Multi‐Disciplinary Collaborative Consensus Guidance Statement on the Assessment and Treatment of Cognitive Symptoms in Patients with Post‐Acute Sequelae of SARS‐CoV ‐2 infection ( PASC )

My response to Fey’s article (1985; reprinted 1992, this issue) focuses on the confusion caused by the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. In addition to having no explanatory adequacy, such definitions/models lead either to assessment and treatment procedures that are similarly focused or to procedures that have no clear logical ties to the models with which they supposedly are linked. Narrowly focused models and definitions also usually include no mention of speech production processes. Bemoaning this state of affairs, I attempt to show why it is important for clinicians to embrace broad-based models of phonological disorders that have some explanatory value. Such models are consistent with assessment procedures that are comprehensive in nature and treatment procedures that focus on linguistic, as well as motoric, aspects of speech.

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Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0303.77 ◽

1994 ◽

Vol 3 (3) ◽

pp. 77-88 ◽

Cited By ~ 25

Author(s):

Celeste Roseberry-McKibbin

Keyword(s):

Public Schools ◽

Limited English Proficiency ◽

English Proficiency ◽

Language Disorders ◽

Speech Language Pathologists ◽

Academic Difficulties ◽

Language Differences ◽

Language Impaired ◽

Number Of Children ◽

Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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Telepractice for Adult Speech-Language Pathology Services: A Systematic Review

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00146 ◽

2020 ◽

Vol 5 (1) ◽

pp. 326-338 ◽

Cited By ~ 9

Author(s):

Kristen Weidner ◽

Joneen Lowman

Keyword(s):

Systematic Review ◽

Primary Progressive Aphasia ◽

Future Research ◽

Service Delivery Model ◽

Speech Language Pathology ◽

Review Of The Literature ◽

Research Designs ◽

Assessment And Treatment ◽

Language Pathology ◽

Screening Assessment

Purpose We conducted a systematic review of the literature regarding adult telepractice services (screening, assessment, and treatment) from approximately 2014 to 2019. Method Thirty-one relevant studies were identified from a literature search, assessed for quality, and reported. Results Included studies illustrated feasibility, efficacy, diagnostic accuracy, and noninferiority of various speech-language pathology services across adult populations, including chronic aphasia, Parkinson's disease, dysphagia, and primary progressive aphasia. Technical aspects of the equipment and software used to deliver services were discussed. Some general themes were noted as areas for future research. Conclusion Overall, results of the review continue to support the use of telepractice as an appropriate service delivery model in speech-language pathology for adults. Strong research designs, including experimental control, across multiple well-described settings are still needed to definitively determine effectiveness of telepractice services.

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Clinical Applications of a Multidimensional Approach for the Assessment and Treatment of Stuttering

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_31_s_40 ◽

2004 ◽

Vol 31 (Spring) ◽

pp. 40-48 ◽

Cited By ~ 28

Author(s):

E. Charles Healey ◽

Lisa Scott Trautman

Keyword(s):

Clinical Applications ◽

Multidimensional Approach ◽

Assessment And Treatment

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Translation Research for the Rehabilitation of Left Spatial Neglect and Associated Disorders of Attention in Stroke Patients

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld18.2.55 ◽

2008 ◽

Vol 18 (2) ◽

pp. 55-65 ◽

Cited By ~ 2

Author(s):

Nkiruka Arene ◽

Argye E. Hillis

Keyword(s):

Theoretical Basis ◽

Attention Bias ◽

Spatial Neglect ◽

Clinical Use ◽

Stroke Patients ◽

Translation Research ◽

Unilateral Neglect ◽

Assessment And Treatment ◽

Sound Theoretical Basis ◽

Review Current

Abstract The syndrome of unilateral neglect, typified by a lateralized attention bias and neglect of contralateral space, is an important cause of morbidity and disability after a stroke. In this review, we discuss the challenges that face researchers attempting to elucidate the mechanisms and effectiveness of rehabilitation treatments. The neglect syndrome is a heterogeneous disorder, and it is not clear which of its symptoms cause ongoing disability. We review current methods of neglect assessment and propose logical approaches to selecting treatments, while acknowledging that further study is still needed before some of these approaches can be translated into routine clinical use. We conclude with systems-level suggestions for hypothesis development that would hopefully form a sound theoretical basis for future approaches to the assessment and treatment of neglect.

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