scholarly journals Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN)

2020 ◽  
Vol 64 ◽  
pp. 189-197
Author(s):  
Ljiljana Jeličić ◽  
Ivana Bogavac ◽  
Alexandra Perovic
Keyword(s):  
Preliminary Data ◽  
Research Literature ◽  
Assessment Instrument ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Slavic Languages ◽  
Serbian Version ◽  
Age Range ◽  
Linguistic Structures ◽  
Narrative Abilities

This paper provides the background to the process of translation and piloting of the Serbian version of the Multilingual Assessment Instrument for Narratives (LITMUS- MAIN), Multilingvalni Test za Procenu Narativa (MTPN). Our review of the sparse research literature on Serbian children’s narrative abilities reveals a need for a well- designed narrative instrument, which will enable researchers and practitioners to assess the production and comprehension of narratives in children of a wide age range, typically and atypically developing, monolingual and bilingual, crucially allowing for cross- linguistic comparisons. We encountered two kinds of challenges during the process of translation and adaptation of the instrument from English into Serbian. The first concerned the lack of established Serbian technical terminology needed to describe test administration to the future users of the test: researchers and practitioners working in different disciplines such as linguistics, psychology, Speech and Language Therapy. The second challenge concerned the translation of linguistic structures required to produce a successful rendition of the narrative: in contrast to English, but in line with other Slavic languages, Serbian relies heavily on verbs marked for perfective aspect in story-telling. Our discussion of preliminary data from four Serbian monolingual children, aged 5;5-10, demonstrates that MTPN is a successful tool in assessing narrative abilities in children acquiring Serbian.

Speech and language therapy in palliative care

2015 ◽  
Author(s):  
Tim Luckett ◽  
Katherine L.P. Reid
Keyword(s):  
Palliative Care ◽  
Multidisciplinary Care ◽  
Research Literature ◽  
Speech And Language ◽  
Language Therapy ◽  
Care Needs ◽  
Speech And Language Therapy ◽  
The Core ◽  
Specialist Services ◽  
Palliative Phase

Palliative care is an emerging specialty within the field of speech and language therapy (SLT); the discipline is currently under-represented both in specialist services and the research literature. This belies the fact that many patients in the palliative phase suffer problems with swallowing (dysphagia) and communication, the core domains of SLT practice. This chapter provides an overview of difficulties encountered in these domains by people with life-limiting conditions together with common approaches to assessment and management. Assessment and management should be person-centred, integrated into multidisciplinary care, and seek to maintain function via minimal intervention for maximum gain. More research is needed to inform appropriately integrated, person-centred models of SLT provision that enable difficulties with communication and swallowing to be addressed alongside other symptoms and care needs. It seems likely that difficulties in these domains are currently under-identified and under-treated in many cases.

scholarly journals Organising undergraduate research projects: student-led and academic-led models

2016 ◽  
Vol 8 (4) ◽  
pp. 455-468 ◽  
Author(s):  
Rachael-Anne Knight ◽  
Nicola Botting
Keyword(s):  
Design Methodology ◽  
Undergraduate Research ◽  
Research Literature ◽  
Research Topic ◽  
Development Theory ◽  
Language Therapy ◽  
Content Type ◽  
Speech And Language Therapy ◽  
Practical Recommendations

Purpose The purpose of this paper is to address the management of undergraduate final year research dissertations. It intends to explain and clarify the experience of two models of delivery (student-led/academic-led) with reference to interest development theory (Hidi and Renninger, 2006). Design/methodology/approach The authors focus on the advantages and drawbacks of each model within the context of the research literature, and describe a case study of the experiences of lecturers and students in one division of a metropolitan UK university, running a leading programme in speech and language therapy (pathology). Recommendations are made which are intended to be of use to colleagues across disciplines and organisations. Findings The authors argue that a delivery where students can choose their research topic from a limited set suggested by supervisors (academic-led model) is best placed to meet motivational challenges in Hidi and Renninger’s framework, and also increase feasibility for staff. The authors discuss how such a model might best be implemented. Originality/value Describing case study experiences within a conceptual framework is important for the development of improved supervision methods. It is hoped that this case study paper will inform other institutions by providing clear theoretical underpinnings and practical recommendations; and that it will lead to further empirical research into models of organising final year dissertations.

scholarly journals Speech and language therapy for primary progressive aphasia: Referral patterns and barriers to service provision across the UK

Dementia ◽  
2018 ◽  
Vol 19 (5) ◽  
pp. 1349-1363 ◽  
Author(s):  
Anna Volkmer ◽  
Aimee Spector ◽  
Jason D Warren ◽  
Suzanne Beeke
Keyword(s):  
Primary Progressive Aphasia ◽  
Evidence Base ◽  
Research Literature ◽  
Speech And Language ◽  
Language Therapy ◽  
Eligibility Criteria ◽  
Speech And Language Therapy ◽  
Progressive Aphasia ◽  
Primary Progressive ◽  
Relevant Evidence

Objective To assess the extent of UK speech and language therapy engagement in assessment and management of primary progressive aphasia, determine the factors contributing to any shortfall and explore a gap in the research literature on current speech and language therapy practices with people with primary progressive aphasia. Methods A 37-item, pilot-tested survey was distributed electronically via clinical networks and through the Royal College of Speech and Language Therapists. Survey items included questions on intervention approaches, referral numbers and demographics, referral sources and access to services. Results One hundred and five speech and language therapists completed the survey. Over the previous 24 months, respondents reported seeing a total of 353 people with primary progressive aphasia (an average of 3.27 per speech and language therapist). Neurologists were the most commonly reported referrers to speech and language therapy (22.5%). Seventy-eight percent of respondents reported that people with primary progressive aphasia experienced barriers to accessing speech and language therapy. Key barriers were a lack of referrer awareness of a speech and language therapist’s role, and restrictive eligibility criteria for services. Conclusions This study highlighted inequities in access to speech and language therapy for people with primary progressive aphasia. The medical and speech and language therapy professions need to develop appropriate care pathways for people with primary progressive aphasia. Speech and language therapists have a duty to develop a relevant evidence base for speech and language interventions for people with primary progressive aphasia.

‘There’s this big fear around palliative care because it’s connected to death and dying’: A qualitative exploration of the perspectives of undergraduate students on the role of the speech and language therapist in palliative care

2022 ◽  
pp. 026921632110508
Author(s):  
Claire A Collins
Keyword(s):  
Palliative Care ◽  
Death And Dying ◽  
Research Literature ◽  
Practice Research ◽  
Speech And Language ◽  
Language Therapy ◽  
Student Speech ◽  
Clinical Placements ◽  
Speech And Language Therapy

Background: Speech and language therapy in palliative care is a developing discipline of clinical practice. Research literature has highlighted that undergraduate palliative care education in speech and language therapy is inconsistent and inadequate. However, limited research has been carried out to date in relation to student speech and language therapists and palliative care. Aim: To explore the role of speech and language therapists in palliative care from the perspective of speech and language therapy students in Ireland. Design: A qualitative descriptive research study was conducted, involving focus group interviews. Setting/participants: Purposive sampling was used to recruit 12 student speech and language therapists from one university site for this study. Undergraduate second, third and fourth year students were eligible for inclusion. Results: This study revealed that undergraduate student speech and language therapists collectively agree that there is a role for speech and language therapy in palliative care. Although students acknowledged that speech and language therapists can make a positive difference to patients’ lives, and academic lectures were positively received, insufficient exposure to palliative care has resulted in fear, uncertainty and a lack of confidence amongst student speech and language therapists. Conclusions: A greater emphasis on palliative care is needed in undergraduate speech and language therapy education to ensure confidence and competency development. An exploration of student speech and language therapists’ experiences in a specialist palliative care unit would be advantageous to determine the appropriateness of this setting for clinical placements.

Measurement Invariance of the Serbian Version of the Satisfaction With Life Scale Across Age, Gender, and Time

2019 ◽  
Vol 35 (4) ◽  
pp. 555-563 ◽  
Author(s):  
Veljko Jovanović
Keyword(s):  
Life Satisfaction ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Satisfaction With Life ◽  
Satisfaction With Life Scale ◽  
Confirmatory Factor ◽  
Life Scale ◽  
Serbian Version ◽  
Age Range ◽  
Over Time

Abstract. The present research aimed at examining measurement invariance of the Serbian version of the Satisfaction with Life Scale (SWLS) across age, gender, and time. A total sample in Study 1 consisted of 2,595 participants from Serbia, with a mean age of 23.79 years (age range: 14–55 years). The final sample in Study 2 included 333 Serbian undergraduate students ( Mage = 20.81; age range: 20–27 years), who completed the SWLS over periods of 6 and 18 months after the initial assessment. Confirmatory factor analysis (CFA) supported the modified unidimensional model of the SWLS, with correlated residuals of items 4 and 5 tapping past satisfaction. The results of the multigroup confirmatory factor analysis supported the full scalar invariance across gender and over time and partial scalar invariance across age. Latent mean comparisons revealed that women reported higher life satisfaction than men. Additionally, adolescents reported higher life satisfaction than students and adults, with adults showing the lowest life satisfaction. Our findings indicate that the SWLS allows meaningful comparisons in life satisfaction across age, gender, and over time.

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