Person‐centred care in speech‐language therapy research and practice for adults: A scoping review

Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed, PsycINFO, ERIC, and Web of Science databases and reference lists of included articles. Twenty-one studies met inclusion criteria. Multiple benefits were identified for students with IDD and campus. Persistent barriers across all stages of program engagement included lack of funding and lack of collaboration. Barriers specific to stages included lack of knowledge, options, individualized support, integration into campus, and transportation. Implications for research and practice are discussed.

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Dysphagia rehabilitation following acquired brain injury, including cerebral palsy, across the lifespan: a scoping review protocol

Systematic Reviews ◽

10.1186/s13643-021-01861-9 ◽

2021 ◽

Vol 10 (1) ◽

Author(s):

Rhiannon Halfpenny ◽

Alexandra Stewart ◽

Paula Kelly ◽

Eleanor Conway ◽

Christina Smith

Keyword(s):

Brain Injury ◽

Systematic Reviews ◽

Scoping Review ◽

Grey Literature ◽

Acquired Brain Injury ◽

Paediatric Population ◽

Open Science ◽

Language Therapy ◽

Dysphagia Rehabilitation ◽

Swallowing Exercises

Abstract Background Swallowing impairment (dysphagia) following brain injury can lead to life-threatening complications such as dehydration, aspiration pneumonia and acute choking episodes. In adult therapeutic practice, there is research and clinical evidence to support the use of swallowing exercises to improve swallowing physiology in dysphagia; however, the use of these exercises in treating children with dysphagia is largely unexplored. Fundamental questions remain regarding the feasibility and effectiveness of using swallowing exercises with children. This review aims to outline the published literature on exercise-based treatment methods used in the rehabilitation of dysphagia secondary to an acquired brain injury across the lifespan. This will allow the range and effects of interventions utilised to be mapped alongside differential practices between adult and child populations to be formally documented, providing the potential for discussions with clinicians about which rehabilitative interventions might be appropriate for further trial in paediatrics. Methods This study will use a scoping review framework to identify and systematically review the existing literature using Joanna Briggs Institute (JBI) and Preferred Reporting Items for Systematic Reviews (PRISMA) scoping review guidelines. Electronic databases (MEDLINE, PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL) and Allied and Complementary Medicine Database (AMED)), grey literature and the reference lists of key texts including systematic reviews will be searched. Information about the rehabilitation design, dosage and intensity of exercise programmes used as well as demographic information such as the age of participants and aetiology of dysphagia will be extracted. The number of articles in each area and the type of data source will be presented in a written and visual format. Comparison between the literature in adult and child populations will be discussed. Discussion This review is unique as it directly compares dysphagia rehabilitation in adults with that of a paediatric population in order to formally identify and discuss the therapeutic gaps in child dysphagia rehabilitation. The results will inform the next stage of research, looking into the current UK-based speech and language therapy practices when working with children with acquired dysphagia. Systematic review registration Open science framework osf.io/ja4dr

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Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-59.4.315 ◽

2021 ◽

Vol 59 (4) ◽

pp. 315-334

Author(s):

Evan E. Dean ◽

Anne V. Kirby ◽

Mayumi Hagiwara ◽

Karrie A. Shogren ◽

Deniz Tekin Ersan ◽

...

Keyword(s):

Developmental Disabilities ◽

Scoping Review ◽

Self Determination ◽

Future Research ◽

Knowledge Gap ◽

Intellectual And Developmental Disabilities ◽

Family Role ◽

Research And Practice ◽

Family Perspectives ◽

Home Context

Abstract The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.

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Complex Systems Science and Community-Based Research

Social Science Protocols ◽

10.7565/ssp.2020.2802 ◽

2020 ◽

Vol 3 ◽

pp. 1-27

Author(s):

Travis Robert Moore ◽

Helena VonVille ◽

Winnie Poel ◽

Glory Dee A. Romo ◽

Ian Lim ◽

...

Keyword(s):

Complex System ◽

Complex Systems ◽

Scoping Review ◽

Research Literature ◽

Systems Science ◽

Community Based ◽

System Science ◽

Community Based Research ◽

Research And Practice ◽

Complex Systems Science

There is an abundance of community-based research literature that incorporates complex system science concepts and techniques. However, currently there is a gap in how these concepts and techniques are being used, and, more broadly, how these two fields complement one another. The debate on how complex systems science meaningfully bolsters the deployment of community-based research has not yet reached consensus, therefore, we present a protocol for a new scoping review that will identify characteristics at the intersection of community-based research and complex systems science. This knowledge will enhance the understanding of how complex systems science, a quickly evolving field, is being utilized in community-based research and practice.

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Alone in the Gym: A Review of Literature Related to Physical Education Teachers and Isolation

Kinesiology Review ◽

10.1123/kr.2020-0024 ◽

2021 ◽

Vol 10 (1) ◽

pp. 66-77

Author(s):

Christa Spicer ◽

Daniel B. Robinson

Keyword(s):

Physical Education ◽

Scoping Review ◽

Physical Education Teachers ◽

Review Of Literature ◽

Teacher Isolation ◽

Research And Practice ◽

Work Burnout

Feelings of isolation have long been found to be experienced by many teachers, particularly by those within some specialist disciplines, including physical education (PE). The potential effects of teacher isolation are undesirable and plentiful. They include a lessening of interest in one’s work, burnout, and/or an absence of community connection. Given the uniqueness of their discipline, PE teachers may especially be impacted by the following: Their discipline is “low status” and marginalized, they are frequently both physically and psychologically isolated from their peers, and they often are one of very few PE specialists in a school. Given these sorts of unique challenges for PE teachers, the authors undertook a scoping review of literature in order to gather and provide a comprehensive and up-to-date account of peer-reviewed literature related to PE teachers and isolation, as well as offer implications for PE research and practice.

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The use of theories, frameworks, or models in knowledge translation studies in healthcare settings in China: a scoping review protocol

Systematic Reviews ◽

10.1186/s13643-020-01567-4 ◽

2021 ◽

Vol 10 (1) ◽

Author(s):

Junqiang Zhao ◽

Xuejing Li ◽

Lijiao Yan ◽

Yamei Yu ◽

Jiale Hu ◽

...

Keyword(s):

Quality Improvement ◽

Knowledge Translation ◽

Scoping Review ◽

Qualitative Content Analysis ◽

Critical Role ◽

Reporting Quality ◽

Open Science ◽

Eligibility Criteria ◽

Research And Practice ◽

Healthcare Settings

Abstract Background Knowledge translation (KT) theories, frameworks, and models (TFMs) can help guide and explain KT processes, and facilitate the evaluation of implementation outcomes. They play a critical role in conducting KT research and practice. Currently, little is known about the usage of TFMs in KT in Chinese healthcare settings. The aim of this scoping review is to identify which TFMs had been used for KT in healthcare settings in China, and how these TFMs were used. Methods The protocol for this scoping review is in accordance with the Arksey and O’Malley framework and further enhanced by the recommendations suggested by Levac et al. We will search 8 databases (4 Chinese and 4 English) to identify relevant studies. Four reviewers (2 for Chinese, 2 for English) will independently screen studies based on the eligibility criteria. The basic characteristic of studies and the TFMs utilization (i.e., what, why, and how) will be extracted. Methodological quality and reporting quality will be assessed using the Mixed Method Appraisal Tool (MMAT) and the Standards for Reporting Implementation Studies (StaRI) (or Standards for Quality Improvement Reporting Excellence, SQUIRE 2.0 for quality improvement studies), respectively. All the retrieved TFMs will be categorized into Nilsen’s classifications of TFMs for KT research. We will employ the qualitative content analysis approach to summarize how these TFMs have been used, and the rationale. A consultation will be conducted through a 1-h interactive virtual meeting with an expert panel of knowledge users. Discussion By conducting this scoping review, we expect to gain a comprehensive and in-depth understanding of why and how TFMs have been used in KT research and practice in China, and to identify gaps and provide recommendations for more efficient and meaningful use of TFMs in the future. Systematic review registration This review has been registered with the Open Science Framework (10.17605/OSF.IO/8NXAM).

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Dysphagia Rehabilitation Following Acquired Brain Injury, Including Cerebral Palsy, Across The Lifespan: A Scoping Review Protocol

10.21203/rs.3.rs-128283/v1 ◽

2020 ◽

Author(s):

Rhiannon Halfpenny ◽

Alexandra Stewart ◽

Paula Kelly ◽

Eleanor Conway ◽

Christina Smith

Keyword(s):

Brain Injury ◽

Systematic Reviews ◽

Scoping Review ◽

Grey Literature ◽

Acquired Brain Injury ◽

Paediatric Population ◽

Clear Understanding ◽

Language Therapy ◽

Dysphagia Rehabilitation ◽

Swallowing Exercises

Abstract Background: Swallowing impairment (dysphagia) following brain injury can lead to life-threatening complications such as dehydration, aspiration pneumonia and acute choking episodes. In adult therapeutic practice, there is research and clinical evidence to support the use of swallowing exercises to improve swallowing physiology in dysphagia, however, use of these exercises in treating children with dysphagia is largely unexplored. Fundamental questions remain regarding the feasibility and effectiveness of using swallowing exercises with children. This review aims to outline the published literature on exercise-based treatment methods used in the rehabilitation of dysphagia secondary to an acquired brain injury across the lifespan. This will allow the range and effects of interventions utilised to be mapped alongside differential practices between adult and child populations to be formally documented, providing the potential for discussions with clinicians about which interventions might be appropriate for further trial in paediatrics.Methods: This study will use a scoping review framework to identify and systematically review the existing literature using the Joanna Briggs Institute (JBI) and Preferred Reporting Items for Systematic Reviews (PRISMA) scoping review guidelines. Electronic databases (Medline, PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Allied and Complementary Medicine Database (AMED) and Cochrane Database of Systematic Reviews), grey literature and the reference lists of key texts will be searched. Information about the rehabilitation design, dosage and intensity of exercise programmes used as well as demographic information such as the age of participants and aetiology of dysphagia will be extracted. The number of articles in each area and the type of data source will be presented in written and visual format. Comparison between literature in adult and child populations will be discussed. Discussion: If therapy protocols from the adult literature are to be developed for use in paediatrics, it is important to have a clear understanding of the scope and effectiveness of interventions described in both adults and children. This review is unique as it directly compares dysphagia rehabilitation in adults with that of a paediatric population in order to formally identify and discuss the therapeutic gaps in child dysphagia rehabilitation. The results will inform the next stage of research, looking into current UK based Speech and Language Therapy practices when working with children with an acquired dysphagia. Systematic review registration: Not registered.

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An interactionist way forward for improving the relevance of Speech-Language Therapy and Audiology research and practice

South African Journal of Communication Disorders ◽

10.4102/sajcd.v54i1.746 ◽

2007 ◽

Vol 54 (1) ◽

pp. 8-9

Author(s):

Sally Hartley

Keyword(s):

Language Therapy ◽

Research And Practice

No abstract available.

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Equality in Community Engagement: A Scoping Review of Evidence from Research and Practice in Scotland

Scottish Affairs ◽

10.3366/scot.2021.0374 ◽

2021 ◽

Vol 30 (3) ◽

pp. 355-380

Author(s):

Ruth Lightbody ◽

Oliver Escobar

Keyword(s):

Civil Society ◽

Community Engagement ◽

Scoping Review ◽

Local Governments ◽

Global Scale ◽

Public Authorities ◽

Research And Practice ◽

Civil Society Organisations ◽

Community Processes ◽

Evidence Review

In Scotland, innovative designs for community engagement have been developed by national and local governments, public authorities, and civil society organisations, leading to a wealth of literature and research. This evidence review of 79 articles and reports, explores the intersection between community engagement and inequality in Scotland. We find that the ways in which equality must be supported within community processes are often overlooked. Community engagement must be placed in the context of broader democratic innovation and citizenship at regional, national and global scale in order to become future proof. Appropriate resources are required to avoid replicating systemic inequalities as well as to support the development of a variety of institutions, processes and methods that cater for groups often mislabelled as ‘hard to reach’ but that are perhaps best seen as ‘easy to ignore’ ( Matthews et al. 2012 ). The paper highlights key learning and strategic considerations to inform practice in Scotland and beyond. The findings and recommendations are of relevance to reformers, innovators, researchers, practitioners and policymakers working across diverse policy areas and levels of governance.

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Seasonal Summer Camp Staff Experiences: A Scoping Review

Journal of Outdoor Recreation Education and Leadership ◽

10.18666/jorel-2021-v13-i1-10535 ◽

2021 ◽

Author(s):

Robert Warner ◽

Mary Godwin ◽

Camilla Hodge

Keyword(s):

Scoping Review ◽

Summer Camp ◽

Summer Camps ◽

Future Research ◽

Journal Articles ◽

Employment Practices ◽

Research And Practice ◽

Summer Camp Staff ◽

Staff Experiences ◽

Theses And Dissertations

Every year, nearly one million staff work seasonally at summer camps. Although little research has investigated staff experiences compared to campers’ experiences, literature does exist. Understanding the breadth and depth of this literature is an important way to guide future investigations and employment practices regarding seasonal summer camp staff experiences. The purpose of our scoping review was to synthesize the literature about seasonal summer camp staff experiences. Using two scoping review manuals as guides, we systematically retrieved and reviewed the corpus of literature produced from 1900 to 2020 regarding seasonal summer camp staff experiences. We reviewed 116 documents, including peer-reviewed journal articles, theses and dissertations, and refereed conference abstracts. We extracted and analyzed documents’ topics, methods, sample and setting characteristics, major findings, and future research suggestions. We present our analysis of literature in two sections: staff outcomes and administrator/staff concerns. Findings from our review may inform future research and practice.

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