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Purpose: This study investigated reading teachers' (RTs) views of speech-language pathologists' (SLPs) abilities to provide services for clients who have written language disorders. Previous research has shown SLPs often do not provide such services due to time constraints, lack of training, and their perception that other school personnel are more qualified. However, little is known about RTs' views of SLPs' abilities to provide reading/writing intervention. Method: Three hundred twenty-three RTs responded to a survey designed to determine their perceptions and experiences of SLPs providing services to children with written language difficulties. Respondents were from all regions of the United States. Results: Approximately 80% of the respondents supported the idea of SLPs providing written language intervention services, with 69% recognizing that there was an evidence base for such intervention. However, many RTs registered some disagreement that SLPs had sufficient training to provide written language instruction and may lack knowledge of the curriculum. These results also identified factors that SLPs wishing to be involved in literacy instruction may need to address including administrative support, involvement in school-wide literacy learning decisions, and participation in professional development opportunities on literacy instruction. Conclusion: These results indicated that RTs may be supportive of SLPs addressing the written language needs of the students they serve. Although written language intervention is within SLPs' scope of practice, SLPs currently practicing in school settings may need to advocate for themselves to actively be involved in written language instruction.

Purpose: As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices. Method: A review of published literature in speech-language pathology, early intervention, early childhood education, and literacy was completed. Subsequently, an overview of the impact of early home and preschool literacy experiences are described. Research-based implementation of best practice is supported with examples of shared book reading and child-led literacy embedded in play within the coaching model of early intervention. Finally, various aspects of emergent literacy skill development in the preschool years are discussed. These include phonemic awareness, print/alphabet awareness, oral language skills, and embedded/explicit literacy. Results: Research indicates that rich home literacy environments and exposure to rich oral language provide an important foundation for the more structured literacy environments of school. Furthermore, there is a wealth of evidence to support a variety of direct and indirect intervention practices in the home, child care, and preschool contexts to support and enhance all aspects of oral and written literacy. Conclusions: Application of this "toolbox" of strategies should enable speech-language pathologists to address the prevention and intervention of literacy deficits within multiple environments during book and play activities. Additionally, clinicians will have techniques to share with parents, child care providers, and preschool teachers for evidence-based literacy instruction within all settings during typical daily activities.

Background: Issues relating to certification of the Psycho‐oncology profession require clarification in order to provide high quality comprehensive psychosocial care within oncology. We conducted a survey identifying existing training, professional registration requirements and accreditation programs, at national levels, for the specialty of psycho‐oncology as well as the mandatory presence of this specialist in cancer teams. Methods: This survey was conducted within the International Psycho‐Oncology Society Federation of psycho‐oncology societies and included representatives of each national federated society and some countries not belonging to the Federation. Survey questions were emailed requesting specific details, from the registered contact person, for each country, about psycho‐oncology training, professional registration and accreditation. Results: Of 43 countries contacted (34 Federated and 9 non‐federated members), 39 replied and answered the questionnaire (90, 7%). Disparities were reported between countries, with details indicating differences from having no national program, to quite detailed and legally accredited requirements. The majority of countries had no formally recognized profession of "Psycho‐oncologist," while some countries reported that it is mandatory (or recommended to have) a specialist in psycho‐oncology in cancer centers and, thus, that an accredited, nationally recognized and certified training in this specialty exists. Conclusions: The study underlines the need to create a curriculum for the specialty (certification and accreditation) for the profession of psycho‐oncology. Given the lack of internationally recognized core standards, ideas and proposals for minimum standards of good care and the training required to deliver this, are explored to clarify who may use the designation "Clinical Psycho‐oncologist." [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article was to obtain and organize information from instructors who teach course work on the subject of children's speech sound disorders (SSD) regarding their use of teaching resources, involvement in students' clinical practica, and intervention approaches presented to students. Instructors also reported if they taught students to use nonspeech oral motor exercises (NSOMEs) to remediate children's SSD. Method: A questionnaire was mailed to 236 speech-language pathology preprofessional programs in the United States that are accredited by the Council of Academic Accreditation. Results: Ninety-one questionnaires (39%) were returned. Participants reported that they provided their students with information on a variety of intervention approaches for SSD and typically used professional journals and textbooks for current information. Sixty-eight (75%) participants reported that they did not teach their students to use NSOMEs. Forty-seven (52%) of the instructors supervised students in clinical practicum serving children with SSD and perceived that academic course work and practicum experiences influenced their students' implementation of intervention for children with SSD. Conclusion: The instructors reported that they taught their students a variety of intervention techniques for children with SSD, although most did not teach the use of NSOMEs. These results contrast with previous research indicating that many speech-language pathologists use NSOMEs to improve children's speech (G.L. Lof & M.M. Watson, 2008).

Purpose: A nationwide survey was conducted to determine if speech-language pathologists (SLPs) use nonspeech oral motor exercises (NSOMEs) to address children's speech sound problems. For those SLPs who used NSOMEs, the survey also identified (a) the types of NSOMEs used by the SLPs, (b) the SLPs' underlying beliefs about why they use NSOMEs, (c) clinicians' training for these exercises, (d) the application of NSOMEs across various clinical populations, and (e) specific tasks/procedures/tools that are used for intervention. Method: A total of 2,000 surveys were mailed to a randomly selected subgroup of SLPs, obtained from the American Speech-Language-Hearing Association (ASHA) membership roster, who self-identified that they worked in various settings with children who have speech sound problems. The questions required answers that used both a forced choice and Likert-type scales. Results: The response rate was 27.5% (537 out of 2,000). Of these respondents, 85% reported using NSOMEs to deal with children's speech sound production problems. Those SLPs reported that the research literature supports the use of NSOMEs, and that they learned to use these techniques from continuing education events. They also stated that NSOMEs can help improve the speech of children from disparate etiologies, and "warming up" and strengthening the articulators are important components of speech sound therapy. Conclusion: There are theoretical and research data that challenge both the use of NSOMEs and the efficacy of such exercises in resolving speech sound problems. SLPs need to follow the concepts of evidence-based practice in order to determine if these exercises are actually effective in bringing about changes in speech productions.

Purpose: This study examined assessment procedures used by speech-language pathologists (SLPs) when assessing children suspected of having speech sound disorders (SSD). This national survey also determined the information participants obtained from clients' speech samples, evaluation of non-native English speakers, and time spent on assessment. Method: One thousand surveys were mailed to a randomly selected group of SLPs, self-identified as having worked with children with SSD. A total of 333 (33%) surveys were returned. Results: The assessment tasks most frequently used included administering a commercial test, estimating intelligibility, assessing stimulability, and conducting a hearing screening. The amount of time dedicated to assessment activities (e.g., administering formal tests, contacting parents) varied across participants and was significantly related to years of experience but not caseload size. Most participants reported using informal assessment procedures, or English-only standardized tests, when evaluating non-native English speakers. Conclusions: Most participants provided assessments that met federal guidelines to qualify children for special education services; however, additional assessment may be needed to create comprehensive treatment plans for their clients. These results provide a unique perspective on the assessment of children suspected of having SSD and should be helpful to SLPs as they examine their own assessment practices. (Contains 6 tables.)

The purpose of this investigation was to determine the effect of lexical restructuring on children's phonological awareness. Thirty-three preschool children were assessed for vocabulary skills and ability to detect rhyme. Results supported the lexical restructuring theory because expressive vocabulary abilities were correlated with rhyming ability. However, children's ability to detect rhyme was not affected by neighborhood density (i.e., words from dense neighborhoods contain many similar sounding neighbors such as cat, bat, etc.). These findings provide important information for those who serve children at risk for reading failure. (Contains 3 tables.)

Objective: To assess the effect of a new breast cancer support group (BCSG) on breast cancer patients' self‐reported distress and quality of life. Methods: A single arm pre‐post trial providing an eight session healthcare provider led BCSG. Primary outcome variables were distress and quality of life assessed using the National Comprehensive Cancer Network Distress Thermometer (DT) and The Functional Assessment of Cancer Therapy ‐ Breast plus Arm Morbidity (FACT‐B+4), respectively. Topics in each session addressed a wide range of issues some of which were pre‐selected by the patients themselves. Data analysis: Paired sample t‐test was used for data analysis on International Business Machine Statistical Package for the Social Sciences 21. Results: The participants (N = 18) had a mean age of 51. Most had secondary school level education (54%), were traders (59%) and had stage 3 or 4 disease (67%). A larger proportion (78% or n = 14) of the patients lived in rural areas, while 4 (22%) of the patients lived in Ibadan. Out of the 8 sessions, 12 (67%) of the participants attended 1‐3 sessions while 6 (33%) attended 4‐8 sessions. There were, significant improvements in emotional wellbeing (t = −4.253; p < 0.05) and functional wellbeing (t = −2.191; p < 0.05) on the FACT‐B+4. There was a significant reduction in the DT score (t = 2.345; p < 0.05) but the number of items on the problem list were not significantly reduced (t = 1.191; p > 0.05). Majority (75%) of the patients rated the support group activities as satisfactory. Conclusion: These data show that the support group can benefit breast cancer patients in terms of reduced distress levels along with satisfaction and improvement in the functional and emotional wellbeing indices of quality of life. [ABSTRACT FROM AUTHOR]

Keywords: dysarthria, intelligibility, assessment Purpose: The purpose of this investigation was to determine the practice patterns of speech-language pathologists (SLPs) working in health care settings when assessing the speech of [...]