Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review.

No review to date has focused on evaluating the use of videos and digital media in parent-implemented interventions for parents of children with primary language or speech sound disorder (LD/SSD). Research objectives guiding this scoping review included an evaluation of (a) use of videos and/or other digital media in parent-implemented interventions; (b) use of videos and/or other digital media in asynchronous content; (c) the role of the parent as learner; and (d) the program impact on parents and children. This review followed a five-stage framework: (a) identify research questions; (b) identify relevant studies; (c) select studies; (d) chart the data; and (e) collate, summarize and report the results. Ten studies were included. No program included parents of children with speech disorders. One fully asynchronous program was identified, though many programs included videos concurrent with direct instruction. No study described the parent as learner and only four studies examined parent satisfaction and perceptions. These four studies directly measured specific parent behavior and results indicated that the programs had a positive impact on parents' interactions. Nine of the ten studies included child outcomes. This low volume of studies suggests limited work in this area. The review describes research gaps and future directions.

Communication between Audiologist, Patient, and Patient's Family Members during Initial Audiology Consultation and Rehabilitation Planning Sessions: A Descriptive Review.

BACKGROUND: Communication during clinical consultations is an important factor that facilitates decision-making by patients and family members. For clinicians, these interactions are opportunities to build rapport and to facilitate appropriate decision-making. PURPOSE: This article presents the literature review of studies focusing on communication between audiologist, patients, and their family members during initial audiology consultations and rehabilitation planning sessions. RESEARCH DESIGN: A literature review was conducted. STUDY SAMPLE: The review included eight empirical studies. DATA COLLECTION AND ANALYSIS: A systematic search of the CINAHL Complete, MEDLINE, and PsychInfo databases was used to identify relevant articles for review. Quality of the included studies was assessed using the Rating of Qualitative Research (RQR) scale. RESULTS: The average consultation length was 57.4 min (ranged 27.3-111 min), in which the mean length of case history discussion was 8.8 min (ranged 1.7-22.6 min) and the mean length of diagnosis and management planning was 29 min (ranged 2.2-78.5 min). Utterances spoken by audiologists were greater (about 51%) than patients (37%), whereas family members spoke the fewest utterances (12%) during interactions. Patients raised concerns (typically psychological in nature with negative emotional stance) about hearing aids in half of the appointments where hearing aids were recommended as the rehabilitation option. However, audiologists missed opportunities to build relationships as these concerns of patients were not typically addressed. Also, audiologists' language was associated with hearing aid uptake (i.e., patients were less likely to uptake hearing aids when audiologists used complex language). CONCLUSIONS: The review highlights that audiologists dominate the conversation during audiology consultations and rehabilitation planning sessions. Audiologists did not take advantage of the opportunity to develop patient-centered communication and shared decision-making. Implications of these findings to both clinical practice and to audiology education and training are discussed.

Comments on Bothe, Davidow, Bramlett, Franic, and Ingham (2006).

PURPOSE: To critically assess the quality, methodology, and conclusions in A. K. Bothe, J. H. Davidow, R. E. Bramlett, D. M. Franic, and R. J. Ingham's (2006) systematic review of pharmacological approaches to stuttering. METHOD: A. D. Oxman and G. H. Guyatt's (1988) guidelines for reading literature reviews and A. D. Oxman and G. H. Guyatt's (1991) criteria for assessing the scientific quality of systematic reviews were adopted to accomplish the purpose. RESULTS: Bothe et al.'s review was rated on a 7-point scale from extensive flaws on the high end to minimal flaws on the low end of the scale. The ratings varied from poor to good. CONCLUSIONS: We judged Bothe et al.'s review of the pharmacological literature as it pertains to stuttering as flawed in its methodology and conclusions. However, we agree that the existing evidence for the use of pharmacological agents with persons who stutter is insufficient to recommend them in practice. Directions for improving the quality of clinical trials are suggested. In addition, we advocate for the multimethod measurement in stuttering research, including comparison, subjective evaluation, and social impact measures.

Use of cloze and contrast word procedures in repeated storybook reading: targeting multiple domains.

UNLABELLED: The purposes of this study were: (1) to implement an intervention approach for children with language and phonological impairments, targeting multiple linguistic domains within a unitary activity, and (2) to investigate whether any observed changes in selected outcome measures were associated with particular scaffolding procedures. The intervention approach employed a variety of scaffolding procedures (cloze procedures; cloze procedures with expansions; contrast words) within an interactive repeated storybook reading activity. It was delivered across 12 sessions to three kindergarten children with language and phonological impairments. Pre-treatment and post-treatment probes, together with treatment data, provided indices of the semantic and phonological complexity of the participants' utterances. Changes in complexity levels were observed in all participants. Associations between increases in outcome measures and use of particular scaffolding techniques were identified. LEARNING OUTCOMES: (1) The reader will learn a rationale for use of cloze procedures, cloze procedures with expansions, and contrast words during repeated storybook reading as an intervention for some children with both language and phonological disorders. (2) The reader will learn how to implement cloze procedures, cloze procedures with expansions, and contrast words during repeated storybook reading. (3) The reader will learn how various outcome measures (e.g., level of semantic complexity) may be used to track change in performance over time.