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1.
PM R ; 14(1): 58-67, 2022 01.
Artigo em Inglês | MEDLINE | ID: mdl-33611858

RESUMO

BACKGROUND: FRAME, a mnemonic referring to a program for helping health care providers adapt patient-provider communication when working with patients with communication disorders, improves the knowledge, confidence, and communication skills of medical students for working with this population. However, the impact of the FRAME program for preparing students from the rehabilitation disciplines to work with patients with communication disorders is unknown. OBJECTIVE: To examine the effects of the FRAME program on the knowledge, confidence, and communication skills of students in physical therapy (PT), occupational therapy (OT), and prosthetics and orthotics (P&O) in terms of how to communicate effectively with patients with communication disorders. DESIGN: An exploratory, quasi-experimental pretest-posttest design. SETTING: PT, OT, and P&O clinical education programs at the University of Washington's Department of Rehabilitation Medicine. PARTICIPANTS: Twenty rehabilitation students (PT = 12; OT = 7; and P&O = 1) participated in the FRAME training. INTERVENTIONS: The FRAME program, delivered in a single, 2-hour session teaches students communication skills to use with patients with various types of communication disorders. MAIN OUTCOME MEASURES: A quiz of students' knowledge about communication disorders and a self-rating of confidence for interacting with this patient population were used. Speech-language pathology graduate clinicians rated students' use of communication strategies from each area of the FRAME training during interactions with standardized patients portraying aphasia and dysarthria. Student qualitative feedback were also collected. RESULTS: Students' knowledge, confidence, and use of communication strategies improved significantly following training. Greatest gains were observed in students' ability to familiarize themselves with how a patient communicates and establish a method of communication before proceeding with the interview. Qualitative feedback aligned with these findings. CONCLUSIONS: The FRAME program increases the knowledge, confidence, and use of communication strategies in rehabilitation students in order to communicate more effectively with patients with communication disorders in their future careers.


Assuntos
Transtornos da Comunicação , Patologia da Fala e Linguagem , Estudantes de Medicina , Competência Clínica , Comunicação , Humanos , Patologia da Fala e Linguagem/educação , Estudantes
2.
Am J Speech Lang Pathol ; 31(6): 2943-2958, 2022 Nov 16.
Artigo em Inglês | MEDLINE | ID: mdl-36346976

RESUMO

PURPOSE: Two disparate models drive American speech-language pathologists' views of evidence-based practice (EBP): the American Speech-Language-Hearing Association's (2004a, 2004b) and Dollaghan's (2007). These models discuss evidence derived from clinical practice but differ in the terms used, the definitions, and discussions of its role. These concepts, which we unify as clinical evidence, are an important part of EBP but lack consistent terminology and clear definitions in the literature. Our objective was to identify how clinical evidence is described in the field. METHOD: We conducted a scoping review to identify terms ascribed to clinical evidence and their descriptions. We searched the peer-reviewed, accessible, speech-language pathology intervention literature from 2005 to 2020. We extracted the terms and descriptions, from which three types of clinical evidence arose. We then used an open-coding framework to categorize positive and negative descriptions of clinical expertise and summarize the role of clinical evidence in decision making. RESULTS: Seventy-eight articles included a description of clinical evidence. Across publications, a single term was used to describe disparate concepts, and the same concept was given different terms, yet the concepts that authors described clustered into three categories: clinical opinion, clinical expertise, and practice-based evidence, with each described as distinct from research evidence, and separate from the process of clinical decision making. Clinical opinion and clinical expertise were intrinsic to the clinician. Clinical opinion was insufficient and biased, whereas clinical expertise was a positive multidimensional construct. Practice-based evidence was extrinsic to the clinician-the local clinical data that clinicians generated. Good clinical decisions integrated multiple sources of evidence. CONCLUSIONS: These results outline a shared language for SLPs to discuss their clinical evidence with researchers, families, allied professionals, and each other. Clarification of the terminology, associated definitions, and the contributions of clinical evidence to good clinical decision-making informs EBP models in speech-language pathology. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.21498546.


Assuntos
Transtornos da Comunicação , Patologia da Fala e Linguagem , Humanos , Estados Unidos , Patologia da Fala e Linguagem/métodos , Prática Clínica Baseada em Evidências , Tomada de Decisão Clínica
3.
Am J Speech Lang Pathol ; 31(6): 2847-2860, 2022 Nov 16.
Artigo em Inglês | MEDLINE | ID: mdl-36327492

RESUMO

PURPOSE: Rural-living residents of Alabama depend on rural hospitals and clinics staffed with physicians and allied health professionals including speech-language pathologists (SLPs). The purpose of the exploratory study was to examine the speech-language pathology workforce in health care facilities in nonmetropolitan Alabama counties to determine potential disparities in access and identify medical SLP deserts for rural Alabamians. METHOD: The hospitals, rural health clinics, nursing homes, and rehabilitation centers for each of the 37 nonmetropolitan counties were identified through the 2020 Alabama Department of Public Health directories, and phone surveys were completed to determine medical SLP staffing at each facility. Descriptive statistics and regression analysis were conducted. RESULTS: The initial review yielded 229 rural health care facilities with 223 ultimately included in the analysis and 176 facilities completing a phone inquiry (76.68%). Sixty-one (35.88%) reported employing at least one SLP and no facility stated staffing SLP assistants. Linear regression indicated a positive, yet moderate effect size between the reported number of SLPs staffed within each county and specific population of the county (r 2 = .519). Anecdotally, facilities reported difficulty in hiring and retaining SLPs due to rural geographical location. CONCLUSIONS: The exploratory findings suggest disparities in access to behavioral communication and swallowing care for rural residents in the state. The methodology employed for data collection and analysis may be applied to other states and U.S. territories, in an effort to frame the issue nationally and support rural health care policy across the United States. Further investigation regarding the cost effectiveness of telepractice, the availability of broadband Internet access, the efficacy of community-based service delivery, and the effectiveness of incentivized rural SLP graduate programs is warranted to mitigate the disparities in access.


Assuntos
Transtornos da Comunicação , Disparidades em Assistência à Saúde , Serviços de Saúde Rural , Humanos , Alabama , Transtornos da Comunicação/terapia , Patologia da Fala e Linguagem
4.
Am J Speech Lang Pathol ; 31(6): 2770-2788, 2022 Nov 16.
Artigo em Inglês | MEDLINE | ID: mdl-36332141

RESUMO

PURPOSE: The purpose of this pilot study was to determine the effectiveness and acceptability of an initial module (1.1; active listening skills) of the Simulated Training in Evidence-Based Practice for Stuttering (STEPS) program, a theory-driven, multimodule, content and learning platform designed to advance knowledge and skills in working with culturally and linguistically diverse persons who stutter of all ages. METHOD: Fifteen preservice speech-language pathologists (SLPs) were randomly assigned to complete either the STEPS 1.1 module or a control module. In both conditions, all participants engaged in pre- and post-clinical interviews with a standardized patient portraying a parent of a child who stutters. Prior to participation, all participants provided self-ratings on the Jefferson Scale of Physician Empathy-Health Profession Student. Post participation, trained observers rated all participants' active listening behaviors using the Active Listening Observation Scale-Modified. Post participation, the STEPS 1.1 participants also completed an intervention acceptability questionnaire. RESULTS: No differences between groups were found in self-perceived clinical empathy prior to participation. Participants who completed the STEPS 1.1 condition utilized paraphrasing and client-directed eye gaze significantly more frequently at posttest than at pretest and significantly more than the control group at posttest. Quantitative and qualitative responses from the participants who completed STEPS 1.1 indicated high acceptability of its content, structure, duration, and perceived impact. CONCLUSION: Preliminary data from the present pilot study support use of the STEPS 1.1 module to improve preservice SLPs' use of skills that have been shown to predict perceived clinical empathy and increase assessment and treatment effectiveness.


Assuntos
Prática Clínica Baseada em Evidências , Patologia da Fala e Linguagem , Gagueira , Criança , Humanos , Competência Clínica , Empatia , Prática Clínica Baseada em Evidências/educação , Projetos Piloto , Gagueira/diagnóstico , Gagueira/terapia , Treinamento por Simulação , Patologia da Fala e Linguagem/educação
5.
Lang Speech Hear Serv Sch ; 53(4): 1129-1148, 2022 10 06.
Artigo em Inglês | MEDLINE | ID: mdl-36194652

RESUMO

PURPOSE: The purpose of this research was to explore the preparation of practitioners from two disciplines-speech-language pathology and elementary education-who often work together in a school setting to identify ways to best support future professionals in their educational practicum settings. The primary research questions guiding this investigation were as follows: Did the student teaching and supervision experiences of preservice K-6 teachers (PSTs) and their mentors and speech-language pathology graduate student clinicians and their supervisors differ during the COVID-19 pandemic, and if so, in what ways? METHOD: A total of 54 participants from one university participated in this study from four groups: 15 graduate student clinicians in a speech-language pathology program, 14 speech-language pathology supervisors, 14 PSTs, and 11 teacher mentors. Survey questions were designed to capture the perceptions of students and supervisors in the fields of speech-language pathology and elementary education who were in the school setting during the fall 2020 semester. Quantitative and qualitative questions were included to obtain information related to the following areas: planning, environment, supervision preferences, team experiences, professional development, and telepractice. RESULTS: Speech-language pathologists and teacher mentors reported being able to successfully mentor and supervise students in the school setting despite significant challenges presented by the global pandemic. Findings also identified several significant differences in the experiences of PSTs and speech-language pathology graduate student clinicians who were in the schools for field experiences. CONCLUSIONS: Overall, speech-language pathology graduate student clinicians and their supervisors as well as PSTs and their teacher mentors reported adequately navigating their field experiences during the COVID-19 pandemic. Implications for how these findings can inform professional preparation programs to optimize future educational and therapy outcomes for students are discussed.


Assuntos
COVID-19 , Transtornos da Comunicação , Patologia da Fala e Linguagem , COVID-19/epidemiologia , Humanos , Pandemias , Instituições Acadêmicas , Patologia da Fala e Linguagem/educação
6.
Tunis Med ; 100(5): 384-389, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36206087

RESUMO

BACKGROUND: Public awareness about speech-language pathology (SLP) and audiology professions in Jordan is currently unclear. AIM: To investigate public awareness of SLP and audiology professions in Jordan. METHODS: A total of 2640 participants took part in this cross-sectional study. A questionnaire was shared and posted on social media (Twitter, Facebook, and WhatsApp). The questionnaire consisted of three parts: demographics, experience with communication and hearing disorders, and SLP and audiology knowledge. RESULTS: Most participants (69.3%) were residents of major Jordanian cities (Amman, Irbid, and Al-Zarqa). Moreover, about a third of participants (32.8%) were employees in health fields. Most participants (70%) reported that the main area of working for speech pathologists (SLPs) and audiologists is private clinics; about 80% indicated audiologists diagnose the severity of hearing loss, and SLPs improve persons' speech. Participants working in health fields were more aware than participants working in other areas (P < 0.05). CONCLUSION: Findings indicated that the levels of public awareness of different aspects of SLP and audiology professions in Jordan are not high. Thus, there is a need to raise public awareness of speech-language pathology and audiology professions through various available ways.


Assuntos
Audiologia , Patologia da Fala e Linguagem , Estudos Transversais , Humanos , Jordânia/epidemiologia , Projetos Piloto , Fala
8.
S Afr J Commun Disord ; 69(2): e1-e7, 2022 Aug 11.
Artigo em Inglês | MEDLINE | ID: mdl-36073074

RESUMO

BACKGROUND:  The coronavirus disease 2019 (COVID-19) pandemic has had a huge impact on every facet of life. This directly included the delivery of health care from allied health professionals such as speech-language pathologists (SLPs) in South Africa. Research has shown that there is limited research done locally on the impact of COVID-19 relating to stroke care. Consequently, this results in a lack of research on the provision of speech, language and swallowing intervention using teletherapy after a stroke from an SLP point of view. OBJECTIVES:  The aim of this study was to explore the experiences of SLPs with regard to their use of teletherapy in a COVID-19 context when providing speech, language and swallowing intervention for patients after a stroke. METHODS:  This study made use of a qualitative approach. An electronic questionnaire was sent to SLPs inviting them to participate in the study. Purposive sampling was used to recruit participants and thematic content analysis was used to analyse the open-ended qualitative questions. RESULTS:  The findings show that SLPs experienced a variety of facilitators and barriers to using teletherapy. Additionally, issues of access differ across the private and public sector SLPs for both the clients and the SLPs. CONCLUSION:  The current study provided research in the field of teletherapy, which is relatively new in the South African context. The study, whilst small in scale, provided some insight into the changes experienced from the shift to teletherapy.


Assuntos
COVID-19 , Transtornos da Comunicação , Transtornos de Deglutição , Patologia da Fala e Linguagem , Acidente Vascular Cerebral , Deglutição , Transtornos de Deglutição/etiologia , Transtornos de Deglutição/terapia , Humanos , Patologistas , Fala , Patologia da Fala e Linguagem/métodos
9.
S Afr J Commun Disord ; 69(2): e1-e13, 2022 Aug 02.
Artigo em Inglês | MEDLINE | ID: mdl-36073069

RESUMO

BACKGROUND:  Simulation plays an important role as an alternative method for training of students, particularly in health education. As a result of coronavirus disease 2019 (COVID-19) restrictions of face-to-face interactions, traditional teaching methods have been disrupted, increasing the need for alternative methods to supplement modes of student clinical training in healthcare programmes. OBJECTIVES:  The scoping review aimed to determine what has been documented about simulation as a mode of clinical training in healthcare professions (HCPs) in order to guide speech-language pathology and audiology (SLPA) professions during the COVID-19 pandemic and beyond. METHOD:  A scoping review was conducted. Electronic bibliographic databases including Science Direct, PubMed, Scopus MEDLINE, ProQuest, Google Scholar and WorldCat were searched to identify peer reviewed publications, published in English, between January 2011 and December 2021, and related to the use of simulation in HCPs clinical training programmes. RESULTS:  A total of 32 articles met the inclusion criteria for this scoping review. Three themes emerged when reviewing the studies: (1) face-to-face simulations as a mode of clinical training, (2) virtual reality simulation and telesimulation as modes of clinical training and (3) simulation as a complementary mode of clinical training. Evidence suggests that whilst simulations are cost-effective, accessible and efficacious as clinical training modes, they need to be combined with other modes of training such as the traditional clinical training to yield better learning outcomes. CONCLUSIONS:  Current findings highlight the role and value of simulation as a clinical training mode during COVID-19 and beyond. However, there are aspects that need to be considered to ensure that this mode of clinical training is effective, with endorsement and regulations by the SLPA Professional Board of the Health Professions Council of South Africa (HPCSA). Simulations need to be complemented with traditional clinical training methods. In the context of SLPA, particularly in low- and middle-income countries (LMICs), simulation can be used to better prepare students for their clinical placement where clinical training platforms are limited and where simulation combined with teletraining or telesupervision can be utilised to increase access to training.


Assuntos
Audiologia , COVID-19 , Patologia da Fala e Linguagem , COVID-19/epidemiologia , Atenção à Saúde , Humanos , Pandemias , Patologia da Fala e Linguagem/educação
10.
S Afr J Commun Disord ; 69(2): e1-e13, 2022 Aug 30.
Artigo em Inglês | MEDLINE | ID: mdl-36073080

RESUMO

BACKGROUND:  The onset of the COVID-19 pandemic across the globe resulted in countries taking several measures to curb the spread of the disease. One of the measures taken was the locking down of countries, which entailed restriction of movement both locally and internationally. To ensure continuation of the academic year, emergency remote teaching and learning (ERTL) was launched by several institutions of higher learning in South Africa, where the norm was previously face-to-face or contact teaching and learning. The impact of this change is not known for the speech-language pathology and audiology (SLPA) students. This motivated this study. OBJECTIVES:  This study aimed to evaluate the impact of the COVID-19 pandemic on SLPA undergraduate students during face-to-face teaching and learning, ERTL and transitioning towards hybrid teaching and learning. METHOD:  Using course marks for SLPA undergraduate students, K means clustering and Random Forest classification were used to analyse students' performance and to detect patterns between students' performance and the attributes that impact student performance. RESULTS:  Analysis of the data set indicated that funding is one of the main attributes that contributed significantly to students' performance; thus, it became one of the priority features in 2020 and 2021 during COVID-19. CONCLUSION:  The clusters of students obtained during the analysis and their attributes can be used in identification of students that are at risk of not completing their studies in the minimum required time and early interventions can be provided to the students.


Assuntos
Audiologia , COVID-19 , Patologia da Fala e Linguagem , Audiologia/educação , COVID-19/epidemiologia , Humanos , Aprendizado de Máquina , Pandemias , Patologia da Fala e Linguagem/educação , Estudantes
11.
J Speech Lang Hear Res ; 65(9): 3420-3437, 2022 09 12.
Artigo em Inglês | MEDLINE | ID: mdl-36054879

RESUMO

PURPOSE: This study examines communicative congruence and communicative dysphoria in adults who deny having a voice disorder. Communicative congruence is the degree to which a person's communication is consistent with their sense of self/identity. Communicative dysphoria is the psychological entropy resulting from communicative incongruence. We propose that these experiences may influence patients' psychosocial well-being and are thus relevant to the field of speech-language pathology. We hypothesized that both constructs would be normally distributed with an inverse relationship. We also hypothesized that communicative congruence would predict scores on the Center for Epidemiological Studies-Depression (CES-D) scale, subscales of the Big Five Aspect Scales (BFAS; a personality measure), and achieve convergent validity with the Vocal Congruence Scale (VCS). METHOD: Participants (adults 18-70 years) completed the BFAS, CES-D, VCS, and the Voice Handicap Index-10 (VHI-10) before recording a series of speech tasks. Participants' recordings were played back while they responded to questions probing their communicative congruence and communicative dysphoria. RESULTS: The 196 participants were predominantly female (67.3%) and cisgender (96.4%). Communicative congruence was negatively skewed, and communicative dysphoria was normally distributed. Both variables significantly related to each other: More incongruence was associated with more dysphoria. Communicative congruence was inversely related to CES-D scores. The personality metatrait Plasticity related to communicative congruence, as did the domain of Extraversion and the aspects Withdrawal, Enthusiasm, and Assertiveness. Communicative congruence achieved high convergent validity with the VCS. CONCLUSIONS: Counter to our hypothesis, participants reported more congruence than incongruence, but all other hypotheses were supported. Participants who reported incongruence were more likely to report symptoms of depression. These findings suggest that even in a predominantly cisgender cohort, some individuals' mental well-being might relate to how well their communication aligns with their identity. This work may inform future investigations into these constructs and their effects on voice therapy outcomes. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.20739967.


Assuntos
Patologia da Fala e Linguagem , Distúrbios da Voz , Voz , Adulto , Comunicação , Feminino , Humanos , Masculino , Fala , Distúrbios da Voz/diagnóstico , Distúrbios da Voz/psicologia
12.
Lang Speech Hear Serv Sch ; 53(4): 921-925, 2022 10 06.
Artigo em Inglês | MEDLINE | ID: mdl-36150120

RESUMO

PURPOSE: This prologue introduces the LSHSS Forum: Care of the Whole Child: Key Considerations When Working With Children With Childhood Apraxia of Speech. The goals of the forum are to provide (a) an overview of several co-occurring conditions and challenges that may affect children in this population and (b) methods and materials to enhance diagnostic accuracy and treatment efficacy to help children with childhood apraxia of speech (CAS) to thrive. METHOD: The prologue provides an overview of what it means to care for the whole child and introduces the five articles in the forum, including research and clinical focus articles as well as tutorials. Infographics, assessment templates, video examples, case studies, and treatment goals are included throughout the forum to promote translation from research to practice. CONCLUSION: Children with CAS may experience a breadth of skills, challenges, and diagnoses. By learning (a) to identify possible co-occurring conditions, (b) when to make referrals, and (c) how to best accommodate and treat children when different conditions are present, speech-language pathologists can further increase the quality of care provided and ability to advocate for some of our most vulnerable clients and their families.


Assuntos
Apraxias , Patologia da Fala e Linguagem , Apraxias/diagnóstico , Apraxias/terapia , Criança , Humanos , Fala , Distúrbios da Fala/diagnóstico , Distúrbios da Fala/terapia , Fonoterapia/métodos
13.
Lang Speech Hear Serv Sch ; 53(4): 1117-1128, 2022 10 06.
Artigo em Inglês | MEDLINE | ID: mdl-36054845

RESUMO

PURPOSE: The purpose of this study was to evaluate the attitudes and knowledge of school-based speech-language pathologists toward trauma-informed care. METHOD: School-based speech-language pathologists (N = 116) completed the Attitudes Related to Trauma-Informed Care Scale Version 45 Education (ARTIC-45) survey via an online survey platform and provided information about their work experience, history with trauma training, and demographic variables. RESULTS: Although speech-language pathologists had responses that, on average, aligned with trauma-informed perspectives, those perspectives varied and were not at ceiling. Characteristics such as age, years of experience, and foster care experience did not significantly influence the results, but self-rating of trauma-informed care knowledge did correlate with the ARTIC-45 survey. Participants who had engaged in trauma-informed care trainings had more trauma-informed perspectives and knowledge than participants who had not. CONCLUSIONS: The results of this study provide preliminary evidence that trauma-informed care trainings may benefit those speech-language pathologists working with children who have experienced trauma. This study also provides preliminary evidence supporting the validity of the ARTIC-45 for use with speech-language pathologists.


Assuntos
Patologia da Fala e Linguagem , Atitude do Pessoal de Saúde , Criança , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Patologistas , Fala , Patologia da Fala e Linguagem/métodos , Inquéritos e Questionários
14.
Int J Speech Lang Pathol ; 24(3): 307-319, 2022 06.
Artigo em Inglês | MEDLINE | ID: mdl-35993538

RESUMO

Purpose: A lack of diversity in the speech-language pathology profession is widely recognised internationally. The role of speech-language pathology education in reproduction of this homogeneity and as a barrier to diversification is little understood. The potential of blended online education to increase access to education and diversify the speech-language pathology profession is yet to be explored. The purpose of the study was to investigate the profile of students engaging in the first blended online speech-language pathology course in Australia, including motivations for studying, experiences of studying via a blended online mode, and intentions for future practice.Method: Data were collected from 44 students in the first Australian blended online Master of Speech Pathology via an online survey. Quantitative data were analysed using descriptive statistics in SPSS and a content analysis of the qualitative data was conducted using NVivo.Result: With over 92% of participants choosing the course because it was offered online, flexible blended online study provided opportunity for those who would not have otherwise accessed speech-language pathology education, including rural students and those balancing work and home commitments. Participants found face to face elements of the course essential to their learning, but also the most challenging to manage and to fit around other commitments. Participants' ideal work scenarios revealed that 82.9% wished to practice within 50kms of their current location, indicating that provision of tertiary education to people in rural areas is contributing to establishing and retaining a rurally focussed speech-language pathology workforce.Conclusion: Blended online study provides an opportunity to diversify the speech-language profession by providing access to students such as rural students and those balancing work and home commitments with tertiary education. By reducing barriers to studying speech-language pathology, flexible learning is helping address issues of access and equity in service delivery across Australia.


Assuntos
Patologia da Fala e Linguagem , Austrália , Humanos , Patologia da Fala e Linguagem/educação , Estudantes , Inquéritos e Questionários , Recursos Humanos
15.
Am J Speech Lang Pathol ; 31(5): 2004-2021, 2022 09 07.
Artigo em Inglês | MEDLINE | ID: mdl-35926088

RESUMO

PURPOSE: The purpose of this project was to examine the effect of the COVID-19 pandemic on speech-language pathologist (SLP) service provision for emergent bilinguals who use augmentative and alternative communication (AAC). One prominent issue in AAC service delivery is the efficacy and feasibility of providing AAC services via telepractice. The COVID-19 pandemic intensified this issue as most providers, clients, and families adjusted to remote service delivery models. While emerging evidence supports telepractice in AAC, little is known about the potential benefits and challenges of telepractice for emergent bilinguals who use AAC and their families. METHOD: Data were collected via a nationwide survey. Licensed SLPs (N = 160) completed an online questionnaire with Likert-type, multiple-choice, and open-ended questions, analyzed using mixed methods. RESULTS: Findings illustrated a shift in service delivery from in-person to telepractice and hybrid (both telepractice and in-person) models. Overall, child intervention outcomes declined for emergent bilinguals who used AAC during the COVID-19 pandemic, regardless of service delivery format. However, collaboration increased for many providers and families. Qualitative analyses highlighted barriers to AAC service provision for emergent bilinguals who use AAC that were exacerbated by the COVID-19 pandemic, as well as factors that facilitated collaboration and family engagement. CONCLUSION: These findings suggest that, despite challenges, telepractice or hybrid services may be a promising approach to provide more culturally responsive, family-centered care for emergent bilinguals who use AAC. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.20405673.


Assuntos
COVID-19 , Transtornos da Comunicação , Patologia da Fala e Linguagem , Criança , Comunicação , Transtornos da Comunicação/terapia , Humanos , Pandemias , Patologia da Fala e Linguagem/métodos
16.
Am J Speech Lang Pathol ; 31(5): 1919-1932, 2022 09 07.
Artigo em Inglês | MEDLINE | ID: mdl-36007195

RESUMO

PURPOSE: Recent studies of the experiences of caregivers of children with language disorders have suggested that speech-language pathologists (SLPs) are not clearly and effectively providing caregivers with a comprehensible diagnostic term for their child's difficulties. Since the work of the CATALISE consortium, there has been a mounting consensus around the use of the term developmental language disorder (DLD) to identify primary, persistent language problems beginning in childhood. Thanks to the increasing unification of SLPs around the term DLD, the time is ripe to directly address clinical practices in delivering a diagnosis to caregivers in ways they can understand, retain, and use to build connection and drive advocacy efforts. CONCLUSIONS: In this tutorial, the authors review the SPIKES model, used by physicians to structure diagnostic disclosure conversations. Drawing upon research examining caregiver experiences of receiving a range of developmental diagnoses, we have adapted the SPIKES model to meet the needs of SLPs and their clients. The authors present the SPICES model for planning and executing sensitive and effective disclosure of a DLD diagnosis.


Assuntos
Transtornos do Desenvolvimento da Linguagem , Patologia da Fala e Linguagem , Cuidadores , Criança , Comunicação , Revelação , Humanos , Transtornos do Desenvolvimento da Linguagem/diagnóstico , Patologistas , Fala
17.
Lang Speech Hear Serv Sch ; 53(4): 1051-1073, 2022 10 06.
Artigo em Inglês | MEDLINE | ID: mdl-35917463

RESUMO

PURPOSE: Thousands of technological applications (apps) have emerged in the past decade, yet few studies have examined how apps are used by speech-language pathologists (SLPs), their effectiveness, and SLPs' feelings regarding their use. This study explored how SLPs use apps and their feelings regarding their use in schools, as well as considerations made by SLPs prior to implementing apps in therapy sessions. METHOD: A survey was distributed electronically to school-based SLPs in Ohio, yielding 69 valid responses. The study probed SLP demographics, patterns of app use in schools, and feelings toward their use in a school setting. RESULTS: Results showed 77% of SLPs reported using apps in their treatment sessions and reported generally positive feelings regarding app use. SLPs considered factors such as age, cognitive ability, and treatment targets when using apps in treatment. SLPs who reported not using apps cited personal preference and price as the most common factors influencing their decision. SLPs also noted concerns about excessive screen time. CONCLUSIONS: Results of this study carry clinical implications for future development and assessment of technology to be used for service delivery in schools. Given that the majority of school-based SLPs report using apps with their students, research on the role of apps in supporting learning for speech-language services is urgently needed.


Assuntos
Patologia da Fala e Linguagem , Humanos , Patologistas , Instituições Acadêmicas , Fala , Inquéritos e Questionários , Tecnologia
18.
Lang Speech Hear Serv Sch ; 53(4): 1202-1218, 2022 10 06.
Artigo em Inglês | MEDLINE | ID: mdl-35947821

RESUMO

PURPOSE: The purpose of this study was to describe evidenced-based assessment practices for school-age children with any severity of traumatic brain injury (TBI) that could inform the practice of speech-language pathologists (SLPs). METHOD: A scoping review of the literature was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Included studies were assigned thematic labels related to the International Classification of Functioning, Disability and Health framework. RESULTS: A total of 30 articles met inclusion criteria for this study. Most studies included adolescent or teenage participants with mild TBIs in the acute stages of recovery. Twenty-two different assessments were reported on for children with TBI addressing body structure/function (n = 19 assessments), activities and participation (n = 1 assessment), and contextual factors (n = 3 assessments). CONCLUSIONS: Current assessments have a clear focus on body structure/function for adolescents after childhood TBI, with little research evidence to address activities and participation or contextual factors. The limited amount of functional assessments directly related to the SLP scope of practice stresses the need for additional research on ecologically valid and comprehensive assessment approaches for school-age children with TBI. The results of this review could be utilized as a resource in providing theoretical, evidence-based, and person-centered evaluation methods for children with TBI. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.20422170.


Assuntos
Lesões Encefálicas Traumáticas , Patologia da Fala e Linguagem , Adolescente , Criança , Humanos
19.
J Deaf Stud Deaf Educ ; 27(4): 324-337, 2022 09 15.
Artigo em Inglês | MEDLINE | ID: mdl-35989645

RESUMO

Increasing cultural and linguistic diversity among children and families brings new challenges for early intervention professionals. The purpose of this study was to identify the specific roles and needs of speech-language pathologists (SLPs) who practice in early intervention settings with culturally and linguistically diverse families of d/Deaf multilingual learners (DMLs). Thirteen SLPs completed an online survey about their practices and needs. Interviews were conducted with five parents of DMLs. Results showed that SLPs have lower self-satisfaction with families of DMLs compared to mainstream families. Parents were highly satisfied with the support they received. Both groups of participants reported a need for specific tools or adaptations, especially if there was no shared language. Thematic analysis identified three themes: communication and partnership, professional resources for responding to diversity, and diversity of parental profiles. This article provides an insight into the perspectives of both professionals and culturally and linguistically diverse parents, and identifies specific aspects of early intervention services with parents of DMLs: developing partnership in the context of cultural and/or linguistic differences, discussing topics related to multilingualism, and providing highly adaptable family-centered services.


Assuntos
Transtornos da Comunicação , Multilinguismo , Patologia da Fala e Linguagem , Criança , Diversidade Cultural , Humanos , Pais , Patologistas , Pessoas com Deficiência Auditiva , Fala
20.
Am J Speech Lang Pathol ; 31(5): 2268-2282, 2022 09 07.
Artigo em Inglês | MEDLINE | ID: mdl-35973097

RESUMO

PURPOSE: The purpose of this review article is to examine interacting factors that affect the psychotherapeutic process for patients who use augmentative and alternative communication (AAC). This is examined from two perspectives: (a) how the skills and needs brought by the individual with communication disabilities influence the process of therapy and (b) how the individual's ecological systems may affect an individual's mental health and their access to mental health supports. Understanding these factors will guide future efforts aimed at ensuring that individuals with communication disorders have adequate access to services and supports for mental health. METHOD: A narrative synthesis approach was used to explore the interaction of psychotherapy and the use of AAC. Existing research in the fields of psychotherapy and speech-language pathology was examined for its relevance to issues of communication using AAC. Specifically, information was synthesized concerning mental health, prevalence rates of mental health diagnoses, the provision of traditional psychotherapy, and communicating via AAC in order to describe the intersection of psychotherapy and AAC. This narrative synthesis approach sought to initiate discussion of relevant factors that may affect the psychotherapeutic process for patients who use AAC. RESULTS: A variety of factors may affect the psychotherapeutic process for patients who use AAC. Bronfenbrenner's (1977) Ecological Systems Theory was used to explore access to mental health services for individuals who use AAC at the levels of microsystem, mesosystem, exosystem, and macrosystem. Such factors include alterations to communication between patient and psychotherapist, skills brought by the patient, involvement of a communication assistant and/or speech-language pathologist, education and skill level of the psychotherapist, appropriateness of billing codes, and system and policy factors that may affect the provision of mental health services to patients who use AAC. CONCLUSION: It is necessary to explore the factors that affect the provision of psychotherapy for patients who use AAC in order to more fully address the mental health needs of individuals with communication disorders. Further research is needed to determine the impacts of these factors and ways to address those impacts.


Assuntos
Auxiliares de Comunicação para Pessoas com Deficiência , Transtornos da Comunicação , Serviços de Saúde Mental , Patologia da Fala e Linguagem , Comunicação , Transtornos da Comunicação/diagnóstico , Transtornos da Comunicação/psicologia , Transtornos da Comunicação/terapia , Humanos , Patologia da Fala e Linguagem/educação
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