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Journal articles on the topic 'Speech therapy/pathology'
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1
Benselama, Z. A., M. Guerti, and M. A. Bencherif. "Arabic Speech Pathology Therapy Computer Aided System." Journal of Computer Science 3, no. 9 (September 1, 2007): 685–92. http://dx.doi.org/10.3844/jcssp.2007.685.692.
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Salter, Claire, and Weh Yeoh. "Small Steps Towards a Speech Therapy Profession in Cambodia: Lessons Learned So Far." Perspectives of the ASHA Special Interest Groups 2, no. 17 (January 2017): 104–13. http://dx.doi.org/10.1044/persp2.sig17.104.
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This paper provides a contemporary overview of speech language pathology services and professional training in Cambodia. The unique national context, including Cambodia's conflict-ridden past, its resource-poor and underdeveloped health sector institutions, and the proliferation of many international non-governmental organizations (NGOs) operating in the country, all serve to make the delivery of speech-language pathology services and establishment of a local speech-language pathology profession challenging and complex. The increasing numbers of international speech-language pathology professionals volunteering their services on a short-term basis in Cambodia is given focus, and the subsequent impact on establishing sustainable local services. We profile the efforts of one NGO, OIC Cambodia, and its “Exit Strategy,” aimed at developing a local speech-language pathology professional infrastructure through local training, a more robust Cambodian government policy framework, establishing local career pathways and professional network, and public awareness raising of speech-language pathology needs and services. The paper concludes that there will be more significant and ongoing benefits for the Cambodian health and education sectors and general population by focussing efforts on establishing a local speech-language pathology profession and institutional presence.
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Maszewska, Sylwia. "Music therapy as an augmentative method in practicing speech‑language pathology." Logopaedica Lodziensia, no. 1 (December 30, 2017): 79–89. http://dx.doi.org/10.18778/2544-7238.01.07.
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The article presents therapeutic actions toward restoring linguistic and communicative competence, and its aim is to show how music therapy enriches the methods of speech‑language rehabilitation. The rise of music therapy and speech‑language pathology as scientific disciplines was gradual and started almost exactly at the same juncture, i.e. at the beginning of the 20th century. The origins of both go back in time to the remote past, and both are characterized by an interdisciplinary nature. The methods of music therapy are in line with the speech‑language therapy scenario:– eurhythmics, initially supporting education and upbringing, stimulates psychomotor development in a versatile manner,– speech‑movement therapy supports general and motor development and aids speech capabilities,– the Good Start method is applied for children with reading and writing difficulties and has a corrective‑compensatory influence,– mobile music recreation stimulates the development of children suffering from cerebral palsy,– high‑frequency sounds in the Tomatis method have a therapeutic effect for memory disorders, school‑related difficulties, dyslexia, autism, and emotional disorders,– singing, which is a traditional method of music therapy, is widely applied in speech therapy for neurological disorders and in the treatment of stammering, as well as in psychosocial rehabilitation.
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Amico, Peter, Gregory C. Pope, Poonam Pardasaney, Ben Silver, Jill A. Dever, Ann Meadow, and Pamela West. "Refinements of the Medicare Outpatient Therapy Annual Expenditure Limit Policy." Physical Therapy 95, no. 12 (December 1, 2015): 1638–49. http://dx.doi.org/10.2522/ptj.20140423.
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Background A Medicare beneficiary's annual outpatient therapy expenditures that exceed congressionally established caps are subject to extra documentation and review requirements. In 2011, these caps were $1,870 for physical therapy and speech-language pathology combined and $1,870 for occupational therapy separately. Objective This article considers the distributional effects of replacing current cap policy with equal caps by therapy discipline (physical therapy, occupational therapy, and speech-language pathology) or a single combined cap, and risk adjusting the physical therapy cap using beneficiary characteristics and functional status. Methods Alternative therapy cap policies are simulated with 100% Medicare claims for 2011 therapy users (N=4.9 million). A risk-adjusted cap for annual physical therapy expenditures is calculated from a quantile regression estimated on a sample of physical therapy users with diagnoses and clinician assessments of functional ability merged to their claims (n=4,210). Results Equal discipline-specific caps of $1,710 each for physical therapy, occupational therapy, and speech-language pathology result in the same aggregate Medicare expenditures above the caps as 2011 cap policy. A single combined-disciplines cap of $2,485 also results in the same aggregate expenditures above the cap. Risk adjustment varies the physical therapy cap by as much as 5 to 1 across beneficiaries and equalizes the probability of exceeding the physical therapy cap across diagnosis and functional status groups. Limitations One limitation of the study was the assumption of no behavioral response on the part of beneficiaries or providers to a change in cap policy. Additionally, analysis of risk adjusting the therapy caps was limited by sample size. Conclusions Equal discipline-specific caps for physical therapy, occupational therapy, and speech-language pathology are more equitable to high users of both physical therapy and speech-language pathology than current cap policy. Separating the physical therapy and speech-language pathology caps is a change that policy makers could consider. Risk adjustment of the therapy caps is a first step in incorporating beneficiary need for services into Medicare outpatient therapy payment policy.
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Cardoso, Carla, and Melaine Luz Montenegro. "Speech and Language Pathology and Autistic Spectrum." Spanish journal of psychology 12, no. 2 (November 2009): 686–95. http://dx.doi.org/10.1017/s1138741600002055.
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The aim of this study was to identify variations from different language therapy processes times in two groups of children with autistic spectrum disorders. 8 subjects, from 3 to 17 years old, participated of this study and they were divided in two groups: Group 1: 4 subjects, in language therapy for 12 months, with therapist change after 6 months; Group 2: 4 subjects, also in language therapy for 12 months, but without therapist change in this period. Data was collected from two videotapes recordings: initial and final and all the recordings had fifteen minutes of duration. The analysis was done according to the criteria proposed by Fernandes (2004a), for functional evaluation of language and the statistical analysis were done with the Wilcoxon signed ranks test and the Mann-Whitney test, with 5% of significance. The results showed no difference between the two groups. This outcome may be related to the small size of the groups or to the duration of the study. Nevertheless, a better functional profile of communication was noted on group 2, witch had no therapist change. This outcome was represented by the improving of the communicational acts and the use of the communicative space, it was also noted an increasing of the utilization of the verbal mean and decreasing of the vocal mean, besides a greater utilization of the more interactive functions.
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Raheem, Amreen, M. Azzam Khan, Bareera Saeed, M. Sikander Ghayas K., M. Ahmad, Lubna Noreen, Ruhamah Y., and Khadija Saleem. "Awareness of Therapeutic Field of Language and Communication in General Population, Lahore Pakistan." Pakistan Journal of Medical and Health Sciences 15, no. 8 (August 26, 2021): 2100–2106. http://dx.doi.org/10.53350/pjmhs211582100.
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Factual levels of awareness about speech-language therapy/pathology (SLP) and communication disorders are right now obscure in the general population in the city of Punjab, Pakistan. This study assess the awareness about SLP in general population. A cross-sectional study was accomplished by using a random sampling technique. A totality of 331 members with the age range 19 years to 55 years were surveyed through structured questionnaire regarding their awareness of the profession of speech-language therapy and of communication clutters at public places. The result of this study shows that general population perception and basic understanding about speech -language therapy in Lahore- Pakistan come out as to be quite restricted. Members who had much precise understanding of speech-language therapy and communication clutters are mainly women with children. Conclusion(s): This research has revealed the female respondents had much knowledge about speech-language pathology and more positive attitudes toward communication disorders compared to males. Keywords: Speech Language Pathology, Speech Language Therapist, Speech technicians, communications problems, awareness, basic knowledge, Lahore, Pakistan. Public.
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Merson, Richard M., and Michael I. Rolnick. "Speech-language Pathology and Dysphagia in Multiple Sclerosis." Physical Medicine and Rehabilitation Clinics of North America 9, no. 3 (August 1998): 631–41. http://dx.doi.org/10.1016/s1047-9651(18)30254-7.
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BEREZAN, V. "EMIL FROESCHEL'S CONTRIBUTION TO THE DEVELOPMENT OF SPEECH THERAPEUTIC SCIENCE AND PRACTICE." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 28 (December 31, 2021): 9–15. http://dx.doi.org/10.33989/2075-146x.2021.28.250319.
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The article presents the figure of the prominent Austrian scientist Emil Froeschels, who introduced the term “logopedics” into clinical practice, is considered the founder of speech pathology (speech therapy) education, founded the world's first International Association of Logopedics and Phoniatrics (IALP) and a number of other national associations and unions. The article focuses on his leadership qualities as a scientist, teacher and public figure. On the basis of the research the directions of researches of the scientist are defined: problems of speech therapy (stuttering, aphasia, dysarthria, etc.), speech and voice therapy, methodical materials and the analysis of comparative researches, researches of physiology and problems of speech and voice and speech organs, philosophical researches, questions speech psychology, problems of education, training and upbringing of children with and without disabilities, phonetic observations, etc. The methods of speech pathology (speech therapy) work with the patient proposed by E. Froeschels, which were introduced into clinical practice, are analyzed.
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Pontius, Elizabeth A., and Robert S. Anderson. "Physical Therapy, Occupational Therapy, and Speech Language Pathology in the Emergency Department." Emergency Medicine Clinics of North America 39, no. 2 (May 2021): 419–27. http://dx.doi.org/10.1016/j.emc.2021.01.005.
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Chiari, Brasília M., Débora B. Grossi, Fernanda D. Fernandes, Leslie P. Ferreira, Marco T. Mello, Pedro C. Hallal, and Sérgio T. Fonseca. "Research productivity grants: Physical Education, Physical Therapy, Speech Pathology, and Occupational Therapy." Brazilian Journal of Physical Therapy 20, no. 1 (February 2016): 1–3. http://dx.doi.org/10.1590/bjpt-rbf.2014.0150.
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Johnson, Melissa A., Heather Coles, Laurie Keough, Betsey King, and Melissa Reed. "Co-Delivered Integrative Music and Language Therapy: Positive Outcomes Through Music Therapy and Speech-Language Pathology Collaboration." Perspectives of the ASHA Special Interest Groups 4, no. 2 (April 15, 2019): 261–68. http://dx.doi.org/10.1044/2019_pers-sig2-2018-0006.
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Purpose Persons with aphasia can sometimes retain the ability to sing, and several studies have shown the effectiveness of using music to improve speech and language output. The purposes of this article were to discuss the theoretical principles and observed speech-language outcomes of a co-delivered integrative music and language therapy (CIMaLT) methodology for adults with chronic aphasia in a college-based clinic, to describe the interprofessional clinical education model used at the clinic, and to present a case example of CIMaLT implementation. Conclusion CIMaLT is an effective and feasible methodology to implement interprofessional education and practice in a college-based clinic. Additionally, it results in meaningful change in speech and language for some clients with aphasia and apraxia. Additional research is needed to further explore its outcomes for students and persons with aphasia and other neurogenic communication impairments at various stages of recovery. Plain Language Summary Persons with aphasia can sometimes retain the ability to sing, which can help improve speech and language function. Music and speech-language pathology students from our college-based clinic work together to provide treatment for persons with aphasia. This results in improvements in both student learning and client speech and language. This article describes the theory approach, and client and student outcomes of this treatment.
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Barberena, Luciana da Silva, Brunah de Castro Brasil, Roberta Michelon Melo, Carolina Lisbôa Mezzomo, Helena Bolli Mota, and Márcia Keske-Soares. "Ultrasound applicability in Speech Language Pathology and Audiology." CoDAS 26, no. 6 (December 2014): 520–30. http://dx.doi.org/10.1590/2317-1782/20142013086.
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PURPOSE: To present recent studies that used the ultrasound in the fields of Speech Language Pathology and Audiology, which evidence possibilities of the applicability of this technique in different subareas. RESEARCH STRATEGY: A bibliographic research was carried out in the PubMed database, using the keywords "ultrasonic," "speech," "phonetics," "Speech, Language and Hearing Sciences," "voice," "deglutition," and "myofunctional therapy," comprising some areas of Speech Language Pathology and Audiology Sciences. The keywords "ultrasound," "ultrasonography," "swallow," "orofacial myofunctional therapy," and "orofacial myology" were also used in the search. SELECTION CRITERIA: Studies in humans from the past 5 years were selected. In the preselection, duplicated studies, articles not fully available, and those that did not present direct relation between ultrasound and Speech Language Pathology and Audiology Sciences were discarded. DATA ANALYSIS: The data were analyzed descriptively and classified subareas of Speech Language Pathology and Audiology Sciences. The following items were considered: purposes, participants, procedures, and results. RESULTS: We selected 12 articles for ultrasound versus speech/phonetics subarea, 5 for ultrasound versus voice, 1 for ultrasound versus muscles of mastication, and 10 for ultrasound versus swallow. Studies relating "ultrasound" and "Speech Language Pathology and Audiology Sciences" in the past 5 years were not found. CONCLUSION: Different studies on the use of ultrasound in Speech Language Pathology and Audiology Sciences were found. Each of them, according to its purpose, confirms new possibilities of the use of this instrument in the several subareas, aiming at a more accurate diagnosis and new evaluative and therapeutic possibilities.
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Hatfield, Brooke, Deborah Millet, Janice Coles, Julie Gassaway, Brendan Conroy, and Randall J. Smout. "Characterizing Speech and Language Pathology Outcomes in Stroke Rehabilitation." Archives of Physical Medicine and Rehabilitation 86, no. 12 (December 2005): 61–72. http://dx.doi.org/10.1016/j.apmr.2005.08.111.
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Byrne, Nicole. "Internet images of the speech pathology profession." Australian Health Review 42, no. 4 (2018): 420. http://dx.doi.org/10.1071/ah17033.
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Objective The Internet provides the general public with information about speech pathology services, including client groups and service delivery models, as well as the professionals providing the services. Although this information assists the general public and other professionals to both access and understand speech pathology services, it also potentially provides information about speech pathology as a prospective career, including the types of people who are speech pathologists (i.e. demographics). The aim of the present study was to collect baseline data on how the speech pathology profession was presented via images on the Internet. Methods A pilot prospective observational study using content analysis methodology was conducted to analyse publicly available Internet images related to the speech pathology profession. The terms ‘Speech Pathology’ and ‘speech pathologist’ to represent both the profession and the professional were used, resulting in the identification of 200 images. These images were considered across a range of areas, including who was in the image (e.g. professional, client, significant other), the technology used and the types of intervention. Results The majority of images showed both a client and a professional (i.e. speech pathologist). While the professional was predominantly presented as female, the gender of the client was more evenly distributed. The clients were more likely to be preschool or school aged, however male speech pathologists were presented as providing therapy to selected age groups (i.e. school aged and younger adults). Images were predominantly of individual therapy and the few group images that were presented were all paediatric. Conclusion Current images of speech pathology continue to portray narrow professional demographics and client groups (e.g. paediatrics). Promoting images of wider scope to fully represent the depth and breadth of speech pathology professional practice may assist in attracting a more diverse group of people into the profession in the future. What is known about the topic? To date, research has not considered the promotional profile of allied health professionals on the Internet. There has been a lack of consideration of whether the way in which the professions are promoted may affect clients accessing allied health services or people entering careers. What does this paper add? This paper raises awareness of the lack of promotion of a diverse workforce in speech pathology and considers how this may affect changing the professional demographics in the future. It also provides a starting point for documentation in the form of a baseline for tracking future changes. It allows consideration of the fact that when designing health promotional and educational materials, it is crucial that diversity is displayed in the professional role, the client role and the setting in order to provide information and education to the general public about the health services provided. What are the implications for practitioners? The presentation of narrow demographics of both the professional and client may potentially affect people considering speech pathology as a future career. The appearance of narrow client demographics and diagnosis groups may also deter people from accessing services. For example, if the demonstrated images do not show older people accessing speech pathology services, then this may suggest that services are only for children. The results from the present case example are transferrable to other health professions with similar professional demographic profiles (e.g. occupational therapy). Consideration of the need to display a diverse client profile is relevant to all health and medical services, and demonstrates steps towards inclusiveness and increasing engagement of clients who may be currently less likely to access health services (including people who are Aboriginal or from a culturally and linguistically diverse background).
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Vertigan, Anne E., Sarah L. Kapela, Nicole M. Ryan, Surinder S. Birring, Patrick McElduff, and Peter G. Gibson. "Pregabalin and Speech Pathology Combination Therapy for Refractory Chronic Cough." Chest 149, no. 3 (March 2016): 639–48. http://dx.doi.org/10.1378/chest.15-1271.
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Litosseliti, Lia, and Claire Leadbeater. "Speech and language therapy/pathology: perspectives on a gendered profession." International Journal of Language & Communication Disorders 48, no. 1 (November 2, 2012): 90–101. http://dx.doi.org/10.1111/j.1460-6984.2012.00188.x.
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Pastryk, Tetyana, Olena Kotys, Nataliia Dyachuk, and Volodymyr Milinchuk. "Conscious Control in Speech Pathology and Speech Rehabilitation Following Stroke." East European Journal of Psycholinguistics 6, no. 2 (December 27, 2019): 89–97. http://dx.doi.org/10.29038/eejpl.2019.6.2.pas.
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The article presents results of the research conducted in speech rehabilitation period of patients after stroke. The study aims to identify conscious control in speech rehabilitation period of the patients who were diagnosed to have Broca’s aphasia. A sample of 22 patients with Broca’s aphasia, or efferent motor aphasia (Luria, 2004) in the left hemisphere, who stayed at the Volyn Regional Clinical Hospital (Lutsk, Ukraine) during rehabilitation period, was approached through purposeful sampling method for this research. The non-laboratory measure of speech assessment was administered along with demographic data. Results showed that conscious control that usually remains in this group of people plays a crucial role in psychological intervention. The article also discusses the main neuropsycholinguistic principles that help to utilize the potential of conscious control in the process of speech rehabilitation of the patients after stroke.
References
Лурия А.Р. Лекции по общей психологии. СПб.: Питер, 2004.
Мілінчук В. І., Засєкіна Л. В. Нейропсихолінгвістичний підхід до дослідження мовлення пацієнтів після інсульту // Актуальні проблеми практичної психології. Ч. І. 2010. С. 143-146.
Мілінчук В. І. Вплив емоційних станів на мовленнєву діяльність пацієнтів після інсульту // Психологічні перспективи. Вип. 15. 2010. С. 207-218.
Хомская Е. Д. Нейропсихология. СПб.: Питер, 2005.
Шохор-Троцкая М. К. Речь и афазия. М.: Изд-во ЭКСМО-Пресс, 2001.
Brown C., Hagoort P. (2003). The Neurocognition of Language. Oxford: Oxford University Press.
Hauk, O, Johnsrude, I., & Pulvermüller, F. (2004). Somatotopic representation of action words in motor and premotor cortex. Neuron, 41, 301-307.
Kohno, M. (2007). Two neural clocks: humans’ innate temporal systems for spoken language processing. In: J. Arabski, Ed. Challenging Tasks for Psycholinguistics in the New Century. (pp. 283-292). Katowice: University of Silesia.
Marshall, J. (2000a). Speech and language problems following stroke In: R. Fawcus, Ed. Stroke Rehabilitation. (pp. 113-129). Oxford: Blackwell.
Marshall J. (2000b). The treatment of speech and language disorders following stroke. In: R. Fawcus, Ed. Stroke Rehabilitation. (pp. 130-146). Oxford: Blackwell.
Northoff, G. (2003). Philosophy of the Brain. Boston: Harvard University.
Pulvermüller, F. (2002). The Neuroscience of Language. On Brain Circuits of Words and Serial Order. Cambridge: Cambridge University Press.
Pulvermüller, F., Berthier, M. L. (2008). Aphasia therapy on a neuroscience basis. Aphasiology, 22(6), 563–599.
References (translated and transliterated)
Luria, R. (2004). Lektsii po Obschey Psikhologii [Lectures on General Psychology]. S.-Petersburg: Piter.
Milinchuk, V., Zasiekina, L. (2010). Neuropsycholinhvistycgbyi pidhid do doslidzhennia movlennia patsientiv pislia insultu [Neuropsycholinguistic approach to the study of patients after stroke]. Aktualni Problemy Praktychnoi Psykholohii, 1, 143-146.
Milinchuk, V. (2010). Vplyv emotsiinykh staniv na movlennevu diyalnist patsientiv pislia insultu. Psyholohichni Perspectyvy – Psychological Prospects, 15, 207-218.
Khomskaya, Y. (2005). Neuropsihologiia [Neuropsychology]. S.-Petersburg: Piter.
Shohor-Trotskaya, M. (2001). Rech I Afaziya [Speech and Aphasia]. Moscow: Eksmo-Press.
Brown C., Hagoort P. (2003). The Neurocognition of Language. Oxford: Oxford University Press.
Hauk, O, Johnsrude, I., & Pulvermüller, F. (2004). Somatotopic representation of action words in motor and premotor cortex. Neuron, 41, 301-307.
Kohno, M. (2007). Two neural clocks: humans’ innate temporal systems for spoken language processing. In: J. Arabski, Ed. Challenging Tasks for Psycholinguistics in the New Century. (pp. 283-292). Katowice: University of Silesia.
Marshall, J. (2000a). Speech and language problems following stroke In: R. Fawcus, Ed. Stroke Rehabilitation. (pp. 113-129). Oxford: Blackwell.
Marshall J. (2000b). The treatment of speech and language disorders following stroke. In: R. Fawcus, Ed. Stroke Rehabilitation. (pp. 130-146). Oxford: Blackwell.
Northoff, G. (2003). Philosophy of the Brain. Boston: Harvard University.
Pulvermüller, F. (2002). The Neuroscience of Language. On Brain Circuits of Words and Serial Order. Cambridge: Cambridge University Press.
Pulvermüller, F., Berthier, M. L. (2008). Aphasia therapy on a neuroscience basis. Aphasiology, 22(6), 563–599.
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Byrne, Nicole. "Factors Influencing the Selection of Speech Pathology as a Career: A Qualitative Analysis Utilising the Systems Theory Framework." Australian Journal of Career Development 16, no. 3 (October 2007): 11–18. http://dx.doi.org/10.1177/103841620701600304.
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Factors identified by 16 participants during in-depth interviews as influencing selection of speech pathology as a career were described using the Systems Theory Framework (STF, Patton & McMahon, 2006). Participants were highly likely to identify factors from the individual and social systems, but not the environmental-societal system, of the STF as influential in the decision to enter speech pathology. Previous exposure to speech pathology through therapy intervention or through knowing a speech pathologist emerged from the analysis as highly influential, which provides an example of interaction between factors from the individual and social systems within the framework. The STF was found to be a useful tool to classify influential factors in the selection of a career in speech pathology and this information can be used in the future by universities and the profession to assist in the recruitment of students to the speech pathology program.
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Shafqat, Faseeha. "STRUGGLING FIELD OF SPEECH-LANGUAGE PATHOLOGY IN PAKISTAN." Rehabilitation Journal 4, no. 2 (December 31, 2020): 165–66. http://dx.doi.org/10.52567/trj.v4i02.2.
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The need of speech and language pathology (SLP) as a specialized field in Pakistan emerged with the education of deaf. Development in education of deaf began in Pakistan by Mr. Siddique Akbar Makhdum in 1949. Later in 1951 College for the Teachers of the Deaf in Lahore was established with the collaboration of USAID and faculty from US to teach speech-language pathology. The basic courses introduced were speech, language and audiology. In the tenure of 6th president of Pakistan General Zia-ul-Haq, many organizations were formed to serve special needs children. In his time special education centers were developed in Islamabad, Lahore and Karachi. One of its kind was Speech and Hearing Centre, Karachi, which was established in 1983 and aimed to advocate Auditory Verbal Therapy (AVT).1 In 1991, Post graduate diploma in speech-language therapy (PGD-SLT) was launched with collaboration of NIRM (formerly called National Institute of Handicapped NIHd), UNDP and National Institute of Psychology (NIP), Quaid-e-Azam University, Islamabad. Ministry of Women Development, Social Welfare and Special education took this initiative. Diane Schaffer from USA and Linda from England were two expert speech therapists who came to Pakistan to teach and train PGD-SLT students in NIRM. Speech and Hearing Association of Pakistan (SHAP) was formed in January 2000.2 On 13th June 2002 SHAP got registered under Sindh Government with registrar of societies Act 21 of 1860. Currently Ms. Amina Siddiqui is President and Dr. Nadeem Mukhtar is Vice President of SHAP. In 2006-2007 Special Education Department of Karachi University launched masters in speech Therapy program. In 2007 Zia-u-Din Hospital started clinical services and collaborated with SHAP to develop the College of Speech Language & Hearing Sciences (CSLHS) where nation’s first 4-year Bachelor’s program in Speech Language Therapy was launched in 2007.2 In 2010 Riphah University Islamabad started MS program in speech-language pathology under supervision of Dr. Ayesha Kamal Butt. In 2013 Isra University Islamabad campus started M.Phil SLP degree program and PhD in Rehabilitation Sciences which opened way to doctoral degree for SLPs as well. In 2019 Riphah International University also launched PhD in Rehabilitation Sciences program. King Edward Medical University also launched BS program in 2008. Currently there are 16 institutes offering BS, 5 institutes offering MS/MPhil and 6 institutes offering diploma in SLP. On 9th October 2019 Pakistan Speech and language pathologist association (PSLPA) was formed by pioneers of field in Pakistan. It is federally registered under the society’s registration act 21 of 1860. Launch day of PSLPA i.e. 9th October was also declared as National Speech Pathology Day. President and Vice President of PSLPA are Dr. Nazia Mumtaz and Ms. Saima Tariq respectively. Although the field of speech-language pathology in Pakistan headed up in 1990 but research in the field began with the commencement of degree programs. The lag between practice and research resulted in the lack of culturally appropriate standardized practices which has yet not been eradicated fully. Despite efforts of existing associations to eliminate malpractice and quackery from the field, it is still going on a huge scale. In fact many practicing SLPs are yet not registered with any association because on legal grounds there is not yet any such compulsion for them on national level. In many states, like other medical professions, it is mandatory for SLPs to be licensed through a state authority in order to practice their speciality.3 The licensing process includes such steps that helps to maintain and establish stringent standards for licensure candidacy and practice. In Pakistan there is a dire need of state’s recognized licensing system that could assure provision of genuine SLPs to public through a standardized vetting process that internationally involves qualifying degree education, supervised clinical experience and examination. Graduate programs are producing culturally consistent researches, even though application of these researches is slow and rare to an extent that out dated traditional practices still dominates. Consequently patients and their families suffer with no or slow pace of progress. There are also centers where patients treated by SLP students are not supervised and guided by senior therapists hence their trial and error learning only benefits them in making stronger clinical record books but at the cost of patient’s wastage of time and student’s malpractice. One reason behind lack of desired clinical supervision is recruitment of less number of SLP clinical supervisors in teaching hospitals as compared to number of students and case load. In many institutes SLP departments are provided with too low budget to equip their clinics with latest assessment and treatment tools due to which students could not get know how of latest practices happening in the field at international level. A huge proportion of clients that take speech therapy sessions are children and adolescents. Regarding pediatric speech therapy, many families raise issues that they are not allowed to observe or stay in sessions. Furthermore, non-provision of appropriate parent training which is contrary to roles and responsibilities of SLPs,4 is also a critical issue that puts parents or guardians in psychological stress when they try to work with their affected family member. Like other countries, in Pakistan the solution of all aforesaid problems can only be found with integration of evidence based practices (EBP). Only with evidence based practices Pakistani SLPs can make informed, evidence based decisions in their practices along with provision of high quality services reflecting the needs, choices, interests and values of target population.
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Grames, Lynn Marty, and Mary Blount Stahl. "An Innovative Collaborative Treatment Model: The Community-Based Speech-Language Pathologist and Cleft Palate Team." Cleft Palate-Craniofacial Journal 54, no. 2 (March 2017): 242–44. http://dx.doi.org/10.1597/16-119.
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Problem Children with cleft-related articulation disorders receive ineffectual or inappropriate speech therapy locally due to lack of training and a disconnect between the team and local speech-language pathologists. Solution A collaborative care program that is billable for the team allows the local speech-language pathologist to earn continuing education units and facilitates effective local speech therapy. This program is the first of its kind, according to the American Speech-Language-Hearing Association Continuing Education Board for Speech Pathology.
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Rende, Barbara, and Gail Ramsberger. "Telepractice Experiences in a University Training Clinic." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 21, no. 3 (October 2011): 120–29. http://dx.doi.org/10.1044/nnsld21.3.120.
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Telepractice is a rapidly growing means of providing remote speech-language pathology and audiology services to clients. The primary advantage of telepractice in speech-language therapy is that it improves the accessibility of services. Improved accessibility is important in serving not only clients in rural areas, but also those who are unable to visit the clinic because of physical disability. Telepractice may also make it easier for clients to engage in more intense therapy schedules, because the burdens associated with traveling to and from the clinic are removed. For these reasons, we suggested graduate students in speech-language pathology gain experience in telepractice delivery of services. This article describes our experience training graduate students in the use of telepractice delivery of speech-language therapy. Three different treatment protocols were used with nine different clients. In addition, important issues related to the use of telepractice are identified.
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Freire, Regina Maria. "The Dialogical Approach in Speech and Language Therapy." Journal of Clinical Speech and Language Studies 3, no. 1 (September 1, 1993): 63–69. http://dx.doi.org/10.3233/acs-1993-3106.
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The objective of this paper is to propose an alternative approach to language delay in speech and language therapy that differs from those defended by traditional speech and language therapy with respect to the following points. First of all, the therapist is seen as a practitioner whose own language in therapy will structure the language of the client – the subject of therapy. Second, language therapy focuses its investigation on the dyadic interaction caused by the therapy and conceived as the privileged place for (re) constructing oral and written language. Third, therapy attempts to understand language deviations – the “pathology” – by means of language itself, without resorting to other domains which end up by removing the specificity of the object of therapy. The dialogical approach in speech and language therapy allows the constitution of a new dimension of the therapy, of the speech and language therapist and of the “patient”, granting speech and language therapy the constitution of its own object of study.
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Peranich, Lauren, Kristen B. Reynolds, Shirley O'Brien, Joni Bosch, and Tamara Cranfill. "The Roles of Occupational Therapy, Physical Therapy, and Speech/Language Pathology in Primary Care." Journal for Nurse Practitioners 6, no. 1 (January 2010): 36–43. http://dx.doi.org/10.1016/j.nurpra.2009.08.021.
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La, Ly Thi Bac, Nga Thi Thu Nguyen, Anh Thi Thuy Truong, Thu-Giang Tran, and The-Thang Nguyen. "A BIBLIOMETRIC ANALYSIS OF COHESIVE SPEECH RESEARCH OF PRESCHOOLERS FROM 1970 TO 2020." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 611–25. http://dx.doi.org/10.33225/pec/21.79.611.
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Cohesive speech has commonly become regarded as one of the essential aspects of language development, especially for pre-schoolers. This study aimed to shed light on the cohesive speech of pre-schoolers (CSP) knowledge base. Three hundred ninety-five publications close related cohesive speech research of 5-6-year-old children were collected from the Scopus database. By using the bibliometric approach, the results showed the growth rate of publications over time from 1970 to 2020. In this period, the top five countries, the United States, the United Kingdom, Australia, Brazil and France, have published over 60% of total documents. Besides, four main interests of authors in this field were discovered: “language development”, “speech pathology outcomes”, “speech therapy”, “language intervention”. Among these themes, “speech pathology outcomes” was the most relevant one. Another finding, in recent years, scholars focused on aspects of autism spectrum disorder of pre-schoolers. More importantly, the achievements of this discipline have considerably made positive contributions to various fields both in terms of theory and practice, especially in language and linguistics, speech and hearing, psychology, and medicine. Overall, these studies highlight the need for many other studies, particularly relevant to pre-schooling when new generations should be better prepared to be happy in school by their future cognitive developments. Keywords: language development, language intervention, speech pathology outcomes, speech therapy
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Chen, Liang. "Clinical Linguistics: Theory and Applications in Speech Pathology and Therapy (review)." Language 80, no. 4 (2004): 885–86. http://dx.doi.org/10.1353/lan.2004.0171.
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Chu, Shin Ying, Elaine Shi Qing Khoong, Farah Najihah Mohamad Ismail, Abeer Muneer Altaher, and Rogayah A. Razak. "Speech-Language Pathology in Malaysia: Perspectives and Challenges." Perspectives of the ASHA Special Interest Groups 4, no. 5 (October 31, 2019): 1162–66. http://dx.doi.org/10.1044/2019_pers-sig17-2019-0005.
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Purpose Malaysia, with its diverse culture and multilingual population, presents a unique and interesting setting for working as a speech-language pathologist (SLP). This article discusses the challenges that SLPs face when providing speech and language therapy in Malaysia and issues that need to be addressed for continued growth of this profession. While providing suggestions to SLPs on methods to overcome the challenges faced and improve their clinical practice, this article also calls upon international collaborations in overcoming these challenges. Conclusions Within the last few decades, the SLP profession in Malaysia has continued to grow and develop as it seeks to offer services on par with countries where the profession is more established. However, there is still much room for improvement as Malaysia continues to overcome current challenges.
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Mahendra, Nidhi, and Julianne Spicer. "Access to Speech-Language Pathology Services for African-American Clients with Aphasia: A Qualitative Study." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 21, no. 2 (August 2014): 53–62. http://dx.doi.org/10.1044/cds21.2.53.
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The purpose of this article is to report the perceptions and experiences of family members of five African-American clients with aphasia as they accessed speech-language pathology services. Client or family responses to a survey and during a semi-structured, ethnographic interview revealed information on barriers and facilitators influencing access to speech therapy services. These data are part of a larger investigation into cultural and linguistic barriers that might influence racial and/or ethnic minority clients’ awareness of, access to, and utilization of speech-language pathology services. Results reveal the presence of distinct barriers and facilitators that can influence timely, sustained access to speech-language pathology services for African-American clients and their families. These data have critical implications for speech-language pathologists (SLPs), audiologists, and all healthcare providers.
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Sylvester, Lorraine, Billy T. Ogletree, and Karen Lunnen. "Cotreatment as a Vehicle for Interprofessional Collaborative Practice: Physical Therapists and Speech-Language Pathologists Collaborating in the Care of Children With Severe Disabilities." American Journal of Speech-Language Pathology 26, no. 2 (May 17, 2017): 206–16. http://dx.doi.org/10.1044/2017_ajslp-15-0179.
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PurposeThis article defines interprofessional collaborative practice and links its key features with accepted practice conceptualizations of physical therapy. Cotreatment with speech-language pathology is described as a vehicle for interprofessional collaborative practice for children with severe disabilities.MethodThe article reviews the International Classification of Functioning, Disability, and Health (WHO, 2015) and the Hypothesis-Oriented Algorithm for Clinicians II (Rothstein, Echternach, & Riddle, 2003) as existing service-delivery frameworks in physical therapy and discusses how interprofessional collaborative practice between speech-language pathologists and physical therapists can be useful within these practice guidelines.ResultsA case illustration featuring interprofessional collaborative practice during cotreatment for a child with severe disabilities through physical therapy and speech-language pathology showed more seamless care and better progress in the pursuit of three main goals: physical movement, communication of needs, and participation in classroom activities.ConclusionsInterprofessional collaborative practice is supported as a recommended practice methodology for physical therapists and speech-language pathologists serving persons with severe disabilities.
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Frymark, Tobi B., and Robert C. Mullen. "Influence of the Prospective Payment System on Speech-Language Pathology Services." American Journal of Physical Medicine & Rehabilitation 84, no. 1 (January 2005): 12–21. http://dx.doi.org/10.1097/01.phm.0000146501.71140.67.
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Martins, Nallanda Victória dos Santos, Solano Sávio Figueiredo Dourado, Thassya Fernanda Oliveira dos Santos, Gabriel Francisco da Silva, and Paula dos Passos Menezes. "Speech therapy consequences associated with COVID-19: a review." Research, Society and Development 11, no. 15 (November 20, 2022): e386111537440. http://dx.doi.org/10.33448/rsd-v11i15.37440.
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The novel coronavirus (SARS-CoV-2), responsible for the COVID-19 pandemic, causes a respiratory infection disease of rapid transmission through droplets in the air, from person to person, or by contact with contaminated surfaces. Infected people can be asymptomatic or symptomatic, with symptoms like pneumonia, which can lead to hospitalization of these patients. The role of speech therapists in the multiprofessional team has been extremely important in dealing with the pandemic, especially in symptomatic and intubated patients. After extubation, these patients can be affected by serious speech-language pathology consequences, requiring follow-up for rehabilitation with a speech-language therapist. Thus, the aim of this study was to carry out, in an unprecedented way, a review in the literature about the consequences of COVID-19 in the major areas of speech therapy. To meet this objective, a narrative review was carried out, from which it was possible to analyze the major areas of speech therapy in which patients had consequences during or after the COVID-19 infection, such as difficulties in swallowing (dysphagia), tracheostomy, tinnitus, hearing loss, language, and speech delay. It was also possible to present the importance of telephonoaudiology to accompanying patients. Given the above, from the data of this review, it was possible to observe that most of the consequences associated with COVID-19 dealt with the same context: after or during the period of infection, where patients were affected by speech-language pathology consequences which required intervention to assess, rehabilitate and, when necessary, apply appropriate therapy. Furthermore, future investigations, such as randomized clinical trials, are encouraged to better elucidate these consequences, since some information is still found in studies with low scientific evidence such as case reports.
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Lifanova, I. "Lesson «Children's Musical Instruments as a Means of Developing the Phonemic Education of Preschoolers» in the Older Group of Children with General Underdevelopment of Speech." Scientific Research and Development. Socio-Humanitarian Research and Technology 11, no. 3 (October 13, 2022): 65–70. http://dx.doi.org/10.12737/2306-1731-2022-11-3-65-70.
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Every year the number of children in need of correctional speech therapy is steadily growing. And the largest group, about 40%, among children with speech pathology, are children with general speech underdevelopment. They experience significant difficulties in mastering the skills of coherent speech, which is due to the underdevelopment of the main components of the language system – lexical, grammatical, phonetic and phonemic. The sound and semantic sides of speech are insufficiently formed in children and, as a rule, there are secondary deviations in the leading mental processes (attention, memory, perception, etc.) Professional speech therapy assistance is extremely relevant from an early age of children!
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Dalton, Joanne M. "Home Therapy OASIS Assessment Forms: OASIS Integrated Documentation Records for Physical Therapy, Occupational Therapy, Speech-Language Pathology." Home Healthcare Nurse 18, no. 2 (February 2000): 139. http://dx.doi.org/10.1097/00004045-200002000-00019.
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Roberts, Joanne Erwick, and Vicki McCready. "Different Clinical Perspectives of Good and Poor Therapy Sessions." Journal of Speech, Language, and Hearing Research 30, no. 3 (September 1987): 335–42. http://dx.doi.org/10.1044/jshr.3003.335.
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This study investigated differences in causal attributions made by student clinicians taking actor and observer roles in good and poor therapy Sessions. One hundred thirty-four graduate student clinicians in speech-language pathology were asked to imagine a hypothetical good or poor therapy session in which they took either the role of a clinician working with a client in a session or that of a clinician observing the session. To account for the session's hypothesized outcomes, clinicians taking the actor role cited client causes more frequently than other causes while clinicians taking the observer role cited clinician causes. These results are consistent with the actor-observer bias documented extensively in the psychological and educational literatures. Clinicians' causal attributions also differed for good and poor therapy sessions. Implications are discussed in terms of possible impact on the clinical training process in speech-language pathology.
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Furlong, Lisa M., Meg E. Morris, Tanya A. Serry, and Shane Erickson. "Treating Childhood Speech Sound Disorders: Current Approaches to Management by Australian Speech-Language Pathologists." Language, Speech, and Hearing Services in Schools 52, no. 2 (April 20, 2021): 581–96. http://dx.doi.org/10.1044/2020_lshss-20-00092.
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Purpose This study explored the intervention processes used by speech-language pathologists (SLPs) to treat children with speech sound disorders (SSDs). Method Semistructured, individual, in-depth interviews were conducted with 11 Australian SLPs. Inductive content analysis was used to classify the data to provide a description of current intervention processes for children with SSDs. Results Three main factors were identified relating to the intervention processes used by SLPs: (a) target selection, (b) therapy approaches, and (c) structural and procedural aspects of therapy sessions, including feedback. The findings revealed that SLPs often combine elements of four therapies: the minimal pairs approach, traditional articulatory approaches, auditory discrimination, and Cued Articulation. Initial therapy targets typically aligned with a developmental approach or were functional speech targets with meaningful relevance to the child and their family. Conclusions These findings contribute to the current state of knowledge about the intervention processes used by SLPs for children with SSDs. The use of hybrid speech pathology therapies, which combined elements of favored approaches, was common. Hybrid methods were intended to help tailor the interventions to individual needs. Client needs were highly prioritized by SLPs and influenced their choice of therapy targets and therapy approaches.
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Marchesan, Irene. "The speech pathology treatment with alterations of the stomatognathic system." International Journal of Orofacial Myology 26, no. 1 (November 1, 2000): 5–12. http://dx.doi.org/10.52010/ijom.2000.26.1.1.
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This article analyzes differences in orthodontic and craniofacial classifications and the role of the speech-language pathologist in adequately treating those patients with varying Class II and Class III malocclusions. Other symptoms, such as those of mouth breathing and tongue position, are compared and contrasted in order to identify characteristics and treatment issues pertaining to each area. The author emphasizes a team approach to myofunctional therapy and stresses the importance of collaborative treatment.
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Bota, Robert G., Walter F. Ricci, and Adrian Preda. "Bypassing Shame and Conversion Disorder." CNS Spectrums 15, no. 10 (October 2010): 607–11. http://dx.doi.org/10.1017/s1092852912000053.
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AbstractWe report a case of conversion disorder (partial aphonia) that was successfully treated with speech therapy. During the one year duration of this illness, the patient regained transiently (minutes) her normal speech on a few occasions, independently of concomitant pharmacological interventions. One year after recovery she developed aphonia for the second time, which responded again to speech therapy, although the response rate was slower. Several mechanisms of conversion disorder are reviewed as specifically applied to this case. The possible role of pertinent shame mechanisms in the conversion pathology is discussed.
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Bowers, Lisa, Heather D. Young, and Rachel Glade. "Training School Professionals in a Global Pandemic: Insights From Elementary Education and Speech-Language Pathology." Language, Speech, and Hearing Services in Schools 53, no. 4 (October 6, 2022): 1129–48. http://dx.doi.org/10.1044/2022_lshss-21-00176.
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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.
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Elliott, Digby, and Daniel J. Weeks. "A Functional Systems Approach to Movement Pathology." Adapted Physical Activity Quarterly 10, no. 4 (October 1993): 312–23. http://dx.doi.org/10.1123/apaq.10.4.312.
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Discussed in this paper is the application of a neurobehavioral, functional systems approach to the understanding of verbal-motor integration difficulties experienced by persons with Down syndrome. In initial work, noninvasive neuropsychological techniques were used to examine both the similarities and differences in cerebral organization and perceptual-motor behavior between persons with Down syndrome and control subjects of the same chronological and/or mental age. This group-difference research led to the development of a specific model of brain-behavior relations in persons with Down syndrome. The main feature of the model is the neuroanatomical disconnection of the brain areas responsible for speech perception and movement organization. The basic tenets of the model are described, and efforts to test and refine it are discussed. This approach exemplifies how general neurobehavioral rules and principles can be harnessed to understand the exceptions to those rules often encountered with special populations.
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Morris, Meg E., Alison Perry, Belinda Bilney, Andrea Curran, Karen Dodd, Joanne E. Wittwer, and Gregory W. Dalton. "Outcomes of Physical Therapy, Speech Pathology, and Occupational Therapy for People with Motor Neuron Disease: A Systematic Review." Neurorehabilitation and Neural Repair 20, no. 3 (September 2006): 424–34. http://dx.doi.org/10.1177/1545968305285092.
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This article describes a systematic review and critical evaluation of the international literature on the effects of physical therapy, speech pathology, and occupational therapy for people with motor neuron disease (PwMND). The results were interpreted using the framework of the International Classification of Functioning, Disability and Health. This enabled us to summarize therapy outcomes at the level of body structure and function, activity limitations, participation restrictions, and quality of life. Databases searched included MEDLINE, PUBMED, CINAHL, PSYCInfo, Data base of Abstracts of Reviews of Effectiveness (DARE), The Physiotherapy Evidence data base (PEDro), Evidence Based Medicine Reviews (EMBASE), the Cochrane database of systematic reviews, and the Cochrane Controlled Trials Register. Evidence was graded according to the Harbour and Miller classification. Most of the evidence was found to be at the level of “clinical opinion” rather than of controlled clinical trials. Several nonrandomized small group and “observational studies” provided low-level evidence to support physical therapy for improving muscle strength and pulmonary function. There was also some evidence to support the effectiveness of speech pathology interventions for dysarthria. The search identified a small number of studies on occupational therapy for PwMND, which were small, noncontrolled pre-post-designs or clinical reports.
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Jakomin, Jordan R., Aaron Ziegler, Cassie Rio, and Rachael Suddarth. "Opportunities to Learn Transgender Voice and Communication Therapy in Graduate Speech-Language Pathology Education: Preliminary E-Survey Findings." Perspectives of the ASHA Special Interest Groups 5, no. 4 (August 17, 2020): 876–83. http://dx.doi.org/10.1044/2020_persp-20-00047.
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Purpose Clear guidelines are needed for the inclusion of transgender voice and communication services in speech-language pathology graduate curriculum. Standardized training on how to support gender diverse individuals' communication appears to be lacking in graduate curriculum. To better understand current trends in transgender voice and communication training in speech-language pathology graduate programs across the United States, this cross-sequential e-survey study assessed experience with, attitudes toward, and student learning opportunities in transgender voice and communication services among voice instructors and clinic directors. Method An open online survey distributed in 2015 was completed by 24 voice instructors and 13 clinic directors. The same survey was completed by 15 voice instructors in 2018. Results Based on 2015 findings, a majority of voice instructors and clinic directors in speech-language pathology graduate programs reported that services for transgender voice and communication were not addressed in their graduate education curriculum. Findings from 2018 were similar to results in 2015. Almost all voice instructors included transgender voice and communication therapy in their graduate voice course. There is unanimous agreement that transgender voice and communication services should be part of SLPs' scope of practice. Conclusions Findings from 2015 to 2018 suggested an improvement in instruction time spent on transgender voice and communication. Yet, some voice instructors continued to report that the topic was not covered in their coursework. A need exists to adjust guidelines on voice and communication services for gender diverse individuals and offer learning opportunities for this area in graduate speech-language pathology curriculum. Supplemental Material https://doi.org/10.23641/asha.12640409
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Malkova, Elena E., and Elena M. Mashnina. "The problem of determining the criteria for speech disorders in modern preschoolers in the aspect of interdisciplinary interaction of specialists." Pediatrician (St. Petersburg) 10, no. 1 (December 15, 2019): 117–26. http://dx.doi.org/10.17816/ped101117-126.
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Based on Russian and foreign sources in the field of medicine, psychology and speech therapy, an overview of the main approaches to the systematization of speech disorders in childhood is conducted. It is shown that despite the long and winding path of research, there are numerous descriptions of phenomenology, but there is no consensus about the nature and mechanisms of speech disorders in children. Currently, there are two main directions in the study of speech pathology in children: clinical and psycholinguistic. In a clinical approach, impaired speech is considered as a pathological condition with certain symptoms, etiology and pathogenesis. Psycholinguistic approach to speech pathology involves the correlation of the observed violation with the normal functioning of the processes of generation and perception of speech, as well as an assessment of the degree of formation of language ability. As a result, the analysis of clinical, psychological and psycholinguistic studies shows a lot of contradictions, pushing for an active search for more accurate nominations and differential diagnostic criteria for distinguishing between different states of a child’s speech deficiency. Thus, a tendency is shown to move to a new level of professional reflection from a narrowly focused (clinical, speech therapy, psychological) to a systemic one, in which the focus of scientists will be not only the problem of determining the disadaptive development, but also the prospects for the mental and speech development of the child.
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Величкова, Л. В., and О. В. Абакумова. "PHONETIC AND PSYCHOLINGUISTIC APPROACH TO CONSIDERATION OF SPEECH PATHOLOGY "STUTTER"." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 1(49) (March 17, 2021): 71–78. http://dx.doi.org/10.36622/vstu.2021.24.42.005.
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Постановка задачи. В статье исследуется явление заикания с фонетической и психолингвистической точки зрения. Речевой ритм сравнительно недавно стал пристальным объектом исследования в фонетике и речеведении. Актуальные данные этих исследований не проникли в значительной степени в область логопедии. Рассматривается речевой ритм с точки зрения физиологии, нейролингвистики, психолингвистики. Данные о первичном усвоении параметров речевого ритма родного языка создают с точки зрения фонетики представление о «вписывании» артикуляционных движений в ритмическую матрицу слова и фразы. Нарушения же в реализации этой матрицы дают возможность проследить поведение артикуляционных комплексов при сбое ритмической основы. В работе описывается экспериментальное исследование нарушения речевого ритма как причина речевых ошибок (патологий). Результаты и выводы. Вербальные и невербальные компоненты используются при ритмизации речевой деятельности. Используются коррекционные приёмы, в результате которых возникает пролонгированное эмоционально положительное состояние и начинается произвольное использование новой речевой программы. Данное состояние вводится в процессе аутотренинга. Эмоционально комфортное состояние при использовании ритмизированной речи закрепляется на функциональных речевых тренировках. Речь идет об усилении речевого ритма родного языка без искажения его параметров. Problem statement. The article examines the phenomenon of stuttering from a phonetic and psycholinguistic point of view. Speech rhythm has recently become a close object of research in phonetics and speech. The actual data from these studies have not penetrated significantly into the field of speech therapy. The speech rhythm is considered from the point of view of physiology, neurolinguistics, psycholinguistics. Data on the primary assimilation of the parameters of the speech rhythm of the native language from the point of view of phonetics create the idea of "inscribing" articulatory movements into the rhythmic matrix of words and phrases. Violations in the implementation of this matrix make it possible to trace the behavior of articulatory complexes when the rhythmic basis fails. The paper describes an experimental study of speech rhythm disturbance as the cause of speech errors (pathologies). Results and conclusion. Verbal and non-verbal components are used to rhythmize speech activity. Corrective techniques are used, because of which a prolonged emotionally positive state arises, and the voluntary use of a new speech program begins. This state is introduced in the process of auto-training. Emotionally comfortable state when using rhythmized speech is fixed on functional speech training. We are talking about strengthening the speech rhythm of the native language without distorting its parameters.
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Godden, Anne, Ann Bossers, Donna Corcoran, Daniel Ling, and Sally Morgan. "A Practicum Site Survey for Students of Audiology, Occupational Therapy, Speech-Language Pathology and Physical Therapy." Clinical Supervisor 10, no. 1 (July 8, 1992): 203–13. http://dx.doi.org/10.1300/j001v10n01_16.
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O'Callaghan, Jane. "Book Review: Developing Continuing Professional Education in Physical Therapy, Occupational Therapy and Speech-Language Pathology/Audiology." Canadian Journal of Occupational Therapy 54, no. 5 (December 1987): 273. http://dx.doi.org/10.1177/000841748705400518.
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Morrow, Emily L., and Melissa C. Duff. "Sleep Supports Memory and Learning: Implications for Clinical Practice in Speech-Language Pathology." American Journal of Speech-Language Pathology 29, no. 2 (May 8, 2020): 577–85. http://dx.doi.org/10.1044/2019_ajslp-19-00125.
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Purpose This tutorial aims to draw attention to the interactions among memory, sleep, and therapy potential and to increase awareness and knowledge in the field of speech-language pathology of the potential impact of sleep as a mediating or moderating factor in promoting therapeutic outcome. Method We highlight key findings from the literature on the cognitive neuroscience of memory, the neurophysiology of sleep, how sleep supports memory, and how sleep disruption affects memory and learning abilities in populations commonly served in speech-language pathology. Results Research increasingly points to the critical importance of sleep quality and quantity to memory and learning, and sleep disruption is linked to deficits in functional cognition that may limit our clients' ability to benefit from speech pathology interventions. Conclusions As a field dedicated to promoting memory, learning, and relearning through our interventions, any systemic factors that affect these abilities demand our attention. Although speech-language pathologists do not treat sleep disturbance, we play a critical role in recognizing the signs and symptoms of sleep disturbance and making appropriate referrals, as undiagnosed and untreated sleep disturbance can have serious impacts on success in therapeutic contexts. By considering how related factors affect memory and learning, we have the opportunity to take a whole client approach to maximizing our clients' therapy potential and functional progress.
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A S, Arunachalam, and Balambigai N. "Parents' Perceptions, Preferences, and Satisfaction with Teletherapy for Speech-Language Pathology Services during the COVID-19 Pandemic." International Journal of Science and Healthcare Research 7, no. 2 (May 19, 2022): 145–49. http://dx.doi.org/10.52403/ijshr.20220421.
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Background: COVID-19 pandemic has resulted in the reduction of in-person speech and language therapeutic services and a considerable increase in tele practice. Objective:The study aimed to understand the parents’ preferences, opinions, satisfactions and difficulties with regard to teletherapy for speech language pathology services. Method: A 19-item questionnaire on Teletherapy satisfaction and preferences was completed by 50 parents of individuals with disabilities. The individuals were receiving therapeutic services for a variety of communication disorders. The results obtained were analysed descriptively. Results: The majority of the parents were highly satisfied and reported tele practice to be very effective in improving the speech and language skills of their children. Majority of parents also reported to have better communication with clinician, and to have a better understanding of goals in Teletherapy. On the other hand, the responses were mixed when questioned about their preference and their child’s preference for in-person therapy services over Teletherapy. Major difficulties reported by parents were network connectivity, and holding the child’s attention. Marked differences were observed in parents’ perceptions with respect to the child’s age and disability. Conclusion: Though parents found Teletherapy to be effective, their preference for Teletherapy services over in-person speech and language therapeutic services were mixed. And parents perceived Teletherapy as a best service delivery model during the current COVID-19 pandemic. Keywords: Teletherapy, In-person Therapy, Speech Language therapy, Covid-19, Efficacy.
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Agranovich, Olga E., Zoya E. Agranovich, Evgeniya I. Ermolovich, Ekaterina V. Petrova, Ildar R. Iskandarov, Dmitry A. Ivanov, Anna N. Shestakova, and Evgeniy D. Blagoveschenskiy. "Speech development in children of preschool age with arthrogryposis multiplex congenital with upper limb deformities." Pediatric Traumatology, Orthopaedics and Reconstructive Surgery 9, no. 4 (December 15, 2021): 435–45. http://dx.doi.org/10.17816/ptors76266.
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BACKGROUND: The difficulties or gross disturbance in motor development, which are diagnosed in children at an early age, are one of the prognostic markers of further problems in their speech development.
AIM: This study aimed to determine the speech development of children with arthrogryposis multiplex congenita with upper limb deformities.
MATERIALS AND METHODS: Speech examination was conducted in 21 children with arthrogryposis multiplex congenita preschool age (average age: 5.16 1.49 years) from 2020 to 2021. Patients were divided into 2 groups: group 1 (10 people) with children of younger and middle preschool age (average age 3.81 0.63 years) and group 2 (11 people) with children of older and preparatory preschool age (average age 6.39 0.78 years). The speech examination results were exposed to statistical analysis.
RESULTS: The majority of children with arthrogryposis multiplex congenita had speech pathology (90.5%), whereas general speech underdevelopment dominated over speech development delay (78.9% and 21.1%, respectively). A high frequency of perinatal hypoxic-ischemic encephalopathy in children with arthrogryposis multiplex congenita (80.9%), a complicated perinatal anamnesis (57.1%), and a delay in early motor or speech development (100% and 52.4%, respectively) links with speech disorder development in the future. Patients with arthrogryposis have a large percentage of congenital pathology of the articulatory apparatus structure (57.1%). Of the children, 76.2% were with a total form of arthrogryposis multiplex congenita, whereas 23.8% with an isolated upper extremity lesion. No statistically significant differences were determined in the form of speech pathology between patients with various forms of arthrogryposis multiplex congenita. Children of the first age group had speech disorders in 90% of cases, whereas 90.9% in group 2. Based on the form of speech pathology, patients with general speech underdevelopment and speech development delay were determined in group 1 (55.6% and 44.4%, respectively), whereas children with general speech underdevelopment in group 2 (100%). In the clinical form of speech pathology, dysarthria prevailed in children of both age groups (80%).
CONCLUSIONS: Children with arthrogryposis multiplex congenita with upper limb deformities have a high incidence of speech disorders. Early speech examination and speech therapy eliminated all detected disturbances.
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Pei, Yalian, Rebecca Gartell, Amy Kemp, Katy O'Brien, and Tracey Wallace. "A Retrospective Chart Review of Referrals for Speech-Language Pathology Services after Concussion." Archives of Physical Medicine and Rehabilitation 102, no. 10 (October 2021): e55-e56. http://dx.doi.org/10.1016/j.apmr.2021.07.631.
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Zraick, Richard I. "Review of the use of standardized patients in speech-language pathology clinical education." International Journal of Therapy and Rehabilitation 19, no. 2 (February 2012): 112–18. http://dx.doi.org/10.12968/ijtr.2012.19.2.112.
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Fernandes, Barbara. "iTherapy: The Revolution of Mobile Devices Within the Field of Speech Therapy." Perspectives on School-Based Issues 12, no. 2 (June 2011): 35–40. http://dx.doi.org/10.1044/sbi12.2.35.
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The iPhone®, iPod touch® and the iPad® are becoming widely used as therapy tools. This article will introduce the devices' basic features that can be used by speech-language pathologists (SLPs) to support service delivery in schools, report the results of a survey addressing current use and implementation of the devices in the school setting, introduce basic concepts behind applications for speech and language therapy, and guide SLPs when choosing accessories for the devices that will be used for therapy. The iDevices have made the use of technology within the field of speech pathology affordable, convenient, and user-friendly, key features for the adoption of any new tool. (Note: iPhone®, iPod touch® and iPad® are registered trademarks of Apple Inc.)