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Purpose: This study aimed to (a) relate temporal patterning of articulation to functional speech outcomes in neurologically healthy and impaired speakers, (b) identify changes in temporal patterning of articulation in neurologically impaired speakers, and (c) evaluate how these changes can be modulated by speaking rate manipulation. Method: Thirteen individuals with (ALS) and 10 neurologically healthy controls read a sentence 3 times, first at their habitual rate and then at a voluntarily slowed rate. Temporal patterning of articulation was assessed by 24 features characterizing the modulation patterns within (intra) and between (inter) four articulators (tongue tip, tongue body, lower lip, and jaw) at three linguistically relevant, hierarchically nested timescales corresponding to stress, syllable, and onset-rime/phoneme. For Aim 1, the features for the habitual rate condition were factorized and correlated with two functional speech outcomes--speech intelligibility and intelligible speaking rate. For Aims 2 and 3, the features were compared between groups and rate conditions, respectively. Results: For Aim 1, the modulation features combined were moderately to strongly correlated with intelligibility (R[superscript 2] = 0.51-0.53) and intelligible speaking rate (R[superscript 2] = 0.63-0.73). For Aim 2, intra-articulator modulation was impaired in ALS, manifested by moderate-to-large decreases in modulation depth at all timescales and cross-timescale phase synchronization. Interarticulator modulation was relatively unaffected. For Aim 3, voluntary rate reduction improved several intra-articulator modulation features identified as being susceptible to the disease effect in individuals with ALS. Conclusions: Disrupted temporal patterning of articulation, presumably reflecting impaired articulatory entrainment to linguistic rhythms, may contribute to functional speech declines in ALS. These impairments tend to be improved through voluntary rate reduction, possibly by reshaping the temporal template of motor plans to better accommodate the disease-related neuromechanical constraints in the articulatory system. These findings shed light on a novel perspective toward global timing-based motor speech assessment and rehabilitation.

Purpose: The literature on postlaryngectomy voice and speech rehabilitation is long-standing. Although multiple rehabilitation options have existed over the years, the acquisition and use of esophageal speech (ES) has decreased significantly over the past 40 years. This reduction coincides with the increased application of tracheoesophageal puncture (TEP) voice restoration. The literature suggests that voice acquisition failures observed secondary to TEP may represent a similar phenomenon that led to ES acquisition failures. Method: A comprehensive review of the literature on ES and TEP voice/speech was conducted. Specific attention was directed toward information on ES and TEP speech failures. Information on pharyngoesophageal segment (PES) spasm in the context of ES and TEP voicing failures was of specific importance. Results: Similarities between voicing failures with both ES and TEP were identified. In order to resolve spasm in TEP speech, proactive efforts to eliminate it were undertaken, and regardless of the method used, voicing improvements were observed. These data suggest that both ES and TEP speech acquisition failures may be related to the same control mechanisms influencing the PES. Conclusions: The elimination of PES spasm provides evidence that justifies the reconsideration of ES. Consequently, ES may return as an increasingly viable postlaryngectomy voice and speech rehabilitation option.

Purpose: The dual goals of this tutorial are (a) to increase awareness and use of mediation and moderation models in cognitive-communication rehabilitation research by describing options, benefits, and attainable analytic approaches for researchers with limited resources and sample sizes and (b) to describe how these findings may be interpreted for clinicians consuming research to inform clinical care. Method: We highlight key insights from the social sciences literature pointing to the risks of common approaches to linear modeling, which may slow progress in clinical-translational research and reduce the clinical utility of our work. We discuss the potential of mediation and moderation analyses to reduce the research-to-practice gap and describe how researchers may begin to implement these models, even in smaller sample sizes. We discuss how these preliminary analyses can help focus resources for larger trials to fully encapsulate the heterogeneity of individuals with cognitive-communication disorders. Results: In rehabilitation research, we study groups, but we use the findings from those studies to treat individuals. The most functional clinical research is about more than establishing only whether a given effect exists for an "average person" in the group of interest. It is critical to understand the active ingredients and mechanisms of action by which a given treatment works (mediation) and to know which circumstances, contexts, or individual characteristics might make that treatment most beneficial (moderation). Conclusions: Increased adoption of mediation and moderation approaches, executed in appropriate steps, could accelerate progress in cognitive-communication rehabilitation research and lead to the development of targeted treatments that work for more clients. In a field that has made limited progress in developing successful interventions for the last several decades, it is critical that we harness new approaches to advance clinical-translational research results for complex, heterogeneous groups with cognitive-communication disorders.

Interdisciplinary is a huge innovation in education. It sets a wide perspective of knowledge boundaries with different background of expertise in order to achieve better outcome and social impact. Innovation in the other way closely related to creative mind as being portrayed as design thinking. A cross-field research has being conducted between occupational therapist (expert-user) and designer due to innovation activities occurs in the rehabilitation setting. Increasing creation on assistive technology (AT) for patients grows in numbers but unfortunately issues of low rate of usage being highlighted. What went wrong to those creation? The purpose of this paper is to investigate the effective design practice that suits to the need of interdisciplinary for design intervention in rehabilitation setting. In design education, several approaches are being applied by the designers to help the non-designer to innovate products in their field such as co-creation. Hence, a total of selected studies from design and innovation journal between year 2010 until 2018 being reviewed using Mendeley to analyse the difference design activities involved. Upon findings, attributes for interdisciplinary for design education for expert-user are including types of user, experience and technology factors. Recommendation for further research in design method for interdisciplinary collaboration for expert-user is perceived to bring better creation by future Design Innovation Catalyst (DIC) where they can adopt design intervention in their field for effective problem solving; either in design or non-design activities. The importance of these findings for design interdisciplinary are discussed.

In China, despite the rapid increase in percutaneous coronary interventions (PCIs), cardiac rehabilitation (CR) is just burgeoning, leaving a need for comprehensive evidence-based education curricula. This pilot study assessed the acceptability of Simplified Chinese CR education delivered via booklets and videos on WeChat asynchronously and the impact on improving knowledge, risk factors, health behaviors and quality of life. In this pre-post, controlled, observational study, interested PCI patients received the 12-week intervention or usual care and WeChat without education. Participants completed validated surveys, including the Coronary Artery Disease Education--Questionnaire and Self-Management Scale. Acceptability (14 Likert-type items), engagement (minutes per week) and satisfaction were assessed in intervention participants. Ninety-six patients consented to participate (n = 49 intervention), of which 66 (68.8%) completed the follow-up assessments. Twenty-seven (77.1%) retained intervention participants engaged with the materials, rating content as highly acceptable (all means [greater than or equal to]4/5) and satisfactory (2.19 ± 0.48/3); those engaging more with the intervention were significantly more satisfied (P = 0.03). While participants in both groups achieved some improvements, only intervention participants had significant increases in disease-related knowledge, reductions in body mass index and triglycerides, as well as improvements in diet (all P < 0.05). In this first study validating the recently translated CR patient education intervention, acceptability and benefits have been supported.

Adolescents are developmentally distinct from adults in ways that merit a tailored response to juvenile crime. Normative adolescent brain development is associated with increases in risk taking, which may include criminal behavior. Juvenile delinquency peaks during the adolescent years and declines in concert with psychosocial maturation. However, current U.S. approaches to juvenile justice are misaligned with youth's developmental needs and may undermine the very psychosocial development necessary for youth to transition out of crime and lead healthy adult lives. In this article, I discuss empirically supported and efficacious responses to juvenile crime in the United States, as well as opportunities for further developmental reform of the juvenile justice system. Developmentally appropriate responses to juvenile crime prioritize community-based corrections and engage youth's social context in the rehabilitative process. The juvenile justice system shares the responsibility to prepare youth to live fulfilling, productive adult lives; that responsibility can be achieved by partnering with developmental scientists to inform juvenile justice practice and policy.

Purpose: Twenty years ago, von Hapsburg and Peña (2002) wrote a tutorial that reviewed the literature on speech audiometry and bilingualism and outlined valuable recommendations to increase the rigor of the evidence base. This review article returns to that seminal tutorial to reflect on how that advice was applied over the last 20 years and to provide updated recommendations for future inquiry. Method: We conducted a focused review of the literature on masked-speech recognition for bilingual children and adults. First, we evaluated how studies published since 2002 described bilingual participants. Second, we reviewed the literature on native language masked-speech recognition. Third, we discussed theoretically motivated experimental work. Fourth, we outlined how recent research in bilingual speech recognition can be used to improve clinical practice. Results: Research conducted since 2002 commonly describes bilingual samples in terms of their language status, competency, and history. Bilingualism was not consistently associated with poor masked-speech recognition. For example, bilinguals who were exposed to English prior to age 7 years and who were dominant in English performed comparably to monolinguals for masked-sentence recognition tasks. To the best of our knowledge, there are no data to document the masked-speech recognition ability of these bilinguals in their other language compared to a second monolingual group, which is an important next step. Nonetheless, individual factors that commonly vary within bilingual populations were associated with masked-speech recognition and included language dominance, competency, and age of acquisition. We identified methodological issues in sampling strategies that could, in part, be responsible for inconsistent findings between studies. For instance, disparities in socioeconomic status (SES) between recruited bilingual and monolingual groups could cause confounding bias within the research design. Conclusions: Dimensions of the bilingual linguistic profile should be considered in clinical practice to inform counseling and (re)habilitation strategies since susceptibility to masking is elevated in at least one language for most bilinguals. Future research should continue to report language status, competency, and history but should also report language stability and demand for use data. In addition, potential confounds (e.g., SES, educational attainment) when making group comparisons between monolinguals and bilinguals must be considered.

This research examined the effect of the Working Memory-based Cognitive Rehabilitation (WMCR) intervention on the spoken language development of deaf and hard-of-hearing (DHH) children. In this clinical trial study, 28 DHH children aged between 5 and 6 years were selected by random sampling method. The participants were randomly assigned to experimental and control groups. The experimental group participated in the WMCR intervention involving 11 sessions. All participants were assessed pre-and postintervention. Data were collected by the Newsha Development Scale and analyzed through MANCOVA. The results revealed a significant difference between the scores of the receptive and expressive language of the experimental group that were exposed to the WMCR intervention compared with the control group. The receptive and expressive language skills of the experimental group indicated a significant improvement after the intervention. Therefore, the WMCR intervention is an effective method that affects the spoken language skills of DHH children. These findings have critical implications for teachers, parents, and therapists in supporting DHH young children to develop their language skills.

Background: Face mask use has become widespread as a means of reducing transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Research suggests face coverings can impact speech discrimination, therapeutic alliance and the interpretation of non-verbal cues. However, there is little research into the impact of face masks on people with communication difficulties (pwCD) post-stroke. Aims: To explore the perspectives of service users and staff on a stroke rehabilitation unit in order to understand the impact of staff wearing face masks on the experience of rehabilitation for pwCD. Strategies that might improve the experience of rehabilitation for pwCD were also explored. Methods & Procedures: Semi-structured interviews and a focus group were conducted with six pwCD and five health professionals (HPs) on a stroke rehabilitation unit. The data were analysed using reflexive thematic analysis. Outcomes & Results: Four main interacting themes were identified from the data: (1) face masks as a barrier to effective communication; (2) face masks as a barrier to human connection and therapeutic relationships; (3) the impact of face masks on an individual is influenced by multiple internal and external factors; and (4) there is a need for service provision to evolve to meet pwCD's needs when using face masks. Conclusions & Implications: Findings shed light on how face masks can act as a barrier for pwCD within the rehabilitative process, and emphasize that each individual with communication difficulties is likely to be affected to a differing extent, as a result of multiple interacting factors. HPs are encouraged to consider the individual holistically, tailor strategies and adapt to each individual's needs. Further research is required to understand how to optimize rehabilitation outcomes when face masks are used.

Studies of revolutionary Cuba's allegorical new wo/man have disentangled that figure's ambivalent and often pathologizing relationship to traits perceived as inferior, including femininity, non-heterosexuality, and non-whiteness. Yet even as (dis)ability saturates cultural production surrounding the 1959 Revolution's core projects of universal healthcare, literacy, and industrialization, scholars have not examined the new wo/man's entanglements with medically diagnosable physical and cognitive differences. I contend that revolutionary State discourse regarding ideal socialist citizenship considers disability as both conducive to and incompatible with utopia. Cuba's masses, using their heterogenous capacities, were to collectively build an ideal society, led by icons such as partially blind ballerina Alicia Alonso. Treating her as an exemplary model of what I call revolutionary supercrips, I analyze filmic representations of Alonso from the Revolution's earliest decades until the 1990s that depicted her un-sightedness as a simultaneously individual and collective struggle that Cuba's new wo/men could and should overcome on the path to liberation. Representations of Alonso's performances often restored her to full sightedness via narrative or filmic prosthetics, therefore privileging able-bodiedness as an unquestionable ideal. Behind these aesthetic manipulations, I suggest, lie traces of socialist eugenic desires embodied in the revolutionary new wo/man.

Purpose: Despite the high prevalence of primary muscle tension dysphonia (MTD-1), its underlying mechanisms and their interrelationships have yet to be fully identified. The objectives of this integrative review were (a) to describe and classify the suggested underlying mechanisms for MTD-1, (b) to appraise the empirical evidence supporting each of the proposed mechanisms, and (c) to summarize the information in an integrative model. Method: PubMed, Scopus, and CINAHL were searched for all publications pertaining to muscle tension dysphonia. Papers were retained if they included theoretical or empirical data pertaining to underlying mechanisms of MTD-1. A total of 921 papers initially qualified for screening, of which 100 remained for consideration in this review. Underlying mechanisms of MTD-1 were extracted using a consensus approach. Results: Seven broad categories of putative mechanisms involved in MTD-1 were identified: psychosocial, autonomic, sensorimotor, respiratory, postural, inflammatory, and neuromuscular. These categories were further divided into 19 subcategories detailed in the body of this review article. Based on the reviewed evidence, our proposed integrative model presents MTD-1 as an idiosyncratic motor adaptation to physiological perturbation or perceived threat. Under this model, physiologically or psychologically aversive stimuli can instigate a series of motor adaptations at multiple levels of the nervous system, ultimately disturbing muscle activation patterns and their biomechanical outcomes. Importantly, these adaptations appear to have the potential to become chronic even after threatening stimuli are withdrawn. Conclusions: The proposed model highlights the importance of personalized rehabilitation in MTD-1 treatment. Limitations of the literature are discussed to provide guidance for future research aimed at improving our understanding of MTD-1.

Speech disorders are in almost all speech pathology accompanied by a symptom. They usually occur during speech development. Baby. First TV describes itself as a provider of shows 'designed to inspire a baby's learning'. However, if a child is presented to a continental strangling program that does not serve the mother tongue, it can have a lot of difficulty in shaping the language of her speech and not understanding the words and sentences of her parents and the environment. The subjects in this study carried out the following diagnostic tests: pedagogical-psychological examination, logaoedic examination, and neurological examination. The results research shows that besides the worse results on non-verbal intelligence tests, children who were exposed to the influence of Baby-TV from their 2 to 4-year-olds have achieved worse results on nonverbal tests as well as children whose parents included the Baby-TV program of 9 months to the gosling of the day. They say the worst German letters such as ß, R, Ö, Ä, Ü and do not associate German spoken words with the environment. The aim of this research was to examine the negative influence of BABY TV on the speech of children with age child, sex, nonverbal, verbal abilities, and development scale of understanding speech. The ability to speak and understand speech in relation to Reynell was also explored development scale of speech. Average and below-average values were obtained.

The article presents a basic strategic framework for research on the authorship of their own lives in people with disabilities (AOL-PwD). This issue corresponds to the humanistic approach to the exploration of the phenomenon of disability, which stresses subjectivity, agency, well-being, independence, and satisfaction with fulfilling age-appropriate tasks. Previous analyses resulted in the theoretical construct and the definition of the AOL-PwD. This article aims to present a research strategy framework for the construct. The following strategic assumptions are considered: (1) universalism, (2) affirmation, (3) interdisciplinarity, (4) comprehensiveness, (5) adaptation, (6) subjectivism, (7) objectivism, (8) participation, (9) individualism, (10) pragmatism, (11) contextuality, and (12) systemness. We think that the AOL-PwD concept creates an inspiring theoretical and empirical space and fosters valuable dialogue across various fields and between rehabilitation theory and practice. The ultimate goal will be to develop an assessment and rehabilitation model of the AOL-PwD concept. Following its recommendations will make it possible to provide people with individual support determined by their subjectivity, independence, and developmental satisfaction. That model will be made based on the identified personal resources and multidimensional determinants of the social environment.

Purpose: The aim of this study was to assess the effect of an intensive cognitive and communication rehabilitation (ICCR) program on language and other cognitive performance in young adults with acquired brain injury (ABI). Method: Thirty young adults with chronic ABI participated in this study. Treatment participants (n = 22) attended ICCR 6 hours/day, 4 days/week for at least one 12-week semester. Deferred treatment/usual care control participants (n = 14) were evaluated before and after at least one 12-week semester. Pre- and post-semester standardized cognitive assessment items were assigned to subdomains. Between-groups and within-group generalized linear mixed-effects models assessed the effect of time point on overall item accuracy and differences by item subdomain. Subdomain analyses were adjusted for multiple comparisons. Results: Between-groups analyses revealed that treatment participants improved significantly faster over time than deferred treatment/usual care participants in overall item accuracy and specifically on items in the verbal expression subdomain. Investigating the three-way interaction between time point, group, and etiology revealed that the overall effects of the treatment were similar for individuals with nontraumatic and traumatic brain injuries. The treatment group showed an overall effect of treatment and significant gains over time in the verbal expression, written expression, memory, and problem solving subdomains. The control group did not significantly improve over time on overall item accuracy and showed significant subdomain-level gains in auditory comprehension, which did not survive correction. Conclusions: Sustaining an ABI in young adulthood can significantly disrupt key developmental milestones, such as attending college and launching a career. This study provides strong evidence that integrating impairment-based retraining of language and other cognitive skills with "real-world" application in academically focused activities promotes gains in underlying cognitive processes that are important for academic success as measured by standardized assessment items. These findings may prompt a revision to the current continuum of rehabilitative care for young adults with ABI.

During the immediate period following psychiatric hospitalization, adolescents are at increased risk for suicide attempts and rehospitalization. Because most adolescents return to school during this time, school-related experiences are important considerations during the transition from inpatient hospitalization. This study sought to understand how adolescent perceptions of school may change following hospitalization, and how these changes may predict recovery from a suicide-related crisis. Participants included 155 adolescents (M[subscript]age = 15.2 years; 68.6% female, 65.4% White; 14.7% Hispanic/Latinx; grades 7-12) hospitalized for a suicide-related crisis assessed 3 weeks and 6 months following discharge. Results from Latent Change Score models indicated a worsening of perceptions of teacher relationships (mean change ([delta]) = 1.52), connectedness to learning ([delta] = 1.55), parent involvement ([delta] = 1.82), and academic satisfaction ([delta] = 1.34), as well as higher frequency of perceived bullying victimization ([delta] = 0.71) following hospitalization. Poorer perceptions of teacher relationships and higher frequency of perceived bullying victimization during hospitalization ([beta] = 0.31 and 0.34), as well as worsening changes of teacher relationships and increased frequency of perceived bullying victimization following hospitalization ([beta] = 0.48 and 0.41) were associated with higher levels of suicidal ideation severity 3 weeks following discharge. Poorer and worsening perceptions of teacher relationships were associated with higher levels of suicidal ideation intensity at 3 weeks ([beta] = 0.37 and 0.54). Poorer perceptions of connectedness to learning during hospitalization emerged as a significant predictor of higher levels of suicidal ideation intensity 6 months following hospitalization ([beta] = 0.20). Results reinforce the importance of fostering positive adult relationships and preventing bullying both prior to and immediately following psychiatric hospitalization.

Purpose: Information on reliability of outcome measures used to assess the effectiveness of interventions in dysphagia rehabilitation is lacking, particularly when used by different research groups. Here, we report on reliability of the penetration- aspiration scale (PAS) and temporal and clearance measures, determined using videofluoroscopy. Method: Secondary analysis used videofluoroscopies from the Swallowing Treatment using Electrical Pharyngeal Stimulation trial in subacute stroke. PAS scores (719 scores from 18 participants) were evaluated and compared to the original PAS scores from the trial. Five conditions were assessed, including reliability for every swallow and overall mean of the worst PAS score. Operational rules for assessing temporal and clearance measures were also developed using the same data, and reliability of these rules was assessed. Reliability of component-level and derivative-level scores was assessed using the intraclass correlation coefficient (ICC) and weighted kappa. Results: Image quality was variable. Interrater reliability for the overall mean of the worst PAS score was excellent (ICC = 0.914, 95% confidence interval [CI] [0.853, 0.951]) but moderate for every swallow in the bolus (ICC = 0.743, 95% CI [0.708, 0.775]). Intrarater reliability for PAS was excellent (all conditions). Excellent reliability (both inter- and intrarater > 0.90) was seen for temporal measures of stage transition duration (ICC = 0.998, 95% CI [0.993, 0.999] and ICC = 0.995, 95% CI [0.987, 0.998], respectively) as well as initiation of laryngeal closure and pharyngeal transit time and all individual swallow events. Strong scores were obtained for some clearance measures; others were moderate or weak. Conclusions: Interrater reliability for PAS is acceptable but depends on how the PAS scores are handled in the analysis. Interrater reliability for most temporal measures was high, although some measures required additional training. No clearance measures had excellent reliability.

Introduction: Various retinal implants are being developed and appear to be a promising option for improving the visual capacities of individuals with retinal dystrophy. A multidisciplinary approach to both assessment of a candidate's factors and rehabilitation could contribute to improved activity and participation. The purpose of this study was (i) to document the approach taken by a multidisciplinary team in the candidate selection process and in training in the use of the Argus II retinal prosthesis system (RPS), and (ii) to examine the effects of the RPS on sensory and mental functions and on activity and participation. Methods: An A1-B1-A2-B2 experimental case report was used, with repeated measures pre- and post-rehabilitation program design. The A phases represent the periods with the system off, whereas the B phases represent the periods with the system on. A 65-year-old man with retinitis pigmentosa and total blindness was followed by a multidisciplinary team for over 18 months. After receiving the retinal implant, he benefited from a 10-week rehabilitation program (twice per week; B1 phase). Results: Globally, the RPS improved vision in the B phases when the system was on and visual acuity was stable at 2.3 logMAR (functional blindness). The participant's mental and neuromusculoskeletal function scores were generally stable throughout the data collection periods. Lower performance on some measures at the end of phase B2 coincided with a negative mood. Discussion: Use of the RPS improved activity, but this did not transfer into greater participation in the living environment. Despite efforts made by the rehabilitation team to manage the user's expectations concerning the RPS, the interventions reactivated his grieving over his vision loss. Implications for Practitioners: New technologies can make users dream of unrealistic possibilities, and managing their expectations requires problem solving supported by a multidisciplinary team.

Purpose: The present article provides a narrative review of Australia's approach toward acquired brain injury (ABI) and proposes how Australia and the United States can collaborate to improve service delivery for persons with ABI and their families with epidemiology, healthcare, prevention, research, and training. Method: A narrative review of journal articles, government documents, and websites was completed to present a broad overview of Australia's approach toward meeting the needs of persons with ABI. Results: The narrative review and synthesis of publications were summarized into the following categories: a) overview of ABI in Australia, b) long-term care government programs, c) services and advocacy, d) research and training, and e) recommendations for Australian-U.S. collaborations. Conclusion: The current time presents an opportunity for Australia and the United States to collaboratively address areas of common ABI need by dialogue, collaboration, and academic engagement, which may lead to better outcomes for persons with ABI by the sharing of research findings, service approaches, advocacy efforts, and rehabilitation counselor training. Rehabilitation counselors in Australia and the United States should lead the process of collaboration and engagement around common areas of ABI need.

Music has been welcomed to juvenile justice institutions as a transformative practice supporting the rehabilitation of youth offenders to citizens. However, acknowledging that such institutions are not neutral instruments of the law but political arenas within which notions of ideal citizenship are imposed and contested, the transformative work of music in these settings is related to profoundly ethical questions of who incarcerated young people are, who we hope they become, and the kind of society we are striving towards. This article reports a qualitative metasynthesis of contemporary research on music in juvenile justice settings, examining how such transformative work might reinforce or disrupt the existing social order and enable young people to enact their own subjectivities through music. Arguing against music as a form of coercive correction, this article suggests that an engagement with the politics of music programmes might better support the realisation of a shared humanity underpinned by ideals of equity and relationality.

Additive manufacturing (AM), also known as 3D printing, is a promising tool to produce assistive technology. For instance, individuals with deafblindness (concurrent vision and hearing loss) could benefit from tactile AM-based products as touch may be their main gateway to access information. This study thus aimed to synthesize evidence on the current and potential practices involving AM in the context of deafblindness rehabilitation and to inform healthcare professionals and family caregivers on how AM can improve functioning and quality of life. A comprehensive literature search of ten databases (PsycINFO, MEDLINE, Global Health, PubMed, CINAHL, EMBASE, ERIC, Web of Science, Engineering Village, and Scopus) was performed to identify sources focusing on the use of AM toward rehabilitation goals of individuals with deafblindness. Nine of 1,397 studies met the inclusion criteria. The findings reveal that AM can counter barriers to full accessibility by enabling professionals to produce customized adapted material and communication devices, thus assisting individuals with deafblindness in communication, mobility, and learning. However, this review highlights a need for more AM research, resources, and training: interdisciplinary collaborations with AM specialists thus appear essential in improving rehabilitation services with AM.

There is a significant need for eating disorder support on college campuses. Collegiate recovery programs (CRPs) are providing specialized support for students in recovery from substance use disorders (SUDs) but struggle to support students with eating disorders, despite the high co-occurring rates of SUDs and eating disorders. This is a brief report describing Texas Tech University's experience in delivering eating disorder support in their CRP, outlining the challenges they have recognized, and providing recommendations and resources for overcoming them.

Perceptual restoration occurs when the brain restores missing segments from speech under certain conditions. It is investigated in the auditory modality, but minimal evidence has been collected during speechreading tasks. The authors measured perceptual restoration in speechreading by individuals with hearing loss and compared it to perceptual restoration in auditory speech by normally hearing individuals. Visual perceptual restoration for speechreading was measured in 33 individuals with profound hearing loss by blurring the keywords in silent video recordings of a speaker uttering a sentence. Auditory perceptual restoration was measured in 33 normally hearing individuals by distorting the keywords in spoken sentences. It was found that the amount of restoration was similar for speechreading through the visual modality by individuals with hearing loss and speech perception through the auditory modality by normally hearing individuals. These findings may facilitate understanding of speech processing by individuals with hearing loss.

There has been significant and extensive knowledge production in the last four decades regarding pragmatic language impairment (PLI) in children with neurodevelopmental disorders. The evidence contained in this literature, however, is contradictory. The present scoping review (ScR) seeks to disentangle competing explanations of conceptualizing, defining, and assessing PLI to develop more systematic knowledge suitable for improving early intervention and diagnosing PLI. Our research included retrieving articles, books, book chapters, encyclopaedia articles, and other published material on conceptualizing, defining, and assessing preschoolers' PLIs from online databases. A total of 133 studies have been identified, divided into two types: 63 studies conceptualizing and assessing PLI in preschoolers and 70 studies conceptualizing and defining PLI without regard to age. They were published between 1983 and 2022. The inclusion of studies in the first group was based upon factors such as the age of participants, clinical settings, and the use of PLI assessment instruments. The second group of studies was selected in accordance with Web of Science, Scopus, and Lens database indicators that indicated who were the most popular authors within the field. This review utilized the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) checklist and the Joanna Briggs Institute (JBI) guidelines. Results indicate that PLI is being conceptualized inconsistently. Three lists of concepts are reported here, with the earliest concept being "semantic-pragmatic syndrome" and the most prevalent being "PLI" without semantic features. Among the most common misconceptions of PLI is the use of impairment, disorder, deficit, dysfunction, disability, and many other concepts, both within the same publication and among different authors who have written numerous publications in this field. Researchers and clinicians are confused as to the nature of social (pragmatic) communication disorder compared to PLI, owing in part to its inclusion as a competing concept for PLI. As a final point, we argue that using different assessment methods for PLI is a promising approach to hope for consistency in conceptualizing, defining, and assessing PLI in children with neurodevelopmental disorders or others. The vast number of existing studies that seek to conceptualize, define, and assess PLI in preschool children with neurodevelopmental disorders and other conditions illustrates the broad interest in understanding more about the nature and occurrence of this impairment. Further, these studies also highlight some common patterns, discrepancies, and contradictions in relevant language that suggests researchers in all related fields should endeavour to be consistent in the way these concepts are defined and discussed to avoid miscommunication and confusion across and within the professions, as well as decrease the redundancy and overlap of related information. A consistent conception of language development disorders is necessary to obtain clarity in diagnosis, assessment, intervention, and rehabilitation.

Purpose: Motivation is a complex phenomenon that can influence a person's ability to make progress in treatment. We sought to understand how motivation is currently measured and utilized in aphasia rehabilitation by identifying treatment studies that (1) include measurement of motivation and (2) use motivation to predict treatment response. Method: A scoping review was conducted by systematically searching PubMed, CINAHL, EBSCO, Ovid MEDLINE, and APA PsycInfo using the following search terms: (measurement OR treatment OR rehabilitation OR predict*) AND (motiv* OR engagement OR adherence OR compliance) AND (aphasia OR dysphasia). Results: Two studies met our inclusion criteria. Motivation was measured differently across studies. No studies used motivation to predict treatment outcomes. Discussion/Conclusions: Despite the importance of motivation in aphasia rehabilitation success, studies that include its measurement are sparse. Additional research is needed and should include development of measurement tools and evaluation of the predictive value of motivation on treatment outcomes.

Background: Data from sex offender treatment programmes (SOTP) on the re-offending of convicted sex offenders from the prison service in England and Wales was recently reviewed and found to be associated with no change in sexual reoffending. While this result is at variance with a number of other reviews it does give rise to concern as most programmes for individuals with intellectual disabilities adopt similar treatment methods. It is therefore important to consider the treatment outcomes for this client group by conducting a meta-analysis to examine treatment effects. Method: A systematic search of PsychINFO, EMBASE, MEDLINE and CINAHL was conducted in February 2019 using specific inclusion and exclusion criteria. Eighteen papers were identified, and their quality was assessed using a risk of bias framework. Scores on cognitive distortions, sexual knowledge and victim empathy measures as well as reports of further sexually abusive behaviour were pooled together to run a meta-analysis which yielded effect sizes for each outcome. Results: A large treatment effect was found for reducing cognitive distortions and increasing victim empathy, with a moderate effect found for improvements in sexual knowledge. This meta-analysis also found that 11.5% of individuals with intellectual disabilities who have completed these programmes will go on to display further sexually abusive behaviours. Conclusions: The findings suggest that cognitive distortions are significantly reduced following treatment, there are also significant improvements in sexual knowledge and victim empathy. A rate of 11.5% for further reported sexually abusive behaviour during follow up periods was found, which is higher than the rate found for mainstream SOTP completers. Problems regarding the recording of sexually abusive behaviour are considered.

Objective: To examine undergraduate college students' attitudes toward 12-step support group utilization for opioid use disorder (OUD) and associations with previous experience with medications for OUD (MOUD). Participants: A convenience sample of undergraduate students at two major U.S. universities during Fall 2018 and Spring 2019. Method: A cross-sectional online survey of agreement with three 12-step orientation measures, MOUD experience, and demographic variables. Results: 1,281 students responded. Among 12-step orientation measures, respondents were most likely to agree that people with OUD should reach out to others in recovery. MOUD experience was significantly and negatively associated with agreement on each 12-step orientation measure. Religiosity/spirituality was positively associated with agreement that people with OUD should accept lack of control over OUD while placing trust in a higher power. Conclusion: Students with MOUD experience may be aware of anti-MOUD stigma in peer support groups and thus less likely to agree with 12-step orientation measures.

Purpose: The purpose of this article is to address an emerging issue in rehabilitation counseling: The effect of the COVID-19 pandemic on people with aphasia (PWA). Method: Based upon a review of the literature this article provides an overview of (a) COVID-19 and emergent aphasia-related disability, (b) COVID-19 effects on stroke and aphasia services, (c) COVID-19 effects on mental health and employment of PWA. Results: This review of the impact of COVID-19 on PWA highlights the increased and emerging needs for rehabilitation counseling services related to an anticipated increase in incidence of aphasia related to COVID-19 illness and secondary impact of medical care for this population. Conclusion: The impact of COVID-19 on aphasia care in rehabilitation settings underscores the need for increased interprofessional education and collaboration to address the many gaps in aphasia care. Likewise, interdisciplinary research focused on rehabilitation outcomes in aphasia is needed to provide a foundation for evidence-based practice that conforms to the WHO-ICF framework.

Purpose: This mixed-methods study assesses an innovative course design model that integrates community site visits and service-learning at the introductory level for Undergraduate Rehabilitation Education (URE) students (n = 44). Method: The authors used a survey design to analyze service-learning outcomes and civic attitudes to evaluate the course design. A panel of three independent raters analyzed student weekly papers based on research rubrics of the course objectives created by the authors. Results: The results demonstrate that the model is effective in altering student cognitive schemes about human service populations and encouraging students to synthesize academic knowledge and immersive experiences. Conclusions: The study provides evidence for the design of integrating service-learning and site visits throughout the entire semester of an introductory course. This design is what we theorize specifically allowed for the two outcomes of primary importance, altered cognitive schemes about human services populations and synthesis of academic and experiential knowledge.

Our article addresses how our not-for-profit organization responded to the COVID-19 pandemic by shifting our paradigm, in how we deliver programs. We created virtual programs and have been delivering them via the Zoom platform, to provide education and training to individuals adjusting to vision loss, and their family members.

The following study examined the association between race, ethnicity, referral source, and reasons for attrition from substance use treatment in a sample of 72,643 discharges of adolescent youth in the United States from 2014 to 2016. Black and Hispanic adolescents were more likely to be discharged due to incarceration and termination by the facility compared to White adolescents. Adolescents referred by probation, diversion, other juvenile justice organizations, health care providers, community agencies, and individual referrals were significantly more likely to be discharged due to incarceration and terminated by the treatment facility compared to youth who were referred by schools. Findings suggest that enhancing linkage to treatment from systems in the social environment may play a role in attenuating racial and ethnic disparities in rates of attrition from substance abuse treatment among adolescent youth in the United States.

Improbable Players (IP) has been creating applied theatre for substance use disorder prevention since 1984, training more than 200 sober actor/teaching artists to perform plays and facilitate workshops addressing addiction, alcoholism, and the opioid crisis. The company operates, for its actors, as a long-term arts- integrated peer recovery support service and mutual support group for recovery from substance addiction, increasing their recovery capital. This essay examines the ways Improbable Player's applied theatre programme operates to build recovery capital and support individual behavioural changes in its artistic staff.

Background: Intervention studies aimed to improve the written production of single words by persons with aphasia have yielded promising results and there is growing interest in interventions targeting text writing. The development of technical writing aids offers opportunities for persons with aphasia, and studies have shown that using them can have a positive impact on written output. Aims: The aim was to investigate what impact training to use a computerised spell checker had on text writing in persons with aphasia. Methods & Procedures: The study had a multiple-baseline single-case experimental design replicated across six male Swedish participants with mild-to-moderate post-stroke aphasia. The participants received training twice a week during 8 weeks, learning how to use the spell checker. At baseline and before every session, the participants wrote two texts which were logged in a keystroke-logging tool. Dependent variables were continuously measured in the texts, and the participants performed tests of language function and answered questionnaires on reading and writing habits and health-related quality of life before and after the intervention. The participants were also interviewed about how they had experienced the training. The results were evaluated on individual and group level. Results: The study showed that systematic individual training involving a spell checker was experienced as positive by the participants and that they all described their writing ability in more positive terms after the intervention. Evaluation showed statistically significant improvements on group level for the dependent variables of spelling accuracy, rated syntax, writing speed and proportion of unedited text during text writing when using the spell checker. The intervention also had a generalising effect on writing speed and editing during text writing without the spell checker and on spelling accuracy in a dictation test. The participants who had the greatest spelling problems were the ones who showed the most progress, but participants with only minor writing difficulties at baseline also improved. Conclusions & Implications: The study shows that a digital spelling aid constitutes effective support for people with aphasia and may also affect levels other than spelling. The training had a generalising positive effect on text writing and spelling in a test. Although writing difficulties is a persisting symptom in aphasia, it can be supported and improved through use of digital spelling aids. Hence, treatment of writing ability should always be included in the rehabilitation of people with aphasia.

Background: People with post-stroke aphasia (PWA) are more likely to experience serious mood disorders compared with those without. Emotional regulation may be important for influencing life participation after stroke. Understanding emotional regulation in the context of aphasia is important for promoting personally defined recovery, psychological well-being and life participation. Aims: To explore how individuals experience and regulate negative emotional responses to aphasia as part of re-engaging with life. Methods & Procedures: In-depth semi-structured qualitative interviews with 14 PWA were conducted. The focus and design were developed with public and patient involvement contributors. Reflexive thematic analysis was applied. Outcomes & Results: Analysis generated three themes, which captured inherent diversity across participants in terms of emotional experiences, responses and regulation strategies: (1) emotional upheaval at all stages of recovery; (2) regulating emotional upheaval; and (3) discerning possibilities for life participation. Emotional regulation occurred both within and without the context of formal support services. Conclusions & Implications: Individuals may be differently (en)abled in responding positively, with implications for aphasia psychological support and self-management interventions. The findings may inform future interventions to optimize well-being and personally meaningful outcomes for PWA.

Dance as an artform touches the biopsychosocial dimensions of people and as such is increasingly used as a vehicle to improve the quality of life of diverse populations in the community. Yet little is known about how dance classes are experienced by marginalized populations. The purpose of this action research was to explore the potential of dance to contribute to the recovery of women having experienced homelessness. The objectives were to describe: (1) the artistic content (the 'what') and the pedagogical approach (the 'how') of the classes; and (2) the experiences of all the people involved in the action research (women, workers at the women's home, dance facilitators and researcher). Over a three-year period, weekly classes were offered in a women's home. Data was collected through individual interviews, focus groups and observations. A thematic analysis revealed eleven categories of dance activities which were subsequently associated with indicators of recovery. The pedagogical approach was driven by a set of values clearly embedded in the classes; the facilitators deployed numerous adaptations to answers the women's needs. Sufficient evidence supports the claim that dance is a promising practice for individual women's process of recovery. Implications for future research and practice are discussed.

Background: Acquired brain injury (ABI), especially to the right hemisphere, can result in difficulty using or understanding prosodic contours in speech. Prosody is used to convey emotional connotation or linguistic intent and includes pitch, loudness, rate, and voice quality. A disorder in the comprehension or production of prosody is known as aprosodia; despite the communication disability caused by prosodic disorders, the assessment and treatment of aprosodia following ABI has received scant attention. Aims: The aim of this scoping review is to gather and synthesise useful knowledge on aprosodia and provide therapists with an exhaustive document in order to guide clinical decision-making encouraging active identification and treatment of this disorder. Methods & Procedures: This scoping review, conducted in accordance with PRISMA-ScR guidelines, investigated the existing literature concerning the assessment and treatments of linguistic and affective aprosodia in adult patients after ABI. A systematic search in four electronic databases (PubMed, CINAHL, Web of Science, ScienceDirect) was conducted for articles written in English, French, or Italian published between 1970 and 2020. After all evaluative criteria were applied, 15 articles were included for final review. Outcomes & Results: Results show the presence of six assessment tools for affective aprosodia and five evaluation tools targeting affective and linguistic prosody. Assessment of aprosodia is generally accomplished through acoustic and perceptual approaches. Current treatments for prosodic disorders focus on expressive aprosodia and have applied mostly two different approaches: imitative and cognitive-linguistic methods. Conclusion & Implications: Findings suggest that aprosodia can be assessed by therapists through various techniques and may be amenable to behavioural treatments. Nevertheless, although there are several assessment tools available, no one currently offers a comprehensive assessment that incorporates an ecological dimension. It therefore seems necessary to continue research in this direction. The rehabilitation of receptive prosody abilities also remains to be explored.

Introduction: Oculomotor disorders have been reported in some of the dyslexic children. The purpose of the study was to evaluate the effects of oculomotor rehabilitation on the cognitive performance of dyslexic children. Methods: Subjects were 50 dyslexic children between 8 and 12 years old. Those with oculomotor abnormalities (n = 30) were randomly assigned to two groups (case and control) matched for age. The case group received oculomotor rehabilitation. Children in the control group received no intervention. The oculomotor rehabilitation was performed twice weekly for 8 weeks in case group. Three cognitive subtests of CANTAB were performed pre and post-intervention stage to determine the effects of intervention on the cognitive function of study population. ANCOVA and T-test were used for comparison of results between two groups. Results: The correct scores of cognitive tests in the case group posttest increased significantly compared to the control group (p = 0.028). Conclusion: The study indicated the positive effects of oculomotor rehabilitation on the cognitive performance of dyslexic children.

Background: Total laryngectomy (TL) results in permanent functional changes requiring rapid development of complex new skills. A significant portion of this learning happens in the acute post-surgical stage. There is increasing interest in enhanced recovery after surgery (ERAS) protocols in TL; however, implementation has been difficult. COVID-19 has placed significant pressures on acute services, requiring rapid service changes for TL patients. Aims: To understand the acute patient experience of having a TL both before and during COVID-19. Methods & Procedures: Semi-structured interviews using a pre-designed topic guide were conducted with 10 people who had undergone a TL within the last 2 years. Participants were recruited by their speech and language therapists using purposive sampling. Braun and Clarke's iterative approach to data collection and thematic analysis was used to generate key themes from the data. Outcomes & Results: Thematic analysis identified four main themes: (1) pre-operative information-giving: 'it was just words'; (2) decision-making influences: 'I just wanted them to get it all out and get it over with'; (3) coping with adjustment to the new normal: 'this is part of me now'; and (4) the importance of relationship-building: 'when you've had something like this, you need some care and understanding'. Conclusions & Implications: The need for an individualized approach to TL intervention which incorporates medical and psycho-social approaches from pre-treatment to acute discharge is vital. ERAS models should be reviewed to shift beyond the medical model alone. Rapid service changes due to COVID-19 did not contribute any major changes to the acute patient-reported experience.

Introduction: This study seeks to examine the association between the age of the Vision Rehabilitation Therapist (VRT) and the frequency at which they carry out technology job tasks. Methods: A secondary data analysis was performed, using chi square to test for an association between the age of the VRT and the frequency at which they carry out 11 specific job tasks related to technology. Results: Age of the VRT was shown to be negatively associated with the frequency at which 6 of the 11 technology job tasks are performed. Discussion: Overall, younger VRTs are teaching access technology at higher frequencies than older VRTs. Newer specific technologies are being taught more often by younger VRTs, such as mobile technologies, voice-controlled devices, and social media. Older technologies such as keyboarding and OCR are being taught at similar frequencies regardless of age. Given the aging population of VRTs and the small number of university VRT programs, it may not be sustainable to rely on recent graduates or younger VRTs to fulfill access training needs for persons with visual impairment. With the availability, affordability, and quick emergence of new technologies, it is critical that all VRTs have access to continuing education to become comfortable and proficient in teaching newer technologies. Implication for Practitioners: Technology training is critical for employment and independence for many persons with vision impairment. Continuing education for VRTs to be comfortable and competent in teaching emerging technologies may be important in ensuring that access technology training is available to all persons with visual impairment.

Introduction: Pediatric cataract is still a major cause for childhood visual impairment. The goal of our study was to analyze the prevalence of children with impaired vision (6/15 or worse) after surgery for bilateral cataract, to evaluate factors associated with it and to emphasize the importance for visual rehabilitation including the use of visual aids, educational measures, and social worker services. Methods: Retrospective analysis of medical records from children who underwent surgery for cataract up to age 6 years, with a follow-up of at least 4 years. Clinical characteristics retrieved from medical records included visual acuity, presence of nystagmus and/or strabismus, age at surgery, intraocular lens (IOL) implantation, and others. Results: Fifty-five children were included in the study. Follow-up ranged from 4 to 13 years (Mdn = 6.8). Visual impairment was found in 15/24 (62.5%) of children operated on before the age of 6 months (group 1), and in 7/31 (22.5%) n those operated after the age of 6 months (group 2; p = 0.019). Thirty-eight of the 55 children had a primary IOL implantation; nystagmus and microphthalmos were also associated with higher rates of visual impairment. Discussion: Despite early and modern surgery, long-term visual outcome remains poor in children undergoing bilateral cataract surgery at young age. When discussing visual prognosis with parents, it is important to recognize factors associated with visual impairment, such as need for surgery before age 6 months, nystagmus and microphthalmos, as well as the importance for early visual rehabilitation services when needed.

Background: National UK guidance makes recommendations for speech and language therapy staffing levels in critical care and rehabilitation settings. Traumatic spinal cord injury patients often require admission primarily to critical care services within a major trauma centre prior to transfer to a specialist spinal injury unit but may not receive similar levels of care. Dysphagia and communication difficulties are recognised features of cervical spinal cord injury; however, little is known about access to speech and language therapy services to provide rehabilitation and improve outcomes. Aims: The aim of this study was to compare the workforce and clinical practices of speech and language therapy services in eight spinal injury units and four major trauma centres in England through an online survey. Methods & procedures: An online survey was created with 26 multiple-choice questions across seven sub-sections, with options for free-text comments. These were sent to a named speech and language therapy contact at each of the specified units. Responses were uploaded into Excel for analyses, which included descriptive statistics and analysis of themes. Outcomes & results: Responses were received from 92% (11/12) speech and language therapy services invited, which included seven out of eight spinal injury units and all four major trauma centres. No units met national staffing recommendations. Staff in spinal injury units provided an average of 27 h per week input to the unit compared to 80 h in a major trauma centre. Despite caseload variations, speech and language range of therapy involvement and prioritisation process were equivalent. Access to instrumental assessment varied, with less use of Fibreoptic Endoscopic Evaluation of Swallowing in spinal injury units despite its clinical value to the spinal cord injury caseload. Conclusions & implications: Speech and language therapy services delivering post-acute and long-term rehabilitation to spinal cord injury patients are limited by their resources and capacity, which restricts the level of therapy delivered to patients. This may have an impact on clinical outcomes for communication and swallowing impairments. Further evidence is needed of the interventions delivered by speech and language therapists and outcomes will be beneficial alongside benchmarking similar services.

Background: Takotsubo Syndrome is a condition that causes impairment in cardiac function in the absence of significant causative coronary artery disease. Takotsubo Syndrome is most commonly reported in older women, has identical presenting symptoms to acute coronary syndrome (ACS), but differs in cause, management and outcomes. Ongoing symptoms and recurrence of Takotsubo Syndrome are not uncommon but little support is available for these women. Aims: This study compares (1) educational support and (2) participation rates in outpatient cardiac rehabilitation for women with Takotsubo Syndrome or acute coronary syndrome, and (3) ascertains whether or not they perceived similar benefits from these strategies. Methods: 23 women with Takotsubo Syndrome and 23 age-matched women with acute coronary syndrome were mailed a structured questionnaire based on cardiac rehabilitation (CR) components. Findings: The questionnaire response rate was 48% (n=11) for the Takotsubo Syndrome group and 30% (n=7) for the acute coronary syndrome group. 18% (n=2) of the women with Takotsubo Syndrome and 71% (n=5) of the women with acute coronary syndrome attended cardiac rehabilitation, with all attendees perceiving that it was beneficial in aiding their recovery. Of the nine women with Takotsubo Syndrome that did not attend cardiac rehabilitation, 67% (n=6) perceived that it would have been helpful in aiding their recovery. Women with Takotsubo Syndrome were less likely to receive educational support about their condition, particularly stress management and participate in CR compared with women with ACS, despite perceiving that elements of CR would have been helpful in aiding their recovery. Conclusions: Women with ACS had higher CR participation rates than those with Takotsubo Syndrome, and were more likely to receive educational support, particularly following hospital discharge. The majority of women with Takotsubo Syndrome were not exposed to educational support in their recovery, suggesting a role for CR tailored to the needs of these women. Nurses can take practical steps to address these gaps by providing emotional support and education for women with Takotsubo Syndrome in stress management to enhance their quality of life and reduce potential recurrence.

Writing transfer research often illuminates the writing abilities, attitudes, and assumptions college writers bring to a writing assignment, but faculty members across the disciplines may not have the tools for understanding what the students in their particular classes bring to their particular writing assignments. In this proposed model, students respond to a series of reflective prompts before, during, and after completion of a major upper-division writing assignment. Faculty members then reflect on how these responses might change the way they assign writing and teach course content. The disciplinary and course-based threshold concepts emerging from this process suggest a dynamic and situated approach that both facilitates faculty understanding of transfer and offers a method for responding to it.

Introduction: This study assessed whether basic spatialcognitive abilities can be enhanced in people who are blind through transfer of learning from drawing training. Methods: Near-body spatial-cognitive performance was assessed through the Cognitive Test for the Blind (CTB), which assesses a wide range of basic spatial-cognitive skills. The CTB was administered to 21 participants who are blind in two behavioral testing sessions separated by five days. For participants in the "trained" group, these intervening days were occupied by the Cognitive-Kinesthetic Drawing Training method, during which participants learned how to draw freehand from memory. The "control" participants were not trained. Results: The results showed significantly increased overall CTB performance in the trained but not in the control group, indicating that the drawing training effectively enhanced spatial-cognitive abilities. A three- to six-month follow-up session with a subset of trained participantssuggested that these training-induced spatial-cognitive improvements might persist over time, at least for some tasks. Discussion: These findings demonstrate that learning to draw from memory without vision over just five sessions can lead to enhancement of basic spatial-cognitive abilities beyond the drawing task. This study is the first to examine the transfer of learning of cognitive ability in blind individuals. Implications for practitioners: This study sheds light on the Cognitive-Kinesthetic Drawing Training as an effective wide-range rehabilitation technique that could be used to enhance basic spatial-cognitive abilities in those who are blind.

Problem-based learning (PBL) is widely recognized as a pedagogical approach across disciplines. However, the relevance and application of PBL in psychology has received limited attention. Therefore, this article presents a PBL-based master degree programme for psychologists. The article is divided into three sections. First, we present the rationale and need for developing this programme. Second, the programme curriculum is described in detail and, third, the programme's practical and theoretical aspects and potentials are discussed in light of PBL principles.

Introduction: Rehabilitation can improve visual outcomes for adults with acquired homonymous visual field loss. It is unclear, however, whether rehabilitation improves visual outcomes for children because previous training schedules have been tiresome, uninteresting, and have failed to keep them engaged. In this study, we assessed whether children and young people with homonymous visual field loss would adhere to six weeks of unsupervised compensatory training using a specialized video game. Methods: Participants aged between 7 and 25 years with homonymous visual field loss completed tabletop assessments of visual search across four site visits. Two baseline assessments separated by four weeks evaluated spontaneous improvements before training began. Participants were then given a copy of the video game to use unsupervised at home for six weeks. Two follow-up assessments separated by four weeks were then conducted to evaluate immediate and acutely maintained effects of training. Results: Fifteen candidates met the inclusion-exclusion criteria, nine participated, and eight completed the study. Participants completed an average of 5.6 hours of unsupervised training over the six weeks. Improvements on in-game metrics plateaued during week three of training. The time taken to find objects during tabletop activities improved by an average of 24%--95% CI (2%, 46%)--after training. Discussion: The findings demonstrate that children and young people with homonymous visual field loss will engage with gamified compensatory training, and it can improve visual outcomes with less of a time commitment than has been required of adults participating in non-gamified training in previous studies. Appropriately powered, randomized controlled trials are required to evaluate the validity and generalizability of observed training effects. Implications for practitioners: Rehabilitation specialists can use specialist video games and gamification technique to engage children and young people with homonymous visual field loss in long-term unsupervised training schedules.