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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
Rosalee C Shenker, Gissella Santayana
Treatment of stuttering during the preschool years is considered to be the best prevention of persistent chronic stuttering; however, many clinicians do not feel comfortable treating stuttering and may be confused about choosing an intervention. This article summarizes the history of direct and indirect methodology for treatment of stuttering in preschool children. It provides an update of contemporary treatments and discusses issues related to the timing of treatment. Guidelines for choosing a level of treatment based on the risk of a preschool child continuing to stutter are discussed, with examples of which children would be most appropriate for which level of intervention...
September 2018: Seminars in Speech and Language
Bridget Walsh, Evan Usler, Anna Bostian, Ranjini Mohan, Katelyn Lippitt Gerwin, Barbara Brown, Christine Weber, Anne Smith
Over the past 10 years, we (the Purdue Stuttering Project) have implemented longitudinal studies to examine factors related to persistence and recovery in early childhood stuttering. Stuttering develops essentially as an impairment in speech sensorimotor processes that is strongly influenced by dynamic interactions among motor, language, and emotional domains. Our work has assessed physiological, behavioral, and clinical features of stuttering within the motor, linguistic, and emotional domains. We describe the results of studies in which measures collected when the child was 4 to 5 years old are related to eventual stuttering status...
September 2018: Seminars in Speech and Language
Vivian Sisskin
No abstract text is available yet for this article.
September 2018: Seminars in Speech and Language
Emily J Rogalski, Becky Khayum
Primary progressive aphasia (PPA) is a clinical neurodegenerative dementia syndrome characterized by deficits in spoken and written word retrieval, word usage, and/or word comprehension. Currently, there are no effective treatments to reverse or halt the underlying disease process; however, speech-language therapy may be helpful. The Communication Bridge Care Model was developed to address the unique communication and quality of life needs of individuals living with PPA. The core elements include person-centered care with dyadic instruction for disease education, and counseling, along with tailored levels of impairment- and compensatory-based communication strategy training...
July 2018: Seminars in Speech and Language
Esther S Kim, Mathieu Figeys, H Isabel Hubbard, Carlee Wilson
Individuals with primary progressive aphasia (PPA) and their caregivers are at risk for decreased quality of life (QoL) due to their progressive condition. Aphasia camps are an intervention that can improve QoL, yet individuals with PPA are underrepresented at aphasia camps relative to those with poststroke aphasia. The purpose of this exploratory case study was to examine the effect of participation in aphasia camp on the QoL of a couple impacted by PPA. The Living with Aphasia: Framework for Outcome Measurement (A-FROM) was used to guide a semistructured interview with an individual with PPA and her spouse, both of whom had attended the Alberta Aphasia Camp for 4 years...
July 2018: Seminars in Speech and Language
Aimee Mooney, Naomi Beale, Melanie Fried-Oken
Primary progressive aphasia (PPA) is a neurodegenerative syndrome characterized by insidious language deterioration. This young-onset disorder leaves adults with reduced communication skills for participation in social activities. There is limited evidence regarding group treatment for individuals with PPA, though the principles of chronic aphasia groups can be applied to this clinical population. We developed a PPA group treatment model incorporating compensatory strategies from augmentative and alternative communication (AAC), communication partner training from aphasia rehabilitation, and systematic instruction from dementia management...
July 2018: Seminars in Speech and Language
Karen Croot
Lexical retrieval impairments (also known as anomia or word-finding deficits) are an early and prominent symptom in primary progressive aphasia (PPA), causing distress and frustration to individuals with PPA and their communication partners, and prompting research on lexical retrieval treatment. This paper reviews the research on lexical retrieval treatment in PPA from the earliest reports in the 1990s to early 2018 and considers the implications of this research for clinical practice. The number of published studies has increased markedly over the past decade, consisting primarily of behavioral studies, with rapid recent growth in noninvasive brain stimulation studies...
July 2018: Seminars in Speech and Language
Maya L Henry, Stephanie M Grasso
Speech-language pathologists play a crucial role in the assessment and treatment of individuals with primary progressive aphasia (PPA). The speech-language evaluation is a critical aspect of the diagnostic and rehabilitative process, informing differential diagnosis as well as intervention planning and monitoring of cognitive-linguistic status over time. The evaluation should include a thorough case history and interview and a detailed assessment of speech-language and cognitive functions, with tasks designed to detect core and associated deficits outlined in current diagnostic criteria...
July 2018: Seminars in Speech and Language
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