Read by QxMD icon Read

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
Jennifer Selin, Margaret S Hill, Mary Beth Schmitt
Caregivers' perceptions regarding their child's language disorder may influence caregivers' involvement in therapy as well as daily home interactions, thus impacting developmental outcomes. However, little is known about the alignment between caregivers' perceptions of their child's language disorder and those of speech-language pathologists (SLPs), nor of factors that might relate to alignment between caregivers and SLPs. This study addressed three aims: (1) to characterize caregivers' perceptions regarding children's quality of communicative interactions, competence in communicative abilities, and outcomes of communicative improvement; (2) to measure alignment between caregivers' and SLPs' perceptions; and (3) to explore caregiver- and child-level factors that might relate to alignment...
November 2018: Seminars in Speech and Language
Margaret A Flynn, Bilge Mutlu, Melissa C Duff, Lyn S Turkstra
Adults with traumatic brain injury (TBI) often report reduced social participation and loss of friends, but little is known about quality of friendship after TBI. Our objective was to characterize social participation, friendship quantity, and friendship quality of adults with TBI and a comparison group of uninjured adults. Participants included 18 adults with moderate to severe TBI and 16 of their informant friends; and 18 uninjured adults and 11 of their informant friends. The main measures used were the Participation Assessment with Recombined Tools-Objective, the Social Network Questionnaire, and the McGill Friendship Questionnaire...
November 2018: Seminars in Speech and Language
Courtney T Byrd, Zoi Gkalitsiou, Danielle Werle, Geoffrey A Coalson
The purpose of this follow-up study was to explore the effectiveness of an intensive treatment program- Camp Dream. Speak. Live .-within older, school-age children who stutter. Twenty-three school-age children who stutter (age range: 7-14 years) attended this week-long intensive therapy program for the first time. Outcome measures included Overall Assessment of the Speaker's Experience of Stuttering and the Patient Reported Outcomes Measurement Information System Pediatric Peer Relationships Form. Findings demonstrate significant improvements in quality of life and communication attitudes can be achieved in a short period of time when increasing fluency is not a target...
November 2018: Seminars in Speech and Language
Stacy A Wagovich, Heather Harris Wright
No abstract text is available yet for this article.
November 2018: Seminars in Speech and Language
Christopher D Constantino
Neurodiversity is both an empowerment movement and a way of thinking about disability. Rather than focusing on pathology and impairment, neurodiversity emphasizes natural variation and the unique skills, experiences, and traits of neurodivergent individuals. People who stutter are beginning to work with and derive value from these concepts. In this article, we look at the history of neurodiversity and its key ideas. We discuss the conventional view of disability, the medical model, which situates disability within the individual as pathology...
September 2018: Seminars in Speech and Language
Kristin Chmela, Laura Johnson
Providing speech and language services in the school setting can be challenging, especially for complex problems such as stuttering and other fluency disorders. Speech-language pathologists (SLPs) feel less comfortable working with students who have fluency disorders, which makes problem solving around delivering these services even more difficult. The purpose of this article is to identify three categories of challenges school-based therapists may face when evaluating and treating this population. The challenges discussed in this article are drawn from our literature, interviews with several practicing therapists, and the authors' experiences providing assessment and therapy to school-age children, as well as consultations and in-services for school-based SLPs...
September 2018: Seminars in Speech and Language
Eric S Jackson, Hope Gerlach, Naomi H Rodgers, Patricia M Zebrowski
Stuttering anticipation is endorsed by many people who stutter as a core aspect of the stuttering experience. Anticipation is primarily a covert phenomenon and people who stutter respond to anticipation in a variety of ways. At the same time as anticipation occurs and develops internally, for many individuals the "knowing" or "feeling" that they are about to stutter is a primary contributor to the chronicity of the disorder. In this article, we offer a roadmap for both understanding the phenomenon of anticipation and its relevance to stuttering development...
September 2018: Seminars in Speech and Language
J Scott Yaruss, Nina Reeves, Caryn Herring
Stuttering can be a significant problem for children who stutter, but there is much that speech-language pathologists can do to help. This article summarizes six key steps, based on the work of Murphy and colleagues, that clinicians can take to minimize the occurrence and impact of bullying for children who stutter: (1) educating children about stuttering; (2) educating children about bullying; (3) helping children change the way they think and feel about their stuttering through desensitization, cognitive restructuring, and acceptance activities; (4) helping children learn to use appropriately assertive responses that decrease the likelihood of bullying; (5) educating peers and bystanders about stuttering and bullying so that they are more likely to respond in helpful ways; and (6) educating parents, teachers, and administrators about how they can create an environment where it is not okay to bully, but it is okay to stutter...
September 2018: Seminars in Speech and Language
Lynne W Shields
Research over the past several decades supports the view that stuttering is a complex and multidimensional disorder. Given the multiple factors that contribute to the development and persistence of stuttering, it follows that, for many children who stutter, treatment focused solely on the motor aspects of speech may be insufficient to help them successfully manage their stuttering. A complete assessment includes identifying all of the dimensions of the disorder that are relevant to a particular child. Likewise, treatment is best viewed as multidimensional, with the clinician developing a set of goals that address the relevant aspects of stuttering and communication...
September 2018: Seminars in Speech and Language
Courtney T Byrd
Clinicians commonly report difficulty determining whether the disfluencies produced by their clients are indicative of stuttering or suggestive of something else, such as cluttering, autism, language impairment, or second language learning. In our clinical decision-making process, we identify features unique to specific speech and/or language disorders. This identification enables differential diagnosis in most cases. But what happens when features appear to overlap and, as a result, compromise our clinical decision making? This article provides information to assist in the differential diagnosis of stuttering, particularly as it pertains to the assessment of children who speak more than one language...
September 2018: Seminars in Speech and Language
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"