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A preface to the special issue of the "Journal of Speech, Language, and Hearing Research," that includes select papers from the Eighth International Conference on Speech Motor Control, is presented.

Purpose: This article provides an overview of five papers appearing together on the topic of 'Advances in Specific Language Impairment Research and Intervention,' which was the 2019 program in an ongoing series of research symposia presented at the Annual Convention of the American Speech-Language-Hearing Association. Method: The article provides a historical context for the set of papers, then a short summation of each paper's content, followed by the identification of overarching themes and working conclusions. Results: Each paper provides summations of empirical results, and some papers provide new empirical evidence. Conclusion: The papers collectively highlight six points: (a) Children with specific language impairment (SLI) are likely to be unidentified among their age peers. (b) There is great need for better identification of children with SLI across developmental levels. (c) Progress is evident toward a better understanding of causal pathways, as examined across different research designs involving comparison of children with typical language acquisition to children with SLI and other possibly co-occurring atypical conditions. (d) Measuring multiple dimensions of language brings enhanced informativeness, with differing outcomes for differing dimensions. (e) Replicated research findings require precision of methods in order to reduce unexplained error variance especially when defining groups. (f) Accurate identification of children with SLI is the first step toward a sound treatment plan for SLI and reading disorders as well. Presentation Video: https://doi.org/10.23641/asha. 13063721, Under the leadership of Margaret Rogers, Chief Staff Officer for Science and Research at the American Speech-Language-Hearing Association (ASHA), there is an annual research forum offered at the time of [...]

Purpose: The purpose of this introduction is to briefly describe the nature of the conference, Aging and Speech Communication: An International and Interdisciplinary Research Conference, and to introduce the articles featured in this forum that represent the nature of the biennial conference., In 2005, Indiana University hosted the first biennial conference, Aging and Speech Communication: An International and Interdisciplinary Research Conference. A goal of the biennial conference is to provide a unique [...]

Presentation Video: https://doi.org/10.23641/asha. 21235632 For the past 15 years, the Research Symposium, which is sponsored by the National Institute on Deafness and Other Communication Disorders (NIDCD), has been held in [...]

This special issue contains selected papers based on the 7th International Conference on Speech Motor Control, which was held in Groningen, the Netherlands, July 5-8, 2017 (http://www.slp-nijmegen.nl/ smc2017). This conference, [...]

Purpose: As the famous linguist and anthropologist C. Hockett noted about 30 years ago, 'What one sees of language, as of anything, depends on the angle of view, and different explorers approach from different directions. Unfortunately, sometimes they become so enamored of their particular approach that they incline to scoff at any other, so that instead of everybody being the richer for the variety, everybody loses.... It is obviously impossible to see all of anything from a single vantage point. So it is never inappropriate to seek new perspectives' (Hockett, 1987, p. 1). This supplement takes such a broad perspective and contains a selection of peer-reviewed papers seeing speech production through the window of complex interactions between physical, linguistic, social, and communicative factors. Papers were presented at the 10th International Seminar on Speech Production in Cologne. We hope to encourage the reader to continue working in this exciting direction., Speech communication is a multifaceted phenomenon involving many behavioral dimensions and timescales. It relies on a multitude of interconnected parallel processes that are affected by physical, linguistic, social, and communicative [...]

An introduction to articles in the issue is presented on topics including description of a free neurorehabilitation clinic staffed by volunteers to fill the gap for people with physical, cognitive, and communication disorders, concussion recovery as a dichotomous state, and how and why we do what we do in clinical practice.

Background: Food allergy (FA) affects approximately 8% of children and may be immunoglobulin E (IgE)-mediated or non-IgE-mediated. It is recognized clinically that children with both subtypes of FA may present with features of pediatric feeding disorder (PFD); however, there is currently a limited detail of presenting characteristics. Objective: The objective of this study was to synthesize the current evidence regarding the feeding characteristics of children with FA, with a focus on the feeding skills and psychosocial domains of PFD. Method: This study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. Papers published between 2001 and 2022 describing feeding characteristics in the feeding skills and psychosocial domains in children with FA/history of FA were included. Papers that focused solely on characteristics from the medical or nutritional domains were excluded. Descriptive information regarding demographics, methodology, allergy profile and history, and the characteristics of PFD observed was extracted using a preconceived data extraction form. Results: Overall, 40 papers contained descriptions of feeding characteristics of children with non-IgE-mediated FA (n = 22) and IgE-mediated FA (n = 11), while four were nonspecific. In the psychosocial domain, food refusal/aversion, anxiety with eating, and poor intake were the most frequently reported, regardless of FA subtype. Less information was reported regarding feeding skills, although slowness in eating, immature diet, and delays in oral sensory-motor skills were described. Conclusions: Children with FA/history of FA may present with a range of characteristics that map across the feeding skill and psychosocial domains of PFD. Systematic research is needed to fully describe the feeding characteristics of children with FA. [ABSTRACT FROM AUTHOR]

An introduction to articles in the issue is presented on topics including description of a free neuro-rehabilitation clinic staffed by volunteers to fill the gap for people with physical, cognitive, and communication disorders, concussion recovery as a dichotomous state, and how and why we do what we do in clinical practice.

This article introduces the Journal of Speech, Language, and Hearing Research Special Issue: Selected Papers From the 2022 Apraxia Kids Research Symposium. The field of childhood apraxia of speech (CAS) has developed significantly in the past 15 years, with key improvements in understanding of basic biology including genetics, neuroscience, and computational modelling; development of diagnostic tools and methods; diversity of evidence-based interventions with increasingly rigorous experimental designs; and understanding of impacts beyond impairment-level measures. Papers in this special issue not only review and synthesize the some of the substantial progress to date but also present novel findings addressing critical research gaps and adding to the overall body of knowledge. A second aim of this prologue is to report the current research needs in CAS, which arose from symposium discussions involving researchers, clinicians, and Apraxia Kids community members (including parents of children with CAS). Four primary areas of need emerged from discussions at the symposium. These were: (a) What questions should we ask? (b) Who should be in the research? (c) How do we conduct the research? and (d) How do we move from research to practice? Across themes, symposium attendees emphasized the need for CAS research to better account for the diversity of people with CAS and improve the timeliness of implementation of high-level evidence-based practice across the lifespan. It is our goal that the articles and prologue discussion in this special issue provide an appreciation of advancements in CAS research and an updated view of the most pressing needs for future research. [ABSTRACT FROM AUTHOR]

Purpose: With the global expansion of technology, our reading platform has shifted from traditional text to hypertext, yet little consideration has been given to how this shift might help or hinder students' reading comprehension. The purpose of this study was to compare reading comprehension of computer-based and paper-based texts in adolescents with and without language-learning disabilities (LLD). Method: Fourteen adolescents with LLD and 25 adolescents with typical language development (TLD) read literary texts in computer-based and paper-based formats and then answered reading comprehension questions. Results: The LLD group scored significantly lower than the TLD group on the reading comprehension measure, but there were no significant between-group differences for reading or answering time. In addition, there were no significant within-group differences for the computer-based or paper-based conditions. Predictors for reading comprehension varied by group and condition. Conclusion: Neither group appeared to be affected by the additional cognitive load imposed by hypertext in the computer-based condition; however, the load between conditions may not have been sufficient to differentially impact reading comprehension. Based on the regression analyses, it appears that working memory, oral language, and decoding differed in their contribution to reading comprehension for each group and condition. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article is to move beyond understanding the basics of cluttering and to move into understanding how to support those with cluttering. The authors' intention is to provide professionals with the perspective of three community leaders who clutter. Method: Three people known as leaders in the cluttering community were asked open-ended questions designed to explore perspectives on cluttering during a focus group. Conversations in the group were transcribed, and the transcripts were culled for themes. Member checking was used to ensure accurate interpretation of leader perspectives. Results: Thematic analysis revealed themes related to listener and support group guidelines, perspectives regarding labels, and unique differences between cluttering and stuttering that may drive decisions in self-management and support. Conclusion: It is imperative that professionals continue to have these conversations with people with cluttering to continue to learn about and understand this unique fluency disorder. [ABSTRACT FROM AUTHOR]

Purpose: The holistic approach to admissions includes an evaluation of traditional measures (e.g., cumulative grade-point average), attributes unique to the applicant (e.g., leadership), and variables important to the field (e.g., interpersonal skills). Outlined in this clinical focus article is an innovative approach to holistic admissions that includes evaluation of a video-recorded response to a case-based prompt and a live interview that includes application of knowledge, demonstration of critical thinking skills, and assessment of personal attributes. Conclusions: This comprehensive process includes evaluation of an applicant's knowledge, skills, and professional dispositions. Planning, implementation, outcomes, evaluation, and challenges of this approach are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This study investigated whether computers are a useful tool in the assessment of people with aphasia (PWA). Computerized and traditionally administered versions of tasks were compared to determine whether (a) the scores were equivalent, (b) the administration was comparable, (c) variables such as age affected performance, and (d) the participants' perceptions of the computerized and traditionally administered versions of the tasks were similar. Method: Fifteen PWA were assessed on 2 language tasks- sentence-picture matching and grammaticality judgment-in 3 conditions: computer only, computer with the clinician present, and traditional. The participants also completed questionnaires rating aspects of each condition. Results: Scores from the traditionally administered tasks were highly correlated with those from the computerized tasks, but scores from the computerized tasks were significantly lower. There was no significant difference in the time taken between the conditions. Whereas some individuals felt comfortable with the computer, overall, participants preferred the traditional assessment method or when another person was in the room. No factors were identified that predicted participants' relative performance in the computer condition. Conclusion: The results suggest that PWA can be assessed using computerized versions of tasks, but that caution should be exercised when comparing scores to those collected using traditional methods, including norms. The variation in participants' opinions regarding computerized tasks suggests that this method might be more suitable for some participants than others. [ABSTRACT FROM AUTHOR]

The Charleston Swallowing Conference at Northwestern University is a clinical multidisciplinary conference designed for dysphagia clinicians who practice across all care settings and treat individuals of all ages. This special issue of the American Journal of Speech-Language Pathology contains selected articles from the July 2018 conference dedicated to innovation and implementation of dysphagia practice. The collection of articles includes clinical best practices, new patient-centered assessment and treatment discoveries, re-examination and application of current practices across the age spectrum, and the role of novel technology and data science initiatives. Clinicians and researchers will gain practical, tangible, and directly translatable information toward advanced skill sets in swallowing assessment and treatment. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this technical report is to (a) describe the development and pilot testing of a university training initiative for graduate students in speech-language pathology to conduct online support groups for care partners of individuals with acquired brain injuries and (b) share preliminary data on students' self-efficacy in their counseling skills as a result of training. Method: Four graduate students completed an intensive summer counseling training program consisting of two 90-min student orientations to counseling skills and two online support group sessions for care partners of people with acquired brain injuries. A mixed methods analysis of pilot data collected over the summer of 2023 was conducted. Students completed the modified Counselor Activity Self-Efficacy Scales for speech-language pathologists within 1 week of beginning their counseling training and within 1 week after their clinical training experience. Students also submitted a short reflection paper within 24 hr of their two support group sessions to discuss their overall performance within the session and assess their self-efficacy in their counseling skills. Results: Preliminary data evidenced significant pre- to posttraining gains in two primary counseling areas: (a) psychoeducation (i.e., students' ability to provide information to care partners) and (b) empathy when addressing care partners' concerns regarding their loved one's communication disorder. Students' reflection papers illustrated their sense of growth as clinicians and paralleled the findings from their questionnaires. Conclusions: Our preliminary results highlight the importance of providing counseling opportunities for student clinicians in speech-language pathology graduate programs. Our online clinical model offers an example for replicability across universities to foster self-efficacy in students' counseling skills as part of their graduate studies. "Key" ingredients are provided for replication when developing a student-led online support group program for care partners of individuals with acquired brain injuries. [ABSTRACT FROM AUTHOR]

Purpose: With the global expansion of technology, our reading platform has shifted from traditional text to hypertext, yet little consideration has been given to how this shift might help or hinder students' reading comprehension. The purpose of this study was to compare reading comprehension of computer-based and paper-based texts in adolescents with and without language-learning disabilities (LLD). Method: Fourteen adolescents with LLD and 25 adolescents with typical language development (TLD) read literary texts in computer-based and paper-based formats and then answered reading comprehension questions. Results: The LLD group scored significantly lower than the TLD group on the reading comprehension measure, but there were no significant between-group differences for reading or answering time. In addition, there were no significant within-group differences for the computer-based or paper-based conditions. Predictors for reading comprehension varied by group and condition. Conclusion: Neither group appeared to be affected by the additional cognitive load imposed by hypertext in the computer-based condition; however, the load between conditions may not have been sufficient to differentially impact reading comprehension. Based on the regression analyses, it appears that working memory, oral language, and decoding differed in their contribution to reading comprehension for each group and condition. [ABSTRACT FROM AUTHOR]

Purpose: Individuals from culturally and linguistically diverse backgrounds who use augmentative and alternative communication (AAC) are often offered English-only AAC systems that do not meet their language needs. The aim of this review article was to describe the research published on multilingual AAC, define any emerging best practices, and highlight gaps in the literature that exist to ensure equal language access for all learners. Method: The authors reviewed the literature by searching relevant databases using a variety of search terms. Following our inclusionary and exclusionary criteria, 15 articles were yielded for coding and then patterns were reported. Results: The authors found that more than half of the included articles were expert opinion papers on AAC delivery, barriers to AAC and multilingualism, and code-switching using AAC. The included qualitative studies aimed to summarize the perceptions on AAC services--their impact, facilitating and limiting factors in communication, and the importance or relevance of using an AAC device. Only two quantitative studies were included. Conclusions: Practitioners have an obligation to support multilingual clients who use AAC across all languages they speak at school, at home, and in the community. Much of the literature supports encouraging multiple languages, but limited access to multilingual AAC systems are available. There is also a dire need for empirically based studies and more perspectives by way of interviews or surveys. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this clinical focus article is to summarize a community discussion about the practical implementation of recommended vocal function measures by practicing speech-language pathologists specializing in the treatment of voice and upper airway disorders, review common barriers and challenges to implementation, and suggest opportunities for further education and discussion. Method: An online discussion was held with members of American Speech- Language-Hearing Association Special Interest Group (SIG) 3 to facilitate discussion regarding participants' experiences implementing vocal function assessment (acoustic and aerodynamic assessment) in their practice settings. The discussion was based on the expert panel consensus paper by Patel et al. (2018), which provided recommendations for a minimum core set of vocal function measures. Results: Discussion topics included standardization methods, environmental factors, preferred hardware and software, tasks and measures, interpretation, and infection control. Participants reported that the recommendations of the consensus paper provide a useful guideline for obtaining a core set of reliable and valid measures. They also reported facing barriers in meeting these recommendations due to varying practice settings and resources. Conclusions: Variations in instrumental assessment may arise due to differences in clinic models, testing environments, accessible equipment, allotted time, and clinician opinion. During the discussion, participants emphasized the need for further education and discussion on the implementation of vocal function assessment, particularly regarding adaptations for different clinical models, low-cost and low-tech alternatives, synthesis of findings, and the relevance of additional or omitted measures in specific situations. To address these concerns, it is recommended that the SIG 3 community delve deeper into this topic, open additional discussion about various topics cited as barriers to vocal function assessment implementation, and create ongoing educational opportunities for clinicians, especially for those who lack access to a voice-specialized clinical fellowship program or mentorship by a specialized clinical expert. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to map the use of implementation science frameworks, models, and theories in intervention research targeting learning needs in the classroom. Method: A scoping review was conducted. Electronic database and manual searches were conducted. Two reviewers independently completed screening, data extraction, and quality appraisal. Qualitative content analysis was undertaken using Nilsen's taxonomy and the domains of the Consolidated Framework for Implementation Research (CFIR). The data were further analyzed using the CFIR valence and strength rating scales. Results: Included papers (n = 22) used a diverse sample of implementation science frameworks and models. Most studies used determinant frameworks to guide data collection and analysis. Few studies used implementation science theory. Most studies were mixed methods (n = 11), published since 2019 (n = 20), and conducted in North America (n = 15). Over half of the interventions targeted social, emotional, and mental health (n = 13). A complex interplay of inner setting factors was identified as having a strong influence on implementation. Teachers' knowledge and beliefs, adaptability, and complexity of interventions were also identified as important considerations when conducting research in this context. Conclusions: Early engagement with stakeholders in education is recommended when designing universal level speech, language, and communication interventions for use in the ordinary classroom. Adaptive, hybrid designs that test both implementation strategies and effectiveness of interventions may be warranted given the influence of inner setting factors on implementation outcomes. [ABSTRACT FROM AUTHOR]

Purpose: The perception of a clinical condition or disorder can vary across patients from different cultural-linguistic backgrounds. There is insufficient evidence to inspect this potential impact on the perception of vocal fatigue (VF) as a common condition perceived by patients with voice disorders. In order to more comprehensively explore this phenomenon, a systematic review was carried out to investigate the differences in perceived VF in a variety of cultural-linguistic contexts, based on a standard self-assessment instrument--the Vocal Fatigue Index (VFI), as translated in different languages. Method: A thorough search was done in MEDLINE, CENTRAL, Web of Science, and Google Scholar by March 2024. Cross-sectional studies investigating the accuracy of the VFI to detect perceived VF in all available languages were considered. The VFI has three distinct parts or factors assessing: (a) tiredness of voice, (b) physical discomfort associated with voicing, and (c) improvement of symptoms with rest. The cutoff points and sensitivity and specificity of each factor were submitted to meta-analysis, and the summary receiver operating characteristic curves were used to determine pooled sensitivity and specificity of each factor of the VFI. Results: Eight papers that examined the diagnostic accuracy of the VFI in English, Malayalam, Turkish, German, Mandarin Chinese, Polish, Cantonese, and Finnish languages were identified as being eligible for this meta-analysis. The pooled sensitivity and specificity along with their confidence intervals (CIs) were as follows: 0.91 CI [0.80, 0.96] and 0.88 CI [0.78, 0.94] for Factor 1, 0.83 CI [0.69, 0.91] and 0.84 CI [0.76, 0.89] for Factor 2, and 0.75 CI [0.67, 0.82] and 0.77 CI [0.59, 0.89] for Factor 3. Conclusions: The present research demonstrates medium to high but heterogeneous accuracy of the VFI for detecting perceived VF across cultural-linguistic contexts. Given the promising results, future studies should focus on (a) further investigating the underlying factors for the observed heterogeneity in diagnostic accuracy and (b) adapting and validating the VFI in more languages toward establishing its validity as a cross-linguistic diagnostic tool for the perception of VF. [ABSTRACT FROM AUTHOR]

Purpose: In the field of dysphagia research, there is a need to establish a framework for the critical appraisal of methodological reporting. A working group was formed to develop a tool to aid in such critical appraisal across various domains of dysphagia research (called the FRONTIERS [Framework for RigOr aNd Transparency In REseaRch on Swallowing] Framework). The goal of the current paper is to present and describe one domain of this tool: noninstrumental assessment and screening tools. Method: Methods describing the development of the FRONTIERS Framework and the associated tool are detailed in the prologue of this series. Results: A set of questions specific to the critical appraisal of transparency and rigor of research involving noninstrumental screening and assessment tools was developed. This included 13 "yes/no" questions, each of which is presented with a rationale for its inclusion and an example of its implementation. Conclusions: The use of this framework will serve researchers and those appraising the quality of research that uses noninstrumental dysphagia assessment and screening tools. More broadly, the FRONTIERS Framework will facilitate improved rigor and transparency across dysphagia research. Special considerations and future goals are discussed. [ABSTRACT FROM AUTHOR]

Purpose: The vocal fold tissues undergo nearly continuous and repeated cycles of injury and repair throughout the course of an individual’s lifetime. It is well established that certain individuals are at greater risk of lesion development based on personality and behavioral classification. However, these characteristics alone do not wholly predict or explain lesion development or severity. In this review, we discuss current knowledge of mechanotransduction proteins and their potential relevance to tissue homeostasis in the vocal folds. Method: A review of literature surrounding mechanotransduction and tissue homeostasis as it relates to the vocal folds was conducted. Review of the literature included searches of PubMed, Google Scholar, and other various online peer-reviewed sources. Search terms pertained to mechanosensation, mechanotransduction, mechanically activated channels, mechanical cellular regulation, and other associated concepts and terms. Additional literature was identified through the reference lists of identified papers. Findings of this literature review were then applied to known physiology and pathophysiology of the vocal folds in order to speculate on the contribution of mechanically mediated mechanisms within the vocal fold. Discussion and Conclusion: Because the vocal folds are such mechanically active structures, withstanding nearly constant external forces, there is strong support for the idea that mechanically sensitive molecular pathways within the vocal fold tissue play a major role in tissue homeostasis in the presence of these considerable forces. As such, mechanotransduction within the vocal fold should be considered and targeted in future biological studies of vocal fold physiology. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article is to describe data collection considerations, methods, and response rates for a survey available both online and on paper. Methodological issues in the design of online data collection, and advantages and disadvantages of different data collection methods are discussed. Method: A survey was compiled that included 9 full or partial clinical questionnaires designed to measure different components relevant to tinnitus distress. It was completed once by 342 members of the public with tinnitus. Respondents could choose whether to complete the survey online or on paper. Results: Ninety-five percent of participants chose to complete the survey online. The advantages of an online self-administered questionnaire include low numbers of unanswered questions, convenience (particularly in a longer survey such as this), a fast return rate, and reduced expense. Age emerged as an important variable, with those opting to complete the paper-based version of the survey being older. Conclusions: Online data collection has several advantages to both participants and researchers. However, cross-sectional studies such as that presented here should also offer paper questionnaires to avoid excluding certain subgroups of the population. Ethics and reporting guidelines for Internet-delivered questionnaire studies are available. These can usefully inform study design and guide high-quality reporting. [ABSTRACT FROM AUTHOR]

Purpose: Myriad dysphagia assessment tools have been designed, but their application is variable. This is partly due to a lack of implementation and dissemination strategy as well as to limited guidance regarding which instruments are optimally designed and best used for clinical and research applications. Method: This tutorial provides a high-level overview of implementation and dissemination, their interaction with psychometrics and knowledge coproduction, and how these concepts relate to proper development and widespread application of contextually relevant, psychometrically optimized, evidence-based dysphagia assessment instruments. Results: A review of the literature identified two dysphagia assessment instruments that purposefully integrated implementation and dissemination processes after measurement development. Application of knowledge coproduction was not identified in any papers reporting development and testing of dysphagia assessment instruments. A better understanding of coproduction and psychometrics when developing measures, while simultaneously applying implementation science and dissemination strategies, can result in the development of optimal dysphagia assessment tools that are more consistently adopted into clinical practice. Conclusions: Clinicians and researchers should promote the development of psychometrically sound measures, and employ principles of implementation science and effective dissemination strategies to advocate for, and promote the use of, well-designed instruments within their appropriate clinical contexts. Support from governing bodies and funding agencies could enhance future efforts to develop, and encourage widespread uptake of, optimally developed dysphagia assessment tools. [ABSTRACT FROM AUTHOR]

Purpose: The development of vocabulary size in deaf/hard of hearing (DHH) children and adolescents can be delayed compared to their peers due to lack of access to early language input. Complementary vocabulary interventions are reported in the literature. Our aim is to evaluate the effectiveness of intervention methods for their vocabulary improvement. Method: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, we searched five databases for peer-reviewed journal articles in English, published between 2000 and 2022 (inclusive), reporting vocabulary interventions for 2- to 18-year-old DHH children and adolescents without comorbidities. We conducted separate meta-analyses using a random-effects model on receptive oral vocabulary, expressive oral vocabulary, and signed vocabulary. We assessed the methodological quality of each paper. This review is preregistered in PROSPERO (International Prospective Register of Systematic Reviews) with ID CRD42021243479. Results: We included 25 group studies in this review out of 1,724 identified records. The quality assessment of the studies revealed risk of bias ranging from some concerns to high risk. Experimental vocabulary instruction produced improvement in receptive oral vocabulary (Hedges’s g = 1.08, 95% CI [0.25, 1.90], I2 = 93.46, p = .01), expressive oral vocabulary (Hedges’s g = 1.00, 95% CI [0.18, 1.83], I2 = 96.37, p = .02), and signed vocabulary (Hedges’s g = 1.88, 95% CI [1.09, 2.66], I2 = 96.01, p < .001) in the experimental groups. Written vocabulary and general vocabulary skills are also reported as a synthesis of results. Conclusions: Multisensory and multimodal explicit vocabulary instruction for DHH children and adolescents is helpful in improving vocabulary acquisition with respect to baseline levels. However, its effectiveness must be carefully interpreted due to the lack of proper control groups and details on treatment as usual reported in the studies. [ABSTRACT FROM AUTHOR]

Purpose: Providing culturally responsive care for a diverse patient population is critical for future speech-language pathologists and audiologists. Prior studies have shown gains in intercultural competence (ICC) from study abroad programs, faceto- face classes, and online courses; however, limited studies have investigated differences between face-to-face and online modes of delivery in speech-language pathology and audiology. The purpose of this study was (a) to evaluate whether there are quantitative differences in development of ICC in a direct comparison of a face-to-face and 100% asynchronous online introductory in communication disorders, and (b) to describe participants learning through the structural intercultural learning activities embedded into the course using a qualitative approach. Method: The study used a mixed-methods approach collecting both quantitative (Intercultural Development Inventory) and qualitative (final reflection papers) data. Data analysis included t tests and clustering analysis of quantitative data and scoring and thematic analysis of qualitative data. Results: Results demonstrated statistically significant increases in IDI scores for participants in both the online and face-to-face classes. Qualitative analysis indicated that all participants, regardless of change in score, demonstrated growth in ICC as seen in their comments. Conclusions: Overall, structured intercultural learning activities embedded within a course can be an effective means of facilitating intercultural growth in undergraduate participants in both face-to-face and online instructional modalities. Additionally, participants whose quantitative scores declined had similar qualitative comments suggesting intercultural growth in all participants independent of changes in quantitative scores. [ABSTRACT FROM AUTHOR]

Purpose: Establishing services for hospitalized patients with complex communication needs (CCNs) requires identifying and addressing both patient-based and institutional barriers. Although the previous paper (Marshall & Hurtig, 2019) focused on patient-based barriers, this paper addresses overcoming institutional barriers. Method: We present a series of cases to illustrate the institutional challenges in meeting the CCNs of patients in an acute care setting. Results: Each case illustrates how the deployment of augmentative and alternative communication tools required addressing institutional/systems barriers and how critical collaborations help patients with CCNs to more effectively communicate with caregivers and participate in their care. Conclusion: Building a culture of improved patient--provider communication involves establishing a wider range of interprofessional collaborations and shared resources in order to effectively provide patients with CCNs the tools to summon assistance and communicate with their caregivers. [ABSTRACT FROM AUTHOR]

We explored the perceptions about work experiences and discrimination that people who stutter (PWS) report. A total of 184 PWS responded to a paper and pencil or an online version of a questionnaire that included 13 Likert-type scale and demographics questions. Of the respondents, 68 completed a pencil and paper version of the questionnaire and 116 completed an online version. Participants reported that their stuttering affected some aspects of occupational experiences and that their employers had made negative judgments during job interviews and promotional opportunities due to stuttering. Conversely, participants reported that stuttering did not affect whether they were asked to perform supervisory activities, that their coworkers appeared to accept their stuttering, and that stuttering did not affect their choice of careers. Stuttering severity, gender, treatment experiences, type of employment, and differences in salary did not affect participants' reports related to occupational experiences. Finally, there were no differences between the responses provided by participants responding to the paper and pencil or electronic versions of the survey. In this paper, we discuss relationships between these findings and past research studies exploring occupational experiences of people who stutter. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to (a) identify participant factors associated with hearing aid review (HAR) appointment attendance, (b) investigate whether the completion of self-report survey identifying hearing aid--related problems affects HAR appointment attendance, and (c) investigate whether hearing aid problems and hearing aid management deficiencies are adequately addressed during HAR appointments. Method: A prospective cohort study of adult hearing aid owners recruited from a single hearing clinic in Western Australia. Potential participants were invited to an annual HAR appointment via postal letter. The invitation included a paper-based self-report survey evaluating either (a) hearing aid problems, (b) hearing aid management skills, or (c) hearing aid outcomes, depending on which intervention/control group the potential participants were assigned to, and a reply paid addressed envelope. Two months later, potential participants were sent all three paper-based self-report surveys, irrespective of whether they had attended or not attended an HAR appointment. Results: (a) There was no significant difference in gender or source of funding for hearing services between HAR appointment attendees and nonattendees. HAR nonattendees lived a greater distance from their clinic and were younger than attendees. (b) Survey completion did not influence HAR appointment attendance rates. (c) A significant reduction in individuals' self-reported hearing aid problems was recorded following the attendance at the HAR appointment. No significant changes in hearing aid management skills or overall hearing aid outcomes were detected. Conclusions: Long travel distances may be a barrier to attendance at review appointments. HAR appointments appear to be effective in improving hearing aid problems. [ABSTRACT FROM AUTHOR]

Purpose: This study discusses the creation of an online, asynchronous presentation to educate adolescents about prevention of noise-induced hearing loss (NIHL) through interprofessional collaborations and electronic service-learning (eSL) during the COVID-19 pandemic. Method: The Hearing Education and Research (HEAR) presentation, which included activities and videos to educate a group of ethnically diverse adolescents (n = 100) on NIHL, was created by 11 doctor of audiology (AuD) students through online collaborations toward course-related eSL requirements. Adolescents responded to a baseline survey to assess hearing health–related behaviors prior to reviewing the presentation. A postprogram survey was administered 1 week after the presentation to assess change in knowledge and attitudes toward NIHL prevention. Online collaborations with schoolteachers helped with project implementation. Postreflection papers written by AuD students regarding the eSL activities were analyzed. Lastly, suggestions from a focus group of educators were included that highlight the role of interprofessional collaborations to enhance school-based hearing conservation opportunities. Results: The HEAR presentation resulted in changes in knowledge about NIHL among the adolescents. Postreflection papers by the AuD students indicated that the eSL activity served as a high-impact pedagogical assignment, especially during the academic challenges of the pandemic. Feedback from a focus group of schoolteachers helped outline ideas for future implementation of sustainable hearing conservation programs in school settings. Conclusion: The pilot data collected in this study serve as a proof of concept for future hearing conservation projects in school-based settings via interprofessional collaborations and by engaging university students via eSL. [ABSTRACT FROM AUTHOR]

Purpose: Rules and ethics of authorship for scientific papers are reviewed. Those authorship criteria specific to American Speech-Language-Hearing Association journals are reviewed as well as those required by journals in related fields. Conclusions: The importance of first author status for students publishing their doctoral dissertation research is stressed as well as the need to discuss and resolve authorship status for all investigators early in the research process. The authorship criteria for the journal of choice are mandatory, and this necessitates educating all authors regarding the existing requirements. [ABSTRACT FROM AUTHOR]

Purpose: The aim of the study was to use systematic review and meta-analysis to quantitatively assess the currently available acoustic evidence for prosodic production impairments as a result of right-hemisphere damage (RHD), as well as to develop methodological recommendations for future studies. Method: We systematically reviewed papers reporting acoustic features of prosodic production in RHD in order to identify shortcomings in the literature and make recommendations for future studies. We estimated the meta-analytic effect size of the acoustic features. We extracted standardized mean differences from 16 papers and estimated aggregated effect sizes using hierarchical Bayesian regression models. Results: RHD did present reduced fundamental frequency variation, but the trait was shared with left-hemisphere damage. RHD also presented evidence for increased pause duration. No meta-analytic evidence for an effect of prosody type (emotional vs. linguistic) was found. Conclusions: Taken together, the currently available acoustic data show only a weak specific effect of RHD on prosody production. However, the results are not definitive, as more reliable analyses are hindered by small sample sizes, lack of detail on lesion location, and divergent measuring techniques. We propose recommendations to overcome these issues: Cumulative science practices (e.g., open data and code sharing), more nuanced speech signal processing techniques, and the integration of acoustic measures and perceptual judgments are recommended to more effectively investigate prosody in RHD. [ABSTRACT FROM AUTHOR]

Purpose: This letter briefly reviews ideas about the purpose and benefits of peer review and reaches some idealistic conclusions about the process. Method: The author uses both literature review and meditation born of long experience. Results: From a cynical perspective, peer review constitutes an adversarial process featuring domination of the weak by the strong and exploitation of authors and reviewers by editors and publishers, resulting in suppression of new ideas, delayed publication of important research, and bad feelings ranging from confusion to fury. More optimistically, peer review can be viewed as a system in which reviewers and editors volunteer thousands of hours to work together with authors, to the end of furthering human knowledge. Conclusion: Editors and authors will encounter both peer-review cynics and idealists in their careers, but in the author's experience the second are far more prevalent. Reviewers and editors can help increase the positive benefits of peer review (and improve the culture of science) by viewing the system as one in which they work with authors on behalf of high-quality publications and better science. Authors can contribute by preparing papers carefully prior to submission and by interpreting reviewers' and editors' suggestions in this collegial spirit, however difficult this may be in some cases. [ABSTRACT FROM AUTHOR]

Purpose: This article presents a collaborative initiative of members of the Committee of the International Representatives of the International Cluttering Association (ICA) upon celebrating the 10th anniversary of the ICA. Such collaborative efforts are designed to improve communication skills, enlighten lives of people with cluttering, and serve as models for speech therapists and other health care professionals in countries around the globe. Method: This initiative began with a seminar at the Inaugural Joint World Congress in Japan in 2018 and continues with an article on cluttering based on the contents of the papers presented at the Congress. Sixteen researchers and speech therapists from 15 countries in Africa, Asia, Europe (East and West), America (North and South), and the Middle East have explored the following themes related to cluttering: cluttering awareness, research, professional preparation, intervention, and self-help groups. Results: This article adds to the body of international literature on cluttering and illustrates that, for the past 10 years, hypothesis-testing research in cluttering continues to be conducted across language barriers and national boundaries, and interventions that are implemented in some locales are being tested and taught in other parts of the world; furthermore, new cluttering treatments are being disseminated for professional preparation and clinical practices. Conclusions: This article demonstrates how global engagement of the ICA's international representatives has led to the exchange of ideas about awareness of cluttering and professional preparation and the best strategies for the treatment of this communication disorder in countries around the world. [ABSTRACT FROM AUTHOR]

Purpose: Despite the high prevalence of primary muscle tension dysphonia (MTD-1), its underlying mechanisms and their interrelationships have yet to be fully identified. The objectives of this integrative review were (a) to describe and classify the suggested underlying mechanisms for MTD-1, (b) to appraise the empirical evidence supporting each of the proposed mechanisms, and (c) to summarize the information in an integrative model. Method: PubMed, Scopus, and CINAHL were searched for all publications per- taining to muscle tension dysphonia. Papers were retained if they included the- oretical or empirical data pertaining to underlying mechanisms of MTD-1. A total of 921 papers initially qualified for screening, of which 100 remained for consid- eration in this review. Underlying mechanisms of MTD-1 were extracted using a consensus approach. Results: Seven broad categories of putative mechanisms involved in MTD-1 were identified: psychosocial, autonomic, sensorimotor, respiratory, postural, inflammatory, and neuromuscular. These categories were further divided into 19 subcategories detailed in the body of this review article. Based on the reviewed evidence, our proposed integrative model presents MTD-1 as an idiosyncratic motor adaptation to physiological perturbation or perceived threat. Under this model, physiologically or psychologically aversive stimuli can instigate a series of motor adaptations at multiple levels of the nervous system, ultimately dis- turbing muscle activation patterns and their biomechanical outcomes. Impor- tantly, these adaptations appear to have the potential to become chronic even after threatening stimuli are withdrawn. Conclusions: The proposed model highlights the importance of personalized reha- bilitation in MTD-1 treatment. Limitations of the literature are discussed to provide guidance for future research aimed at improving our understanding of MTD-1. [ABSTRACT FROM AUTHOR]

Purpose: Although the scholarship of teaching and learning literature in the area of augmentative and alternative communication (AAC) continues to grow, there is a need for research focused on preservice speech-language pathologists' (SLPs') preparedness for practice and the roles related to AAC they will assume as professionals. The purpose of this study was to explore students' perceptions of learning outcomes and perceived preparedness for roles related to AAC service provision. Method: Forty master's level speech-language pathology students enrolled in two graduate-level AAC courses read about, discussed, and reflected on roles related to AAC at the beginning and end of the course. A mixed-methods approach was used to analyze and compare participants' (a) perceived level of preparedness, self-rated using a Likert scale; (b) reflections on preparedness at the beginning and end of the course; (c) learning priorities at the beginning of the course; and (d) perceptions of learning outcomes at the end of the course. Results: Overall, participants' perceived preparedness improved from the beginning to the end of the course for all roles. Improvements in ratings for the roles of general practice SLP, AAC finder, AAC facilitator/communication partner, and AAC clinical specialist were statistically significant. The data revealed what and how students wanted to learn and the impact of course learning activities on their professional identity development, particularly related to the roles they envision taking on as practicing professionals. Conclusions: The findings have direct implications for teaching and learning in AAC coursework and advancing preservice education in the area of AAC. This study adds to the literature by describing a low-stakes, efficient reflection task that has the potential to impact professional identity development among students and perhaps practitioners as well. [ABSTRACT FROM AUTHOR]

Purpose: Representatives of the American Board of Swallowing and Swallowing Disorders (AB-SSD) and American Speech-Language-Hearing Association (ASHA) Special Interest Group (SIG) 13: Swallowing and Swallowing Disorders (Dysphagia) developed this tutorial to identify and recommend best practice guidelines for speech-language pathologists who conduct and interpret fiberoptic endoscopic evaluation of swallowing (FEES) procedures in adults. This document also includes proposed training needs and methods for achieving competency. Expert opinion is provided regarding indications for performing the FEES exam, potential contraindications, adverse effects and safety, equipment and personal protection, the exam protocol, interpretation and documentation of findings, and training requirements to perform and interpret the exam. Conclusions: This tutorial by the AB-SSD and SIG 13 represents the first update about the FEES procedure since ASHA’s position paper and technical report published in 2004. Creation of this document by members of the AB-SSD and SIG 13 is intended to guide professionals who are training for or practicing FEES in the adult population toward established best practices and the highest standards of care. [ABSTRACT FROM AUTHOR]

This Letter to the Editor was created in response to the article titled, "Instrumental Assessment of Aero-Resistive Expiratory Muscle Strength Rehabilitation Devices" by Dietsch et al. (2024). The article aims to compare six expiratory muscle strength training (EMST) devices and investigates their minimum trigger pressure, variability across the settings, and stability. The models tested include five positive expiratory pressure (PEP) devices, Acapella, TheraPEP, Threshold PEP, EMST75, and EMST150. It also includes a combined inspiratory and expiratory muscle training device, the Breather. We have several concerns about the integrity of results presented regarding the Breather as presented in the article. These include the heterogeneity of device sample used, as well as inadequate methodology and the experimental setup. [ABSTRACT FROM AUTHOR]

Explicit and systematic instruction in phonemic awareness, the alphabetic principle, and phonics are critical for children who are struggling to read words. Further, it is the responsibility of the speech-language pathologist (SLP) to provide intervention for students that present with written language difficulties including those who have not yet been identified as having a disability. This paper serves as a guide for SLPs who aim to improve the word reading skills of young elementary-age students in a small group setting, characteristic of Tier 2 in a Response to Intervention (RTI) framework. First, phonemic awareness, the alphabetic principle, and phonics are defined and their critical roles for success with early word reading are discussed. Next, examples of activities addressing each of these skills are provided including the rationale for each activity, required materials, and additional considerations and/or modifications for students with varying skill levels. The paper concludes with further important considerations when addressing the word reading skills of young struggling readers. [ABSTRACT FROM AUTHOR]

Purpose: This meta-analysis addressed the research question: In adults with traumatic brain injury (TBI), does cognitive rehabilitation improve pragmatic language? Method: Based on the Preferred Reporting Items for Systematic reviews and Meta-Analyses guidelines, a systematic literature search was conducted to identify empirical studies that met inclusion criteria including (a) adults (18 years and older) with TBI, (b) a cognitive-based intervention, and (c) reported quantitative pragmatic language outcome measures data. A meta-analysis was conducted on pragmatic language outcome measures. Cohen's d and a 95% confidence interval were used to evaluate the intervention effect. Results: After applying the inclusion and exclusion criteria to 640 eligible papers, six studies (N = 76 participants combined across articles) remained. Results showed that cognitive rehabilitation targeting skills used in communication has a large, positive effect (Cohen's d = 0.89 [0.54,1.24]) on improving pragmatic language abilities in adults with TBI. Conclusions: This meta-analysis provides evidence that cognitive rehabilitative protocols created in collaboration with speech-language pathologists (SLPs) have a significant impact on improving pragmatic language abilities of adults with TBI. This is important for SLPs to consider when determining a treatment approach when working with adults diagnosed with a TBI who have deficits in the area of pragmatic language. [ABSTRACT FROM AUTHOR]

Purpose: A preliminary version of a paraphasia classification algorithm (henceforth called ParAlg) has previously been shown to be a viable method for coding picture naming errors. The purpose of this study is to present an updated version of ParAlg, which uses multinomial classification, and comprehensively evaluate its performance when using two different forms of transcribed input. Method: A subset of 11,999 archival responses produced on the Philadelphia Naming Test were classified into six cardinal paraphasia types using ParAlg under two transcription configurations: (a) using phonemic transcriptions for responses exclusively (phonemic-only) and (b) using phonemic transcriptions for nonlexical responses and orthographic transcriptions for lexical responses (orthographic-lexical). Agreement was quantified by comparing ParAlg-generated paraphasia codes between configurations and relative to human-annotated codes using four metrics (positive predictive value, sensitivity, specificity, and F1 score). An item-level qualitative analysis of misclassifications under the best performing configuration was also completed to identify the source and nature of coding discrepancies. Results: Agreement between ParAlg-generated and human-annotated codes was high, although the orthographic-lexical configuration outperformed phonemic-only (weighted-average F1 scores of .78 and .87, respectively). A qualitative analysis of the orthographic-lexical configuration revealed a mix of human- and ParAlg-related misclassifications, the former of which were related primarily to phonological similarity judgments whereas the latter were due to semantic similarity assignment. Conclusions: ParAlg is an accurate and efficient alternative to manual scoring of paraphasias, particularly when lexical responses are orthographically transcribed. With further development, it has the potential to be a useful software application for anomia assessment. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to extract key learning from intervention studies in which qualitative aspects of dosage, dose form, have been examined for children with developmental language disorder (DLD)--in vocabulary, morphosyntax, and phonology domains. This research paper emerged from a pair of systematic reviews, aiming to synthesize available evidence regarding qualitative and quantitative aspects of dosage. While quantitative aspects had been experimentally manipulated, the available evidence for dose form (tasks or activities within which teaching episodes are delivered) was less definitive. Despite this, the review uncovered insights of value to DLD research. Method: A preregistered systematic review (PROSPERO ID: CRD42017076663) adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was completed. Included papers were quasi-experimental, randomized controlled trial, or cohort analytic studies, published in any language between January 2006 and May 2019; oral language interventions with vocabulary, morphosyntax, or phonology outcomes; and participants with DLD (M = 3-18 years). The intention was to include papers in which dose form was experimentally manipulated or statistically analyzed, while quantitative dosage aspects were controlled, such that definitive conclusions about optimal dose form could be drawn and gaps in the evidence identified. Results: Two hundred and twenty-four papers met the above inclusion criteria; 27 focused on dose form. No study controlled for all quantitative aspects of dosage such that we could effectively address our original research questions. Despite this, key points of learning emerged with implications for future research. Conclusions: There is tentative evidence of advantages for explicit over implicit instruction and of the benefits of variability in input, elicited production, and gestural and other visual supports. With careful design of dose form, there is potential to design more efficient interventions. Speech-language pathology research would benefit from an agreed taxonomy of dose form components and standardized reporting of intervention studies, to enable cross-study comparisons and a systematic accrual of knowledge to identify optimal dose form for clinical application. [ABSTRACT FROM AUTHOR]

Purpose: We measure typically developing monolingual child Spanish speakers’ lexical development with a range of standard expressive and receptive tests. We also measure their comprehension of sentences with the existential quantifier algunos “some” to determine their abilities to generate “some, but not all” scalar implicatures or pragmatically enriched quantifier interpretations. We then determine the degree to which lexical development predicts implicature interpretations. Method: We fit regression models with lexical measures as predictor variables and implicature interpretations as the outcome variable. We then divide the child sample into implicature generators (50/61) and implicature nongenerators (11/61) and test the usefulness of the four lexical measures in a linear discriminant function analysis to separate children into these two categories. Results: Results show significant correlations between each lexical measure and the outcome variable and, in a regression, that three of four lexical measures account for unique variance. Furthermore, the linear discriminant function analysis separates children into implicature nongenerators with 100% accuracy (11/11) and implicature generators with 88% accuracy (44/50). Conclusions: The Quantity Scale, or set of quantity-expressing determiners, proposed by Horn and Grice, develops as a function of the links among its quantifiers. We speculate that children’s lexicons refract approximate number system representations in language- and morpheme-specific ways. These quantified noun phrases (NPs) are then merged into sentences interpreted pragmatically with conversationally computed implicatures, using higher order reasoning. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this experiment was to determine if there is alternate forms reliability for paper- and computer-administered standardized vocabulary tests. Another purpose was to determine whether the behavioral ratings of children with autism spectrum disorders (ASDs) would improve during the computer-administered testing sessions secondary to a decreased need for social interaction. Method: Thirty-six school-age children (half with ASDs, half neurotypical [NT]) took 2 versions (i.e., paper vs. computer) of the Expressive One-Word Picture Vocabulary Test (EOWPVT-2000; Brownell, 2000a) and the Receptive One-Word Picture Vocabulary Test (ROWPVT-2000; Brownell, 2000b). Order of presentation was counterbalanced across participants. Test sessions were videotaped, and randomly selected 1-min intervals were rated for behaviors. Standardized test scores and behavior ratings were compared for equivalence across the test presentation methods. Results: Standard scores for both versions of the tests were not significantly different for both groups of participants. There were no differences in behavioral ratings between the two methods of test presentation. Conclusion: Alternate forms reliability was found, thus expanding the options for testing for school-age populations. The use of computers had no effect on the behaviors of the children with ASDs. The ramifications of this finding for assessment and intervention for children with ASDs are discussed. [ABSTRACT FROM AUTHOR]

Purpose: The aim of the study was to consider the role of attention in therapy for children and adolescents who stutter from the perspective of cognitive behavioral therapy (CBT) and mindfulness-based interventions (MBIs). Method: This clinical discussion paper will explore two aspects of attention in relation to young people who stutter and their parents: (a) what we attend to as human beings and (b) how we attend. It will draw on research and clinical practice informed by CBT and MBIs. Specifically, information-processing theory in CBT explains psychological well-being partly in terms of what individuals focus their attention on, whereas MBIs focus on the relationship between how individuals attend to their internal experiences and their psychological well-being. Conclusions: Although a nascent field, MBIs may be useful as a part of therapy for children and adolescents who stutter. The concepts highlighted by MBIs may also help to resolve some clinical issues. [ABSTRACT FROM AUTHOR]

Purpose: This systematic review aimed to update and explore the extant literature (2011-2020) regarding ethics knowledge in audiology and to compare the findings to an earlier study (2001-2010). Method: This systematic review employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Results: MEDLINE, CINAHL, ERIC, MasterFILE Premier, E-Journals, Africa-Wide information and Academic Search Premier electronic databases, and non--peerreviewed papers in Seminars in Hearing yielded a total of 63 papers. Following systematic screening using inclusion and exclusion criteria, a total of 12 full-text papers were included in this review. Pertinent data and findings from the review were tabulated and analyzed using a qualitative, deductive approach. Results showed that the 12 papers were published in nine peer-reviewed journals with a predominantly social scientific approach. This differs from the earlier review that reported only five papers with a predominantly philosophical approach. However, both the current and earlier studies focused on the rehabilitation/ management role of the audiologist. In the earlier study, the focus was on moral judgment (as one of the components of moral behavior), whereas this was the focus of only half of the papers identified in this study, with the remaining papers focusing on moral sensitivity and moral motivation. Conclusions: The focus of papers had evolved and continued to include more elements related to the multiple perspectives used to analyze and describe ethics research. The body of knowledge of ethics in audiology specifically expanded in the area of social scientific research, focusing on beneficence and nonmaleficence, including moral motivation and basing research on moral judgment with the emphasis on the rehabilitation/management and education/ research/administration role of audiologists. [ABSTRACT FROM AUTHOR]

Purpose: The long latency auditory evoked responses (LLAERs), originating in the auditory cortex, are often considered a biomarker for maturity in the central auditory system and may therefore be useful in the evaluation of children with central auditory processing disorder (CAPD). However, the characteristics of the LLAERs elicited in this population have not been widely described, and clinical applications remain unclear. The goal of this scoping review was to investigate if LLAERs can be used to identify children with CAPD. Method: A systematic search strategy was used to identify studies that analyzed the latencies and amplitudes of P1, N1, P2, and N2 waveforms of the LLAERs. The online databases, including Embase, Web of Science, MEDLINE, PubMed, ProQuest, and CINAHL, as well as the gray literature were searched for papers published in English and French between January 1980 and May 2021. Results: Seventeen papers met the eligibility criteria and were included in the study. Four papers had pre- and posttraining study designs, and the remaining studies were cross-sectional. Several studies reported significant differences in LLAERs between children with CAPD and their normal-hearing peers, and the results tended toward longer latencies and smaller amplitudes regardless of LLAER waves considered. N1 and/or N2 results were most likely to reveal significant differences between children with CAPD and normal-hearing controls and could potentially be considered a biomarker for CAPD. Conclusions: It seems that LLAER assessments, especially waves N1 and N2, might assist in better identification of CAPD children. However, considering heterogeneity in the methodology among the included studies, the results should be interpreted with caution. Well-designed studies on children with confirmed CAPD using standard diagnostic and assessment protocols are suggested. [ABSTRACT FROM AUTHOR]