First, Julie Case and Maria Grigos provide a review of speech motor control literature in
childhood apraxia of speech (CAS) and give clinical implications to the assessment and
treatment of CAS. Second, Kristen Allison reviews approaches to measuring speech
intelligibility in children with motor speech disorders. Third, Tricia McCabe, Donna
Thomas, and Elizabeth Murray describe Rapid Syllable Transition Treatment (ReST) as
a treatment for CAS. Fourth, Nancy Tarshis, Michelle Winner, and Pamela Crooke
explore how communication challenges in CAS impact social competency and how
speech motor challenges impact social development. Finally, Nina Benway and
Jonathan Preston evaluate if features of CAS in the literature could be replicated in a
sample of school-age children. Readers will describe how speech motor skills have been
found to change with practice in CAS, list the linguistic factors that can influence
intelligibility, describe the quality of the research that supports ReST, explain ways to
consider social cognition in therapy for CAS, and rank the speech features that
distinguish the narrow phonetic transcriptions of children with CAS and speech sound
First, Katie Strong and Barbara Shadden provide an overview of the relationship
between narrative, identity, and social co-construction for persons with aphasia and
narrative treatment approaches for identity renegotiation. Second, Jamie Azios and Jack
Damico relate the Lifetime Participation Approach to Aphasia (LPAA) and issues in longterm
care (LTC) along with practice recommendations for implementing LPAA in LTC.
Third, Jerry Hoepner and Tom Sather examine the potential approaches for teaching
and mentoring students in LPAA. Fourth, Rochelle Cohen-Schneider, Melodie Chan,
Denise McCall, Allison Tedesco, and Ann Abramson explore balancing relationshipcentered
care and professionalism. Finally, Sarah Wallace, Elena Donoso Brown, Anna
Saylor, Erica Lapp, and Joanna Eskander describe aphasia-friendly modifications for
occupational therapy assessments and home programs.
These Perspectives (SIG 2) articles focus on approaches for early identification, service delivery, and treatment of traumatic brain injury (TBI). In the first article, Juliet Haarbauer-Drupa and Michael Brink describe the existing literature on preschool children with traumatic brain injury (TBI) and illustrate a model of care for a community. Next, Lori Cook, Nellie Caulkins, and Sandra Chapman explore the potential for cognitive training delivered via telepractice to enhance cognitive performance after mild TBI in adolescence. Lastly, Mary Kennedy offers an update on the evidence the provides possible explanations for speech-language pathologists’ experiences while implementing a coaching approach with college students with TBI.
These Perspectives (SIG 2) articles review and present current issues related to augmentative and alternative communication (AAC) across different patient populations, as well as identifies and discusses team-based interprofessional practice approaches for managing individuals with complex communication needs within both pediatric and adult populations. In the first article, Shannon Taylor, Sarah Jane Wallace, and Sarah Elizabeth Wallace explore factors that influence successful use of high-technology AAC in persons with poststroke aphasia via a literature review and narrative synthesis methodology. Lori Marra and Katie Micco present a clinical focus article that assesses communication partner’s perception regarding the effectiveness of a training model to support AAC use within a parent–adolescent communication pair. Michelle Westley, Dean Sutherland, and H. Timothy Bunnell examine the experience of healthy voice donors during the ModelTalker voice banking process for New Zealand-accent synthesized voices. Sarah Diehl and Michael de Reisthal describe the complex symptoms associated with Huntington’s disease and how they influence implementation of AAC to address the communication needs of this population. Kristen Abbott-Anderson, Hsinhuei Sheen Chiou, and Brooke N. Burk address interprofessional practice via a multidisciplinary patient-centered engagement experience entitled Spring EngAGEment that serves individuals living with Alzheimer’s disease or other associated dementias. Finally, Laura Hinkes Molinaro, and Wendy Stellpflug discuss a team approach for education and support of patients and families with postoperative pediatric cerebellar mutism syndrome.
These Perspectives (SIG 2) articles evaluate, highlight, and analyze various examples of interprofessional education and collaboration amongst speech-language pathologists and other professionals. Interprofessional educational models, collaborative teaming frameworks, and a case study example are also presented.
This Perspectives addresses a variety of topics related to posterior fossa syndrome in children including an introduction to cerebellar mutism, a review of surgical approaches used for posterior fossa brain tumors, and neuropsychological considerations.
This Part of Perspectives addressed ethics in neurogenic communication disorders
including decisional capacity and the role of the speech-language pathologist in the
decisional capacity process, the role of the SLP in supporting medical decision-making
for people with neurogenic communication disorders, cognitive-communication factors
that place people at risk for impaired decisional capacity, and how aphasia awareness
can impact ethical decision making.
This Perspectives was the first open call issue for SIG 2 with a specific focus on
functional assessment and intervention for a variety of neurogenic communication
disorders. Topics covered included the role of language and cognitive abilities in the life
participation approach for people with aphasia, functional assessment and treatment in
acquired and traumatic brain injury, cognitive-communication treatment groups for
student training and post-concussion syndrome, and the use of voice therapy for a teen
with athetoid cerebral palsy.