The Progressive Masked Voice Exercises (PMVE) with an innovative semioccluded ventilation mask fitted and adjustable positive end-expiratory pressure (PEEP) valve was evaluated. This study aimed to compare the effectiveness of the PMVE with the PEEP device and the Vocal Function Exercise (VFE) program on acoustic, auditory-perceptual, aerodynamic, and self-report measures. Twenty-five participants diagnosed with voice disorders met the criteria. Participants were randomly assigned to either the PMVE or the VFE group for a 6-week home therapy program. Pre- and post-data were analyzed with parametric and nonparametric statistics. Acoustic and aerodynamic measures showed no between-group or interaction group × time effects; however, a main effect of time was observed for all but one of the eight acoustic variables, indicating that both groups improved. Additional within-group analysis showed improvements in two of the eight variables for the PMVE program and four for the VFE program. No between-group differences were observed for the auditory-perceptual judgments using the GRBASI scale; however, the strain was improved for the VFE group. No differences in self-report measures were also seen, except for the VFE group. This study provides preliminary evidence for the PMVE therapy program. Further research is needed in large and diverse samples and clinical application is invited.

The purpose of the investigation was to determine the feasibility of motivational interviewing (MI) to increase caregiver facilitation of articulation home practice. The number of completed caregiver-facilitated practice sessions was collected daily throughout the investigation. MI was introduced to three caregivers who all identified feelings of ambivalence surrounding home practice. All caregivers participated in at least two MI sessions. There were three demonstrations of an increase in the percentage of home practice facilitation when MI was introduced, which suggests a functional relationship between MI and home practice facilitation. Overall, the data suggested that MI may improve caregiver facilitation of home practice. The results of this investigation demonstrated that all participants improved their ability to facilitate articulation home practice with their children after participating in MI sessions, compared to baseline. Additionally, results indicated that this guiding style of communication may be useful for resolving ambivalence surrounding articulation home practice facilitation.

The authors evaluated the ability of typically developing preschool children to acquire the phonemic awareness skill of first sound fluency (FSF) when trained through an explicit modeling treatment paradigm. Three preschool children participated in a single-case A-B-A research design in which the independent variable was shared book reading between professional and child with embedded modeling of first sounds in words and the dependent variable was the participants' ability to produce first sounds in words in response to the professional's auditory probes. A baseline phase included sessions without intervention. An intervention phase followed with sessions of explicit modeling of first sounds with hierarchal cueing and a follow-up phase. All three participants demonstrated immediate behavior change in an accelerating trend direction for FSF performance which was achieved after five sessions. However, the children's accuracy in producing first sounds in words was not maintained at levels expected for any of the participants. Suggestions are provided for how this strategy can be used and adapted by clinicians and educators to prepare preschool children for phonologically based emergent literacy skills needed to succeed in kindergarten.

This research was designed to deepen the understanding of contributing factors to disparities in speech-language pathology (SLP) service delivery to children of diverse backgrounds with language and communication delays, as well as to initiate community connections. We sought to understand the perspectives and experiences of those who provide or oversee SLP services to children with communication disorders in early intervention settings in Washington State. Individual semistructured interviews were completed with six SLPs and three administrators across five organizations. The interviews were designed to understand both individual- and systems-level contributing factors to service delivery challenges. Interviews were analyzed using an iterative coding process with multiple rounds of coding and multiple coders. In addition to synthesizing participants' understandings of, and preparation for, culturally responsive practice, three overarching themes are presented: (1) assets of early intervention as a service delivery model, (2) the distance between families and the practitioners and systems that serve them, and (3) compromised access and quality of services due to a predominantly monolingual-English system. Findings inform the next steps for building community partnerships with early intervention organizations. The long-term goal of this work is to collaboratively develop a participatory research program on equitable service delivery that addresses children's, families', and SLPs' needs.

Racially and ethnically minoritized (minoritized) autistic individuals face intersectional disparities in service access in the transition to adulthood. Our understanding of disparities is limited by systematic exclusion from research and inadequate approaches to characterizing services. To address these gaps and effect advocacy, this study (1) examined services received, unmet service needs, and barriers in minoritized autistic adolescents and adults and (2) determined if language, NVIQ, and autism traits predict services when deployed as binary or continuous variables. Academic and community partners tailored community-based participatory research (CBPR) to a local context. Participants (N = 73, ages 13-30) completed a behavioral assessment protocol. Participants and caregivers provided information on services received, unmet service needs, and barriers to services. Data were analyzed using descriptive and regression. Participants received multiple services yet had multiple unmet service needs and barriers. Effects of services differed by approach. Language impairment, but not language scores, predicted receiving more services. High levels of autism traits and autism trait scores predicted more unmet service needs. While the number of services and unmet service needs was similar to prior work, differences in individual service variables and effects support attention to heterogeneity. Findings support intersectional approaches to CBPR and autism research.

Autistic adults report communication access barriers related to the prioritization of speech over all other forms of communication. Our participatory research team, including autistic adults who use augmentative and alternative communication (AAC) both part- and full-time, designed and administered a 35-question online survey to examine school-based professionals' knowledge, training, and practices related to AAC and autism. The current study reports a portion of the larger data set specific to participants' definitions of speech terms related to autistic speech. A total of 567 participants completed the survey. Thematic analysis of participants' responses to speech definitions revealed multiple themes, including a focus on speech without implying or suggesting other forms of communication, speech production (mechanics), communication functions (intentionality), deficits, and definitions that were exclusionary in nature (e.g., identifying what the term did not define). Quantitative analysis of definitions of autistic speech revealed the need for increased exposure to these internal speech states for professionals working with autistic children. Increasing school-based professionals' knowledge, including community-sourced knowledge, related to autism and AAC, can improve access to AAC for speaking autistic students who may benefit from AAC.

This clinical tutorial draws on a case study to demonstrate how researchers can design studies that access the voices of even the youngest children. The case study explored young children's perceptions of reading at a time when government policy directs that reading should be taught through a systematic synthetic phonics "first and fast" approach and assessed using the phonics screening check. This collective case study, set within a single primary school, used a range of tools designed within a listening framework, to explore the views of seven 5- to 6-year-old children. By reflecting carefully on the methodology used in this study, this article demonstrates how children can be skilled and insightful participants in research provided they are given activities that allow them to engage, respond, and communicate in ways appropriate for their age. This tutorial has implications for all those interested in conducting participatory research with young children.

Millions of individuals who have limited or no functional speech use augmentative and alternative communication (AAC) technology to participate in daily life and exercise the human right to communication. While advances in AAC technology lag significantly behind those in other technology sectors, mainstream technology innovations such as artificial intelligence (AI) present potential for the future of AAC. However, a new future of AAC will only be as effective as it is responsive to the needs and dreams of the people who rely upon it every day. AAC innovation must reflect an iterative, collaborative process with AAC users. To do this, we worked collaboratively with AAC users to complete participatory qualitative research about AAC innovation through AI. We interviewed 13 AAC users regarding (1) their current AAC engagement; (2) the barriers they experience in using AAC; (3) their dreams regarding future AAC development; and (4) reflections on potential AAC innovations. To analyze these data, a rapid research evaluation and appraisal was used. Within this article, the themes that emerged during interviews and their implications for future AAC development will be discussed. Strengths, barriers, and considerations for participatory design will also be described.