Navigating Evidence-Based Information Sources in Augmentative and Alternative Communication

An important part of evidence-based practice is to identify the best and most current research evidence to guide clinical practice. The purpose of this paper is to propose the use of the 5-S model by Haynes (2006) as a principled approach for navigating evidence-based information sources related to interventions in augmentative and alternative communication (AAC). The 5-S model is a pyramid that is used from the top down, beginning with systems followed by summaries, synopses, syntheses, and studies. The 5-S model is described along with relevant evidence-based information sources in AAC, and subsequently illustrated with a case scenario. Following the 5-S model may enable practitioners to identify the best and most current research evidence.

from AAC: Augmentative and Alternative Communication

Effects of audio-visual information and mode of speech on listener perceptions of alaryngeal speakers

There is minimal research on listener perceptions of an individual with a laryngectomy (IWL) based on audio-visual information. The aim of this research was to provide preliminary insight into whether listeners have different perceptions of an individual with a laryngectomy based on mode of presentation (audio-only vs. audio-visual) and mode of speech (tracheoesophageal, oesophageal, electrolaryngeal, normal). Thirty-four nave listeners were randomly presented with a standard reading passage produced by one typical speaker from each mode of speech in both audio-only and audio-visual presentation mode. Listeners used a visual analogue scale (10 cm line) to indicate their perceptions of each speaker’s personality. A significant effect for mode of speech was present. There was no significant difference in listener perceptions between mode of presentation using individual ratings. However, principal component analysis showed ratings were more favourable in the audio-visual mode. Results of this study suggest that visual information may only have a minor impact on listener perceptions of a speakers’ personality and that mode of speech and degree of speech proficiency may only play a small role in listener perceptions. However, results should be interpreted with caution as results are based on only one speaker per mode of speech.

from the International Journal of Speech-Language Pathology

Evaluation of speech and language therapy interventions for pre-school children with specific language impairment: a comparison of outcomes following specialist intensive, nursery-based and no intervention

Conclusions & Implications: The results of this small-scale study demonstrate that intensive direct speech and language therapy delivered by speech and language therapists was a more effective model of intervention for this clinical group with severe speech and language impairment.

from the International Journal of Language and Communication Disorders

Clinical Practice Guideline: Cerumen Impaction

Without abstract.

from the National Guideline Clearinghouse

The Diagnostic Accuracy and Construct Validity of the Structured Photographic Expressive Language Test—Preschool: Second Edition.

Purpose: In order to support evidence-based practice, this study served to evaluate the diagnostic accuracy, convergent validity, and divergent validity of the Structured Photographic Expressive Language Test–Preschool: Second Edition (SPELT-P2; J. Dawson, J. A. Eyer, J. Fonkalsrud, 2005) in order to determine whether it can be used as a valid measure for identifying language impairment in preschoolers. Method: The SPELT-P2 was administered to 54 children with typically developing language and 42 children with specific language impairment. Results: A discriminant analysis revealed good sensitivity (90.6%), good specificity (100%), and good positive and negative likelihood ratios, with a standard score cutoff point of 87 used to determine group membership. Analyses of convergent and divergent validity also supported use of the SPELT-P2 for identifying language impairment in preschoolers. Implications: The empirical evidence supports use of the SPELT-P2 as a valid measure for correctly identifying the presence or absence of language impairment in 4- and 5-year-old preschool children. [ABSTRACT FROM AUTHOR]

from Language, Speech and Hearing Services in Schools

Producing systematic reviews of interventions in speech-language pathology: A framework for sustainability

Systematic reviews in the health and social sciences are increasingly recognized as a valuable scientific tool to support decision making by clinicians, managers, administrators, and policy makers. Numerous organizations have arisen to fulfill growing demand for high-integrity systematic reviews with practical applications, each with a unique model for their review production process. This paper presents the results of a purposive sample of current production models in use by organizations engaged in the production of systematic reviews to support evidence-based practice. This paper also evaluates elements of review production such as major review steps, evidence standards, resource use, and cost. The results provide a potential framework for organizing resources to conduct systematic reviews. Applying this framework, producers can identify key areas of systematic-review production with the best fit between individual production models and their organization’s mission and policy environment.

from Evidence-Based Communication Assessment and Intervention

Producing systematic reviews of interventions in speech-language pathology: A framework for sustainability

Abstract
Systematic reviews in the health and social sciences are increasingly recognized as a valuable scientific tool to support decision making by clinicians, managers, administrators, and policy makers. Numerous organizations have arisen to fulfill growing demand for high-integrity systematic reviews with practical applications, each with a unique model for their review production process. This paper presents the results of a purposive sample of current production models in use by organizations engaged in the production of systematic reviews to support evidence-based practice. This paper also evaluates elements of review production such as major review steps, evidence standards, resource use, and cost. The results provide a potential framework for organizing resources to conduct systematic reviews. Applying this framework, producers can identify key areas of systematic-review production with the best fit between individual production models and their organization’s mission and policy environment.

from Evidence-Based Communication Assessment and Intervention

Cognitive and language acquisition in typical and aided language learning: A review of recent evidence from an aided communication perspective

Augmentative and alternative communication (AAC) is a discipline that has seen recent developments as a consequence of the worldwide technological revolution. Children with complex communication needs, who benefit from such systems, are now afforded an opportunity to develop independent communication skills.

from Child Language Teaching and Therapy

Epilogue: What We Know about Nonspeech Oral Motor Exercises

A great deal of information is available to help clinicians understand the principles of motor speech learning and control, and how to apply those principles to clinical practice. In addition, the results of many investigations have documented the differences between the motor movements for speech and nonspeech tasks. Finally, supporting evidence for using nonspeech tasks to improve speech is virtually nonexistent. All of that information, taken in concert, casts doubt on the use of nonspeech techniques for improving children’s speaking skills. However, clinicians have available a variety of viable intervention techniques to help children improve speech productions. This article presents a summary of reasons not to use nonspeech remediation techniques along with suggestions clinicians should consider when choosing intervention procedures for children with speech sound errors.

from Seminars in Speech and Language

What Works: Evidence-Based Intervention for Children with Speech Sound Disorders

To provide alternatives to the widespread use of nonspeech oral motor exercises for childhood speech sound disorders, speech intervention approaches that have received the highest level of experimental scrutiny are reviewed. Efficacy research over the past decade is critically evaluated according to hierarchical systems for quality and credibility. High standards for adherence to experimental methods are applied and reveal strong evidence for a variety of interventions that are effective. These approaches are organized according to whether their focus is directly on speech or indirectly on speech through language. Answers to the question, “What works?” with respect to features such as target selection strategies and teaching procedures are provided. Recommendations for selecting an evidence-based intervention are developed with consideration of developmental level and differential diagnostic evidence of speech sound disorder subtypes.

from Seminars in Speech and Language

Speech discrimination skills in deaf infants before and after cochlear implantation

The benefit of early cochlear implantation (CI) to later speech perception outcomes in prelingually deaf (PLD) children is well established and implantation of infants has become more prevalent. The aim of this study was to determine whether or not deaf infants could discriminate audiovisual non-words shortly after CI and whether their attention to speech and non-speech audiovisual stimuli was similar to infants with normal hearing (NH). Three groups of participants were tested: PLD infants tested prior to CI (pre-CI), PLD infants tested post-implantation (post-CI), and a group of age-matched NH infants. A novel version of the visual habituation (VH) procedure was used. Infants were presented repetitions of an audiovisual non-word until their looking-time decreased to a predetermined criterion. They were then presented two types of test trials: repetitions of the old word (non-alternating (NA) trials) and repetitions of a novel non-word alternating with the old word (alternating (A) trials). Longer looking times to the A relative to the NA trials was taken as evidence of discriminating the non-words. An audiovisual non-speech trial was presented at the beginning and the end of each experiment and looking times between speech and non-speech trials were compared. Analyses revealed that pre- and post-CI infants had significantly shorter looking times than NH infants for speech but not non-speech trials. Furthermore, deaf infants often did not look long enough to be exposed to the novel non-word during the A trials. When trials with less than three seconds of looking were removed, analyses revealed that both NH infants and post-CI infants discriminated the non-words but pre-CI infants did not. Pre-implant hearing, age at implantation, and length of CI use were not related to visual preference for A trials. These results suggest that PLD infants show less visual interest in speech stimuli than NH infants. Despite this, PLD infants appear to be able to discriminate audiovisual non-words within three months after implantation.

from Audiological Medicine

Direct speech and language therapy for children with cerebral palsy, focusing on communication and expressive language, appears effective but methodological flaws advocate for more high quality research

from Evidence-Based Communication Assessment and Intervention

No abstract available.

Parent-reported language screening at 18 months does not predict severe language delay at age 3

from Evidence-Based Communication Assessment and Intervention

No abstract available.

Effects of Therapy for Dysphagia in Parkinson’s Disease: Systematic Review

from Dysphagia

Abstract This systematic review explores the effects of dysphagia treatment for Parkinson’s disease. The review includes rehabilitative, surgical, pharmacologic, and other treatments. Only oropharyngeal dysphagia is selected for this literature search, excluding dysphagia due to esophageal or gastric disorders. The effects of deep brain stimulation on dysphagia are not included. In general, the literature concerning dysphagia treatment in Parkinson’s disease is rather limited. Most effect studies show diverse methodologic problems. Multiple case studies and trials are identified by searching biomedical literature databases PubMed and Embase, and by hand-searching reference lists. The conclusions of most studies cannot be compared with one another because of heterogeneous therapy methods and outcome measures. Further research based on randomized controlled trials to determine the effectiveness of different therapies for dysphagia in Parkinson’s disease is required.

An AAC Personnel Framework: Adults with Acquired Complex Communication Needs

from AAC: Augmentative and Alternative Communication

Interventions that focus on implementing augmentative and alternative communication (AAC) strategies and methods have been available to children in need of AAC and their families for at least 30 years. To date, most of the research that has considered AAC in family settings has been focused on gathering evidence of the effects of AAC interventions, rather than on implementing evidence-based strategies in everyday practice to improve outcomes. The purpose of this article is to discuss the research that has focused on parents as AAC interventionists, the family as a context for AAC intervention, and the effects of AAC interventions on children and other family members. The discussion is framed within the four steps associated with the process of knowledge translation: (a) deciding on desired outcomes of interventions, (b) evaluating evidence of the effectiveness of different AAC methods to obtain the desired outcomes, (c) translating the research evidence into everyday practice, and (d) implementing knowledge in practice.