To discuss what assessment is necessary before clinical management of pre-schoolers who stutter, and to inform junior clinicians and students of speech-language pathology about this matter.

Collaborative research projects frequently include team members with different perspectives and backgrounds. Although qualitative research literature addresses the challenges of navigating so-called insider and outsider perspectives in such projects, research in the speech-language pathology field does not typically explore situations where positionality is entangled, requiring researchers to navigate multiple perspectives.

This study aimed to map swallowing exercise protocols for healthy older adults based on the principles of neural plasticity and motor learning.

The aim of the current study was to describe the development and validation of the Assessment of Joint Book Reading checklist, designed to assess and support adult-child joint book reading strategies. The tool was originally intended for evaluation and professional advice in relation to a caregiver-led shared book reading intervention for speech-language pathology services.

Increased migration has created challenges for speech-language pathology clinicians in assessing multilingual children in countries such as the Republic of Ireland, where most clinicians practice through the dominant societal language, English. This study aims to understand their practices and perspectives regarding assessment of multilingual children.

This systematic review examined the effectiveness and instructional characteristics of morphological awareness interventions for children aged 3 to 12 diagnosed with Developmental Language Disorder, in English- or Spanish-speaking contexts. It aimed to determine the outcomes of MA interventions and identify the instructional components most supported by evidence.

Interest is growing for collaborative approaches in speech-language pathology. How these approaches can be achieved with families is less commonly discussed in research. This study explores speech-language pathologists' perspectives and experiences in implementing collaborative approaches with children and families in clinical and research settings.

This study aims to investigate lexical psycholinguistic properties (i.e. age of acquisition, concreteness, imageability, and familiarity) in English spoken discourse by persons with aphasia. It is hypothesised that persons with aphasia are more likely to use words with lower age of acquisition and higher concreteness, imageability and familiarity compared to the control group of neurologically intact adults, reflecting their lexical retrieval difficulties.

In this study, we explored the perspectives of speech-language pathologists and university academics regarding preservice training to work with school-aged clients who have reading and writing difficulties.

What we measure as success in dysphagia intervention programmes and how we measure this attainment is important in clinical practice. This study aimed to provide insight into international perspectives of dysphagia clinicians in relation to important outcomes, applied outcome measurement instruments, and evaluation timepoints in oropharyngeal dysphagia interventions in Parkinson's disease.

Active implementation efforts are needed to reduce evidence-practice gaps in post-stroke aphasia services. One potential solution is a comprehensive toolkit incorporating evidence-based implementation tools, led by trained Change Champions. We explored the feasibility, acceptability, and potential effectiveness of a prototype toolkit to improve speech-language pathologists' practice.

Children with dysarthria due to cerebral palsy often face barriers to receiving speech-language pathology services. Using online videoconferencing from home could be an appropriate solution if audio-recordings from such technology yield valid measures of the children's speech. This study assessed the validity of acoustic measures obtained from online recordings of children with dysarthria from their homes.

This study, conducted virtually during the COVID-19 pandemic, aimed to assess children's vocabulary, grammar, communicative participation, and phonology skills targeted during the virtual parent-implemented Target Word program.

While dysphagia rehabilitation has traditionally focused on muscle strengthening, there is an increasing shift towards harnessing motor cortical plasticity to modify swallowing motor output via swallowing skill training. We reviewed current swallowing skill training approaches and framed existing evidence in the context of motor learning principles.

Many mealtime interventions have been developed over the past ten years. The effective implementation of such interventions into clinical practice is crucial to improve the swallowing safety and/or mealtime-related quality of life for people living with dysphagia or at risk of malnutrition. This systematic review summarises and critically appraises the literature on implementation of mealtime interventions in inpatient and aged care settings.

Prior reviews have identified that US speech-language pathologists receive minimal university training in augmentative and alternative communication. This scoping review sought to identify and synthesise current research on training experiences, needs, and outcomes of clinicians in augmentative and alternative communication, globally.

Late radiation-associated dysphagia is a rare side effect of radiation treatment for head and neck cancer. Arising over five years after treatment, it may profoundly impact survivors' health and quality of life. This study sought to gain insight into the lived experience of late radiation associated dysphagia.

This feasibility study explored literacy instruction for children with autism in an area of socioeconomic disadvantage during the COVID-19 pandemic.

Children and families choose eating and drinking with acknowledged risk, often while receiving support from professionals, such as paediatricians and speech-language pathologists. These decisions may fall inside the , where decisions are deemed to be 'good enough' for a child and may not prioritise physical health but would not cause significant harm. Often a contentious space, health professionals may feel uncertain of their ethical or legal obligations when supporting these families and children. Further complicated when children attend education and are fed by school staff, school-based speech-language pathologists may feel unsure how to support these children and families. Much of the literature surrounding paediatric feeding disorders comes from the US; however, these studies do not consider the legal context of New Zealand.

As part of a collaborative academic-based service-learning experience, graduate students collaborated with individuals with aphasia to develop an educational training for community members. This study aimed to examine the impact of a collaborative academic-based service-learning experience on application of course content through community, academic, and interpersonal engagement.

This study compared performance of multilingual and monolingual children on the OZI-Short Form (a parent-report checklist for early communication from 12-30 months) with reference to receptive and expressive vocabulary, gestures, and communicative games/routines. Scores for three semantic subcategories (animals, clothing, food and drink) were compared between cohorts to assess for any evidence of cultural bias.