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Seminars in Speech and Language

Charles Ellis, Rhiannon Phillips, Tina Hill, Patrick M Briley
The aim of this study was to profile the social networks of young adult stroke survivors with aphasia. A case series approach using four persons with aphasia (PWA) younger than 50 years was utilized. Semistructured interviews were completed with the PWA and their primary caregiver/family to explore the most salient relationships in the PWA's social network. PWAs in this study exhibited very small social networks with the most salient relationships consisting of immediate family members. Mothers were the primary caregiver for the two most impaired PWA...
April 25, 2019: Seminars in Speech and Language
Elizabeth Spencer Kelley, Howard Goldstein
Vocabulary knowledge of young children, as a well-established predictor of later reading comprehension, is an important domain for assessment and intervention. Standardized, knowledge-based measures are commonly used by speech-language pathologists (SLPs) to describe existing vocabulary knowledge and to provide comparisons to same-age peers. Process-based assessments of word learning can be helpful to provide information about how children may respond to learning opportunities and to inform treatment decisions...
April 19, 2019: Seminars in Speech and Language
Jill R Hoover
The vast majority of treatment efficacy research in the area of phonology focuses on issues relevant to children who have significant limitations in productive phonology but are "typically developing" in most other ways. The base of evidence to guide clinicians on planning intervention for children with phonological and cooccurring expressive language difficulties (PD + LI) is less well developed. Thus, the goal of this paper is to summarize the evidence on two treatment procedures designed to facilitate growth in phonological inventory for children who also require direct intervention to target other aspects of expressive language...
March 2019: Seminars in Speech and Language
Elaine R Hitchcock, Michelle T Swartz, Melissa Lopez
A growing body of research suggests that cases of speech sound errors that have not responded to previous intervention can sometimes be eliminated through speech therapy incorporating visual biofeedback. Aside from considerations related to the specific biofeedback type, acquisition and generalization of a motor plan may be linked to treatment intensity. Several researchers have raised the possibility that inadequate dosage levels may present a significant barrier to success. Thus, the current study aimed to assess the relationship between treatment intensity and treatment outcomes...
March 2019: Seminars in Speech and Language
Françoise Brosseau-Lapré, Tamar Greenwell
Service delivery variables that may have an impact on the treatment outcomes of children with speech sound disorders include the number and duration of intervention sessions, distribution of the sessions over time, and the format (group intervention or individual intervention). In this article, we briefly review these variables and the recommendations for the most effective service delivery components for children with speech sound disorders. We then describe innovative, collaborative service delivery models for preschoolers and school-age children with speech sound disorder...
March 2019: Seminars in Speech and Language
Kelly Farquharson, Sherine R Tambyraja
The purpose of this study was to explore how school-based speech-language pathologists (SLPs) determine eligibility for children with speech sound disorders (SSDs). Presently, there is substantial variability nationwide with respect to if or how children with SSDs receive speech therapy in public schools. We report the results of a nation-wide survey of school-based SLPs, which further underscore this variability. Findings provide insight into which and how many factors SLPs report contributing to eligibility decisions, as well as which and how many components of an assessment are mandatory...
March 2019: Seminars in Speech and Language
Jane McCormack, Sharynne McLeod, Kathryn Crowe
Investigating children's feelings and attitudes toward talking assists speech-language pathologists (SLPs) to understand experiences of communication and the impact of speech sound disorders (SSD). This, in turn, can assist SLPs in identifying appropriate intervention for children with SSD that addresses the needs of children, and their communication partners. This paper draws on data from the Sound Start Study in Australia to explore the attitudes toward talking of 132 preschool-aged children with SSD and the relationship between children's attitudes, speech accuracy, and parent-reported intelligibility and participation...
March 2019: Seminars in Speech and Language
Shari L DeVeney
When assessing toddler speech sound productions, speech-language pathologists (SLPs) must be mindful of several important but not insurmountable limitations inherent to working with this young population for whom speech sound production may be of concern. These limitations include: (1) inconsistencies in recommended connected speech sampling size and phonetic transcription accuracy, (2) the prevalence of typical intraword variability for toddlers, (3) limited information regarding the reliability of informal measures of analysis, and (4) irregularities in available normative data for referencing speech sound development and mastery...
March 2019: Seminars in Speech and Language
Katy Cabbage
No abstract text is available yet for this article.
March 2019: Seminars in Speech and Language
Russell E Banks, Delfina C Domínguez
Concussion is a transitory brain injury resulting from a blow to the head. Concussion is considered a mild traumatic brain injury (mTBI), which is self-limited. Repetitive mTBI has been associated with chronic, progressive neurological damage. Extreme biochemical changes occur in neuron cells as a result of mTBI. These metabolic disturbances may reflect the symptoms observed in patients who had suffered concussions. However, it has been difficult to correlate clinical signs and symptoms. Currently, there are no laboratory tests to diagnose concussion, though several biomarkers are being investigated...
February 14, 2019: Seminars in Speech and Language
Kathryn Y Hardin, James P Kelly
The Marcus Institute for Brain Health (MIBH) provides interdisciplinary care for adults struggling with persistent effects of mild traumatic brain injury and accompanying changes in behavioral health, with specific emphases on Veterans and retired elite athletes. The cognitive, physical, and behavioral symptoms associated with mild traumatic brain injury are interrelated, with neurobiopsychosocial modeling encompassing the factors related to recovery from a traumatic brain injury. The diffuse impacts of chronic concussive injuries require multiple clinical providers to address the breadth of symptoms, facilitating both interdisciplinary and transdisciplinary care models...
February 2019: Seminars in Speech and Language
Yarimar I Díaz-Rodríguez, Anthony P Salvatore
Sports-related subconcussive impacts to the head are receiving increased interest. Recent evidence indicates that subconcussive impacts will have greater relevance across time because of the number of repetitive impacts. Soccer players are at risk of receiving at least one impact during a soccer game. The authors review the cognitive-communication functioning following subconcussive head injuries in youth and recommendations for baseline assessments and cognitive-communication dysfunctions after subconcussive impacts in youth...
February 2019: Seminars in Speech and Language
Nicholas G Murray, Rebecca J Reed-Jones, Brian J Szekely, Douglas W Powell
Postural instability is a cardinal indicator of concussion. Assessments of the postural control system range from clinical to laboratory tests that assess the balance of the individual. In a previous article regarding clinical assessment of balance in adults with concussion, we reviewed the importance of balance as a component in concussion evaluations. The purpose of this review article is to update the information previously published in 2014. Since 2014, research has provided evidence for the incorporation of dynamic methods for evaluating balance postconcussion with particular emphasis on sensory system integration and dual tasking...
February 2019: Seminars in Speech and Language
Ashley W Kane, Deborah S Diaz, Carolyn Moore
Rehabilitation for individuals after mild traumatic brain injury (mTBI) or concussion requires emphasis on both cognitive and physical rest, with a gradual return to activity including sports. As the client becomes more active, the rehabilitation professional should pay close attention to symptoms associated with mTBI, such as headache, dizziness, nausea, and difficulty concentrating. The systematic approach to return to play provided by the Berlin Consensus Statement on Concussion in Sport can apply to adults with mTBI...
February 2019: Seminars in Speech and Language
Russell E Banks, Anthony P Salvatore
Research surrounding rest recommendations for the concussed population is discussed. Rest is compared with activity avoidance, which is common in several chronic disease and traumatic injury types. The case is made for rest recommendations tailored to each head-injured individual. Research is presented which suggests that activity in the initial stages of concussion recovery may be beneficial in reducing postconcussion symptom duration and severity. Furthermore, a gradual increase in activity may potentially aid in returning to normal daily activity sooner than those who avoid both physical and cognitive activity during the acute stage of a traumatic brain injury...
February 2019: Seminars in Speech and Language
Lisa Wauters, Thomas P Marquardt
Traumatic brain injury (TBI) leads to a wide array of behavioral and cognitive deficits. Individuals with TBI often demonstrate difficulties with the recognition and expression of emotion communicated through multiple modalities including facial expression, vocal prosody, and linguistic content. Deficits in emotional communication contribute to a pattern of social pragmatic communication problems, leading to decreased psychosocial function. Growing evidence supports intervention targeting affective processing...
February 2019: Seminars in Speech and Language
Kelly Knollman-Porter, Fofi Constantinidou, Jennifer Beardslee, Stephen Dailey
PURPOSE:  Collegiate varsity athletes are at risk for sustaining a sports-related concussion, which can negatively impact performance during academic, social, work, and athletic endeavors. Because of the complex nature of concussions and high rates of underreporting by athletes, concussion education, identification, and postinjury care require a collaborative, multidisciplinary approach. Therefore, the purpose of this paper is to describe the specific responsibilities of the team members along with the established pre- and postconcussion procedures of one of the oldest university-based multidisciplinary concussion management programs that is coordinated by speech-language pathology...
February 2019: Seminars in Speech and Language
Anthony P Salvatore
No abstract text is available yet for this article.
February 2019: Seminars in Speech and Language
David McNaughton, Felicia Giambalvo, Kim Kohler, Godfrey Nazareth, Jessica Caron, Susan Fager
The purpose of this study was to describe the perceptions of persons with amyotrophic lateral sclerosis (pALS) who use augmentative and alternative communication (AAC) with the AAC assessment and intervention process. Twenty-one pALS with complex communication needs participated in a multipart survey (and follow-up e-mails) to provide information on their experiences with AAC assessment and intervention. A majority of the participants agreed with the importance of three key AAC intervention principles: appropriate staging of the timing of assessment and intervention activities, inclusion of communication partners, and the use of multiple modalities and strategies as communication supports...
November 2018: Seminars in Speech and Language
Shelley Chapin, David McNaughton, Susannah Boyle, Salena Babb
Many young children with autism spectrum disorders (ASDs) experience difficulty in the development of communication skills. Teaching peers to make use of communication support behaviors has been investigated as a strategy to increase communication for young children with ASD in early childhood settings. The purpose of this systematic review was to examine (1) the overall effects of peer support interventions on the communication of young children with ASD and (2) any possible moderating variables related to participant and intervention characteristics...
November 2018: Seminars in Speech and Language
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