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This paper describes how the International Classification of Functioning, Disability and Health (ICF) can be used as a statistical tool and addresses the implications of the DISTAB study in which speech, hearing and communication prevalence rates were examined in adults across five countries—Canada, France, the Netherlands, South Africa and the United States. The implications of the study results for hearing and swallowing disorders as well as the methodological issues raised by the DISTAB study are described. The authors also address the role of ICF and related methodologies such as cross-walking and the inclusion of persons with communication disorders in future surveys. They recommend that all areas of functioning covered by communication disorders be fully explored in ICF to maximize the use of ICF as a force for social policy. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to investigate international oesophageal screening (OS) practices during videofluoroscopy (VFS) amongst speech-language pathologists (SLPs) and to establish SLP perspectives regarding OS during VFS. Method: A 25-item online survey was developed and disseminated internationally. Respondents were SLPs with dysphagia and VFS experience. Information was sought on OS practices and perspectives. Descriptive statistics were used to analyse results. Result: A total of 202 SLPs completed the survey from USA, UK, Ireland, New Zealand, Australia and Austria. Fifty-eight per cent (n = 117/202) of SLPs internationally include an OS during VFS. This rate varies across USA (81%; 91/113), UK (69%; 18/26) and Ireland (60%; 18/30). Only 25% (29/117) of SLPs use a validated OS protocol. Most SLPs perform an OS in an anterior–posterior view (55%; 64/117) with patients seated (54%; 64/117). Bolus consistencies administered vary greatly. SLPs evaluate oesophageal bolus clearance (81% (95/117), bolus redirection (64%; 75/117), oesophageal transit time (49%; 57/117) and oesophageal pathology (11%; 13/117). Perceived challenges include scope of practice, patient positioning, protocol uncertainty and multidisciplinary support. Conclusion: Over half of SLPs internationally responding to the survey include an OS during VFS. Few follow validated protocols and analysis practices vary. OS guidelines and training opportunities are needed to ensure validated OS protocols are adopted into clinical practice. [ABSTRACT FROM AUTHOR]

Purpose: Listener judgments indicate atypical nasal resonance in individuals with Autism Spectrum Disorders (ASD); however, listener perceptions are susceptible to bias and may give unreliable information about a speaker's production of nasal resonance. The current study used Nasometry to obtain an objective estimation of nasal resonance among adolescents with ASD and neurotypical controls. Method: The Nasometer II 6450 (PENTAX Medical, Lincoln Park, New Jersey) was used to collect nasalance from adolescents aged 15–17 years with ASD (n = 11) and matched controls (n = 11) across two separate speech tasks: (1) passage reading and (2) spontaneous speech. Result: Adolescents with ASD evidenced significantly higher nasalance scores compared to controls, particularly in the passage loaded with bilabial plosives and some nasals (Bobby) as well as non-nasal words extracted from spontaneous speech. In addition, adolescents with ASD had significantly higher nasalance ratios than controls. Significant group differences were driven by a subset of participants with ASD. Conclusion: Perceptual judgements of nasality noted in previous autism studies are quantified by an increase in nasal energy compared to oral energy. The current data suggest hypernasality is present in a subset of people with ASD rather than being a general feature of speech in autism. [ABSTRACT FROM AUTHOR]

Purpose: This study examined whether people who stutter would associate biological and non-biological explanations of stuttering with the endorsement of stereotypes about people who stutter, prognostic expectations for the reduction of stuttering, feelings of guilt, self-blame, and shame about stuttering, and agency for speech modification. Method: This was a cross-sectional study including 372 adults who stutter. Participants completed a web survey with scales that measured their agreement with biological and non-biological models of stuttering; their endorsement of common stereotypes for people who stutter; prognostic expectations for reduced stuttering; feelings of guilt, self-blame, and shame about stuttering; and feelings of agency in their ability to modify their speech. Result: Biological explanations for stuttering were significantly correlated with reduced stereotype endorsement about people who stutter, lower prognostic expectations for reducing stuttering, and reduced feelings of guilt and self-blame regarding stuttering. Non-biological explanations for stuttering were significantly correlated with increased endorsement of negative stereotypes about people who stutter, increased prognostic expectations for reducing stuttering, and increased feelings of guilt, self-blame, and shame about stuttering. Conclusion: It is concluded that the implications of biological framing of stuttering among people who stutter are complex and should be well thought out by professionals. Explaining stuttering as biological, but responsive to personal and environmental influences, may lead to reduced guilt and self-blame, while at the same time fostering feelings of agency for speech modification. [ABSTRACT FROM AUTHOR]

Purpose: Communication disorders associated with Parkinson’s disease (PD) often lead to restricted participation in life roles, yet there is a limited understanding of influencing factors and few quantitative measurement tools available. This study aimed to identify variables associated with communicative participation in PD and to examine the relationship between the Communicative Participation Item Bank (CPIB) and existing health-related quality-of-life (HRQoL) measures. Method: Self-report data from 378 participants with PD from the US and New Zealand were analysed. Data included responses to the CPIB, PD Questionnaire-8, sub-scales of the Global Health instrument from the Patient Reported Outcomes Measurement Information System (PROMIS) and additional self-report instruments. Result: Greater perceived speech disorder, lower levels of speech usage, fatigue, cognitive and emotional problems and swallowing difficulties were associated with lower levels of communicative participation. Participants’ age significantly influenced findings, interacting with country of residence, sex and speech usage. Scores on the CPIB were moderately correlated with HRQoL measures. Conclusion: Communicative participation in PD is complex and influenced by both demographic and disease-based variables, necessitating a broader view of the communicative experiences of those with PD. Measurement of communicative participation as a separate construct to existing HRQoL measures is recommended. [ABSTRACT FROM PUBLISHER]

Purpose: Many children are requiring tube weaning intervention as a result of increased survival rates of high risk infants and the temporary use of feeding tubes. This study aimed to describe service delivery models and treatment approaches in a variety of paediatric feeding/tube weaning programs. Method: A questionnaire on tube weaning was formulated based on a literature review. Purposive maximum variation sampling was used to include feeding/ weaning programs operating in a variety of settings and countries. Eight feeding teams in Australia, Europe and the USA agreed to participate and completed the questionnaire. Result: All teams employed sensori-motor interventions, with the majority also offering psychological interventions. Six of eight teams utilised hunger induction during the initiation of tube weaning, and in many cases this preceded eating skill development or controlled sensory modulation. Conclusion: A multi-model tube weaning approach is commonly adopted by many centres worldwide. In many cases, psychological theory and theoretical orientation is fundamental to tube weaning practice. Further investigation regarding the efficacy and effectiveness of weaning interventions is recommended to ensure clinical practice is based on sound evidence. This may present as a challenge given many interventions occur concomitantly and the psychotherapeutic experience is difficult to evaluate. [ABSTRACT FROM PUBLISHER]

Purpose: To describe the word-learning problems characteristic of developmental language impairment (LI). Method: College students with LI (n = 39) or normal language development (ND, n = 40) attempted to learn novel word forms. Training for half of the words was meaning-focused; training for the other half was form-focused. Form recognition and stem completion tasks administered immediately after training tapped encoding of the lexical configuration and a repetition of the stem completion task one week later tapped consolidation. A visual world paradigm tapped lexical engagement. Result: At the immediate post-test, the LI group was poorer at recognition and completion of word forms than their ND peers, suggesting a deficit in encoding the lexical configuration. However, the gap between the LI and ND groups in stem completion did not grow over the week, suggesting intact consolidation. Form-focused training yielded better performance than meaning-focused training at immediate- and one week tests. For both groups, newly trained words slowed the recognition of familiar English words, revealing lexical engagement. Conclusion: The encoding of word-form configurations is challenging for some, but not all, college students with LI. Training that encourages a focus on the form may be a useful part of vocabulary intervention for those affected. [ABSTRACT FROM AUTHOR]

Purpose: Young children with complex communication needs often experience difficulty in using currently available graphic symbol systems as a method of augmentative and alternative communication (AAC). Information on young children's performance with graphic representations based on this population's conceptualizations of these vocabulary items may assist in the development of more effective AAC systems. Method: This study developed Developmentally Appropriate Symbols (DAS) for 10 early emerging vocabulary concepts using procedures designed to address both conceptual and appeal issues for graphic representations for young children. Using a post-test only, between-subjects comparison group design, 40 typically-developing 2.5–3.5-year-old children were randomly assigned to receive a brief training in either of two different types of graphic symbol sets: (a) DAS or (b) Picture Communication Symbols (PCS), a, commercially available graphic symbol system. Result: Results of a two sample independent t-test provide evidence that children in the DAS condition correctly identified more symbols than children trained with the PCS symbols. There was no evidence of a preference between the symbol sets. Conclusion: The results provide support for careful consideration of children's use and understanding of language in developing AAC systems for young children. [ABSTRACT FROM AUTHOR]

Studies have reported that individuals with Parkinson Disease (PD) have imprecise articulation of stop consonants due to either slowness of articulators or decreased closure strength. The moment of release for stop consonants, called the burst, has been previously studied in individuals with PD and in other disorders. Multiple bursts (MBs) on the same stop consonant have been reported previously in some motor speech disorders, but no studies are known to have examined MBs in individuals with PD. The current study looked at the occurrences of bursts and MBs in initial stop consonants produced by nine individuals with PD (ON and OFF medication) and nine control speakers. Individuals with PD produced fewer overall bursts compared to control participants. In terms of place of articulation, individuals with PD primarily had loss of bursts in bilabial stops. In addition, individuals with PD had more MBs than control speakers, primarily in alveolars. Finally, no dopamine-related medication effects were found for occurrences of bursts or MBs in individuals with PD. Overall, the study provided evidence for loss of bursts and presence of MBs for stop consonants produced by individuals with PD. [ABSTRACT FROM AUTHOR]

This study explored the reactions of 44 speech-language pathologists (SLPs) to Response to Intervention (RTI) in secondary settings. Respondents were part of a random sample of SLPs from across the US. A mixed-methods approach included quantitative data from a questionnaire containing 47 Likert-type items and qualitative findings from responses to an open-ended question. Results revealed participants value the model but recognize educators face challenges in implementation. Qualitative findings revealed four themes: (a) challenges and concerns, (b) support for the model, (c) implementation considerations, and (d) role of SLPs. Findings suggest that administrators and educators need to collaborate more closely in order to effectively implement RTI in secondary settings. [ABSTRACT FROM AUTHOR]

Phonological and semantic deficits in spoken word learning have been documented in children with language impairment (LI), and cues that address these deficits have been shown to improve their word learning performance. However, the effects of such cues on word learning during reading remain largely unexplored. This study investigated whether (a) control, (b) phonological, (c) semantic, and (d) combined phonological-semantic conditions affected semantic word learning during reading in 9- to 11-year-old children with LI ( n = 12) and with typical language (TL, n = 11) from low-income backgrounds. Children were exposed to 20 novel words across these four conditions prior to reading passages containing the novel words. After reading, a dynamic semantic assessment was given, which included oral definitions, contextual clues, and multiple choices. Results indicated that the LI group performed more poorly than the TL group in phonological and combined conditions, but not in the control or semantic conditions. Also, a similar trend for both groups was suggested, with improved performance in the semantic and combined conditions relative to the control and phonological conditions. Clinical implications include a continued need for explicit instruction in semantic properties of novel words to facilitate semantic word learning during reading in children with LI. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the feasibility of employing real-time morpho-syntactic judgements. A system of capturing real-time judgements of children's utterances was implemented using a modified talk-time sampling procedure with 13 monolingual, English-speaking US pre-school children who had standard scores above 85 on a norm-referenced measure of language ability, four of whom had histories of diagnosed language deficits and were receiving language therapy. The remaining participants ( n = 9) were typically-developing. The primary research questions were whether the linguistic data from abbreviated talk-time samples were comparable to traditional 100 utterance samples, and whether utterance level judgements made in real-time were in concordance with the linguistic data available in talk-time samples. Results of this investigation revealed positive and significant correlations in linguistic data across both forms of language sampling, as well as statistically significant inverse correlation between real-time judgement of utterance errors and mean length of utterances in morphemes (MLU-m), indicating that clinician decisions about children's utterances were closely associated with morpho-syntactic accuracy. Further analyses revealed that the percentage of conversational utterances with errors was different for children with and without histories of language impairment. Implications for potential clinical application and directions for future research are discussed. [ABSTRACT FROM AUTHOR]