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Language Therapist (language + therapist)
Selected AbstractsBarriers to Caregiver Compliance with Eating and Drinking Recommendations for Adults with Intellectual Disabilities and DysphagiaJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 2 2006Darren D. Chadwick Background, There is scant research on the subject of dysphagia and people with intellectual disabilities. This study explores the barriers which caregivers believe make following Speech and Language Therapists' (SLTs) dysphagia management strategies more difficult. Method, Semi-structured open-ended interviews were conducted with 46 caregivers who supported 40 intellectually disabled adults with dysphagia. Results, Caregivers perceived particular difficulties in modifying food and drinks to safe consistencies, achieving the agreed positioning during mealtimes, and in using support and prompting strategies. Problematic support and prompting strategies included difficulties with pacing correctly; facilitating people to adequately relax and concentrate; observing and prompting people to pace suitably and take safe amounts of food and drink in each mouthful. Additional barriers identified included time pressures, staff turnover and insufficient reviewing of SLT management strategies by caregivers. Conclusions, Findings suggest that additional training and monitoring is required to ensure caregivers are aware of their role and responsibility in promoting safe oral intake for adults with dysphagia and intellectual disabilities. Ongoing support is suggested for people with intellectual disabilities and dysphagia to help them understand the reasoning behind management strategies. [source] Successfully Translating Language and Culture when Adapting Assessment MeasuresJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES, Issue 2 2010Juan Bornman Abstract A need exists for culturally valid and reliable developmental assessment tools for children with disabilities that are able to accommodate multiple languages. One way in which this goal can be achieved is through test translations. The purpose of this preliminary study was to examine the use of translations of select developmental assessment instruments from English to Afrikaans and from one cultural context to another (Western to South African). Specifically, we examined children's performance on two measures of development: the Mullen Scales of Early Learning and the Ages and Stages Questionnaires (ASQ). Both measures were completed for 47 typically developing South African preschool children between 3 and 6 years of age. The Mullen was completed by a speech and language therapist and the ASQ by a parent. Both of the measures used yielded similar results, and compared favorably with the existing norms. The procedures provide a framework for expanding such adaptations in other applications. [source] Connectedness: Developing a Shared Construction of Affect and Cognition in Children with AutismBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 1 2004Dave Sherratt Dave Sherratt and Gill Donald teach children with autism at Mowbray School, North Yorkshire. Dave Sherratt also teaches at the University of Birmingham and is honorary research fellow at the University College of York St John. Gill Donald is also a specialist speech and language therapist for Hambleton and Richmondshire Primary Care Trust. In this article, Dave Sherratt and Gill Donald outline an approach to teaching children who are on the autistic spectrum. They describe the social construction of understanding in normally developing children and suggest ways in which this differs in children with autism. These children may have difficulties in attributing relevance to the aspects of experience that are regarded as significant by most learners. The authors suggest that this may account for the poverty in social engagement or connectedness commonly observed in children with autism. Illustrating their propositions with vivid examples from practice, Dave Sherratt and Gill Donald go on to describe ten teaching structures promoting progress from early social engagement; through a shared understanding of objects and observable processes; to a shared understanding of symbolic representation in play, ideas and language. These structures, rooted in a fascinating evocation of theory, will help practitioners striving to develop a shared understanding of self, others and the environment in children with autistic spectrum disorders. [source] Speech adaptation after treatment of full edentulism through immediate-loaded implant protocolsCLINICAL ORAL IMPLANTS RESEARCH, Issue 1 2008Liene Molly Abstract Objectives: The objective of the present study was to evaluate the influence of immediate loading of implants on speech adaptation. Material and methods: Ten patients (mean age 54, 6 females) were examined before surgery and 1, 3, 6 and 12 months afterwards. Articulation analysis was done using objective DAT-recoded data evaluated by two groups of speech and language therapists and a computer software program. Besides, patient VAS-scores, myofunctional problems and hearing impairment were recorded and analysed. Results: In the present study only one patient suffered from deteriorated speech after immediate loading. Other patients showed unaffected or improved articulation 3 to 6 months after surgery with a strident and interdental pronunciation mostly becoming addental. Furthermore, myofunctional problems occurred in one patient, other patients adapted to the new situation after three months. Hearing impairment did not influence speech pathology in this study. Conclusion: Immediate loading of oral implants does not seem to compromise the normal 3,6 months speech adaptation period. Whether such procedure presents advantages to the conventional 2-stage rehabilitation remains to be investigated. [source] | ||||||||||