Neural substrates of speech disorders in Parkinson's disease: A narrative review of the evidence from task-based and resting-state fMRI studies.

Speech and Language Disorders (SLDs) significantly impact social interaction, communication, and educational outcomes, making them a global health priority. According to data published by Komodo Health, speech disorder diagnoses among children aged 0–12 increased by 110% in 2022, reaching 1.2 million cases compared to the pre-pandemic average of 570,000. Addressing this growing challenge requires empowering the research community with diverse and comprehensive corpora to drive investigations and develop innovative tools. This paper systematically reviews existing SLD corpora, evaluating their relevance to research and technological innovation. The corpora are categorized based on target population, language, data modality, and task domain. Thirteen SLDs are explored, including neurological language breakdown, motor speech disorders, child language impairments, and communication challenges in autism spectrum disorder. The review identifies key research directions in the field of SLD and highlights critical gaps and challenges using statistical insights drawn from the analysed search. Emerging trends such as multimodal data integration and artificial intelligence applications for advanced data analysis are emphasised. The review concludes with recommendations for enhancing the utility and accessibility of SLD corpora, underscoring the importance of interdisciplinary collaboration and community engagement to address existing limitations. This review serves as a valuable resource for clinicians and researchers, guiding them in selecting the most suitable database/corpora to address their clinical and investigative needs while advancing the field of SLD research and innovation. • The paper systematically reviews available databases for speech and language disorders. • The review identifies gaps in existing databases, including underrepresented speech and language disorders. • It categorizes databases by disorder type, data modality, and intended research use. • The study emphasizes the need for interdisciplinary collaboration in research. • The paper provides a roadmap for improving data collection and future research initiatives.

The connection between speech development and civic competence in children has drawn growing interest in educational and developmental studies, with speech recognized as a key factor in fostering active citizenship. This article explores this relationship, examining how speech skills enable children to participate in social discussions, express civic values, and engage in community activities. Based on experiences of the United States, Europe, and international research, it analyzes mechanisms through which speech builds civic abilities such as communication skills, critical thinking, and social responsibility. This research also discusses how speech disorders impede community development. Evidence from various contexts highlights speech development's role in civic socialization. Studies on adolescents show that communication competence significantly predicts civic engagement, political participation, and consumer behavior, often mediating influences from family, schools, peers, and media. For example, open discussions at home and in classrooms boost motivation for civic activism by enhancing skills in information sharing and deliberation. Surveys across 28 countries indicate that schools fostering open climates for issue-based discussions achieve better civic outcomes, particularly when incorporating speech-focused activities. In Europe, youth in newer democracies display stronger participatory attitudes, supported by speech-driven digital activism, while wealthier nations emphasize social justice knowledge but often fall short in engagement norms. On the other hand, speech disorders create significant obstacles, leading to social withdrawal, reduced peer interactions, and long-term challenges in mental health and inclusion. Research on developmental language disorders and speech sound impairments shows links to reduced social competence and participation, underscoring the need for targeted interventions to restore communication pathways vital for civic competence. The problem statement notes the underrecognition of speech's role in civic education, especially given globalization's demand for intercultural dialogue. The study's purpose is to establish this connection, analyze international practices, and propose strategies to enhance civic development through speech-focused approaches. Recent research is reviewed, highlighting key studies from the U.S., Europe, and global contexts, which consistently show that dialogic teaching and pragmatic instruction strengthen civic skills. The main discussion explores country-specific practices: U.S. models emphasize mediated communication effects; Poland and Hungary integrate psycho-pedagogical support for speech issues into civic programs; Sweden and Poland target early language development for social roles; and UNESCO advocates intercultural speech training. Conclusions of this article synthesize these findings, offering recommendations such as incorporating dialogic activities into curricula, providing targeted speech therapy for children, training educators to promote inclusive civic development. This study connects speech therapy and civic education, providing useful insights for educational practices around the world.

ObjectiveTo evaluate whether prenatal exposure to specific antiseizure drugs increases the risk of neurodevelopmental disorders in children.DesignPopulation based cohort study.SettingHealthcare use data from publicly and commercially insured beneficiaries in the United States, 2000-21.ParticipantsPregnant patients with epilepsy linked to offspring.InterventionsDispensing of the antiseizure drug of interest during the second half of pregnancy (synaptogenesis period): carbamazepine, lacosamide, lamotrigine, levetiracetam, oxcarbazepine, phenobarbital, phenytoin, topiramate, valproate, and zonisamide. The reference group consisted of pregnant patients with diagnosed epilepsy, but no antiseizure drug dispensation from three months before pregnancy until delivery.Main outcomes measuresAny neurodevelopmental disorder, attention deficit hyperactivity disorder, autism spectrum disorder, behavioral disorder, developmental coordination disorder, intellectual disability, learning difficulty, and speech or language disorder identified using validated algorithms. Hazard ratios were estimated using Cox proportional hazard models with propensity score overlap weighting to adjust for potential confounders.ResultsThe cohort included 8887 children who were prenatally unexposed. Exposed pregnancies ranged from 219 for lacosamide to 5261 for levetiracetam. Valproate and zonisamide showed associations with several outcomes (adjusted hazard ratio range 1.26-4.50), whereas levetiracetam and phenytoin were not associated with an increased risk of any outcome. Several drugs were associated with a two to fourfold risk increase for intellectual disability, but estimates were imprecise because of the small number of children with this disorder. Although no meaningful associations were found for topiramate and lamotrigine across most outcomes, there was a potential signal for intellectual disability (both drugs) and learning difficulty (topiramate only; hazard ratio 1.23 based on small numbers). Carbamazepine and oxcarbazepine showed a modest risk increase for attention deficit hyperactivity disorder and behavioral disorders (hazard ratio range 1.23-1.40). Results were robust across several sensitivity analyses, including using lamotrigine as an active comparator.ConclusionsThe findings strengthen the evidence for increased neurodevelopmental risks among children with prenatal valproate exposure and suggest the need for further evaluation of zonisamide. Signals for other antiseizure drugs, observed in the context of several comparisons and rare outcomes, require confirmation as data accumulate.

The relevance of the presented clinical case is due to the need to find effective rehabilitation strategies for patients who have suffered a hemorrhagic stroke. In the recovery period after a stroke, in most cases, there is a severe neurological deficit: motor disorders, speech disorders, cognitive disorders, dysphagia, which can potentially lead to life-threatening complications and worsen the functional outcome. The proposed clinical observation illustrates the validity and effectiveness of a multidisciplinary approach in the medical rehabilitation of patients after a stroke. The patient is a 52-year-old man with an intracerebral hemorrhage in the right hemisphere of the brain, cerebral edema without dislocation, and a polymorbid background. He underwent rehabilitation for 8 weeks in the intensive care unit and the neurological rehabilitation unit. During the patient's examination, the method of an integrative assessment of swallowing function developed by the specialists of the FNCC RR was used, which allowed for the timely clarification of the direction of further correction of the disorders. The rehabilitation program included neuropsychological classes, medical and speech therapy procedures, rhythmic transcranial magnetic stimulation according to the dysphagia protocol, individual therapeutic gymnastics classes, and robotic mechanotherapy on biofeedback simulators. The effectiveness of the rehabilitation was assessed using the Functional Independence Measure (FIM) scale. At the first stage, the increase was 1.81 points per day, and at the second stage, it was 1.41 points per day. Over the entire course of rehabilitation measures, the increase was 1.64 points per day. The growth rates of the FIM scale indicators as an indicator of the effectiveness of rehabilitation results were discussed. Thus, a comprehensive multidisciplinary approach to the rehabilitation of a patient after a stroke, the inclusion of activities with proven effectiveness in the rehabilitation program in accordance with current clinical guidelines, significantly increases the effectiveness of medical rehabilitation. The assessment of the effectiveness of medical rehabilitation using the FIM scale allows for reliable monitoring of patients' ability to perform basic daily activities and the degree of dependence on assistance during rehabilitation.

Assessment tools for diagnosing aphasia in languages other than English are scarce, particularly for minority languages such as Catalan. The present study introduces the Catalan adaptation of the Comprehensive Aphasia Test (CAT-CAT), the first assessment tool of its kind in Catalan, which was developed with careful consideration of cultural and psycholinguistic factors. Additionally, the study provides normative data based on a sample of 110 Catalan-dominant speakers without language or speech disorders in order to establish the range of non-pathological performance and cut-off scores. We also examined the role of sociodemographic factors on language skills in multilingual speakers of a minority language, a topic often overlooked in the literature. Our findings show that subtests evaluating writing skills in Catalan-speaking individuals are less reliable than those assessing oral abilities, as many Catalan speakers have not received formal instruction in their mother tongue. This factor influences performance more than other variables, such as education level. Notably, language-mixing effects from Spanish were observed mainly in specific production subtests. These findings emphasize the need for language-specific adaptations and, therefore, the value of the CAT-CAT as a tool for both clinical and research purposes in aphasiology.

The effect of transcranial direct current stimulation on reading adaptation in adults who stutter.

Stuttering is a neurodevelopmental disorder characterized by speech disfluencies. While studies have shown a link between syntactic complexity and stuttering in children, its role in adults who stutter (AWS) remains unclear. This study investigates whether increased syntactic complexity correlates with stuttering-like disfluencies (SLDs) in AWS and evaluates three syntactic complexity indices. Participants included 24 French-speaking adults (12 AWS, 12 controls), matched for age, gender, and education. Participants completed a sentence description task using sentences of varying syntactic complexity. Syntactic complexity was quantified using three measures: Mean Length of Utterance (MLU), Index of Syntactic Complexity (ISC), and Index of Productive Syntax (IPSyn). Disfluencies were categorized as SLDs or other disfluencies (ODs). Statistical analyses examined the relationship between syntactic complexity and disfluencies across participant groups. AWS produced significantly more SLDs than controls across all levels of syntactic complexity. The number of disfluencies increased with syntactic complexity in AWS but not in controls. MLU was the most sensitive index for predicting disfluencies. Severe stutterers exhibited higher disfluency rates compared to mild and moderate stutterers. Increased syntactic complexity exacerbates stuttering in AWS. MLU, a measure of sentence length, proved most effective for explaining disfluency rates, suggesting its clinical utility. Findings support the demands and capacities model, indicating that reducing syntactic demands may alleviate stuttering. What is already known on this subject Persistent developmental stuttering is characterized, among others, by an increased number of disfluencies, known as stuttering-like disfluencies. Many linguistic factors influence the apparition of stuttering-like disfluencies, such as phonological characteristics of disfluent sounds. Regarding morphosyntactic factors, it is known that disfluencies switch from function to content words in adults and studies on some languages show that syntactic complexity does influence stuttering in the adult population. However, such studies use different measures of syntactic complexity and are scarce for French. What this paper adds to existing knowledge In our study, we tested a protocol designed to explore syntactic complexity and its relationship with stuttering. Disfluencies were elicited during speech production across varying levels of complexity, and three different measures were used to address the research question. Among these, MLU proved to be the most effective in explaining the occurrence of stuttering-like disfluencies, confirming that sentence length plays a more significant role than sentence structure in adults who stutter. What are the potential or actual clinical implications of this work? This study highlights the importance of syntactic complexity in stuttering, offering insights for clinical speech therapy and research. While stuttering therapy often focuses on children, these findings suggest that simplifying sentence production could also benefit adults who stutter. Speech therapists could work on improving the linguistic abilities of PWS, particularly syntax, to reduce disfluencies and build a stronger language foundation. The study also validates MLU as a reliable tool for measuring disfluencies, easily applicable in clinical practice. Combining these insights with existing programs, such as the Camperdown program, could enhance treatment by addressing both speech fluency and disorder awareness.

Cluttering is a speech fluency disorder that is frequently undiagnosed or misdiagnosed. While existing research has focused mainly on diagnosis and treatment, little attention has been given to its impact on individuals. This scoping review aimed to present the available evidence on the personal impacts of cluttering. Studies were included if they involved individuals with cluttering or caregivers of children with cluttering. The review focused on broad impacts across all cultures and locations. Grey literature, particularly in the form of podcasts, was emphasised. Searches were conducted in Medline, CINAHL, Embase, ERIC, Web of Science, Scopus, and Google (for podcast series) between June and October 2024. Abstracts and full texts were screened by two reviewers, with a third checking a subset. Data extraction followed a deductive framework (Physical, Cognitive, Psychological, Communication, Social, Work, Education), with inductive analysis used to identify final themes and subthemes. Of 174 titles retrieved, 128 were reviewed after removing duplicates. Following full-text screening, 27 records were included - 17 of which were podcasts. People with cluttering face a mix of physical, cognitive, and psychological challenges that affect communication and social interactions. Many fear speaking, avoid communication, experience social isolation and have a negative self-perception. In education and work, cluttering can hinder participation, performance, and career progression. Cluttering affects many aspects of life. Speech Language Pathologists must address these broader impacts and help to foster supportive educational and home environments to improve outcomes.

Neurological sequelae from acute meningitis are estimated to affect more than 30% of survivors worldwide, though often underreported or undetected due to inadequate follow-up, limited access to healthcare services, and diagnostic challenges. The aim of this systematic review and meta-analysis is to assess the time of administered health assessments for the detection of meningitis-related sequelae associated with acute meningitis diagnosis in adult and pediatric populations. A literature review was conducted in three databases. Studies documenting the time frame of sequelae detection after an acute episode of all-cause meningitis were included. Descriptive analysis and meta-analysis of pooled prevalence for neurological outcomes were performed, with subgroup analysis per timepoint of healthcare assessment. A total of 89 studies met inclusion criteria, reporting 9311 adult and 18,658 pediatric meningitis cases. Among adults, 7301 (78.4%) underwent sequelae assessment, with 1339 (18%) diagnosed. The most frequently reported sequelae were hearing loss, followed by focal neurological deficits, psychological after-effects, neurocognitive impairments, seizures, hydrocephalus, speech disorders, vision impairment, and limb loss. While more were assessed before discharge (5270 vs. 2711), the proportion of sequelae diagnoses was higher post-discharge. The pooled prevalence of sequelae was 24.8% (95% CI 20.5-29.2%) at discharge, compared to 41.5% (95% CI 25.7-57.3%) within 3months and 31.9% (95% CI 18.5-45.3%) beyond 3months post-discharge. In children, 14,826 (79%) were assessed, and 3484 (24%) had sequelae, with the most common sequelae being hearing loss, followed by focal neurological deficits, seizures, neurocognitive, and neurodevelopmental impairments. More were assessed post-discharge (8298 vs. 7180), with a higher pooled prevalence of sequelae diagnoses post-discharge. At discharge, the pooled prevalence of sequelae was 28.9% (95% CI 20.8-37%), compared to 29.9% (95% CI 19-40.8%) within 3months and 38.2% (95% CI 30.3-46.1%) beyond 3months after discharge. Meningitis-related sequelae significantly impact quality of life. This review highlights variability and critical gaps in their evaluation, detection, and management, underscoring the need for routine monitoring from discharge through consistent follow-up assessments, as recommended by the new WHO guidelines on meningitis diagnosis, treatment, and care.

ObjectiveThe purpose of this study was to investigate the effect of speech therapy on cerebral morphology in patients with non-syndromic cleft palate with or without cleft lip (NSCP ± L) related articulation disorders using structural magnetic resonance imaging technology.DesignA prospective pre-post intervention study.SettingThis study was conducted in the Department of Oral and Maxillofacial Surgery and the Medical Imaging Center of a tertiary hospital.Patients/ParticipantsA total of 24 children with NSCP ± L, aged 6-16 years, who had undergone cleft palate surgery but still presented with articulation disorders.InterventionsThese patients received standardized speech therapy and were divided into the before therapy scans group (bTherapy Scans) and after therapy scans group (aTherapy Scans). By using high-resolution T1-weighted cerebral magnetic resonance imaging scans.Main Outcome Measure(s)Cerebral gray matter volume (GMV), cortical thickness (CT), fractal dimension (FD), and sulcus depth (SD).ResultsCompared with the bTherapy Scans, the aTherapy Scans showed a significant increase in GMV in the left middle frontal gyrus and left medial orbital frontal lobe; a significant increase in CT and FD in the left rostral middle frontal gyrus; and a significant increase in SD in the right lateral orbital frontal lobe region.ConclusionsSpeech therapy not only effectively improves the articulatory function of children with NSCP ± L-related speech disorders, but its effects may also be associated with structural remodeling of brain regions related to speech motor planning and emotional regulation.

The relevance of this study is driven by the need to develop an objective neuroimaging criterion for the early diagnosis and prediction of long-term neurological outcomes in patients with diffuse axonal injury (DAI). A comprehensive assessment of the condition of major neural pathways using modern imaging techniques such as diffusion tensor MRI (DTI) and HARDI-CSD, followed by follow-up observation, represents a new and promising direction in neurotrauma. Aim . To analyze the relationship between fractional anisotropy (FA) parameters in the corticospinal and arcuate tracts of the cerebral white matter and key neurological status indicators and functional outcomes in patients with acute diffuse axonal injury (DAI). Materials and Methods . The study included 74 patients with DAI and 12 healthy volunteers. In the acute phase (within 1 month) of traumatic brain injury (TBI), all DAI patients underwent diffusion tensor MRI (DTI), and an HARDI-CSD MRI sequence was also performed. The study involved analyzing the mean fractional anisotropy (FA) parameter along the entire length of the corticospinal and arcuate tracts, with subsequent correlation to long-term functional outcomes (assessed no earlier than 3 months post-injury). Results . Significant differences in FA parameters (p < 0.001) were found between healthy volunteers and DAI patients, as well as between patients with and without motor/speech impairments. Patients with unfavorable outcomes showed significant decrease in FA parameters in both corticospinal (p < 0.001) and arcuate tracts (p = 0.003–0.007) compared to the favorable outcome group. Reduction of FA in corticospinal tracts to 0.47–0.54 during the acute injury phase demonstrated high predictive value for motor impairments (AUC = 0.98–0.99), while decrease in arcuate tract FA to 0.39—0.45 was associated with speech disorders (AUC = 0.90–0.95). Conclusion . The FA parameter is informative for differentiating between healthy and impaired cerebral pathways and predicting outcomes in DAI.

Recent literature in special education highlights the value of art-based and reflective approaches in developing communication and social competencies among students with speech and language difficulties. Building on these findings, the present study investigates how art-based intervention can support the communication development of high school student with impaired communication skills. The study hypothesizes that participation in non-directive artistic and creative activities lead to measurable improvements in verbal expression, social interaction, and emotional regulation. A qualitative case study design was employed, focusing on one high school student diagnosed with a speech disorder. Data were collected through structured observation, reflective journaling, and pre- and postintervention assessments of communication performance. Results indicate notable progress in the student’s fluency, confidence, and ability to engage in communication after a series of guided art-based sessions. The findings suggest that art-based methods can serve as an effective supplementary tool for educators working with students with special educational needs. The study underscores the broader implications of integrating creative, art-based pedagogical strategies into inclusive education to promote both linguistic and psychosocial development.

ABSTRACT Background Propranolol is widely adopted as the first‐line treatment for problematic infantile hemangioma (IH). Despite its efficacy and widespread use, concerns persist about potential long‐term neurodevelopmental risks, given propranolol′s ability to cross the blood‐brain barrier during early development. Objectives To evaluate the long‐term risk of neurodevelopmental disorders among patients with IH treated with propranolol compared to those not receiving systemic therapies, and to assess whether delayed initiation of propranolol affects these risks. Methods We conducted a population‐based, retrospective cohort study using the TriNetX platform. Children with IH diagnosed before age three were grouped based on treatment exposure: propranolol‐treated versus untreated (no systemic therapy). Propensity score matching was performed (1:1) for demographics and comorbidities. The primary outcomes included six neurodevelopmental diagnoses: attention‐deficit/hyperactivity disorder (ADHD), behavioural and emotional disorders (BED), speech and language development disorders (SLDD), scholastic skill disturbances (SSD), learning disorders (LD), and autism spectrum disorder (ASD). A subanalysis examined delayed initiation of propranolol (3–12 months and 1–2 years after diagnosis). Results Among 10,143 matched pairs, propranolol use was not associated with increased risk of ADHD, SSD or ASD. Conversely, propranolol was associated with significantly reduced risks of BED (HR, 0.77; 95% CI, 0.68–0.88), SLDD (HR, 0.77; 95% CI, 0.70–0.85), and LD (HR, 0.78; 95% CI, 0.66–0.93). No increased risk was observed in the delayed‐treatment subgroup. Conclusions Propranolol treatment for IH was not associated with elevated neurodevelopmental risk and may be linked to a lower incidence of several developmental disorders. These findings support the long‐term neurodevelopmental safety of propranolol.

The article highlights the peculiarities of speech therapy assistance to children of middle preschool age using computer didactic games. All the children who were assisted had generalized underdevelopment of speech (GUS). These children have difficulty understanding and using language, including building sentences, pronouncing sounds, and enriching vocabulary. To increase the effectiveness of pedagogical work, a targeted logotherapeutic program using a computer was introduced into the education process of preschool education institutions. The key criteria were identified, according to which the directions of speech therapy assistance were formed and computer exercises and games for such children were developed accordingly. Didactic material aimed at the development and therapy of speech disorders is posted on the education platforms LearningApps and Wordwall. Methodological rules for speech therapists and other pedagogical staff on organizing and providing assistance to preschoolers have been developed and mastered. Examples of didactic exercises and games are provided for each area of speech therapy practice (articulatory motor skills, sound pronunciation, phonemic awareness, vocabulary, grammatical structure of speech, and connected speech). The development of computer materials was carried out taking into account the individual and age characteristics of children of middle preschool age. To test the effectiveness of the logotherapeutic program, the implementation of its content using computer didactic games, a pedagogical experiment was conducted on the basis of preschool education institutions in Zhytomyr. The formative stage in the experimental group was conducted for 6 months. Diagnostics of the level of these competencies in middle-aged children with speech development disorders before and after the implementation of the logotherapeutic program convincingly demonstrates the effectiveness of this approach in speech therapy. Speech therapists should make more active use of the potential of computer didactic games both in preschool education institutions and at home.

Speech disorders are a common presenting concern to paediatricians. Yet evidence to guide detection and speech sound therapy referral of cases at risk for persistent speech disorder is limited, with no normative English speech data published for over two decades. Here we describe speech development in a large, contemporaneous normative sample, to help clinicians identify errors of disordered speech from developmental errors (which are of lesser concern). We also examine differences in speech development over 20 years. Children aged 2 years 0 months-12 years 11 months were recruited from 24 sites (9 schools, 15 childcare/kindergarten settings) from New South Wales and Victoria in Australia. Speech sound acquisition and accuracy were documented, including whole word accuracy and type of sound error patterns categorised (developmental vs disordered). 1179 participants (53% male) were assessed. Speech performance was highly variable up to 6 years of age. By 7 years, 90% of participants could produce all sounds. There were negligible differences in word accuracy and error pattern performance between 8 and 12 years. Common disordered errors included transpositions (eg,'efelant' for elephant), vowel errors and backing (eg,'glack' for black). Compared with historical norms, sounds were acquired at a slower rate, and resolution of some common developmental errors was also slower. We found a high prevalence and variability of errors up to 6 years which explains why so many families seek support for speech development in the preschool years. Furthermore, our data suggest speech may be mastered more slowly nowadays compared with two decades ago. We provide an assessment tool with age-referenced normative cut-points and identify 'red flag' speech errors to guide data-driven referral of children at risk for persistent disorder to speech and language therapy.

School-based speech-language pathologists (SLPs) play a critical role in minimizing the negative educational impact of their students' speech sound disorders (SSDs). Current studies on SSDs in children are rich with discussions of therapy- and child-level contributions to gains in speech sound production. However, while many studies have supported using curricular content during language interventions, there is little theoretical and no empirical evidence to demonstrate that using academically integrated therapy materials during intervention provides a positive educational impact for students with SSDs. This tutorial applies an implementation science lens to help SLPs translate research into feasible, sustainable school-based practices. This includes examining how the choice of therapy materials functions as an implementation variable that may shape students' educational access and success. The purpose of this tutorial is to guide practitioners to review adjacent research in school-based intervention practices for SSDs to determine if the materials used during school-based speech therapy could impact academic performance in the classroom.

Verbal communication is the most vital tool bestowed upon humanity. Inability to use this tool incapacitates the person from interacting with the social world around them thereby curbing their enthusiasm, curiosity, and eventually their expressive drive and ability. SEP© (Speech Elicitation Programme) is an innovative method to elicit speech sounds and assist in eliciting words and sentences in children with speech delay or speech sound disorder. SEP© derives its principles from the fields of Occupational Therapy, Sanskrit texts, and from the science of music and instruments. Thus, this study aims to assess the efficacy of Speech Elicitation Programme in eliciting words and sentences thereby impacting children’s freedom and development. An exploratory descriptive qualitative approach will be used. Semi-structured interviews will be completed with 20 families of children with speech difficulties. Reflexive thematic analysis will be employed to analyse the data gathered. The qualitative analysis of the study from 20 parents were analysed on all 10 questions. An attempt was made to understand and describe each question for the theme it created. The findings from this study indicates that many parents affirmed the SEP© protocol and did not expect to hear words during elicitation. 18 participants were successfully assisted in eliciting words; however, 2 of the participants could not elicit words. Parents expressed optimism that this approach will assist children in learning meaningful words. The findings of this study will help in understanding the deeper impact of speech and use of morphemes in the treatment process. Additionally, the findings may identify approaches for leveraging what makes OT distinct and for structuring the programme to address the key issues in the development of speech.

This review evaluates the current state of artificial intelligence (AI) in head and neck cancer (HNC) rehabilitation services by mapping current applications across rehabilitation pathways and allied healthcare professionals (AHPs), and outlines future directions and recommendations for integrating AI into routine healthcare. HNC care is highly specialized and requires intensive collaboration among many professionals, yet rehabilitation services remain fragmented, and AI developments are limited. More broadly, AI applications are emerging across multiple rehabilitation domains, including speech and swallowing assessment, motion analysis, nutrition support, mental health detection, and administrative automation. The most mature tools with high Technology Readiness Levels (TRLs) support patient education, telehealth communication, and real-time monitoring, particularly in dietetics, physiotherapy, and speech therapy. Low TRLs - such as multidisciplinary decision support, personalized exercise planning, mental health detection, and automated speech disorder assessment - remain in early development. Major barriers include fragmented data infrastructures, limited representativeness of HNC populations, ethical concerns, and the need to preserve the therapeutic patient-provider relationship. large language models (LLMs) show potential for structuring information and generating rehabilitation plans but require expert oversight. AI has the potential to enhance coordinative rehabilitation and shows promise for both health care providers and patients. However, meaningful progress toward clinical implementation requires rigorous validation, the development of shared standards, and strong interdisciplinary collaboration.

Young adult speakers can be induced to increase the acoustic contrast between vowels through exposure to a nonuniform auditory "centralization" feedback perturbation that makes vowels sound less distinct from one another. While this result suggests that sensorimotor adaptation is a promising learning mechanism to drive behaviorally relevant changes related to speech intelligibility, existing res sensorimotor adaptation in speech has largely focused on younger adults. Given established age-related deficits in speech motor performance, it is possible that healthy aging itself negatively impacts speech motor learning; however, these potential effects of age are currently unknown. Here, we examine the effects of healthy aging on the magnitude of both adaptation to the complex "centralization" paradigm as well as the generalization of this learning to untrained vowels. Forty-three neurobiologically healthy speakers (age range: 18-73 years) read monosyllabic words with corner vowels, while their auditory feedback was shifted toward the center of the vowel space. Adaptation was measured as the increase in vowel contrast induced by this perturbation. Generalization was tested in monosyllabic words with noncorner vowels produced under masking noise. Speakers adapted to the perturbation, producing the trained corner vowels farther from the vowel center, with increased acoustic contrast among them. This learning generalized robustly to untrained noncorner vowels. Crucially, age did not affect the magnitude of adaptation nor the magnitude of the generalization. These findings demonstrate that healthy aging does not impair sensorimotor adaptation in speech, further establishing that sensorimotor adaptation can be leveraged to drive behaviorally relevant changes in speech in older adults with acquired motor speech disorders.