Field Of Speech-language Pathology Research Articles

Acceptability of Racial Microaggressions From the Perspective of Speech-Language Pathology Students.

Implicit racial and ethnic biases have been documented across a variety of allied health professions; however, minimal research on this topic has been conducted within the field of speech-language pathology. The purpose of this study was to understand implicit racial and ethnic bias in speech-language pathology students by examining their perceptions and attitudes about the acceptability of racial and ethnic microaggressions. We also examined whether the student ratings varied by their racial and ethnic identity (White vs. people of color [POC]). Fifty-nine students (72% White, 28% POC) currently enrolled in a speech-language pathology program voluntarily completed the Acceptability of Racial Microaggressions Scale via an online Qualtrics survey. Although 70% of the student ratings classified the microaggressive statements as unacceptable, 30% of their ratings classified the statements as either (a) acceptable or (b) neither acceptable nor unacceptable. Although both groups of students rated the majority of statements as unacceptable, students who self-identified as White rated more statements as acceptable than students who self-identified as POC. Findings indicating relatively high rejection of microaggressive statements by speech-language pathology students are promising. However, responses were not uniform, and a nontrivial proportion of responses provided by speech-language pathology students reflected passivity toward or active endorsement of microaggressive statements.

한국어교육학과 언어병리학 그리고 청각학의 학문 간 융합 연구 시론

In order to expand the research area of Korean language pedagogy, this paper attempted to explore convergence research tasks with academic fields that have the commonality of Korean, such as Speech-Language Pathology and auditory studies. Speech-Language pathology is essentially an academic field that seeks ways to solve problems for people who have communication problems. Audiology is also an academic field that focuses on how to overcome communication difficulties using speech sounds based on the perception characteristics of speech sounds. As such, the need for convergence research to solve tasks that are difficult to solve independently in each academic field is great in that they are interested in the nature of Korean and its usage patterns. In the field of Speech-Language Pathology, in order to solve problems related to language development, standards for accurately measuring the degree of language development and treating people with delayed development or disabilities are needed. Although there is a need for convergence research with the Korean Language Pedagogy on how to prepare standards and guide language functions such as reading, writing, speaking, and listening, as well as essential vocabulary and grammar dlements used in everyday life, according to age and school age, such research has not been sufficiently conducted. There is no standard for treating this because it does not clearly present clear standards for language ability development, and it is difficult to present appropriate and effective educational methods in terms of educational methodology. In this regard, it was argued that future research on the development and rehabilitation methods of language development diagnostic tools should be conducted. In the field of Audiology, research related to the development of speech perception test tools is needed. For full communication, it is necessary to develop a tool that can test the communication ability of words, phrases, sentences, and discourse units beyond the stimulation of speech sounds at the phoneme level. Although there are differences in educational methods depending on the subject of education, linguistic pathology, and audiology, the fundamental content of education is very large. In the case of researchers, there may be a tendency to think that Korean language pedagogy has conducted relatively more research related to the characteristics of the Korean language than speech-language pathology and audiology. However, it is necessary to acknowledge that the research results on the nature of the Korean language required by neighboring disciplines are insignificant, and to conduct research to identify the nature and usage patterns of the Korean language through communication and cooperation with neighboring disciplines.

Speech-Language Pathology in China: An Overview

Purpose: China is a middle-income developing country that is aging rapidly. Speech-language pathology is a developing field in China. The article aims to provide a brief overview of the current status of speech-language pathology in China. Method: This article presents the authors' viewpoint, bolstered by insights from nine speech-language pathologists (SLPs) in China. To enrich the depth of the discussion on achievements and challenges within the Chinese speech-language pathology field, the authors also conducted a review of relevant articles in Standard Chinese–based databases. Result and Discussion: The authors have delineated both the major achievements and barriers in the field of speech-language pathology in China. Recommendations for improvement are included, emphasizing the importance of sustained efforts from researchers, clinicians, educators, governments, and related organizations within China. Additionally, the authors extend their suggestions to clinicians and researchers in other countries. Conclusion: While the field of speech-language pathology has substantially developed in the past 40 years, several challenges confront SLPs in China at both the educational and practical levels.

Major discrimination due to stuttering and its association with quality of life

PurposeThis study aimed to identify what types of major discrimination have been experienced by adults who stutter throughout their lives, and investigate the association between the number of different types of major discrimination events experienced and quality of life. MethodsMeasures of quality of life (Kemp Quality of Life Scale) and major discrimination (adapted Major Experiences of Discrimination Scale) were completed by 303 adults who stutter. Correlational and regression analyses were conducted with these variables. ResultsA majority (56%) of the participants had experienced at least one episode of major discrimination due to stuttering during their lives. The major discrimination experiences most commonly reported included not being hired for a job and being discouraged by a teacher or advisor from pursuing certain careers or jobs because of stuttering. There was a significant negative relationship between quality of life and major discrimination. Increased major discrimination predicted lower quality of life even after taking into account demographic variables and severity of physical speech disruption. ConclusionsThe findings of a negative association between major discrimination and quality of life add support to the notion that reducing societal stigma related to stuttering should be a priority of the field. Discriminatory practices of listeners constitute a social-environmental barrier to communicative participation and quality of life in people who stutter and should be addressed by professionals in the field of speech-language pathology and other stakeholders.

원격 음운변동중재가 읽기부진학생의 단어인지와 읽기유창성에 미치는 효과

Purpose: Communication technology and electronic devices are developing rapidly, and as many students have experienced remote education since COVID-19, the interest in the necessity and effects of telepractice has also grown in the field of speech-language pathology. Accordingly, this study aimed to investigate the effectiveness of telepractice for poor readers. Method: The subjects of the study were three 2nd-3rd grade students with poor reading. They were able to read words using the phonics principle but had difficulty reading words adapted to phonological processes. For these subjects, phonological processing intervention was conducted for 4 types of 7 coda rule, lenition, tensification, and aspiration. Both intervention and evaluation were conducted remotely using ZOOM. An intermittent multiple baseline design was applied to determine whether remote phonological processing intervention had a positive effect on the word identification of poor readers, and a pre-post design was applied to confirm improvements in reading fluency. Results: Results indicate that, following remote phonological processing intervention, all students demonstrated improvements in word identification scores compared to the baseline. Furthermore, their reading fluency scores exhibited enhancement in the post-test compared to the pre-test. Conclusion: In conclusion, the study demonstrates the effectiveness of remote phonological processing intervention for poor readers. We explored models and directions for future telepractice.

Proactive Strategies for Breaking Barriers: Advancing Justice Initiatives in Speech-Language Pathology for Diverse Populations in Voice Management and Upper Airway Disorders

Purpose: This clinical focus article examines the importance of justice, equity, diversity, and inclusion (JEDI) initiatives in the field of speech-language pathology, particularly in the context of voice management and upper airway disorders. Method: We begin by acknowledging the growing focus on JEDI-related strategies, such as supporting students from diverse cultural backgrounds, measuring clinician competence in working with diverse clients, and increasing awareness of cultural and linguistic diversity in patient populations. We emphasize the need for both individual and systemic efforts to develop competence in JEDI initiatives. However, challenges exist in developing culturally responsive materials and documentation at a macro level, including the lack of research and resources in understanding the needs of diverse patient populations in voice and upper airway disorders. The clinical focus article highlights the absence of demographic data related to cultural and linguistic diversity in this field and discusses the challenges in developing language-specific materials, culturally relevant assessment tools, and therapeutic interventions aligned with cultural values and standards. Limited funding and resources further impede progress in JEDI initiatives and the development of tailored intervention models. Recognizing the impossibility of accounting for every unique intersectionality, the clinical focus article offers foundational steps toward creating an inclusive space and providing culturally responsive health care. It specifically focuses on gender-inclusive care, diagnostic considerations for socially linguistically diverse individuals, and addressing issues of clinical ableism. Conclusion: The clinical focus article aims to identify and expand upon current resources for culturally responsive practice in the American Speech-Language-Hearing Association, particularly in the context of voice and upper airway disorders.

A Comparative Study on Visual Attention, Verbal Engagement and Parental Behaviors During Shared Book Reading Using Scripted and Unscripted Story Books for Children with Autism Spectrum Disorder

Purpose: Shared book reading is nowadays considered as an important early language stimulation technique in the field of speech language pathology which encourages parent-child bonding and creates a conducive environment for language development. The parent-child interaction is important for a child with Autism Spectrum Disorder. This interaction along with adequate and contingent parental responses fosters early language development in children. Language-related parent behaviors promote children’s oral language skills by not only exposing the child to book-related vocabulary (e.g., labeling pictures, explaining word meanings, and linking words to everyday events), but also through explicit teaching of meaning-related skills related to the overall structure of the story (i.e., story grammar). Print-related SBR behaviors draw the child’s attention to print-related features of the book, for example, letter names and sounds.Methods: To better understand the relationship between children’s visual attention, verbal engagement and parent shared book reading behaviors during shared book reading tasks, this study included 10 preschoolers on the Autism Spectrum and their parents sharing an unfamiliar storybook including which are scripted and unscripted. Videos of the shared book reading interactions were transcribed and coded for visual attention, verbal engagement and parent behaviors using observational coding schemes. The frequency of visual attention, verbal engagement and parental SBR behaviors were compared between the scripted and unscripted story books using statistical tests-Wilcoxon signed rank test and Fisher’s Exact test.Results: Result reveals that there was no statistically significant difference between frequency of visual attention during unscripted story books and scripted books. Parental behaviors parameters pertaining to shared book reading were analyzed and found a significant difference in usage of book language is greater for scripted story books compared to unscripted books.Conclusions: The key findings shows the type of book (scripted or unscripted) have a significant impact and its contribution to the intervention of children with Autism Spectrum Disorder. Parental SBR behaviors can in turn contribute to the development of childhood language and preliteracy skills.

Perception of Supervisory Styles.

Supervision is a dynamic and challenging leadership process that remains an essential element within the field of speech-language pathology. This study examines a facet of the supervisory relationship and investigates whether supervision styles are similarly perceived by the supervisor and supervisee and if a mismatch in perceptions relates to satisfaction between supervisor-supervisee dyads. Data were collected through completion of a demographic questionnaire as well as the Supervisory Style Inventory, which categorizes supervisory style as being attractive, interpersonally sensitive, task-oriented, or mixed. Findings demonstrate notable variance in the self-reported supervisor style and the style supervisees perceived as being demonstrated with over half (66%) of supervisor-supervisee dyads reporting a perceived mismatch in style. There was not a significant difference in the level of supervisee satisfaction for supervisor dyads reporting a match in style compared with mismatch. Satisfaction was correlated with all three reported style characteristics; however, interpersonal and task-oriented supervisory style characteristics were more strongly correlated with supervisee satisfaction. Having a mixed style was the only style that was significantly correlated with supervisees reporting having their needs met. Discussions include practical implications, limitations of the study, as well as recommendations for future research.

Qualitative Analysis of the Experiences and Perspectives of Autistic Speech-Language Pathologists.

Supporting autistic speech-language pathologists (SLPs) is critical to expanding diversity within the field of speech-language pathology. The purpose of this study is to better understand how autistic SLPs reconcile tensions between their personal and professional experiences and negotiate the intersection of these identities. Five certified SLPs, each of whom had a formal autism diagnosis or self-identified as autistic, engaged in a one-on-one semistructured conversation. The recorded interviews were transcribed manually. Following grounded theory analysis, multiple levels of coding were performed to construct a theoretical interpretation of the data. Four themes arose from the analysis. In the first, participants described their outlooks on their autistic identities and how these have changed over time. The second theme concerns interpersonal tensions and conflicts related to communication differences across neurotypes. In the third, participants reflected on the stigma and ableism they face in their careers, and concerns about disclosing their autistic identity in the workplace. The fourth comprised participants' neurodiversity-affirming approaches to clinical practice with autistic clients. This study represents a first step toward understanding the unique strengths of autistic SLPs and the challenges they face. They can be better supported throughout their education, training, and careers. Our field must embrace and promote the neurodiversity paradigm to truly support all our colleagues and clients.

In Support of a Public Health Approach to Late Talking.

This article aims to support and extend Di Sante and Potvin's (2022) viewpoint, "We Need to Talk About Social Inequalities in Language Development," by providing additional detail on a proposed public health approach to language development and late talking specifically. A public health approach can be a model for the field of speech-language pathology to improve child language across social gradients and reduce inequities in late talking. A public health approach is defined and compared to the clinical approach. A proposal for how a public health approach could be applied to address inequities in late talking is described. A public health approach merits consideration by leaders and institutions in the field of speech-language pathology. This approach draws attention to the role of social determinants of language development and the need to address structures and systems that not only support clinical intervention to address disorders but also that focus on prevention of late talking and promotion of healthy language development. A public health approach requires engaging stakeholders outside the field of speech-language pathology, thus strengthening opportunities for progress.

Where Do You Anchor Your Beliefs? An Invitation to Interrogate Dominant Ideologies of Language and Languaging in Speech-Language Pathology.

Ideologies are like rocks onto which individuals and institutions anchor their thoughts about what it means to be an "ideal language user" and what "standardized languaging" is. These deeply ingrained beliefs, influenced by colonial legacies and sociopolitical contexts, invisibly enforce a hierarchical order between people and their access to rights and privilege within societies. They inferiorize, marginalize, racialize, and nullify students and their families. The purposes of this tutorial are to reflect upon common dominant ideologies about language and languaging that are present in definitions, practices, and materials used in school-based settings by speech-language pathologists (SLPs) and to offer an invitation to interrupt the practices that are birthed from upholding these beliefs and are dehumanizing to children and families living at the intersections of marginalization. To illustrate how these beliefs about language are enacted in the field of speech-language pathology, a selection of materials and approaches are presented and related to their ideological roots while implementing a critical stance. Ideologies uphold idealized versions of "normality" and constructions of "deviance." Left unexamined, these beliefs remain encoded in traditionally considered scientific categories, policies, approaches, and materials. Critical reflexivity and action are key in the process of up-anchoring and shifting perspectives for ourselves and our institutions. The hope is that, through this tutorial, SLPs can increase their critical consciousness while envisioning how to interrupt oppressive dominant ideologies and, therefore, conceive of a future path that advocates for liberated languaging.

A Clinician's Guide to Critically Appraising Randomized Controlled Trials in the Field of Speech-Language Pathology.

When considering original research articles, randomized controlled trials (RCTs) provide the highest level of research evidence. Given this, RCTS are often used by clinicians performing evidence-based practice to determine the most effective intervention for a specific patient or patient population. Although RCTs represent a high level of research evidence, it is important for clinicians to critically appraise RCTs to determine the validity of the study methods deployed, the statistical and clinical significance of treatment effects, and whether or not the results generalize to a particular patient, patient population, and/or clinical setting. Therefore, this tutorial will provide clinicians with an overview of what an RCT is, the various types of RCTs, when RCTs are appropriate to conduct and/or use to inform clinical practice, and the advantages and limitations of RCTs. Additionally, this tutorial will provide clinicians with practical tools to employ when reading an RCT, including checklists with questions, definitions of important terminology frequently used in RCTs, and demonstrations of how to critically appraise RCTs using literature examples from the speech-language pathology literature. Learning how to interpret and apply the results from RCTs to inform clinical practice for purposes of improving patient care is a critical evidence-based practice skill for clinicians to develop. This tutorial will assist clinicians in the field of speech-language pathology by furthering their fundamental knowledge of RCTs and by providing them with pragmatic tools to critically appraise RCTs to inform their clinical practice.

Viewpoint Telepractice 2025: Exploring Telepractice Service Delivery During COVID-19 and Beyond

Purpose: The purpose of this article is to outline the challenges and opportunities faced by speech-language pathologists (SLPs) providing telepractice services as the profession approaches the 100th anniversary of the American Speech-Language-Hearing Association in 2025. As this anniversary approaches, SLPs nationwide will reflect on the profession's past, present, and future. Undoubtedly, issues concerning the COVID-19 pandemic and the use of telepractice technology during this time will be analyzed. This article will outline several challenges for the profession and clinicians to consider for the longevity of telepractice service delivery, including (a) consensus on eHelper/facilitator terminology, (b) designating a telepractice service delivery model, (c) exploring telepractice occupational culture, and (d) pursuing future directions (e.g., ethnographic applications and cultural-linguistic diversity). Conclusions: Although telepractice service delivery has existed for less than a century, there is evidence of rapid progress. Meeting the challenges ahead for SLPs using telepractice may have a lasting impact on clinical implications in the field of speech-language pathology in 2025 and beyond the COVID-19 pandemic.

Resisting Ableism in School-Based Speech-Language Therapy: An Invitation to Change.

Resisting Ableism in School-Based Speech-Language Therapy: An Invitation to Change.

Exploring the attitudes and practices among student clinicians in India on multilingual issues in the field of speech-language pathology.

Student clinicians (graduates and undergraduates) in speech-language pathology deal with various multilingual issues while providing clinical services to individuals with language impairments. This study explores the attitudes and practices of undergraduate and graduate speech-language pathology students in India towards multilingualism and handling these issues. One hundred and twenty-eight students (71 graduates and 57 undergraduates) participated in the study. Phase 1 of the study included the development of a questionnaire to explore the attitudes and practices of student clinicians in speech-language pathology. The questionnaire was converted into an online survey in Phase 2. Phase 3 comprised data and statistical analysis to summarize and interpret collected data. Graduate and undergraduate students significantly differed in their attitudes and perception toward multilingual issues (p<0.05). Most clinicians demanded a change in the current views on assessment/intervention, considering the linguistic background of the patient/caregivers. Other issues surrounding multilingualism included parents' education levels, lack of sufficient assessment tools, unavailability of translators/interpreters, and poor linguistic competency of clinicians. These findings assist academic programs in planning and developing modules to aid students in handling the major multilingual issues encountered during clinical interactions.

Counseling in Speech-Language Pathology: Perspectives and experiences of Speech-Language Pathologists in India

BackgroundCounseling is important in service delivery in the field of Speech-Language Pathology. The skills required for counseling can be utilised during the assessment and management of all communication disorders. To develop, validate and administer a questionnaire assessing current perspectives and experiences of working speech-language pathologists practising in India towards counseling. MethodsThe questionnaire consisted of 36 questions towards counseling which were completed by 116 speech-language pathologists. Statistical analysis was carried out using Jamovi 2.0.0.0 to determine descriptive statistics and the internal consistency of the questionnaire using Cronbach's Alpha. ResultsThe participants perceived the importance of counseling and were comfortable with providing counseling. The most common source of knowledge on counseling was reported to be discussions with colleagues and friends. The participants considered all the suggested aspects of counseling to be extremely important. The most common area difficult to counsel was reported to be reading and writing disorders. ConclusionsThe questionnaire helped in providing insight into the current perspectives and experiences towards counseling in the field of communication disorders in India.

The Relationship Between Menopause and Dysphagia: A Scoping Review.

Menopause marks the end of fertility and rapid decline of ovarian hormones in the female body, which corresponds to a myriad of changes to bodily systems, including the upper aerodigestive tract. Despite substantial evidence that menopause negatively impacts oral health, bones, and skeletal muscles, little research has examined these effects as they relate to swallowing. The purpose of this scoping review was to compile and summarize the existing literature investigating the relationship between menopause and swallowing-related structures and physiology. Search terms were selected for three databases (PubMed, Scopus, and CINAHL) to gather relevant literature evaluating the relationship between menopause and swallowing-related anatomy as well as swallowing functions in both human and animal models. Relevant articles were reviewed, collated, and summarized to synthesize findings, identify gaps in the literature, and provide suggestions for future directions. This scoping review yielded 204 studies with the majority of these studies relating to one or more of the following categories: oral health, saliva, mandibular structures, and taste. Common oral symptoms reported in the literature included xerostomia, hyposalivation, tooth decay, inflammation of oral mucosa, and oral pain. Although literature supports that menopause adversely affects oral health, saliva, mandibular structures, and alters taste, a dearth of information was evident regarding how these hormone-dependent changes can adversely affect swallowing. The relationship between menopause and swallowing has been overlooked by field of speech-language pathology. By identifying the major gaps in the literature, these results will inform future investigations evaluating relationships among ovarian hormones and swallowing.

FREQUENCY OF OCCURRENCE OF PHONEMES IN HINDI

Hindi, an Indo-Aryan language is the national language of India and the state language of various North Indian states of India such as Madhya Pradesh, Delhi, Uttar Pradesh etc. Statistics on the phonemes of a language provides useful information in the field of speech language pathology, audiology, linguistics and communication engineering. The data can be effectively used for the assessment and selection of target phonemes for treatment of various communication disorders, develop phonetically balanced word lists for audiological testing, and teach foreign language. It also provides valuable information to device text to speech systems and automatic speech recognition systems. The earlier data on frequently occurring phonemes in numerous Indian languages were derived from written sources. However, information from spoken language may be of more significance compared to written language. The aim of the present study was to determine the frequently occurring phonemes in spoken Hindi. Participants were native speakers of Hindi in the age range of 20 to 70 years. Eighteen group conversation samples were recorded. The samples were transcribed using IPA transcription. Systematic Analysis of Language Transcripts (SALT) software was used to analyze the samples in order to obtain the frequently occurring phonemes. Descriptive statistics was applied for the same. Results revealed that phonemes /n, a, e, f, h, k/ were the most frequently occurring phonemesin Hindi. Aspirated phonemes (/gh/, /ʈh/, /ph/, /ɖh/) were the least present phonemes in the data. High and front vowels were more frequently present in spoken Hindi. Considering the manner of articulation, nasals and stops had higher occurrence. Alveolar dominated considering the place of articulation of phonemes. The applications of the study are extensive and can be utilized efficiently in a variety of disciplines.

FREQUENCY OF OCCURRENCE OF PHONEMES IN HINDI

Hindi, an Indo-Aryan language is the national language of India and the state language of various North Indian states of India such as Madhya Pradesh, Delhi, Uttar Pradesh etc. Statistics on the phonemes of a language provides useful information in the field of speech language pathology, audiology, linguistics and communication engineering. The data can be effectively used for the assessment and selection of target phonemes for treatment of various communication disorders, develop phonetically balanced word lists for audiological testing, and teach foreign language. It also provides valuable information to device text to speech systems and automatic speech recognition systems. The earlier data on frequently occurring phonemes in numerous Indian languages were derived from written sources. However, information from spoken language may be of more significance compared to written language. The aim of the present study was to determine the frequently occurring phonemes in spoken Hindi. Participants were native speakers of Hindi in the age range of 20 to 70 years. Eighteen group conversation samples were recorded. The samples were transcribed using IPA transcription. Systematic Analysis of Language Transcripts (SALT) software was used to analyze the samples in order to obtain the frequently occurring phonemes. Descriptive statistics was applied for the same. Results revealed that phonemes /n, a, e, f, h, k/ were the most frequently occurring phonemesin Hindi. Aspirated phonemes (/gh/, /ʈh/, /ph/, /ɖh/) were the least present phonemes in the data. High and front vowels were more frequently present in spoken Hindi. Considering the manner of articulation, nasals and stops had higher occurrence. Alveolar dominated considering the place of articulation of phonemes. The applications of the study are extensive and can be utilized efficiently in a variety of disciplines.

Training School Professionals in a Global Pandemic: Insights From Elementary Education and Speech-Language Pathology.

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? 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. 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. 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.