with DS and FXS, including the clinical application of our approach to promote early word learning for these children. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_04?context=search#/10.1055-s-0041-1730914
Titre : Mental State Language Use in Children with Down Syndrome and the Role of Caregivers (2021) Auteurs : Marie Moore Channell, Auteur ; Rebekah Bosley, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°4, [July 2021]) Article en page(s) : p. 318-329 Note générale : DOI: 10.1055/s-0041-1730990 Langues: Anglais Descripteurs : HE Vinci
Communication sociale ; Déficience intellectuelle ; Enfant (6-12 ans) ; Syndrome de DownAutres descripteurs
Role du soignantMots-clés: Le langage de l'état mental Résumé : Children with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state languagethe ability to discuss others' perspectives such as their thoughts, feelings, and intentionsrepresents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiverchild shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_04?context=search#/10.1055-s-0041-1730990
Titre : Reading Skills in Down Syndrome: Implications for Clinical Practice : Implications for Clinical Practice (2021) Auteurs : Susan J. Loveall, Auteur ; Andrea Barton-Husley, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°4, [July 2021]) Article en page(s) : p. 330-344 Note générale : DOI: 10.1055/s-0041-1730991 Langues: Anglais Descripteurs : HE Vinci
Conscience phonologique ; Décodage en lecture ; Lecture ; Littératie ; Syndrome de DownRésumé : Though children with Down syndrome can learn to read, they may have difficulty developing some component skills, including phonological awareness and word decoding. Given reading's foundation in language, speech-language pathologists (SLPs) should play a central role in supporting access to and providing reading instruction for children with Down syndrome. This article reviews the available research on reading in Down syndrome and offers guidance for SLPs working with this population. We start by reviewing the Down syndrome phenotype, highlighting physical features and cognitive and linguistic patterns of strength and weakness that impact reading development. Next, we define different reading subskills and outline typical reading development, including stages of prereading, learning to read, and transitioning to using reading as a tool for learning. We then use these stages to review what is known about reading in Down syndrome, including relevant intervention work. We also incorporate considerations for clinical practice. In particular, we encourage SLPs to advocate for supporting reading development in children with Down syndrome, to work with families to develop rich home literacy environments, and to work with educators to promote phonological awareness and decoding skills. Lastly, we note limitations in our current knowledge and include a call for more research. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_04?context=search#/10.1055-s-0041-1730991
Titre : Augmentative and Alternative Communication Supports for Language and Literacy in Preschool: Considerations for Down Syndrome and Autism Spectrum Disorder (2021) Auteurs : Andrea Barton-Husley, Auteur ; Sarah Phinney, Auteur ; Sara Collins, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°4, [July 2021]) Article en page(s) : p. 345-362 Note générale : DOI: 10.1055/s-0041-1730996 Langues: Anglais Descripteurs : HE Vinci
Alphabétisation ; COMMUNICATION ALTERNATIVE et/ou AUGMENTATIVE (CAA) ; Développement du langage ; Enfant d'âge préscolaire (2-5 ans) ; Littérature de revue comme sujet ; Syndrome de Down ; Trouble du spectre autistique (TSA) ; VocabulaireRésumé : Children with Down syndrome and children with autism spectrum disorder have a range of speech abilities during preschool that impacts access to both language and literacy instruction. It is the responsibility of the speech-language pathologist to advocate for and provide intervention using augmentative and alternative communication (AAC) through individualized assessment. This article provides a review of the literature supporting the use of AAC during preschool for both language and literacy development in children with Down syndrome and children with autism spectrum disorder who have limited speech. A small scale exploratory report is discussed to highlight differences in early literacy skills found in children in each group. Implications for AAC intervention during preschool to support both language and literacy are discussed. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_04?context=search#/10.1055-s-0041-1730996
Seminars in Speech and Language . Vol. 42, n°3Paru le : 01/05/2021 |
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Titre : Computer Adaptive Testing for the Assessment of Anomia Severity (2021) Auteurs : Gerasimos Fergadiotis, Auteur ; Marianne Casilio, Auteur ; William D. Hula, Auteur ; Alexander Swiderski, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°3, [May 2021]) Article en page(s) : p. 180-191 Note générale : DOI: 10.1055/s-0041-1727252 Langues: Anglais Descripteurs : HE Vinci
Anomie (trouble du langage) ; Evaluation ; Trouble de la dénominationMots-clés: théorie de la réponse à l'item ; tests de dénomination des confrontations Résumé : Anomia assessment is a fundamental component of clinical practice and research inquiries involving individuals with aphasia, and confrontation naming tasks are among the most commonly used tools for quantifying anomia severity. While currently available confrontation naming tests possess many ideal properties, they are ultimately limited by the overarching psychometric framework they were developed within. Here, we discuss the challenges inherent to confrontation naming tests and present a modern alternative to test development called item response theory (IRT). Key concepts of IRT approaches are reviewed in relation to their relevance to aphasiology, highlighting the ability of IRT to create flexible and efficient tests that yield precise measurements of anomia severity. Empirical evidence from our research group on the application of IRT methods to a commonly used confrontation naming test is discussed, along with future avenues for test development. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_03?context=search#/10.1055-s-0041-1727252
Titre : Clinical Use of PROMIS, Neuro-QoL, TBI-QoL, and Other Patient-Reported Outcome Measures for Individual Adult Clients with Cognitive and Language Disorders (2021) Auteurs : Matthew L. Cohen, Auteur ; Alyssa M. Lanzi, Auteur ; Aaron J. Boulton, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°3, [May 2021]) Article en page(s) : p. 192-210 Note générale : DOI: 10.1055/s-0041-1731365 Langues: Anglais Descripteurs : HE Vinci
Conception d'installations fondée sur des données probantes ; Mesures des résultats rapportés par les patients (PROM) ; Trouble de la communication verbaleRésumé : Patient-reported outcome measures (PROMs) assess health outcomes from the patient's perspective. The National Institutes of Health has invested in the creation of numerous PROMs that comprise the PROMIS, Neuro-QoL, and TBI-QoL measurement systems. Some of these PROMs are potentially useful as primary or secondary outcome measures, or as contextual variables for the treatment of adults with cognitive/language disorders. These PROMs were primarily created for clinical research and interpretation of group means. They also have potential for use with individual clients; however, at present there is only sparse evidence and direction for this application of PROMs. Previous research by Cohen and Hula (2020) described how PROMs could support evidence-based practices in speech-language pathology. This companion article extends upon that work to present clinicians with implementation information about obtaining, administering, scoring, and interpreting PROMs for individual clients with cognitive/language disorders. This includes considerations of the type and extent of communication support that is appropriate, implications of the relatively large measurement error that accompanies individual scores and pairs of scores, and recommendations for applying minimal detectable change values depending on the clinician's desired level of measurement precision. However, more research is needed to guide the interpretation of PROM scores for an individual client. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_03?context=search#/10.1055-s-0041-1731365
Titre : The Aphasia Communication Outcome Measure: Motivation, Development, Validity Evidence, and Interpretation of Change Scores (2021) Auteurs : William D. Hula, Auteur ; Patrick J. Doyle, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°3, [May 2021]) Article en page(s) : p. 211-224 Note générale : DOI: 10.1055/s-0041-1730906 Langues: Anglais Descripteurs : HE Vinci
Accident vasculaire cérébral (AVC) ; Aphasie ; Mesures des résultats rapportés par les patients (PROM)Mots-clés: théorie de la réponse à l'item ; L'Aphasia Communication Outcome Measure (ACOM) Résumé : The Aphasia Communication Outcome Measure (ACOM) is a patient-reported measure of communicative functioning developed for persons with stroke-induced aphasia. It was motivated by the desire to include the perspective of persons with aphasia in the measurement of treatment outcomes and to apply newly accessible psychometric tools to improve the quality and usefulness of available outcome measures for aphasia. The ACOM was developed within an item response theory framework, and the validity of the score estimates it provides is supported by evidence based on its content, internal structure, relationships with other variables, stability over time, and responsiveness to treatment. This article summarizes the background and motivation for the ACOM, the steps in its initial development, evidence supporting its validity as a measure of patient-reported communication functioning, and current recommendations for interpreting change scores. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_03?context=search#/10.1055-s-0041-1730906
Titre : The Communicative Participation Item Bank: Evaluating, and Reevaluating, Its Use across Communication Disorders in Adults (2021) Auteurs : Carolyn Baylor, Auteur ; Tanya Eadie, Auteur ; Kathryn Yorkston, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°3, [May 2021]) Article en page(s) : p. 225-239 Note générale : DOI: 10.1055/s-0041-1729947 Langues: Anglais Descripteurs : HE Vinci
Communication ; Participation ; Qualité de vieMots-clés: Communicative Participation Item Bank (CPIB) Résumé : Patient-reported outcomes (PROs) are essential in patient-centered, evidence-based practice in speech-language pathology. PROs respect individuals who live with communication disorders as key stakeholders providing a critically unique perspective on consequences of communication disorders, and whether interventions bring about meaningful changes. Some PROs focus on specific communication symptoms such as voice or language symptom severity, while others focus on broader constructs such as quality of life. Many PROs target specific diagnostic groups. This article presents the Communicative Participation Item Bank (CPIB), a PRO that measures communicative participation restrictions. The CPIB was based on the concept of participation, or engagement in life situations, as defined in the World Health Organization's International Classification of Functioning, Disability, and Health. It was designed to be relevant for adults across different communication disorders to facilitate clinical and research activities that may involve either comparing or aggregating data across communication disorders. The CPIB follows current PRO development protocols including systematic guidance from stakeholders through cognitive interviews, and the measurement methods of Item Response Theory that allow precise and adaptive assessment. This article reviews use of the CPIB across different diagnostic groups, and identifies needs for future efforts to expand the relevance of the CPIB further. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_03?context=search#/10.1055-s-0041-1729947
Titre : Understanding SpeedAccuracy Processing Dynamics in Aphasia Using Response Time Modeling (2021) Auteurs : Williams S. Evans, Auteur ; Yina M. Quique, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°3, [May 2021]) Article en page(s) : p. 240-255 Note générale : DOI: 10.1055/s-0041-1727251 Langues: Anglais Descripteurs : HE Vinci
Anomie (trouble du langage) ; Aphasie ; Précision ; VitesseMots-clés: modélisation du temps de réponse Résumé : People with aphasia demonstrate language impairments evident in both performance accuracy and processing speed, but the direct relationship between accuracy and speed requires further consideration. This article describes two recent attempts to make quantitative progress in this domain using response time modeling: the diffusion model (Ratcliff, 1978) applied to two-choice tasks and a multinomial ex-Gaussian model applied to picture naming. The diffusion model may be used to characterize core linguistic processing efficiency and speedaccuracy tradeoffs independently, and research suggests that maladaptive speedaccuracy tradeoffs lead to performance impairments in at least some people with aphasia. The multinomial ex-Gaussian response time model of picture naming provides a simple and straightforward way to estimate the optimal response time cutoffs for individual people with aphasia (i.e., the cutoff where additional time is unlikely to lead to a correct response). While response time modeling applied to aphasia research is at an early stage of development, both the diffusion model and multinomial ex-Gaussian response time model of picture naming show promise and should be further developed in future work. This article also provides preliminary recommendations for clinicians regarding how to conceptualize, identify, and potentially address maladaptive speedaccuracy tradeoffs for people with aphasia. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_03?context=search#/10.1055-s-0041-1727251
Titre : Disentangling the Psycholinguistic Loci of Anomia with Cognitive Psychometric Models (2021) Auteurs : Grant M. Walker, Auteur Type de document : Article Dans : Seminars in Speech and Language (Vol. 42, n°3, [May 2021]) Article en page(s) : p. 256-274 Note générale : DOI: 10.1055/s-0041-1731367 Langues: Anglais Descripteurs : HE Vinci
Anomie (trouble du langage) ; Aphasie ; Dénomination d'images ; PsychométrieRésumé : This article reviews advanced statistical techniques for measuring impairments in object naming, particularly in the context of stroke-induced aphasia. Traditional testing strategies can be challenged by the multifaceted nature of impairments that arise due to the complex relationships between localized brain damage and disruption to the cognitive processes required for successful object naming. Cognitive psychometric models can combine response-type analysis with item-response theory to yield accurate estimates of multiple abilities using data collected from a single task. The models also provide insights about how the test items can be challenging in different ways. Although more work is needed to fully optimize their clinical utility in practice, these formal concepts can guide thoughtful selection of stimuli used in treatment or assessment, as well as providing a framework to interpret response-type data. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2021_03?context=search#/10.1055-s-0041-1731367