ORCID Profile
0000-0003-2596-8395
Current Organisations
Flinders University
,
University of Canterbury
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Publisher: Informa UK Limited
Date: 04-05-2023
Publisher: JMIR Publications Inc.
Date: 26-02-2021
Abstract: EMOVE
Publisher: American Speech Language Hearing Association
Date: 05-01-2021
DOI: 10.1044/2021_LSHSS-20-00167
Abstract: The impact of stuttering can be significant, and effective treatment is critical. Despite evidence supporting direct treatment approaches for school-age children who stutter, a complex set of barriers can prevent access at school. One potential solution is telepractice. To date, however, there is no published evidence regarding the use of telepractice to deliver the Lidcombe Program within a school setting. In this pilot study, a telepractice service was established and the perspectives of the five treating speech-language pathologists (SLPs) were evaluated before, during, and after the trial through focus groups and recorded telesupervision sessions. An inductive and reflexive thematic analysis identified four main themes: (a) Understanding and managing technology is critical (b) logistical considerations can be time-consuming and challenging (c) preparation and support are essential and (d) family engagement, acceptance, and independence with telepractice services can be facilitated by external support and coaching. Initially, the SLPs shared feelings of uncertainty, fear, and apprehension. Yet, despite this concern, the SLPs ultimately reported that telepractice can play an important role in their service. In order to maximize the potential value of telepractice, SLPs require training and support to (a) manage the technology and troubleshoot problems that invariably arise, (b) have the opportunity to watch demonstrations of the technology, and (c) clearly explain the roles, responsibilities, and expectations of the parent engaging in treatment. These findings have particular relevance now, as schools and support services navigate a COVID-safe delivery model for the indefinite future.
Publisher: Informa UK Limited
Date: 20-09-2023
Publisher: Wiley
Date: 12-04-2021
Publisher: Public Library of Science (PLoS)
Date: 09-08-2018
Publisher: American Speech Language Hearing Association
Date: 20-04-2021
DOI: 10.1044/2020_LSHSS-20-00092
Abstract: This study explored the intervention processes used by speech-language pathologists (SLPs) to treat children with speech sound disorders (SSDs). Semistructured, in idual, in-depth interviews were conducted with 11 Australian SLPs. Inductive content analysis was used to classify the data to provide a description of current intervention processes for children with SSDs. Three main factors were identified relating to the intervention processes used by SLPs: (a) target selection, (b) therapy approaches, and (c) structural and procedural aspects of therapy sessions, including feedback. The findings revealed that SLPs often combine elements of four therapies: the minimal pairs approach, traditional articulatory approaches, auditory discrimination, and Cued Articulation. Initial therapy targets typically aligned with a developmental approach or were functional speech targets with meaningful relevance to the child and their family. These findings contribute to the current state of knowledge about the intervention processes used by SLPs for children with SSDs. The use of hybrid speech pathology therapies, which combined elements of favored approaches, was common. Hybrid methods were intended to help tailor the interventions to in idual needs. Client needs were highly prioritized by SLPs and influenced their choice of therapy targets and therapy approaches.
Publisher: MDPI AG
Date: 22-09-2022
Abstract: Background: Dyslexia is a specific learning disability affecting around 1 in 10 Australian adults. It presents unique challenges for employees in the workforce, yet community and workplace awareness of the challenges of dyslexia is limited. The aim of this preliminary research was to explore the experiences and perspectives of Australian employers and managers responsible for supervising employees with dyslexia in the workplace. Materials and Methods: Using a qualitative research design, we conducted in-depth interviews with four managers who had current or previous experience managing employees with dyslexia. We used a deductive approach to analyse the data and categorise responses to the study questions. Results: Participant responses indicated that there is a lack of awareness and understanding of dyslexia within Australian workplaces. Participants identified challenges facing employees with dyslexia in the workplace including, differing personal levels of confidence and comfort in disclosing disability the possibility of discrimination, and a lack of inclusive organisational practices and processes. Suggestions for ways to improve workplaces for dyslexic employees included: additional support for leaders and managers to drive inclusive leadership, and additional training for leaders and managers on how to best support employees with dyslexia. Conclusions: While only a small s le size, this study indicates that further research is needed to better understand the working environment of Australian leaders and managers. It appears that leaders and mangers need skills and knowledge to better support employees with dyslexia and in doing so create more inclusive workplaces.
Publisher: Nova Southeastern University
Date: 31-03-2022
DOI: 10.46743/1540-580X/2022.2043
Abstract: Purpose: The engagement of allied health students in telehealth consultations whilst on clinical placement has rapidly increased due to the disruption caused by COVID-19. While this is understandable given the circumstances, it has occurred on the largely unfounded assumption that utilising telehealth is pedagogically appropriate to supplement or replace assessed placements. Method: This rapid review used the Cochrane rapid review methodology to synthesise the literature relating to the perspectives of allied health students whilst on clinical placements utilising telehealth. Results: A systematic search and selection process found three studies. In summary, the combined findings of the research suggest that student perspectives were generally positive, and several important benefits were reported, including being able to improve knowledge and skills, and reduce anxiety for some consultations. However, students acknowledged that some consultations were considerably more difficult to undertake without being in the same physical space as clients. Conclusions: The methodological quality of these three papers was inconsistent, and collectively the area clearly needs more evidence to support the transition of face-to-face to telehealth environments. Recommendations: Based on broader telehealth literature, the authors propose several recommendations to meet the immediate challenge of insufficient guiding research evidence. These include deconstructing telehealth placements into discrete clinical placement elements, using education theory to support student clinicians to implement a proactive, integrated approach to adopting telehealth as a standard service modality, and investing in and developing infrastructure, policy, systems, education, and training in an explicit, systematic manner. The use of telehealth within allied health clinical placements is here to stay, but considerable work is needed to prepare students for this environment as well as triaging and progressively scaffolding their experiences.
Publisher: MDPI AG
Date: 28-08-2022
Abstract: Background: Employment and job security are key influences on health and wellbeing. In Australia, little is known about the employment lifecycle of adults with dyslexia. Materials and Methods: Using a qualitative research design, this study sought to explore the experiences faced by adults with dyslexia seeking and retaining employment. In-depth interviews were conducted with a cohort either currently or previously in the labour market. We used the Job Demands Resource Model of Burnout (JD-R Model) to explore links between workplace characteristics and employee wellbeing. Deductive content analysis attained condensed and broad descriptions of participants’ workplace experiences. Results: Dyslexic adults (n = 14) participated majority employed part/full-time and experienced challenges throughout their employment exhaustion and burnout at work were reported, also fear and indecision about disclosure of dyslexia. A minority reported receiving positive, useful support from team members following disclosure. Conclusion: The JD-R Model provided a guiding framework. We found participants experienced a myriad of challenges that included risk of mental exhaustion, discrimination, limited access to support and fatigue, leaving them vulnerable to job burn-out. Dyslexia does not have to be a major barrier to success in any occupation. Yet, when in supportive, informed workplace environments, employees with dyslexia thrive.
Publisher: American Speech Language Hearing Association
Date: 18-08-2017
DOI: 10.1044/2017_JSLHR-L-16-0285
Abstract: Recent studies indicate that school-age children's patterns of performance on measures of verbal and visuospatial short-term memory (STM) and working memory (WM) differ across types of neurodevelopmental disorders. Because these disorders are often characterized by early language delay, administering STM and WM tests to toddlers could improve prediction of neurodevelopmental outcomes. Toddler-appropriate verbal, but not visuospatial, STM and WM tasks are available. A toddler-appropriate visuospatial STM test is introduced. Tests of verbal STM, visuospatial STM, expressive vocabulary, and receptive vocabulary were administered to 92 English-speaking children aged 2–5 years. Mean test scores did not differ for boys and girls. Visuospatial and verbal STM scores were not significantly correlated when age was partialed out. Age, visuospatial STM scores, and verbal STM scores accounted for unique variance in expressive (51%, 3%, and 4%, respectively) and receptive vocabulary scores (53%, 5%, and 2%, respectively) in multiple regression analyses. Replication studies, a fuller test battery comprising visuospatial and verbal STM and WM tests, and a general intelligence test are required before exploring the usefulness of these STM tests for predicting longitudinal outcomes. The lack of an association between the STM tests suggests that the instruments have face validity and test independent STM skills.
Publisher: Elsevier BV
Date: 03-2023
DOI: 10.1016/J.JFLUDIS.2022.105944
Abstract: Effective early intervention is recommended to ameliorate the potential long term negative effects of stuttering. Efficacious treatments are available, but speech-language pathologists (SLPs) report finding implementation to be challenging due to a range of clinician, client and clinical context factors. Previous survey-based research has found that SLPs lack self-efficacy working with CWS, however the reasons contributing to this are not well understood. This study presents the first in-depth analysis of the current practices and perceptions of SLPs working with children who stutter (CWS). In this qualitative study 18 Australian SLPs who provide services to CWS were interviewed using a semi-structured interview approach. Data were analysed using reflexive thematic analysis. The thematic analysis identified four themes: (1) A stronger sense of self-efficacy is needed in stuttering management compared to other areas of clinical practice 2) SLPs' sense of self-efficacy in stuttering management is influenced by early career experiences, client factors and the practice context 3) Professional development and collaboration strengthen self-efficacy and 4) Parental involvement and engagement are crucial to treatment success. SLP self-efficacy for working with CWS appears a critical factor in the provision of effective management for this population. This study provides an in-depth analysis of the role of SLP self-efficacy and the factors that influence it.
Publisher: Wiley
Date: 14-09-2018
Abstract: Children with speech-sound disorders (SSD) constitute a significant proportion of speech-language pathologists' (SLPs) caseloads. Previous research has investigated the clinical practice of SLPs intervening with children with SSD however, little is known about the clinical decision-making underpinning their practice. The clinical decision-making of SLPs working with children with SSD was explored to understand how their clinical decisions were influenced by: (1) beliefs about what works in therapy (2) prior clinical experience and (3) client and service-related variables. Semi-structured, in idual, in-depth interviews were conducted with 11 SLPs. Inductive thematic analysis was used to identify and explore key ideas and themes. Four themes emerged: (1) clinical decision-making procedures were highly in idualized (2) parental involvement was viewed as central to the success and progression of therapy (3) therapy procedures were influenced by practice-setting constraints and (4) engaging in evidence-based practice within clinical settings was perceived as challenging. In clinical settings, a range of factors influence decision-making and therapy provided by SLPs to children with SSD. These SLPs had a high regard for clients' values and preferences. Prior clinical experiences also shaped clinical practice. Clinical decision-making was influenced by practice-setting constraints. SLPs are under pressure in their workplaces and are struggling to manage the competing demands on their time. Large clinical caseloads, heavy workloads, current service-delivery models and changing family structures are all impacting on the provision of therapy to children with SSD and therapy outcomes. As a profession, there is a need to consider these barriers and identify ways to overcome them in order to assist SLPs to routinely adopt the highest standards of clinical practice for children with SSD.
Publisher: Elsevier BV
Date: 07-2017
DOI: 10.1016/J.JCOMDIS.2017.06.007
Abstract: With the current worldwide workforce shortage of Speech-Language Pathologists, new and innovative ways of delivering therapy to children with speech sound disorders are needed. Computer-based speech therapy may be an effective and viable means of addressing service access issues for children with speech sound disorders. To evaluate the efficacy of computer-based speech therapy programs for children with speech sound disorders. Studies reporting the efficacy of computer-based speech therapy programs were identified via a systematic, computerised database search. Key study characteristics, results, main findings and details of computer-based speech therapy programs were extracted. The methodological quality was evaluated using a structured critical appraisal tool. 14 studies were identified and a total of 11 computer-based speech therapy programs were evaluated. The results showed that computer-based speech therapy is associated with positive clinical changes for some children with speech sound disorders. There is a need for collaborative research between computer engineers and clinicians, particularly during the design and development of computer-based speech therapy programs. Evaluation using rigorous experimental designs is required to understand the benefits of computer-based speech therapy. The reader will be able to 1) discuss how computerbased speech therapy has the potential to improve service access for children with speech sound disorders, 2) explain the ways in which computer-based speech therapy programs may enhance traditional tabletop therapy and 3) compare the features of computer-based speech therapy programs designed for different client populations.
Publisher: JMIR Publications Inc.
Date: 20-09-2020
Abstract: he use of mobile apps to manage and promote health is becoming increasingly popular. Mobile apps are gaining popularity particularly in educational and interventional settings owing to their perceived advantages including support for and engagement of in iduals with reading difficulties. In the context of COVID-19, the need for technology-based tools has increased. For practitioners and educators who wish to use apps in their practice or recommend apps to in iduals with reading difficulties, it is challenging to identify high-quality apps in app stores. his protocol describes a systematic search, selection, and appraisal process for tablet apps targeting phonics knowledge and phonological awareness skills. This protocol aimed to (1) provide a systematic method for identifying tablet apps targeting phonics knowledge and phonological awareness skills in the Google Play Store and Apple’s App Store and (2) describe an evidence-based approach for quality appraisal of these apps by using structured tools. his protocol describes an evidence-based method guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to systematically search, select, and appraise apps targeting phonics knowledge and phonological awareness skills, present in Google Play and the App Store. We intend to perform a systematic and comprehensive search and a 2-step process for screening: (1) broad screening (app titles) and (2) narrow screening (marketing descriptions). Quality appraisal of the included apps will involve two structured appraisal tools: (1) the Mobile Application Rating Scale and (2) the Appraising Apps for Reading Checklist. his method will help determine the number of apps targeting phonics knowledge and phonological awareness, present on the Android and iOS platforms. The content, quality, and usability of these apps will be determined using structured appraisal tools. We have planned to conduct searches on Google Play and the App Store in January-March 2021 broad and focused screening, from April 2021 and data extraction and quality appraisal in October 2021. his protocol provides a basis for locating and evaluating apps targeting phonics knowledge and phonological awareness skills. This protocol will support practitioners, educators, and families to make informed decisions when purchasing apps for instructional use. RR1-10.2196/23921
Publisher: Informa UK Limited
Date: 09-04-2023
Publisher: JMIR Publications Inc.
Date: 11-02-2021
DOI: 10.2196/23921
Abstract: The use of mobile apps to manage and promote health is becoming increasingly popular. Mobile apps are gaining popularity particularly in educational and interventional settings owing to their perceived advantages including support for and engagement of in iduals with reading difficulties. In the context of COVID-19, the need for technology-based tools has increased. For practitioners and educators who wish to use apps in their practice or recommend apps to in iduals with reading difficulties, it is challenging to identify high-quality apps in app stores. This protocol describes a systematic search, selection, and appraisal process for tablet apps targeting phonics knowledge and phonological awareness skills. This protocol aimed to (1) provide a systematic method for identifying tablet apps targeting phonics knowledge and phonological awareness skills in the Google Play Store and Apple’s App Store and (2) describe an evidence-based approach for quality appraisal of these apps by using structured tools. This protocol describes an evidence-based method guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to systematically search, select, and appraise apps targeting phonics knowledge and phonological awareness skills, present in Google Play and the App Store. We intend to perform a systematic and comprehensive search and a 2-step process for screening: (1) broad screening (app titles) and (2) narrow screening (marketing descriptions). Quality appraisal of the included apps will involve two structured appraisal tools: (1) the Mobile Application Rating Scale and (2) the Appraising Apps for Reading Checklist. This method will help determine the number of apps targeting phonics knowledge and phonological awareness, present on the Android and iOS platforms. The content, quality, and usability of these apps will be determined using structured appraisal tools. We have planned to conduct searches on Google Play and the App Store in January-March 2021 broad and focused screening, from April 2021 and data extraction and quality appraisal in October 2021. This protocol provides a basis for locating and evaluating apps targeting phonics knowledge and phonological awareness skills. This protocol will support practitioners, educators, and families to make informed decisions when purchasing apps for instructional use. PRR1-10.2196/23921
Publisher: JMIR Publications Inc.
Date: 29-11-2016
DOI: 10.2196/RESPROT.6505
No related grants have been discovered for Lisa Furlong.