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Purpose: The purposes of this review article were to provide an introduction to and "bird's-eye" overview of the current evidence base for treatment of childhood apraxia of speech (CAS), identify some gaps and trends in this rapidly growing literature, and formulate some future research directions, in order to advance the evidence base and clinical practice for children with CAS. Method: Following a brief introduction outlining important concepts, a narrative review of the CAS treatment literature is provided, and trends and future directions are identified based on this review. The review is organized around four fundamental treatment research questions: (a) "Does Treatment X work?", (b) "Does Treatment X work better than Treatment Y?", (c) "For whom does Treatment X work?", and (d) "What does 'work' mean, anyway?" Results: A wide range of CAS treatments with varying degrees of evidence for efficacy exists. Research is beginning to emerge that compares different treatments and seeks to determine optimal treatment parameters. Few studies to date have explored child-level predictors of treatment response, and the evidence base currently is limited in scope with respect to populations and outcomes studied. Conclusions: A growing evidence base supports the efficacy of a number of treatments for CAS. However, many important gaps in the literature were identified that warrant redoubled and sustained research attention. Research is beginning to emerge that addresses treatment optimization, comparison, candidacy, and outcomes. Suggestions for future research are offered, and the concept of a hypothesized pathway was applied to CAS to illustrate how components of an intervention can effect change in a clinical goal and can help guide development and refinement of treatments for children with CAS. [ABSTRACT FROM AUTHOR]

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: Health care is advancing toward a collaborative and integrative approach that promotes general health and wellness while addressing health inequities through the consideration of broader social and economic factors that influence the well-being of the entire population. Recently, there has been growing evidence of public health concept applications in fields related to speech, language, and hearing. However, there is an outstanding need to explicitly define the intersection of public health, including prevention and health promotion, and the discipline of communication sciences and disorders (CSD) across the areas of education, clinical practice, research, and policy. The authors propose a definition for this intersection using the new term communication public health. Method: This tutorial provides guidance on how to conceptualize communication public health and invites refinement and expansion of the intersection between public health and CSD. Because readers are experts in CSD, this tutorial aims to supplement existing knowledge with information on public health to achieve three main objectives: (a) increase knowledge of the application of public health concepts among speech, language, hearing, and related professionals (SLHP+); (b) introduce the concept of communication public health; and (c) discuss the relevance of communication public health across domains within CSD. The authors utilize the socioecological model to provide examples of applications. Results: The concept of communication public health is proposed as the collaborative area of CSD and public health, which encompasses prevention and promotion of equity in communication health through individual-, community-, and population-level efforts. The goals of communication public health are achieved through applications of public health principles in CSD education, clinical practice, research, and policy. Conclusion: Communication public health defines an area of collaboration between public health and CSD in which SLHP+ can apply public health concepts to both advance communication health and address health disparities. [ABSTRACT FROM AUTHOR]

Ecological momentary assessment (EMA) is a way to evaluate experiences in everyday life. It is a powerful research tool but can be complex and challenging for beginners. Application of EMA in audiological research brings with it opportunities and challenges that differ from other research disciplines. This tutorial discusses important considerations when conducting EMA studies in hearing care. While more research is needed to develop specific guidelines for the various potential applications of EMA in hearing research, we hope this article can alert hearing researchers new to EMA to pitfalls when using EMA and help strengthen their study design. The current article elaborates study design details, such as choice of participants, representativeness of the study period for participants' lives, and balancing participant burden with data requirements. Mobile devices and sensors to collect objective data on the acoustic situation are reviewed alongside different possibilities for EMA setups ranging from online questionnaires paired with a timer to proprietary apps that also have access to parameters of a hearing device. In addition to considerations for survey design, a list of questionnaire items from previous studies is provided. For each item, an example and a list of references are given. EMA typically provides data sets that are rich but also challenging in that they are noisy, and there is often unequal amount of data between participants. After recommendations on how to check the data for compliance, reactivity, and careless responses, methods for statistical analysis on the individual level and on the group level are discussed including special methods for direct comparison of hearing device programs. [ABSTRACT FROM AUTHOR]

Background: The role of participatory health research (PHR) is increasingly acknowledged by funding bodies, researchers and civil society globally; however, it continues to be under‐represented in the speech and language therapy (SLT) research literature. This collaborative research approach is associated with the increased application of research evidence, and the generation of positive impacts in practice, policy, health systems and society. Aims: To increase researchers' and other participatory partners' understanding of PHR, and to demonstrate its applicability to research in the SLT field. Methods & Procedures: This aim is achieved through a discussion on PHR, its principles, benefits and challenges, and the evaluation of its impact. A recently developed evaluation framework to support the implementation of best engagement practices is examined, and recommendations for how this framework can be used to plan and evaluate engagement in participatory stuttering research is presented. Main contribution: This paper serves as an important conversation on the value of PHR to SLT research, and presents guidance to support its increased implementation in this research field. Conclusions & Implications: Conclusions & Implications: PHR remains an under‐represented research approach in the SLT literature, despite increasing evidence demonstrating its effectiveness and value. It offers a potential solution to the research–practice gap, and challenges the ongoing research hierarchies by democrating the process of knowledge production. WHAT THIS PAPER ADDS: What is already known on this subject: PHR is increasingly attracting the attention of funders, researchers and decision‐makers due to a growing body of evidence in support of this collaborative research approach. Despite its potential to bridge the research–practice gap, PHR remains significantly under‐represented in the SLT research literature. What this paper adds to the existing knowledge: This paper discusses the principles, benefits, challenges and impact evaluation of PHR. A recently developed evaluation framework for supporting the implementation of best engagement practices is examined. A demonstration of how this framework can be used to plan and evaluate engagement in participatory stuttering research is presented. What are the potential or actual clinical implications of this work?: Speech and language therapists play a key role in PHR, as co‐researchers contributing essential context‐based knowledge. It is therefore imperative that they understand the principles and practices of this approach in order to maximize their input in future participatory partnerships. [ABSTRACT FROM AUTHOR]

Purpose: One manifestation of systemic inequities in communication sciences and disorders (CSD) is the chronic underreporting and underrepresentation of sex, gender, race, and ethnicity in research. The present study characterized recent demographic reporting practices and representation of participants across CSD research. Method: We systematically reviewed and extracted key reporting and participant data from empirical studies conducted in the United States with human participants published in the year 2020 in journals by the American Speech- Language-Hearing Association (ASHA; 407 articles comprising a total of 80,058 research participants, search completed in November 2021). Sex, gender, race, and ethnicity were operationalized per National Institutes of Health guidelines. Results: Sex or gender was reported in 85.5% of included studies; race in 33.7%; and ethnicity in 13.8%. Sex and gender were clearly differentiated in 3.4% of relevant studies. Where reported, median proportions for race and ethnicity were significantly different from the U.S. population, with underrepresentation noted for all non-White racial groups and Hispanic participants. Moreover, 64.7% of studies that reported sex or gender and 67.2% of studies that reported race or ethnicity did not consider these respective variables in analyses or discussions. Conclusions: At present, research published in ASHA journals frequently fails to report key demographic data summarizing the characteristics of participants. Moreover, apparent gaps in the representation of minoritized racial and ethnic groups threaten the external validity of CSD research and broader health care equity endeavors in the United States. Although our study is limited to a single year and publisher, our results point to several steps for readers that may bring greater accountability, consistency, and diversity to the discipline. [ABSTRACT FROM AUTHOR]

This article is the second part of a two-part series examining so-called "fatal flaws" in voice science, with an emphasis on qualitative studies. This type of research looks for evidence to explore real-world phenomena, and asks questions like, "why?" or "I wonder what, or how?" The most common errors noted in qualitative studies include researchers' overestimation of their expertise, failure to practice intellectual humility, failure to control for researcher bias, and privileging the "expert in the room" rather than participants' perspectives. Interview protocols are examined, including a common method for ensuring trustworthiness called "member checking." Recommendations for avoiding common errors in survey research, both qualitative and quantitative, are discussed. [ABSTRACT FROM AUTHOR]

Patient and public involvement (PPI) in research improves relevance to end users and improves processes including recruitment participants. PPI in our research has gone from being non-existent to ubiquitous over a few years. We provide critical reflections on the benefits and challenges of PPI. Case studies are reported according to a modified GRIP2 framework; the aims, methodology, impact of PPI and critical reflections on each case and our experiences with PPI in general. We report five UK projects that included PPI from teenagers, families, people living with dementia, autistic people, and people from South Asian and d/Deaf communities. Our experience has progressed from understanding the rationale to grappling methodologies and integrating PPI in our research. PPI took place at all stages of research, although commonly involved input to design including recruitment and development of study materials. Methodologies varied between projects, including PPI co-investigators, advisory panels and online surveys. On-going challenges include addressing social exclusion from research for people that lack digital access following increasing on-line PPI and involvement from underserved communities. PPI was initially motivated by funders; however the benefits have driven widespread PPI, ensuring our research is relevant to people living with hearing loss. [ABSTRACT FROM AUTHOR]

Performing a research project which explores aspects of singing voice production can be a very rewarding endeavor or a very frustrating one, since high-quality research requires great care in the design and execution of the experimental protocol. In this article and the subsequent one, the authors address readers who seek to perform scientific studies on the voice. We discuss certain standards that need to be met for the results to be meaningful, including the types of equipment used to make measurements as well as their calibration, the control of experimental variables, issues concerning the subjects and subject populations, the experimental tasks the subjects perform, and statistical power. We present this in the form of "fatal flaws" to avoid in doing an experiment. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this introduction is to provide an overview of the articles contained within this research forum of the Journal of Speech, Language, and Hearing Research. Each of these articles is based upon presentations from the 2022 ASHA Research Symposium. [ABSTRACT FROM AUTHOR]

The current study examines the morphological knowledge (MK) and self-reported MK self-efficacy of speech-language pathologists (SLPs) and educators in an effort to inform professional development and preservice training related to MK and skills in implementing morphological instruction. This sample of 850 U.S. participants consisted of SLPs (n = 406), English language arts teachers (n = 178), special education teachers (n = 201), and reading specialists (n = 65). A survey elicited professional experience, self-efficacy related to the application of MK, and a MK measure. Correlations and analyses of variance (ANOVAs) between the groups that differed by disciplinary backgrounds were conducted to assess differences in MK and MK self-efficacy. The results yielded two key findings: (a) MK differs by profession, with SLPs performing with higher accuracy in morpheme counting and nonword derivation tasks and (b) MK self-efficacy differs by profession with reading specialists rating themselves significantly more confident than all other professions. [ABSTRACT FROM AUTHOR]

Introduction: Repetition priming can lead to improved naming ability in people with aphasia, but concerns have arisen from prior research about using only a single picture exemplar for each target. Specifically, it is unclear whether the observed improvements were due to learning simple correspondences between particular words and pictures rather than changes at a deeper level of lexical– semantic processing. In addition, implications for generalization after training with single exemplars were unclear. This study replicated and extended previous work to address these questions. Method: Five participants with chronic aphasia participated in this repeatedmeasures design study, which repeatedly paired words and pictures with no feedback provided. Two participants engaged in a single-exemplar condition, with a single picture exemplar of each target used for every presentation of that target. The remaining three participants engaged in a multiple-exemplar condition, with several different pictures used for each target. Half of these targets used training pictures during naming probes, whereas half did not. Results: Primed items led to greater improvements in naming than items that were practiced but not primed. The data indicate that improvements may extend beyond stimulus-specific correspondences. Maintenance and generalization effects were mixed. Conclusions: These data provide further support for the efficacy of repetition priming treatment for anomia. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

Electropalatography (EPG) has been used in the past 50 years for studying the patterns of contact between the tongue and the palate during speech production in typical speakers and those with speech disorders due to different causes. At the 7th EPG Symposium in Japan that was held online on 24 January 2021 (see: ), a panel of invited experts discussed their views regarding further developments and application of the technique. This paper provides a summary of this discussion. EPG offers information on articulation which cannot be replaced by other instrumental measures of speech. Identified areas for further hardware development are thinner EPG plates, better dental and palatal coverage, wireless connectivity, and sensors that provide additional articulatory information (e.g. tongue pressure, tongue-palate distance). EPG can serve as a resource for teaching speech disorders and phonetics. Furthermore, EPG therapy can be combined with telepractice in the speech therapy of clients with speech disorders. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article is to describe the speech-language pathology profession in Australia and its global impact. Conclusions: Australia is known for its international collaboration in research, advocacy, leadership in practice (clinical) education and training of the workforce, innovations in technology for service delivery, and global partnerships. In Australia, speech-language pathologists are known as speech pathologists who have expertise in providing assessment and intervention to optimize communication and swallowing for people across the life span. Speech Pathology Australia (SPA) is the peak professional body in Australia and was founded in 1949. Speech pathology is a self-regulating profession, and SPA is recognized by the Australian government as the body that sets and maintains the standards for the profession. Members can hold Certified Practising Speech Pathologist (CPSP) status if they meet annual recency of practice and continuing professional development requirements. Not all speech pathologists are members of SPA. SPA has approximately 14,000 members; half are employed in private practices where services may be funded by government-funded schemes, private health insurance, or self-funded by service users. Most SPA members are female and the majority only speak English, with Cantonese being the most common other language spoken. The Professional Standards for Speech Pathologists in Australia outlines the knowledge, skills, and attributes for entry-level and practicing speech pathologists. SPA hosts an annual national conference and produces two journals: International Journal of Speech- Language Pathology and Journal of Clinical Practice in Speech-Language Pathology. SPA have committed to cultural responsiveness and privileging the voices of Aboriginal and Torres Strait Islander Peoples and Communities, the First Peoples of Australia. SPA aspires to the provision of culturally safe speech pathology services for all people and supports the development of speech-language pathology in the Asia-Pacific region including Vietnam and Cambodia. [ABSTRACT FROM AUTHOR]

There is a consensus in psycholinguistic research that listening to unfamiliar speech constitutes a challenging listening situation. In this commentary, we explore the problems with the construct of non-native and ask whether using this construct in research is useful, specifically to shift the communicative burden from the language learner to the perceiver, who often occupies a position of power. We examine what factors affect perception of non-native talkers. We frame this question by addressing the observation that not all "difficult" listening conditions provide equal challenges. Given this, we ask how cognitive and social factors impact perception of unfamiliar accents and ask what our psycholinguistic measurements are capturing. We close by making recommendations for future work. We propose that the issue is less with the terminology of native versus non-native , but rather how our unexamined biases affect the methodological assumptions that we make. We propose that we can use the existing dichotomy to create research programs that focus on teaching perceivers to better understand talkers more generally. Finally, we call on perceivers and researchers alike to question the idea of speech being "native," "non-native," "unfamiliar," and "accented" to better align with reality as opposed to our inherently biased views. [ABSTRACT FROM AUTHOR]

Purpose: The ongoing replication crisis within and beyond psychology has revealed the numerous ways in which flexibility in the research process can affect study outcomes. In speech research, examples of these “researcher degrees of freedom” include the particular syllables, words, or sentences presented; the talkers who produce the stimuli and the instructions given to them; the population tested; whether and how stimuli are matched on amplitude; the type of masking noise used and its presentation level; and many others. In this research note, we argue that even seemingly minor methodological choices have the potential to affect study outcomes. To that end, we present a reanalysis of six existing data sets on spoken word identification in noise to assess how differences in talkers, stimulus processing, masking type, and listeners affect identification accuracy. Conclusions: Our reanalysis revealed relatively low correlations among word identification rates across studies. The data suggest that some of the seemingly innocuous methodological details that differ across studies—details that cannot possibly be reported in text given the idiosyncrasies inherent to speech— introduce unknown variability that may affect replicability of our findings. We therefore argue that publicly sharing stimuli is a crucial step toward improved replicability in speech research. [ABSTRACT FROM AUTHOR]

Purpose: In the last decade, psychology and other sciences have implemented numerous reforms to improve the robustness of our research, many of which are based on increasing transparency throughout the research process. Among these reforms is the practice of preregistration, in which researchers create a timestamped and uneditable document before data collection that describes the methods of the study, how the data will be analyzed, the sample size, and many other decisions. The current article highlights the benefits of preregistration with a focus on the specific issues that speech, language, and hearing researchers are likely to encounter, and additionally provides a tutorial for writing preregistrations. Conclusions: Although rates of preregistration have increased dramatically in recent years, the practice is still relatively uncommon in research on speech, language, and hearing. Low rates of adoption may be driven by a lack of understanding of the benefits of preregistration (either generally or for our discipline in particular) or uncertainty about how to proceed if it becomes necessary to deviate from the preregistered plan. Alternatively, researchers may see the benefits of preregistration but not know where to start, and gathering this information from a wide variety of sources is arduous and time consuming. This tutorial addresses each of these potential roadblocks to preregistration and equips readers with tools to facilitate writing preregistrations for research on speech, language, and hearing. [ABSTRACT FROM AUTHOR]

When engaging in research with marginalized communities, it is important for researchers to reflect on their practice and consider what steps they can take to avoid perpetuating inequality or causing harm. This article provides guidance for researchers working with trans and gender-diverse individuals from the perspective of two speech-language pathologists. Key considerations presented by the authors include the importance of engaging in reflexive research practices—thinking deeply about and acknowledging impacts of one's personal beliefs, values, and practices on one's research—and developing an awareness of factors that contribute to the trans and gender-diverse community's ongoing minority stress. Specific suggestions to redress power imbalance between the researcher and the researched community are provided. Finally, practical methods for implementing the guidance are presented: the community-based participatory research model and an example in speech-language pathology research with trans and gender-diverse individuals. [ABSTRACT FROM AUTHOR]

Recent work has demonstrated that high-frequency (>6 kHz) and extended high-frequency (EHF; >8 kHz) hearing is valuable for speech-in-noise recognition. Several studies also indicate that EHF pure-tone thresholds predict speech-in-noise performance. These findings contradict the broadly accepted "speech bandwidth" that has historically been limited to below 8 kHz. This growing body of work is a tribute to the work of Pat Stelmachowicz, whose research was instrumental in revealing the limitations of the prior speech bandwidth work, particularly for female talkers and child listeners. Here, we provide a historical review that demonstrates how the work of Stelmachowicz and her colleagues paved the way for subsequent research to measure effects of extended bandwidths and EHF hearing. We also present a reanalysis of previous data collected in our lab, the results of which suggest that 16-kHz pure-tone thresholds are consistent predictors of speech-in-noise performance, regardless of whether EHF cues are present in the speech signal. Based on the work of Stelmachowicz, her colleagues, and those who have come afterward, we argue that it is time to retire the notion of a limited speech bandwidth for speech perception for both children and adults. [ABSTRACT FROM AUTHOR]

Intensive Comprehensive Aphasia Programs (ICAPs) were first described in 2013 with an international survey documenting 12 unique programs. ICAPs involve high dose intervention delivered in both group and individual settings, targeting communication across impairment, functioning, participation, and contextual domains. In this study, we aimed to investigate international growth in ICAPs. We developed a 43-item questionnaire expanding on the original 2013 version to investigate program modifications, activities, protocolised therapies, software and apps, and family involvement. The survey was disseminated to aphasia clinicians and researchers internationally (November 2019–February 2020). Thirty-nine unique respondents completed the survey from nine countries. Twenty-one met the criteria for an ICAP or modified ICAP (mICAP): 14 ICAPs; 7 mICAPs, and 13 of these were new programs. ICAPs differed from mICAPs with greater emphasis on group sessions, use of technology, total communication, advocacy, and art activities. A large range of protocolised therapies were used across programs. An increased focus on mood and psychosocial well-being was observed compared to the 2013 survey. The number and comprehensiveness of ICAPs has grown since 2013 with development of modified versions. Future research should focus on comparative efficacy of ICAPs/mICAPs and other forms of aphasia interventions and factors underpinning growth and sustainability. Clinicians who coordinate or are considering commencing an ICAP in future can use these results to consider the design of their program. Coordinators should carefully consider the components of their ICAPs and advise consumers whether they meet the definition of an ICAP or a mICAP. With the increasing number of ICAPs across the globe, clinicians commencing an ICAP may wish to contact existing ICAPs within their country for advice. Program sustainability may be challenging and these results provide an indication of some of the key challenges coordinators may face. [ABSTRACT FROM AUTHOR]

In this paper, we offer three paths for the development of innovation in speech-language pathology (SLP), which enhance the discipline's capacity to address issues of diversity, inclusion and cultural responsiveness: transdisciplinary theoretical research, researcher reflexivity, and changes in ethical standards. First, we engage in a reflective conversation to identify facilitators and barriers to innovation we have encountered as academics who speak and write from personal and professional positionings that move between the privileged and the marginalised. Second, we present the results of a critical discourse analysis of the 2020 revisions to Speech Pathology Australia's Code of Ethics and characterise recent changes in the field's expanding understanding of ethical research and clinical practices. Third, we discuss how speech-language pathologists might reconsider their modes of engagement with clients and research populations in our shared area of specialisation—transgender voice. Together, these insights can support speech-language pathologists in further developing a contemporary, self-reflective, culturally humble and responsive professional culture. [ABSTRACT FROM AUTHOR]

The auditory brainstem response (ABR) and middle latency response (MLR) are two sets of evoked potentials that have made major contributions to the field of diagnostic audiology. Many of these contributions were guided by clinical research audiologists. Though many of these auditory evoked potentials (AEPs) are still being used diagnostically by audiologists, there has been a steep decline in their popularity both clinically and in the research laboratory. This is indeed most unfortunate because these AEPs could and should be advancing our field and benefitting many patients. In this article, some critical research is overviewed that addresses some of the reasons why these AEPs (ABR and MLR) are not being utilized as frequently as they should be for neuroauditory assessments. Reflecting on our past when ABR and MLR were more commonly used can serve as a model for our future. Multiple applications and the diagnostic value of these AEPs are presented in an effort to convince audiologists that these electrophysiologic procedures should be revisited and reapplied in the clinic and research settings. It is argued that the dwindling use of ABR and MLR (and AEPs in general) in the field of audiology is not only remarkably premature but also lacks good scientific grounding. While on the other hand, if applied clinically, the value of these AEPs is both substantial and promising. [ABSTRACT FROM AUTHOR]

Living in the transformative age is one of disruption, change, and infinite opportunity. However, living in a cloud-based world with self-driving cars, advanced robotics, artificial intelligence, e-health, 3-D printing, and COVID-19 can also be somewhat daunting, challenging, and even confronting. As speech-language pathologists, researchers, educators, and advocates, we need to be agile, more creative and connected to data, experiences, and people. Now more than ever, these connections will enable transformation and ensure the future of our profession. speech-language pathologists are now practising on a global scale, in multiple languages and unique contexts, and the education of our future workforce is critical. Over the past 10 years, there has been rapid growth in the number of speech-language pathology training programs delivered by universities in Australia, as well as a significant shift in the demand for services and changing employment opportunities. In Australia, the profession has been planning for the future; Making Futures Happen, Building a Future workforce, and re-developing our Professional Standards. But, are we really cognisant of the global challenges and opportunities for our profession? Do we really value global connectivity? In this discussion paper, authentic examples and plausible scenarios are being used to explore the global transformation of the speech-language pathology profession. Each will highlight some of the political, economic, societal, cultural, and technological influences on speech-language pathology research, teaching, and practices that are driving development, change, and innovation. Readers will be challenged to consider how thinking globally, with a focus on context, translation, and connection will enable them to rise to the challenges we face today and forge new paths for the future. [ABSTRACT FROM AUTHOR]

Purpose: The extent to which research impacts clinical practice is directly related to the availability, accessibility, and relevance of clinical practice research (CPR). The purpose of this article is to describe some of the current barriers to CPR in communication sciences and disorders and review the resources available to support clinical practice researchers. Results: Considerations related to CPR are numerous and relate to its availability, relevance, and accessibility. There are longstanding challenges with the CPR pipeline, which include challenges getting researchers involved in conducting CPR, acquisition of funding to support CPR grant proposals, recognition of the validity and role of less traditional research paradigms in which some CPR is conducted, and publishing and disseminating CPR. The American Speech-Language-Hearing Association (ASHA) has developed a number of resources to support the development, execution, dissemination, and utilization of CPR in speech-language pathology and audiology. Conclusions: Clinicians, researchers, and clinician-scientists alike are encouraged to explore ASHA's CPR resources and initiatives. The outcomes of ASHA programs are encouraging in that researchers who participate in CPR initiatives are largely successful in obtaining funding for CPR. This is promising evidence that the availability, relevance, and accessibility barriers to CPR can be mitigated, which will ultimately lead to improved uptake and impact of CPR. [ABSTRACT FROM AUTHOR]

The article cites several doctoral and Gallaudet University dissertations on deafness. Topics covered include cognitive strategies of deaf and hard of hearing college students, faculty attitudes toward inclusive teaching strategies, and preservation of maritime sign language. Other topics include clinical psychology, interpretation, and linguistics.

Purpose: The external validity of aphasia treatment research relies on diverse and representative participants. The purposes of this study were (a) to examine whether reporting of patient-reported age, sex, and race/ethnicity has improved since Ellis (2009) and (b) to evaluate whether these demographic variables were consistent with population-level estimates of stroke survivor demographics in the United States. Method: A scoping review examined U.S.-based aphasia treatment studies published between 2009 and 2019 and characterized the percentage of studies reporting age, sex, and race/ethnicity. Summary statistics for these variables were calculated and compared statistically with a population-based study of stroke survivors. Results: It was found out that 97.1% of studies reported age, 93.5% reported sex, and 28.1% reported race and/or ethnicity. Within reporting studies, participant mean age was 58.04 years, 61.6% of participants were men, and 38.4% were women; 86.5% of participants were White, 11.0% were Black, 2.0% were Hispanic/Latino, and 0.5% fell in other racial categories. All three variables were statistically different from the study of Kissela et al. (2012). Discussion: Despite being highlighted as an issue by Ellis (2009), less than 30% of recent aphasia treatment studies reported race or ethnicity, and participants do not appear to be demographically representative compared with estimates of stroke survivors living in the United States. These issues may negatively impact the ecological validity of aphasia treatment research. Aphasia researchers should more consistently report participant race and ethnicity and follow current guidelines for increasing the demographic representation of women and minorities. [ABSTRACT FROM AUTHOR]

Purpose: To describe the 9-year journey of a group of language and literacy researchers in establishing and cultivating Research-Practice Partnerships (RPPs). Those interested in incorporating implementation science frameworks in their research may benefit from reading our exploration into this type of work and our lessons learned. Method: We showcase how a group of researchers, who are committed to collaboration with school practitioners, navigated building and scaling RPPs within educational systems necessary for our long-term implementation work. We provide details and illustrative examples for three, distinct, mutually beneficial, and sustainable partnerships. Results: Three different practice organizations are represented: (1) a single metropolitan school, (2) a small metropolitan school district, and (3) a large metropolitan school district, highlighting specific priorities and needs depending on the type of practice organization. Each partnership has distinct research and practice goals related to improving language and literacy outcomes in children. We describe how the researchers assisted with meeting the partner practice organizations' goals and engaged in capacity building while producing rigorous scientific knowledge to inform clinical and educational practice. Additionally, we discuss how research priorities and strategies were pivoted in the past year due to the COVID-19 pandemic, illustrating our commitment to the partnerships and how to respond to challenges to guarantee long-term sustainability. Conclusion: By discussing three distinctive partnerships, we demonstrate the various ways researchers can approach RPPs and grow them into mutually beneficial collaborations and support implementation goals. [ABSTRACT FROM AUTHOR]

Coordination of international aphasia research would minimise duplication of effort, support synergistic international activities across languages and multidisciplinary perspectives, and promote high-quality conduct and reporting of aphasia research, thereby increasing the relevance, transparency, and implementation of findings. The Collaboration of Aphasia Trialists (CATs) sought to develop an aphasia research agenda to direct future research activities, based on priorities shared by people with aphasia, family members, and healthcare professionals. Our established international research network spanning 33 countries contributed to this activity. Research literature reporting the priorities of stakeholders was reviewed and synthesized (phase 1). Representatives from Working Groups on Aphasia Assessment & Outcomes, Prognosis & Predictors of Recovery, Effectiveness of Interventions, and Societal Impact & Reintegration participated in a two-day research agenda-setting meeting. The CATs expert panel refined research objectives and identified constituent components of research and methodological developments required to address these research components. The objectives and research components were grouped into overarching themes (phase 2). The resultant list was then circulated to more than 180 CATs members for review, revision, and approval. Consensus on the final aphasia research agenda and roadmap was reached by CATs executive committee (phase 3). The expert panel identified five overarching research themes: (i) evidence-based interventions for people with aphasia, (ii) effective interventions to support those communicating with people with aphasia, (iii) cross-linguistic assessment and core outcomes for aphasia research, (iv) predictors of language recovery, and (v) clinical implementation of research findings. Within these broad themes, 30 research objectives and 91 individual aphasia research components were identified and sequentially ordered. This agenda builds on research priorities identified by people with aphasia and their families, and includes priorities of healthcare professionals and researchers, and will support the rehabilitation and recovery of people with aphasia. Our internationally relevant research agenda promotes rigor in methodology, considers international applicability, synergistic activities, and sharing of resources and expertise. [ABSTRACT FROM AUTHOR]

Purpose: In this tutorial, we describe the initiation and implementation of a recently developed PhD Student-Mediated Mentorship Model (PS-MMM) used within our lab. In a PS-MMM, PhD students mentor graduate and undergraduate students under the direction of a faculty advisor. The model aims to address the PhD shortage by (a) teaching PhD students to be research mentors to facilitate their success in the early career years and (b) encouraging clinical graduate students to transition into and be successful in research doctoral training. As a third objective, we aim to address the research-practice gap by increasing the research experiences available to undergraduate and clinical graduate students through implementation of a PS-MMM. We provide a step-by-step outline and case examples for initiating and scaling up a PS-MMM. Conclusions: Implementation of a PS-mMm has led to consistent, positive benefits for mentees and mentors within our lab. The observed benefits, feasibility, and flexibility of our PS-MMM support more widespread use of PS-MMMs within other communication sciences and disorders programs. [ABSTRACT FROM AUTHOR]

Background: Person‐centred care (PCC) has shown positive effects in various health‐care settings and therefore is desirable in clinical work. However, as PCC is still being developed, the literature reflects a heterogeneous use of both terminology and conceptualisation. This lack of consistency hinders the implementation or adaptation of PCC in general and in select fields of practice such as speech‐language therapy (SLT). Aims: To describe how the concept of PCC manifests in current speech and language therapy research and practice for adult patients. Methods & Procedures: Searches for published literature were conducted in five databases (PubMed, Scopus, CINAHL, Psych INFO, and Linguistics and Language Behaviour Abstracts) using search terms related to PCC and SLT. Records were included if they involved an adult population, were written in English, and focused on PCC and SLT irrespective of year of publication. Main Contribution: A total of 134 records published 1996–2020 were included in this review. Many of these records were discussion papers that described how speech‐language therapists (SLTs) can or should work in a person‐centred way. The search did not find any records that explore the implementation, effects, or patients' views of person‐centred SLT. This literature review revealed that person‐centred SLT practice mainly relates to the International Classification of Functioning, Disability, and Health framework, and the Life Participation Approach to Aphasia. Studies incorporating exploration of proposed clinical routines of PCC demonstrate specific context‐dependant aspects including barriers to eliciting a patient narrative, involving patient and family members, and documenting SLT. Conclusions & Implications: This study provides information that can be used to implement person‐centred care in SLT education, clinical practice, and research by providing an inventory of the current knowledge and the existing gaps. What is already known on the subject: PCC has shown positive effects and is currently being implemented in various health‐care settings worldwide. What this paper adds to existing knowledge: This study provides an account of the current state in research and practice on how PCC for adults is described, discussed, and evaluated. While related concepts such as family‐centred care have mainly been explored within paediatrics, little is known about how PCC manifests in SLT for adults. Our results show that PCC is presently being discussed and valued in SLT although obstacles exist, and few studies explore whether current practice is person centred and the potential effects of such practice. What are the potential or actual clinical implications of this work?: This study provides clinicians, researchers, and policymakers' guidance on what aspects to consider when working to implement person‐centred SLT for adults. [ABSTRACT FROM AUTHOR]

The article discusses the importance of stakeholder-engaged research (SER) in producing meaningful and useful research products, particularly for individuals with communication disabilities.

Purpose: The purposes of this meta-review are to (a) articulate the importance of transparency and reproducibility in meta-analysis, (b) assess the transparency and reproducibility of meta-analyses published in journals of the American Speech-Language-Hearing Association (ASHA), and (c) discuss the implications of our findings and recommendations for future research. Method: We conducted a meta-review of all meta-analyses published in ASHA journals through December 31, 2020. Our systematic review yielded 47 meta-analyses for inclusion in this review. We coded all eligible reports on the core elements of transparency and reproducibility in meta-analysis. Results: Our findings suggest that though reporting tendencies have improved over time, much work is needed to promote transparency and reproducibility in meta-analytic work. Key areas for future accountability include preregistering study protocol, using Preferred Reporting in Systematic Reviews and Meta-Analysis checklists, providing full data sets, and publishing analytic codes. Conclusions: The state of reporting in meta-analysis is improving over time. We conclude with a discussion of specific areas that need further attention, and recommendations for researchers to consider when conducting future meta-analyses. Supplemental Material: https://doi.org/10.23641/asha. 14888481 [ABSTRACT FROM AUTHOR]

Purpose: The use of technology (e.g., telehealth) in clinical settings has rapidly increased, and its use in research settings continues to grow. The aim of this report is to present one potential solution to a clinical issue that of virtual and remote assessment for the purposes of spoken language research in persons with aphasia (PWA). To do so, we report detailed methods for conducting a multitimepoint (test–retest) virtual paradigm, assessing lifestyle, physiological, cognitive, and linguistic factors in persons with and without aphasia. Method: Procedures for virtual assessment are detailed in a sample of adults with no brain damage (N = 24) and PWA (N = 25) on a test–retest paradigm (data collection approximately 10 ± 3 days apart). This report provides practical information about pre-assessment (e.g., recruitment, scheduling), assessment (e.g., aphasia-friendly consent presentation, investigator fidelity), and postassessment (e.g., data storage, quality check) procedures for human behavior research using a virtual platform. Results: Preliminary study data are provided, indicating high retention rates, high rates of data acquisition, and feasibility. Common technological troubles and solutions are discussed, and solutions are offered. The results suggest that our pre-assessment, assessment, and postassessment procedures contributed to the success of our study. Conclusions: We provide a practical methodology for conducting a multitimepoint study, with considerations for PWA, adding to the body of research on telehealth in clinical populations. Future studies should continue to evaluate telemethodology, which may be core for diversifying studies, improving study retention, and enrolling larger sample sizes. [ABSTRACT FROM AUTHOR]

Purpose: There is a growing trend toward the provision of undergraduate research experiences as a high impact educational practice that promotes the development of critical thinking and problem-solving skills. This tutorial aims to provide mentoring pathways and resources to faculty mentors who may be unaware of the benefits of undergraduate student participation in research or faculty researchers who are interested in developing meaningful mentored undergraduate research experiences (MUREs). Faculty and student perspectives shared from two research labs at Auburn University illustrate an applied framework for implementation of MUREs. The observed benefits and potential barriers related to the development of MUREs in these laboratories as well as specific recommendations for a structured mentoring approach to optimize student training and research deliverables are described. Conclusions: Key elements for developing successful MUREs include relationship building between the mentor and the student, identifying the benefits for both the students and mentor, and persevering beyond barriers to implementation. The utilization of practical guides, theoretical approaches, and collaborative efforts yielded benefits for both students and mentoring faculty in two research labs at Auburn University. Practical guides for obtaining funding for MUREs and accompanying supplemental materials (a lab manual template and manuscript-writing guide) that have supported success in our labs are provided. [ABSTRACT FROM AUTHOR]

The author discusses two letters that appear in the journal concerning the positive reinforcement and respect for the human rights and personal dignity of autistic people in intervention research and communicative disorders research. He states that the rights of what he calls neurodiverse people are the most important aspects of the development and testing of social skills and communication skills.

Given the growing professional interest of speech-language pathologists (SLP) in global development work and the opportunities for minority world health providers to use their skills internationally, conversations about what SLPs do when working in majority world settings, and how they do it are imperative. This paper presents case studies of speech-language pathology work in global settings examined within the context of ethical frameworks developed by: The American Speech-Language-Hearing Association, Speech-Language and Audiology Canada, and Speech Pathology Australia. These case studies drawn from personal experiences working as SLPs in majority world contexts are used to discuss the following issues: (1) the need for honest and reflective conversations about SLPs' motivations for engagement in global work; (2) the need to consider how funds are used to have the biggest and most sustainable impact on emerging professional contexts; (3) the necessity of long-term mutually beneficial global partnerships; (4) critical examination of culturally appropriate speech-language pathology services and recommendations; (5) learning to listen to majority world colleagues; (6) creating opportunities for majority world colleagues to represent themselves at conferences, meetings and in the literature, and; (7) the crucial role university staff play in fostering ethical and sustainable speech-language pathology practices. [ABSTRACT FROM AUTHOR]

Background and aims: Clinician engagement in research has the potential to improve healthcare processes and facilitate evidence-based practice. As a means to encourage clinician research engagement and links between speech-language pathology (SLP) clinicians in practice and researchers in higher education institutions, a national SLP clinician-academic research community of practice was established. The first steps for this newly formed research community was to determine stakeholder aims, to prioritize those aims and specify actions which would help respond to the stated priorities. Methods: The study was conducted in Ireland and the Irish Association of Speech and Language Therapists acted as a gatekeeper who forwarded a study information sheet and expression of interest form to its membership. A World Cafe´ methodology was utilized to gather data and conducted as part of the inaugural meeting where consent was retrieved. As part of this methodology, the participants created and managed their own data with the help of group facilitators. Results: Thirty six members replied expressing interest and 15 participants attended the inaugural meeting. Participants represented both clinical and research communities and identified and prioritized aims for the research community of practice. The aims were, in order of prioritization: Dissemination, Education, Enablers, Networking and Advocacy. Participants agreed that what they labelled as Dissemination was the number one priority for the newly formed research community of practice. In this context Dissemination referred to the identification of research already being conducted by participants and the sharing of that research both within the group and the larger SLP community nationally and internationally. Various actions were proposed to achieve agreed aims and these reflected a variety of targeted (e.g. development of a research database) and generic (e.g. to act as advocates) activities as well as local and national strategies including lobbying for clinical-research posts. Conclusion: Clear aims, priorities and actions were identified by SLP clinical and research participants to facilitate the development of a research community of practice. This article presents the results of that exercise and outlines the priorities of participants who identified five aims in total. Dissemination was the number one priority for the newly formed research group and manifested a desire to share information about participants' research activities. The prioritized aims reflect assured thinking and form a solid co-constructed footing for the research community to develop and grow. [ABSTRACT FROM AUTHOR]

Purpose: Achieving professional competence requires a wide-ranging approach of preparation through education. Instructional approaches to advance proper training of future clinicians should contain an array of academic and field experiences that translate into clinical competency; this includes immersion in varied sceneries and exposure to different contexts. For that end, it is crucial to embrace the most current societal paradigms. Conclusions: This tutorial describes activities devised to promote higher education pursuits through intercontinental partnership, using recent and ongoing cooperation between two universities in different countries as a backdrop for reflections. The ultimate goal of this tutorial is to summarize collaborative efforts in order to promote similar pursuits. Activities devised to foster international scholastic partnerships aimed at increased professional competence are described. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Purpose: High-frequency speech energy (above approximately 4-5 kHz) is garnering substantial research attention. This review surveys recent evidence surrounding the presence and use of perceptual information in the high-frequency region. Additionally, clinical and research applications relevant to speech, language, and hearing professionals are discussed. Method: Five databases were used during the search (Medline, CINAHL, WorldCat, ERIC, and Google Scholar). Criteria for study inclusion included (a) peer review, (b) utilization of high-frequency energy (above approximately 4 kHz) during the experimental tasks, and (c) were published from 2014 to present. Fifty-seven articles were included for review, and after further inspection, 13 met the inclusion criteria and were retained. Results: Thirteen peer-reviewed studies provided evidence to support the supposition that important and useable acoustic cues exist in the high-frequency portion of the speech spectrum. Conclusions: Considering the evidence discussed in this document, it is apparent that the high-frequency region contains additional perceptual cues than currently assumed. Specifically, acoustic cues regarding segmental information (vowel and consonant identification), individual speaker identity, and speaker sex are available for use by human listeners and automated machine recognition systems. Additionally, the high-frequency speech region may reduce listening effort and improve speech recognition in noisy listening conditions, particularly when the speech and noise are spatially separated. Therefore, clinicians and researchers should be aware of this information, which can inform clinical practice when fitting amplification devices for various clinical populations and experimental research for speech and hearing scientists. [ABSTRACT FROM AUTHOR]

Purpose: Despite the American Speech-Language-Hearing Association's (ASHA's) endorsement of evidence-based practice (EBP) and speech-language pathologists' (SLPs') agreement on the importance of EBP, practicing clinicians report barriers to implementing EBP. The purpose of this study was to examine trends in clinical practice research published in ASHA journals over the past 11 years (2008- 2018). Method: A total of 2,483 articles from the American Journal of Speech-Language Pathology; Language, Speech, and Hearing Services in Schools; and Journal of Speech, Language, and Hearing Research were extracted for coding. Coders were licensed SLPs who were trained to 80% reliability on classifying the type of research in each article. Clinical practice research articles were further classified as studies on assessment, studies on intervention, and studies that explore the implementation of EBP. Results: Clinical practice research comprised the minority of literature published in ASHA journals in the field of speech-language pathology (25%). These articles were composed of assessment (10%), intervention (15%), and implementation (< 1%). These articles were distributed across a variety of primary content areas, with an absence of implementation science for the majority of clinical areas. Conclusions: The lack of clinical practice research readily available to practicing SLPs is a barrier to EBP. The results of this study underscore the need for increased clinical practice research. Future work should investigate EBP in the context of clinician-researcher partnerships and increasing the capacity of clinicians to conduct clinical practice research. [ABSTRACT FROM AUTHOR]

Purpose: Childhood apraxia of speech (CAS) is a speech disorder that many generalist speech-language pathologists feel underqualified to treat. For children with CAS, this may result in ad hoc interventions resulting in slower progress. Research evidence for various CAS treatments is primarily limited to single-case experimental design studies; however, two treatments (Rapid Syllable Transition Treatment [ReST] and the Nuffield Dyspraxia Programme, Third Edition) have been compared in a single randomized controlled trial. Conclusion: This tutorial describes one of those treatments: ReST which was designed to address the three consensus core features of CAS simultaneously: consistency and accuracy of sounds, sequencing, and prosody. The treatment uses nonwords to help children build and store accurate motor plans and programs using principles of motor learning. Treatment data are described, and commonly reported clinical issues are discussed. Recommendations for which children may be suitable for ReST and for evidence-based practice are described. [ABSTRACT FROM AUTHOR]

Background: Collaboration between parents and speech and language therapists (SLTs) is seen as a key element in family‐centred models. Collaboration can have positive impacts on parental and children's outcomes. However, collaborative practice has not been well described and researched in speech and language therapy for children and may not be easy to achieve. It is important that we gain a deeper understanding of collaborative practice with parents, how it can be achieved and how it can impact on outcomes. This understanding could support practitioners in daily practice with regard to achieving collaborative practice with parents in different contexts. Aims: To set a research agenda on collaborative practice between parents and SLTs in order to generate evidence regarding what works, how, for whom, in what circumstances and to what extent. Methods & Procedures: A realist evaluation approach was used to make explicit what collaborative practice with parents entails. The steps suggested by the RAMESES II project were used to draft a preliminary programme theory about collaborative practice between parents and SLTs. This process generates explicit hypotheses which form a potential research agenda. Discussion & Conclusions: A preliminary programme theory of collaborative practice with parents was drafted using a realist approach. Potential contextual factors (C), mechanisms (M) and outcomes (O) were presented which could be configured into causal mechanisms to help explain what works for whom in what circumstances. CMO configurations were drafted, based on the relevant literature, which serve as exemplars to illustrate how this methodology could be used. In order to debate, test and expand our hypothesized programme theory for collaborative practice with parents, further testing against a broader literature is required alongside research to explore the functionality of the configurations across contexts. This paper highlights the importance of further research on collaborative practice with parents and the potential value of realist evaluation methodology. What this paper addsCurrent policy in education, health and social care advocates for family‐centred care and collaborative practice with parents. Thereby, collaborative practice is the preferred practice for SLTs and parents. In this paper, we explore collaborative practice and use a realist evaluation approach to achieve the aim of setting a research agenda in this area. Researchers use realist evaluation, a methodology originally developed by Pawson and Tilley in the 1990s, to explore the causal link between interventions and outcomes, summarized as what works, how, for whom, in what circumstances and to what extent. Realist evaluation provides a framework to explore configurations between contexts (C), mechanisms (M) and outcomes (O). We used this methodology to take a first step at making explicit what collaborative practice is and how it might be achieved in different contexts. We did this by drafting a preliminary programme theory about collaborative practice, where we made explicit what context factors and mechanisms might influence outcomes in collaborative practice between parents and SLTs. Based on this programme theory, we argue for the need to develop a research agenda on collaborative practice with parents of children with speech, language and communication needs. The steps between a programme theory and a research agenda could entail exploring each CMO, or step in the programme theory, and evaluating it against the existing literature—both within and beyond speech and language therapy—to see how far it stands up. In this way, gaps could be identified that could be converted into research questions that would stimulate debate about a research agenda on collaborative practice. Understanding how collaborative practice can be achieved in different contexts could support SLTs to use mechanisms to optimise collaborative practice intentionally and tailor interventions to the specific needs of families, thereby enhancing collaborative practice between parents and SLTs. [ABSTRACT FROM AUTHOR]

Purpose: The purpose was to examine and determine effect size distributions reported in published audiology and speech-language pathology research in order to provide researchers and clinicians with more relevant guidelines for the interpretation of potentially clinically meaningful findings. Method: Cohen's d, Hedges' g, Pearson r, and sample sizes (n = 1,387) were extracted from 32 meta-analyses in journals in speech-language pathology and audiology. Percentile ranks (25th, 50th, 75th) were calculated to determine estimates for small, medium, and large effect sizes, respectively. The median sample size was also used to explore statistical power for small, medium, and large effect sizes. Results: For individual differences research, effect sizes of Pearson r = .24, .41, and .64 were found. For group differences, Cohen's d/Hedges' g = 0.25, 0.55, and 0.93. These values can be interpreted as small, medium, and large effect sizes in speech-language pathology and audiology. The majority of published research was inadequately powered to detect a medium effect size. Conclusions: Effect size interpretations from published research in audiology and speech-language pathology were found to be underestimated based on Cohen's (1988, 1992) guidelines. Researchers in the field should consider using Pearson r = .25, .40, and .65 and Cohen's d/Hedges' g = 0.25, 0.55, and 0.95 as small, medium, and large effect sizes, respectively, and collect larger sample sizes to ensure that both significant and nonsignificant findings are robust and replicable. [ABSTRACT FROM AUTHOR]

Background: Technology devices and applications including virtual reality (VR) are increasingly used in healthcare research and practice as tools to promote health and wellbeing. However, there is limited research examining the potential for VR to enable improved communication for people with communication disability. Aims: To review: (a) current research using VR in speech-language pathology; and (b) the ethical and safety considerations of VR research, to inform an agenda for future research applying VR in the field of speech-language pathology. Main contribution: This review reveals that there is an emergent body of literature applying VR to improve or develop physical, psychological and communication interventions. Use of non-immersive virtual environments to provide speech-language pathology assessment or intervention for people with communication disability has demonstrated positive outcomes, with emerging evidence of the transfer of functional communication skills from virtual to real-world environments. However, the use of VR technology and immersive virtual environments in communication disability practice and research introduces safety and ethical issues that must be carefully considered. Conclusions: Research employing VR is in its infancy in the field of speech-language pathology. Early evidence from other healthcare disciplines suggests that VR is an engaging means of delivering immersive and interactive training to build functional skills that can be generalized to the real world. While the introduction of new technology requires careful consideration of research ethics and patient safety, future VR communication research could proceed safely with adequate engagement of interdisciplinary teams and technology specialists. Immersive virtual reality may be used in rehabilitation to simulate natural environments to practice and develop communication skills. The sense of immersion that can be achieved using virtual reality may promote the generalization of skills learnt during clinical rehabilitation to real-world situations. Ethical and safety considerations, including cybersecurity and cybersickness, must be carefully monitored during all virtual reality research. [ABSTRACT FROM AUTHOR]