ORCID Profile
0000-0002-7043-7086
Current Organisations
University of Newcastle Australia
,
OST Therapy
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Publisher: Wiley
Date: 29-06-2021
Abstract: Research suggests that some speech-language pathologists are uncomfortable treating people who stutter. Accessing quality clinical education experiences in stuttering is difficult given the ongoing rise in students enrolled in speech-language pathology programmes and the limited number of stuttering-specific placements available. Simulation-based learning is a viable option for providing speech-language pathology students with practical experience in a safe learning environment. Whilst research has found that simulation-based learning experiences in stuttering assist in the development of students' clinical skills, students' perceptions of participating in stuttering simulation-based learning are yet to be explored. To investigate speech-language pathology students' comfort, anxiety, knowledge and confidence in the management of stuttering at the commencement of an academic stuttering course and before and following participation in a stuttering simulation-based learning programme. This study used a cross-sectional survey design. Participants were 105 undergraduate and graduate entry masters speech-language pathology students enrolled at an Australian university. Students engaged in a stuttering simulation-based learning programme embedded within an existing academic course on the management of stuttering. A purposefully developed survey was administered at three time points: pre-course (T1), pre-simulation (T2) and post-simulation (T3) in order to explore students' comfort and anxiety levels, and perceptions of their knowledge and confidence in stuttering management. Descriptive statistics were used to report the medians and range of students' responses. Changes across all time points and between each of the time points were determined using the Friedman test and the Wilcoxon signed rank test, respectively. Statistically significant differences (p < 0.001) were observed on all matched survey items (n = 96) across all time points. Between each time point, a significant difference in students' perceived knowledge levels was found with small to large effect sizes. However, there was no difference in students' perceived comfort and anxiety levels between the time points of pre-course and pre-simulation. Open-ended responses on the post-simulation survey revealed that students valued learning about stuttering within a simulation-based learning environment. Simulation-based learning experience in stuttering management was valued by students. When accompanied by theoretical content, participation in a stuttering simulation-based learning programme supported students to feel more comfortable and less anxious about working with people who stutter. This finding has implications for the development of clinical skills in the assessment and treatment of adults who stutter. What is already known on this subject Simulation is a teaching approach used within speech-language pathology to support the development of students' clinical skills. Simulation provides a safe learning environment for students, an opportunity for repeated practice and is valued by students. What this paper adds to existing knowledge This study explored students' perceptions of their comfort, anxiety, knowledge and confidence in working with people who stutter before and following participation in a simulation-based learning programme. It describes a stuttering simulation-based learning programme that can be embedded into speech-language pathology programme curricula. What are the potential or actual clinical implications of this work? The stuttering simulation-based learning programme detailed in this study can be applied and embedded in speech-language pathology curricula. It can be used to support the development of students' confidence in the assessment and management of stuttering.
Publisher: American Speech Language Hearing Association
Date: 27-01-2021
DOI: 10.1044/2020_AJSLP-20-00245
Abstract: A growing number of speech-language pathologists (SLPs) are using orofacial myofunctional therapy (OMT) and/or myofunctional devices (MDs) in the treatment of their clients. However, governing bodies suggest SLPs carefully consider the availability and quality of evidence in the utilization of these therapies in speech-language pathology treatment. The purpose of this study was to review the existing evidence for OMT and MDs used by SLPs. A systematic quantitative review was conducted using key search terms in three electronic platforms housing multiple databases, along with a hand search, to identify additional literature. All studies published in English in full text were included if they reported pre- and posttreatment data of OMT and/or MDs provided by an SLP. Data were extracted and analyzed by the first author and confirmed by the co-authors. Twenty-eight studies met the criteria for inclusion in the review. Two thirds were published in the last decade and involved the use of OMT/MDs targeting multiple areas of speech pathology intervention within the same study, that is, swallowing, breathing, oral hygiene, and speech production. Majority of studies were rated as low level of evidence. All studies used OMT, with very few using MDs. While the assessment, treatment protocols, and outcome measures were highly variable, all of the studies reported an improvement in the function of the orofacial systems posttreatment. Few studies reported long-term follow-up data. Almost half of the studies recommended the use of OMT/MDs in a multidisciplinary/interdisciplinary team or in conjunction with other therapy. There has been an increase in literature over the last decade in SLPs' use of OMT however, there are only a small number of studies to date that explore the use of MDs. There is a growing body of evidence to support the use of OMT and MDs within a multidisciplinary team for people with communication and swallow difficulties. However, development of future research should consider investigating assessment and outcome measures, optimal dosage, and service delivery.
Publisher: Wiley
Date: 29-11-2020
Publisher: Informa UK Limited
Date: 19-06-2023
Publisher: University of Medicine and Pharmacy at Ho Chi Minh City
Date: 30-10-2023
Abstract: Introduction: To date no study has investigated speech-related social anxiety for Vietnamese adults who stutter. To carry out such a study, a culturally and linguistically relevant assessment tool is required but is not yet available. The objectives of this study were to translate and adapt the UTBAS-6 scale into Vietnamese and evaluate the validity and reliability of the Vietnamese version of the scale for use with Vietnamese adults who stutter. Methods: The translation process included forward and backward translation, synthesis, and expert review. The final version was administered to 34 Vietnamese adults who stutter. Content validity was assessed by experts working in the field of speech and language therapy. Face validity was assessed by study participants. Convergent and ergent validities were used to determine the construct validity. Cronbach’s alpha was used to test the internal consistency and intraclass correlation coefficient to determine test-retest reliability. Results: S-CVIs of “Relevance” and “Clarity” of the scale were in the range of 0.83-1.00, showing a high consensus of the expert panel. All participants stated that the Vietnamese version was related to stuttering and was easy to understand. The convergent validity was at 88.9% of the items, and the ergent validity was at 61.1% of the items. Alpha coefficients of three subscales and total scale were greater than 0.7. The test-retest reliability of the scales was moderate. Conclusions: The results of the study provided preliminary information on the validity and reliability of the Vietnamese version of the UTBAS-6 scale. Further studies with a representative and larger s le size are needed to ensure the accuracy of the findings.
Publisher: American Speech Language Hearing Association
Date: 14-12-2022
DOI: 10.1044/2022_PERSP-22-00145
Abstract: This study aimed to explore the use of myofunctional devices (MDs) by speech-language pathologists (SLPs) to gain a better understanding of how SLPs are utilizing these in the treatment of their patients. Eleven SLPs from four countries participated in semistructured interviews. The interview transcripts were analyzed using qualitative content analysis. Participants' responses were coded and categorized to identify key themes related to the use of MDs in therapy. Five key themes, composed of 11 main categories and 54 subcategories, were identified. Themes highlighted variability in the use of MDs, including the type of device, application of the device, and dosage. Successful outcomes with the use of MDs were influenced by clinical experience and training, a multidisciplinary approach, along with client/family adherence to therapy. Participants frequently described the use of MDs as one component of an overall therapy program and reported on the need for further research to guide the use of MDs in speech-language pathology treatment. The use of MDs in speech-language pathology practice is often related to the expertise and experience of the SLP. Although SLPs report positive clinical outcomes, there remains a need for further research to support the use of MDs in therapy.
Publisher: Bond University
Date: 14-09-2020
DOI: 10.53300/001C.17204
Abstract: Clinical placements supported by a clinical educator in real clinical environments are beneficial for student learning. Student preparedness for placements has been examined across health professions. Simulation-based learning (SBL) is recognised as a valuable means of preparing students for practice. Whilst students’ perceptions of SBL activities has been investigated, insights from clinical educators are less researched. This study aimed to explore speech pathology students’ perceptions of clinical learning immediately following a SBL experience and perceptions of both the student and clinical educators following a subsequent clinical placement. Thirteen third year undergraduate speech pathology students and five clinical educators participated in this research. Students completed an SBL program prior to a six-week clinical placement. A student focus group discussion was held following the SBL experience and semi-structured interviews were conducted with in idual students and clinical educators at the completion of placement. Thematic analysis of the data was conducted and themes were summarised using a thematic network tool. Overall interpretation of data from the students’ and clinical educators’ perspectives revealed an overarching global theme suggesting that simulation offers unique learning benefits to prepare students for typical clinical placement. As students and clinical educators demonstrated shared perceptions that SBL offers unique learning benefits for speech pathology students, this finding further supports the inclusion of SBL within university program curricula.
Publisher: Informa UK Limited
Date: 27-04-2021
DOI: 10.1080/17549507.2021.1912826
Abstract: The purpose of this study was to use psychological measures of pre-schoolers who stutter and their parents to inform causal theory development and influence clinical practices. This was done using data from a substantive clinical cohort of children who received early stuttering treatment. The cohort ( The cohort revealed nothing unusual about behavioural and emotional functioning, or the temperaments, of pre-school children that would influence treatment, be targeted during treatment, or influence causal theory development. However, a third of parents were experiencing moderate to high life stressors at the time of seeking treatment, and half the parents failed first-stage screening for Anankastic Personality Disorder. The present results are consistent with a number of previous reports that showed that the population of pre-schoolers who stutter have no unusual psychological profiles. Hence, these results suggest that the association between mental health and stuttering later in life is a consequence of the disorder rather than being a part of its cause. The finding of the life stress of parents who seek stuttering treatment for pre-school children has potential clinical importance and warrants further investigation. Further psychological research is required about parents of pre-school children who stutter, because half the parents in the cohort failed the screener for Anankastic Personality Disorder. This is of interest because a previous study associated screening failure for another personality disorder (Impulsive Personality Disorder) with treatment dropout for early childhood stuttering.
Publisher: Informa UK Limited
Date: 25-02-2020
Publisher: University of Medicine and Pharmacy at Ho Chi Minh City
Date: 30-10-2023
Abstract: Introduction: Findings of experiences and impacts of stuttering on adult people who stutter (PWS) from previous qualitative studies may not be true for PWS in Vietnam, because of cultural, social, and environmental differences. Until now, there has been no study of stuttering in adult Vietnamese PWS, therefore, the aim of this study was to explore the experiences and impacts of stuttering in adult Vietnamese PWS across their lifespan and on different areas of their lives. Methods: This is a qualitative descriptive study. Participants were recruited via the social networking site of the Vietnamese stuttering community (ECHO Vietnam). Each person was screened for developmental stuttering by an experienced and independent speech language therapist. Semi-structured interview was used for data collection. Thematic analysis was used to analyse the data. Results: Fear of stuttering, being teased by friends, unfavorable family reactions made PWS less confident, self-isolated, thereby having negative impacts on studying, working, and social relations. Beside negative experiences, a few showed empathy and support from teachers, relatives, and friends. PWS had low access to stuttering treatment because of lacking of official information on stuttering treatment. Self-help groups have played an active role in the treatment and emotional support for PWS. Conclusion: This study provided preliminary information about the experiences and impacts of stuttering in Vietnamese adult PWS. Further studies are needed to obtain deeper and more comprehensive information. It is necessary, through mass media, especially the internet, to provide information about treatment facilities, or organizations that PWS can join to get counseling about treatment.
Publisher: Coventry University, Lanchester Library
Date: 02-06-2020
Publisher: Informa UK Limited
Date: 28-08-2021
Publisher: Informa UK Limited
Date: 17-04-2021
Publisher: Informa UK Limited
Date: 17-12-2022
Publisher: Elsevier BV
Date: 11-2019
DOI: 10.1016/J.JCOMDIS.2019.105919
Abstract: Weekly clinic visits are recommended in the Lidcombe Program Treatment Guide (Packman et al., 2015). That specification is based on traditional speech-language pathology practices rather than empirical research, and two studies have suggested that such a format does not always occur in clinical communities. This research was conducted to determine the relative efficacy of different Lidcombe Program models of clinic visits. Thirty-one children were randomized to three different service delivery models: twice-weekly, weekly and fortnightly (once every two weeks) clinic visits. All children were treated with the Lidcombe Program following manualised procedures. Measures of percentage syllables stuttered were obtained from beyond clinic audio recordings pre- and post-randomization. Results showed that the twice-weekly and fortnightly treatment formats were not suitable for all families. However, the fortnightly outcomes at 9 months post-randomization were comparable with those attained during weekly clinic visits. These results justify further, large-scale clinical trialling to compare weekly Lidcombe Program clinic visits with schedules involving less frequent clinic visits.
Publisher: Informa UK Limited
Date: 05-08-2020
Publisher: Informa UK Limited
Date: 04-05-2022
DOI: 10.1080/17549507.2022.2082530
Abstract: Living in the transformative age is one of disruption, change, and infinite opportunity. However, living in a cloud-based world with self-driving cars, advanced robotics, artificial intelligence, e-health, 3-D printing, and COVID-19 can also be somewhat daunting, challenging, and even confronting. As speech-language pathologists, researchers, educators, and advocates, we need to be agile, more creative and connected to data, experiences, and people. Now more than ever, these connections will enable transformation and ensure the future of our profession.speech-language pathologists are now practising on a global scale, in multiple languages and unique contexts, and the education of our future workforce is critical. Over the past 10 years, there has been rapid growth in the number of speech-language pathology training programs delivered by universities in Australia, as well as a significant shift in the demand for services and changing employment opportunities. In Australia, the profession has been planning for the future
Publisher: Informa UK Limited
Date: 22-08-2018
Publisher: Wiley
Date: 04-02-2020
Publisher: International Association of Orofacial Myology
Date: 05-2023
DOI: 10.52010/IJOM.2023.49.1.2
Abstract: Purpose: Poor oral health is a known predictor of aspiration pneumonia in vulnerable populations such as the elderly and chronically ill. This study examined the feasibility of using myofunctional devices during a 5-week intervention for the management of oral care and dysphagia for residents in a residential aged-care facility. Method: Feasibility was determined through evaluation of study recruitment and retention rates, adherence to intervention, and resident and staff acceptability of the intervention. Thirteen residents, ages 74–99, participated in the intervention and 10 care staff completed feedback on post-intervention questionnaires. Results: Enrolment and retention rates were 61.9% and 92.3%, respectively. Adherence rates for use of the device were 92.6% at 3 weeks, and 89.3% at 5 weeks for the 12 participants who completed the protocol. The device was considered acceptable for ease of use, comfort, and amount of support required. Conclusion: Results indicate that further research exploring device use in an aged care population for the management of dysphagia and oral hygiene is feasible.
Publisher: Informa UK Limited
Date: 05-09-2023
Publisher: American Speech Language Hearing Association
Date: 18-07-2022
DOI: 10.1044/2022_JSLHR-21-00452
Abstract: This study investigated the complexity of stuttering behavior. It described and classified the complexity of stuttering behavior in relation to age, behavioral treatment outcomes, stuttering severity, anxiety-related mental health, impact of stuttering, and gender. For this study, a taxonomy was developed—LBDL-C7—which was based on the Lidcombe Behavioral Data Language of stuttering. It was used by five experienced judges to analyze the complexity of stuttering behavior for 84 adults and adolescents before and after speech restructuring treatment. Data were 3,100 stuttering moments, which were analyzed with nominal logistic regression. The complexity of stuttering behavior appears not to change as a result of treatment, but it does appear to change with advancing age. Complexity of stuttering behavior was found to be independently associated with clinician stuttering severity scores but not with percentage of syllables stuttered or self-reported stuttering severity. Complexity of stuttering behavior was not associated with gender, anxiety, or impact of stuttering. Clinical and research applications of these findings are discussed.
Publisher: Wiley
Date: 14-09-2021
Abstract: Simulation-based learning can be used in university programmes to provide speech-language pathology students with essential clinical experiences. However, limited research has explored the use of simulation to support students' development of skills in clinical practice with people who stutter. (1) To evaluate students' clinical skills in managing stuttering within a simulation-based learning programme (2) to develop an assessment tool, the Standardised Patient Interview Rating Scale for Stuttering (SPIRS-Stuttering) and (3) to conduct a preliminary investigation of its validity in measuring students' performance. Speech-language pathology students (n = 114) participated in a simulation-based stuttering programme in addition to academic coursework in fluency disorders. Students' clinical skills were assessed over two simulation sessions using the SPIRS-Stuttering tool, adapted from an earlier iteration of the SPIRS tool. Content validity, intra-rater reliability and internal consistency of the SPIRS-Stuttering tool were also explored. Students demonstrated a statistically significant improvement in stuttering clinical skills between sessions 1 and 4 of the simulation-based stuttering programme. Good content validity was achieved for the SPIRS-Stuttering tool with a low level of intra-rater reliability and variable internal consistency. This study identified that students' clinical skills in stuttering improved during participation in a simulation-based programme undertaken in conjunction with an academic course on fluency disorders. The results of this study support the inclusion of this learning modality in university programme curricula. Whilst the SPIRS-Stuttering tool enabled assessment of speech-language pathology students' clinical skills in stuttering management, further exploration of reliability is required. What is already known on this subject Within speech-language pathology, simulation-based learning is a teaching approach used in university clinical programme curricula. Simulation-based learning is used as an opportunity for students to gain specific clinical skills, particularly if clinical experiences are readily not available. Research in speech-language pathology has revealed that students value simulation because it provides a safe learning environment. What this study adds to existing knowledge There are fewer opportunities for students to gain clinical experience in the management of stuttering in adults. This study explored students' clinical skill development within a stuttering simulation-based learning programme. Additionally, it detailed the development and preliminary investigation of validity of the SPIRS-Stuttering, an assessment tool used in a simulation-based learning environment. What are the potential or actual clinical implications of this work? Students' clinical skills in the assessment and management of stuttering in adults, as measured by the SPIRS-Stuttering, improved during participation in the stuttering simulation-based learning programme. Further investigation of validity of the SPIRS-Stuttering tool is required to confidently measure students' performance. The stuttering simulation-based learning programme can be used to provide students with an opportunity to develop their clinical skills in stuttering, a practice area in speech-language pathology that is not always available to students.
Publisher: Wiley
Date: 03-05-2023
Abstract: Speech sound disorders (SSDs) are the most common form of communication disorders in children. SSD have an impact on children's abilities to make themselves understood to their listeners and can influence a child's social and emotional well‐being as well as their academic achievements. Therefore, it is important to identify children with an SSD early, in order to provide appropriate intervention. A wealth of information on best practice in the assessment of children with SSD is available in countries where the speech and language therapy profession is well established. In Sri Lanka, there is a paucity of research evidence supporting assessment practices that are culturally and linguistically appropriate in SSDs. Therefore, clinicians rely on informal assessment methods. There is a need to understand more about how clinicians in Sri Lanka assess this caseload in order to get general agreement regarding comprehensive and consistent procedures for assessment of paediatric SSD in Sri Lanka. This would support speech and language therapists’ (SLTs’) clinical decision‐making in relation to choice of appropriate goals and intervention for this caseload. To develop and gain consensus on an assessment protocol for Sri Lankan children with SSD that is culturally appropriate and based on existing research. A modified Delphi method was utilised to gather data from clinicians currently working in Sri Lanka. The research involved three rounds of data collection, exploring current assessment practices in Sri Lanka, ranking these in order of priority and establishing consensus on a proposed assessment protocol. The proposed assessment protocol was based on the results of the first and second rounds as well as previously published best practice guidelines. The proposed assessment protocol achieved consensus in relation to content, format and cultural appropriateness. SLTs affirmed the usefulness of the protocol within the Sri Lankan context. Further research is required to assess the feasibility and effectiveness of this protocol in practice. The assessment protocol supports practicing SLTs with a general guide to assessing children with suspected SSDs in Sri Lanka. The application of this protocol built upon consensus enables clinicians to improve their in idual practice patterns based on best practice recommendations in the literature and the evidence on culturally and linguistically appropriate practices. This study has identified the need for further research in this area, including the development of culturally and linguistically specific assessment tools that would complement the use of this protocol. The assessment of children with speech sound disorders (SSDs) requires a comprehensive and holistic approach due to their heterogeneous nature. Although there is evidence to support the assessment of paediatric SSDs in many countries where the profession of speech and language therapy is established, there is limited evidence to support the assessment of children with SSDs in Sri Lanka. This study provides information about current assessment practices in Sri Lanka and consensus on a proposed culturally appropriate protocol for the assessment of children with SSDs in this country. The proposed assessment protocol provides speech and language therapists in Sri Lanka with a guide for assessment of paediatric SSDs to support more consistent practice in this area. Future evaluation of this preliminary protocol is required however, the methodology used in this research could be applied to the development of assessment protocols for other range of practice areas in this country.
Publisher: Coventry University, Lanchester Library
Date: 17-11-2020
DOI: 10.18552/IJPBLHSC.V8I2.585
Abstract: Despite the cultural and linguistic ersity of the Australian population, research suggests that speech pathologists do not feel confident when providing services to Cultural and Linguistic Diversity (CALD) clients and would benefit from further education and training in this area. Cultural empathy has been described as a precursor to cultural competence and previous research has demonstrated the positive impact on nursing students’ cultural empathy toward CALD clients following an interactive cultural simulation experience. This study investigated the feasibility and effectiveness of an online cultural simulation activity in developing the cultural empathy of speech pathology students. Students completed an online cultural simulation in their own time, followed by a tutorial debrief. Both the simulation and debrief were considered to comprise the ‘simulation activity’ which was a component of a first-year introduction to clinical practice course. Participants completed a pre-survey and post-survey, containing the Comprehensive Empathy Scale (CES) and demographic questions. Results were analysed using the Wilcoxon Signed Rank test and a Paired S le t-test, and a power analysis was conducted to direct future studies. Ten students participated and improved an average of 11.3 on the CES (p=0.14). A power analysis revealed that a minimum of 45 participants would be needed in future studies to observe any statistically significant results. The online application of the cultural simulation activity was feasible, and results indicate an improvement in cultural empathy, although the improvement did not reach statistical significance. Implications for future studies are discussed.
No related grants have been discovered for Sally Hewat.