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Purpose: To investigate perspectives of multiple stakeholders involved in development and delivery of Vietnam's first speech-language pathology degrees and derive recommendations for future degrees in Vietnam and other Majority World countries. Methods: An exploratory-descriptive qualitative research design using focus groups and individual semi-structured interviews in the preferred language (English or Vietnamese) was used, with 70 participants from five stakeholder groups: project managers, students, academic educators, placement supervisors and interpreters. Transcriptions were analysed using thematic network analysis. Results: Analysis identified five organising themes: (1) People enjoyed working with/learning from others; (2) Benefits from/to stakeholders; (3) The pandemic impacted program delivery and learning; (4) Practical challenges; (5) Preparation with flexibility required for success and sustainability. From the five organising themes, one synthesising global theme was developed, conveying that satisfying international collaborations require preparation, support, high quality interpreting, and management of challenges. Conclusions: Recommendations highlight the need for preparation, collaboration, support to manage challenges, flexibility, recognition for placement supervisors and high-quality interpreting. The recommendations are of relevance to other organisations engaged in development of professional degrees in Majority World countries. Future research would benefit from a critical investigation of the diverse perspectives of stakeholders involved in the development and implementation of international curricula. IMPLICATIONS FOR REHABILITATION: Many Majority World countries are seeking to develop university degrees to build a workforce of speech-language pathologists to provide services to people with communication and swallowing disabilities Collaborative relationships, flexibility, and delineation of roles and commitments are vital to partnership success Conceptualisation of rehabilitation services in cross-cultural contexts must privilege the knowledge, experiences and preferences of local partners Local capacity building will support training programs and rehabilitation services that are sustainable and culturally relevant. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to explore the use of myofunctional devices (MDs) by speech-language pathologists (SLPs) to gain a better understanding of how SLPs are utilizing these in the treatment of their patients. Method: Eleven SLPs from four countries participated in semistructured interviews. The interview transcripts were analyzed using qualitative content analysis. Participants' responses were coded and categorized to identify key themes related to the use of MDs in therapy. Results: Five key themes, composed of 11 main categories and 54 subcategories, were identified. Themes highlighted variability in the use of MDs, including the type of device, application of the device, and dosage. Successful outcomes with the use of MDs were influenced by clinical experience and training, a multidisciplinary approach, along with client/family adherence to therapy. Participants frequently described the use of MDs as one component of an overall therapy program and reported on the need for further research to guide the use of MDs in speech-language pathology treatment. Conclusions: The use of MDs in speech-language pathology practice is often related to the expertise and experience of the SLP. Although SLPs report positive clinical outcomes, there remains a need for further research to support the use of MDs in therapy. [ABSTRACT FROM AUTHOR]

Background: Simulation‐based learning can be used in university programmes to provide speech–language pathology students with essential clinical experiences. However, limited research has explored the use of simulation to support students' development of skills in clinical practice with people who stutter. Aims: (1) To evaluate students' clinical skills in managing stuttering within a simulation‐based learning programme; (2) to develop an assessment tool, the Standardised Patient Interview Rating Scale for Stuttering (SPIRS‐Stuttering); and (3) to conduct a preliminary investigation of its validity in measuring students' performance. Methods & Procedures: Speech–language pathology students (n = 114) participated in a simulation‐based stuttering programme in addition to academic coursework in fluency disorders. Students' clinical skills were assessed over two simulation sessions using the SPIRS‐Stuttering tool, adapted from an earlier iteration of the SPIRS tool. Content validity, intra‐rater reliability and internal consistency of the SPIRS‐Stuttering tool were also explored. Outcomes & Results: Students demonstrated a statistically significant improvement in stuttering clinical skills between sessions 1 and 4 of the simulation‐based stuttering programme. Good content validity was achieved for the SPIRS‐Stuttering tool with a low level of intra‐rater reliability and variable internal consistency. Conclusions & Implications: This study identified that students' clinical skills in stuttering improved during participation in a simulation‐based programme undertaken in conjunction with an academic course on fluency disorders. The results of this study support the inclusion of this learning modality in university programme curricula. Whilst the SPIRS‐Stuttering tool enabled assessment of speech–language pathology students' clinical skills in stuttering management, further exploration of reliability is required. What this paper adds: What is already known on this subject: Within speech–language pathology, simulation‐based learning is a teaching approach used in university clinical programme curricula. Simulation‐based learning is used as an opportunity for students to gain specific clinical skills, particularly if clinical experiences are readily not available. Research in speech–language pathology has revealed that students value simulation because it provides a safe learning environment. What this study adds to existing knowledge: There are fewer opportunities for students to gain clinical experience in the management of stuttering in adults. This study explored students' clinical skill development within a stuttering simulation‐based learning programme. Additionally, it detailed the development and preliminary investigation of validity of the SPIRS‐Stuttering, an assessment tool used in a simulation‐based learning environment. What are the potential or actual clinical implications of this work?: Students' clinical skills in the assessment and management of stuttering in adults, as measured by the SPIRS‐Stuttering, improved during participation in the stuttering simulation‐based learning programme. Further investigation of validity of the SPIRS‐Stuttering tool is required to confidently measure students' performance. The stuttering simulation‐based learning programme can be used to provide students with an opportunity to develop their clinical skills in stuttering, a practice area in speech–language pathology that is not always available to students. [ABSTRACT FROM AUTHOR]

Previous literature has explored parents' perceptions of their involvement in treatment for stuttering and/or speech sound disorder (SSD) in isolation. However, no studies have documented these perceptions when children have co-occurring disorders. The aim of this study was to explore parents' experiences of their involvement in their children's treatment for co-occurring stuttering and SSD. Semi-structured interviews were conducted with four parents whose children had undergone concurrent, direct treatment for co-occurring stuttering and SSD in a previous research trial. Interviews were conducted around 40 months after entry into the original trial. Data were analysed using thematic analysis. Thematic analysis identified three core themes. The data revealed important clinical considerations, including provision of accessible information and support to parents around their roles in treatment, and barriers and facilitators to this form of service delivery. Identified facilitators included structured clinic and home sessions, tangible reward systems, and parental/child motivation. Parents' experiences were largely positive, and evaluation of caregiver perspectives allows more holistic investigation of treatment approaches. [ABSTRACT FROM AUTHOR]

Purpose: Case-study methodology studying change is often used in the field of speech-language pathology, but it can be criticized for not being statistically robust. Yet with the heterogeneous nature of many communication disorders, case studies allow clinicians and researchers to closely observe and report on change. Such information is valuable and can further inform large-scale experimental designs. In this research note, a statistical analysis for case-study data is outlined that employs a modification to the Reliable Change Index (Jacobson & Truax, 1991). The relationship between reliable change and clinical significance is discussed. Example data are used to guide the reader through the use and application of this analysis. Method: A method of analysis is detailed that is suitable for assessing change in measures with binary categorical outcomes. The analysis is illustrated using data from one individual, measured before and after treatment for stuttering. Conclusions: The application of this approach to assess change in categorical, binary data has potential application in speech-language pathology. It enables clinicians and researchers to analyze results from case studies for their statistical and clinical significance. This new method addresses a gap in the research design literature, that is, the lack of analysis methods for noncontinuous data (such as counts, rates, proportions of events) that may be used in case-study designs. [ABSTRACT FROM AUTHOR]

Speech sound disorders reportedly co-occur in young children who stutter at a substantial rate. Despite this, there is a paucity of scientific research available to support a treatment approach when these disorders co-exist. Similarly, little is known about how clinicians are currently working with this caseload given that best practice for the treatment of both disorders in isolation has evolved in recent years. This study used a qualitative approach to explore current clinical management and rationales when working with children who have co-occurring stuttering and speech sound disorder. Thirteen participant SLPs engaged in semi-structured telephone interviews. Interview data were analysed based on principles derived from grounded theory. Several themes were identified including multi-faceted assessment, workplace challenges, weighing-up the evidence, and direct intervention. The core theme, clinical reasoning, highlighted the participants' main concern, that not enough is known about this caseload on which to base decisions about intervention. There was consensus that little is available in the research literature to guide decisions relating to service delivery. These findings highlight the need for further research to provide evidence-based guidelines for clinical practice with this caseload. [ABSTRACT FROM AUTHOR]

Speech and language therapy is a growing profession in Sri Lanka, and little is known about how stuttering is currently managed in the country. Therefore, this study aimed to investigate the current stuttering management practices in Sri Lanka and to investigate any barriers to service provision. A convergent mixed methods design was employed across two phases. Sixty-four Sri Lankan speech and language therapists (SALTs) participated in online surveys in phase one and ten participated in semi structured interviews in phase two. Survey data in phase one was analysed using descriptive statistics and data in phase two was analysed using thematic analysis. Results from both phases were triangulated for the overall interpretation of the data. Sri Lankan SALTs conduct a comprehensive assessment, however some assessment contexts (e.g., stuttering beyond the clinic) were not routinely considered. Speech and language therapists reported using multiple and varied intervention approaches/strategies, which were often adapted and/or combined. It was noted that the delivery of treatment was more challenging. Barriers identified were including limited knowledge of some aspects of stuttering management, limited access to resources, and workplace constraints. Overall, findings revealed that most Sri Lankan SALTs employ a comprehensive and holistic approach in assessment; however, some limited knowledge of the disorder and intervention was identified. Findings highlighted the need for further training for SALTs regarding the management of stuttering, the need for culturally and linguistically validated appropriate assessments as well as the need to consider logistical issues in clinical settings and service delivery. • Investigation of current management of stuttering by SALTs in Sri Lanka. • SALTs employ a comprehensive and holistic approach in both assessment and intervention for stuttering. • SALTs in Sri Lanka have limited knowledge about some aspects of stuttering and its management. • Further research and training for on service delivery models for management of stuttering is needed in Sri Lanka. [ABSTRACT FROM AUTHOR]

• This study is the first of its kind exploring parental perceptions towards stuttering in Sri Lanka. • Thematic analysis revealed that parental knowledge about stuttering is generally limited in Sri Lanka, with cultural/religious aspects heavily impacting parental perceptions around aspects of the disorder. • Findings highlight the need for further public education in Sri Lanka regarding stuttering and give insight into some considerations for SLTs working with Sri Lankan families in early childhood stuttering management. Parental perceptions towards stuttering is an important consideration as parents play a crucial role in the initial identification and management of stuttering in young children. Although several studies have been conducted on parental perceptions towards childhood stuttering in other countries, little is known about how stuttering is perceived and managed by parents in Sri Lanka. This study explored Sri Lankan parents' perceptions towards childhood stuttering and their experiences regarding attending speech and language therapy for stuttering. Using a qualitative approach, 15 parents of children who stutter were recruited from a stuttering clinic at a state university in Sri Lanka. Parents participated in semi-structured interviews with the first author. The interviews were conducted via telephone in Sinhala language, recorded, transcribed verbatim in Sinhala and then translated into English. The data were analysed using thematic analysis. Five themes emerged from the data: (1) limited knowledge about stuttering and management (2) influence of religion and culture on stuttering (3) variable responses to stuttering (4) impact of stuttering on the parent and child (5) impact and engagement in speech therapy. The findings highlighted the need to educate the Sri Lankan public about stuttering as a communication disorder and raise awareness about the profession of speech language therapy in the country. Specifically, it is important for other health professionals and teaching professionals to learn more about stuttering, so that appropriate early referrals can be made for speech and language therapy, lessening the impact on children and their families. [ABSTRACT FROM AUTHOR]