Purpose: Esophageal adenocarcinoma (EAC) is a malignant tumor that develops in the glandular epithelium in the lower portion of the esophagus. EAC and its precursor, Barrett's esophagus (BE), have multiple risk factors including gastroesophageal reflux disease, male sex, White race, obesity, smoking, and family history. Among those who meet the screening criteria, only 10% undergo upper endoscopy, which is the current standard of care. EsoGuard, an office-based tool used to sample the esophagus, offers a quick and low-cost screening method. Our study was designed to use EsoGuard and promote patient awareness through a multidisciplinary otolaryngology and speech-language pathology clinic to improve screening adherence. Method: A flyer was sent to all employees at a tertiary care center to describe the risk factors for BE. Screening was performed using EsoGuard within a multidisciplinary otolaryngology and speech-language pathology clinic. Questionnaires regarding risk factors, the Reflux Symptom Index (RSI), and the Eating Assessment Tool (EAT-10) were obtained. Results: A total of 97.8% of these patients completed the screening. Of the participants, 86.9% were White, 26% were male, one was a smoker, 56.5% had heartburn, 21.7% had a family history, and 41.3% had obesity. Ten participants reported dysphagia. The mean EAT-10 score was 1.10. One third of the patients had an RSI score of ≥ 14. Positive results were observed in 24.4% of patients, negative results were observed in 71%, and inconclusive results were observed in 4.4%. Among those with positive results, 63.6% completed the recommended endoscopy. Of these, 71.4% showed abnormal findings. Conclusions: The incidence of EACs is increasing, and only 10% of eligible patients are screened. EsoGuard has the potential to increase the number of screenings because it is less costly and less invasive. Education encourages patients to be screened and provides beneficial discussions with physicians. Otolaryngology and speech-language pathology providers should be aware of the risk factors for BE and encourage those who meet the criteria to be screened, as many of their patients present with qualifying risk factors. Supplemental Material: https://doi.org/10.23641/asha.34892550
Purpose: This pilot project aimed to examine whether various outcome measures could capture changes in play, language, and social interaction skills following a play-based intervention for children with developmental language disorder (DLD) and executive function (EF) difficulties. A secondary aim was to determine the feasibility of administering each measure in a busy pediatric outpatient clinic. Method: Using a prospective case series design, three mother–child pairs participated in a 9-week collaborative pretend play intervention that incorporated the use of a visual planning tool (Play Plan). Four outcome measures (Concise Symbolic Play Scale [CSPS], Play Discourse [PlayDisc], Negotiation Discourse [NegDisc], and the Focus on the Outcomes of Communication Under Six [FOCUS]) were administered before and after intervention to capture changes in play, social skills, and discourse related to symbolic and pretend play. Results: While individual performance varied, the results showed clinical improvements in play and language, as measured by the CSPS, PlayDisc, NegDisc, and FOCUS. The FOCUS was also useful in capturing changes in attention and social interaction. The CSPS and FOCUS seem to be the most feasible outcome measures due to their shorter administration times; however, PlayDisc and NegDisc (collected via language transcripts) also added valuable, clinically relevant insights. Conclusions: The results of this pilot work suggest that the CSPS and FOCUS can feasibly be used to assess progress in play, attention, language, and social interactions following a play-based therapy program in a pediatric outpatient setting. Additionally, case-level data suggest that the intervention may lead to positive outcomes, including increased opportunities for social interaction with peers. Supplemental Material: https://doi.org/10.23641/asha.34810029
Purpose: This study examined the impact of a student-led voice dosimetry project on graduate speech-language pathology students' perceived learning, relevance of acoustic voice measurements, and students' self-reported confidence. Prior research demonstrates low perceived retention of acoustics content in speech-language pathology education. This study aimed to explore whether integrating hands-on dosimetry technology could support students' self-reported confidence and self-assessment of learning related to voice disorders. Method: Thirty-eight graduate speech-language pathology students participated in a mixed-methods study embedded in a clinical practicum course. The students constructed and implemented do-it-yourself voice dosimeter devices. Pre- and postproject surveys assessed confidence and learning using Likert-style items and short response questions. Linear regression and thematic coding evaluated changes. Results: Students showed significant gains in confidence across six confidence-related items. The largest increases were items related to understanding acoustic measures and understanding voice dosimetry. Students with higher confidence scores also reported more favorable learning outcomes. Qualitative analyses supported these findings: Preproject responses reflected limited prior experiences with voice acoustics, while postproject responses emphasized engagement, educational gains, and suggestions for refinement of the student-led project. Conclusions: This study supports the use of relatively low-cost, student-led voice dosimetry as an effective instructional tool in speech-language pathology education. The results demonstrate increases in students' self-reported confidence and perceived relevance of voice acoustics.
Background: Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, which can have a significant impact on an individual's functioning. Speech-language pathologists (SLPs) within the United Kingdom, the United States, Canada, New Zealand, Australia, and Ireland, with their expertise in communication disorders, could play a crucial role in the assessment, intervention, and management of ADHD-related communication. The authors explored the current role of SLPs in the assessment and management of individuals with ADHD within multidisciplinary teams across six countries. Specifically, how do the policies and practices of Mutual Recognition Agreement (MRA) countries define and support the role of SLPs in ADHD management, and what lessons can be applied to the Australian context? Method: This study performed a scoping review of literature from MRA countries plus research published in peer-reviewed journals in English within the past 20 years that references ADHD and the role of the SLP. Content analysis categorized the data into seven themes. Results: The search found 17 articles relevant to the research question and five guidelines from MRA countries. Of the MRA countries, all had a practice guideline; New Zealand shares a practice guideline with Australia. Conclusions: Contemporary research indicates that SLPs are rarely included explicitly in the management of ADHD across the lifespan. Recommendations are made for the potential role and scope of practice of the SLP when working with these individuals.
Given the limited research on Indian women who stutter, this qualitative study aimed to describe experiences of bullying and stigma, communication-related coping (safety) behaviors, and career pathways among Indian women who stutter with professional educational backgrounds. Ten Indian women who stutter, aged 30–40 years and members of a self-help group, participated in in-depth semistructured interviews. The interviews focused on experiences of bullying during school and college, coping strategies for communication, and career histories. Data were analyzed using thematic analysis to identify common themes across participants' interviews. Most participants reported experiencing bullying during their educational years. Eight participants described changes in their career paths, often moving into occupations perceived by participants as less speech-demanding than their original fields of academic training. Two participants who reported no experiences of bullying continued in their original professions. Participants also described a range of communication-related coping behaviors, with some behaviors reported only by women who had experienced bullying. The findings illustrate how early bullying experiences, communication coping behaviors, and career choices are interconnected in the lives of Indian women who stutter. While causal relationships cannot be established, the results highlight the importance of supportive environments that enable women who stutter to pursue and sustain their chosen career paths.
