Subjects -> EDUCATION (Total: 2405 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (35 journals)
    - EDUCATION (2062 journals)
    - HIGHER EDUCATION (144 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (39 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (39 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2062 journals)            First | 4 5 6 7 8 9 10 11     

Showing 1801 - 857 of 857 Journals sorted alphabetically
Revista Órbita Pedagógica     Open Access   (Followers: 1)
Revista Palobra     Open Access  
Revista Pedagogía Universitaria y Didáctica del Derecho     Open Access  
Revista Perspectivas     Open Access  
Revista Pilquen : Sección Psicopedagogía     Open Access  
Revista Portuguesa de Educação     Open Access  
Revista Portuguesa de Educação Artística     Open Access   (Followers: 3)
Revista Portuguesa de Investigação Educacional     Open Access  
Revista Psicopedagogia     Open Access  
Revista Publicando     Open Access   (Followers: 3)
Revista REAMEC : Rede Amazônica de Educação em Ciências e Matemática     Open Access  
Revista Semana Pedagógica     Open Access  
Revista SIGMA     Open Access  
Revista Sul-Americana de Filosofia e Educação     Open Access  
Revista Tecnología, Ciencia y Educación     Open Access   (Followers: 1)
Revista Teias     Open Access  
Revista Textura     Open Access  
Revista Torreón Universitario     Open Access   (Followers: 1)
Revista Triângulo     Open Access  
Revista UNAH INNOV@     Open Access  
Revista UNIMAR     Open Access  
Revista UniVap     Open Access   (Followers: 1)
Revista Virtual Universidad Catolica del Norte     Open Access  
Revista Vivências em Ensino de Ciências     Open Access  
Revue de psychoéducation     Full-text available via subscription   (Followers: 2)
Revue des sciences de l'éducation     Full-text available via subscription  
Revue française de pédagogie     Open Access   (Followers: 6)
Revue internationale d'éducation de Sèvres     Open Access   (Followers: 1)
Revue internationale de pédagogie de l'enseignement supérieur     Open Access   (Followers: 1)
Revue internationale des technologies en pédagogie universitaire / International Journal of Technologies in Higher Education     Open Access   (Followers: 1)
Revue Marocaine de la Pensée Contemporaine     Open Access  
REXE. Revista de Estudios y Experiencias en Educacion     Open Access  
Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education     Open Access   (Followers: 3)
RIDAS. Revista Iberoamericana de Aprendizaje Servicio     Open Access  
RIDE : Revista Iberoamericana para la Investigación y el Desarrollo Educativo     Open Access   (Followers: 1)
RIED. Revista Iberoamericana de Educación a Distancia     Open Access   (Followers: 1)
RIESED : Revista Internacional de Estudios sobre Sistemas Educativos     Open Access  
RIV : Rassegna Italiana di Valutazione     Full-text available via subscription   (Followers: 1)
Rivista Italiana di Educazione Familiare     Partially Free  
Roeper Review     Hybrid Journal   (Followers: 4)
Romanian Journal for Multidimensional Education     Open Access  
Roteiro     Open Access  
RUDN Journal of Informatization in Education     Open Access  
RUDN Journal of Psychology and Pedagogics     Open Access  
Russian Education & Society     Full-text available via subscription   (Followers: 5)
Rwandan Journal of Education     Open Access  
Saber & Educar     Open Access   (Followers: 2)
Saberes : Revista interdisciplinar de Filosofia e Educação     Open Access  
Sainsmat     Open Access  
SANE journal : Sequential Art Narrative in Education     Open Access   (Followers: 2)
Sasdaya : Gadjah Mada Journal of Humanities     Open Access   (Followers: 2)
Satya Widya     Open Access  
Scandinavian Journal of Educational Research     Hybrid Journal   (Followers: 8)
Scholarship of Teaching and Learning in Psychology     Full-text available via subscription  
SCHOLE : A Journal of Leisure Studies and Recreation Education     Hybrid Journal   (Followers: 1)
School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice     Hybrid Journal   (Followers: 13)
School Leadership & Management: Formerly School Organisation     Hybrid Journal   (Followers: 22)
School Leadership Review     Open Access  
School Psychology International     Hybrid Journal   (Followers: 4)
School Psychology Quarterly     Full-text available via subscription   (Followers: 7)
School Science and Mathematics     Hybrid Journal   (Followers: 4)
Schools : Studies in Education     Full-text available via subscription   (Followers: 6)
Science & Education     Hybrid Journal   (Followers: 23)
Science & Justice     Hybrid Journal   (Followers: 441)
Science Activities: Classroom Projects and Curriculum Ideas     Hybrid Journal   (Followers: 1)
Science and Knowledge in Focus     Open Access   (Followers: 1)
Science Education     Hybrid Journal   (Followers: 24)
ScienceRise : Pedagogical Education     Open Access  
Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy     Open Access  
Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Pedagogy     Open Access  
Scope : Journal of English Language Teaching     Open Access  
Screen Education     Full-text available via subscription   (Followers: 3)
Scripta Manent     Open Access  
Secretariado Executivo em Revist@     Open Access  
Sekolah Dasar : Kajian Teori dan Praktik Pendidikan     Open Access  
Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 5)
Seminar.net     Open Access  
Seminars in Speech and Language     Hybrid Journal   (Followers: 41)
SFU Educational Review     Open Access   (Followers: 1)
Shanlax International Journal of Education     Open Access  
Shanlax International Journal of English     Open Access  
Signum Temporis. Journal of Pedagogy and Psychology     Open Access   (Followers: 1)
Sinéctica : Revista Electrónica de Educación     Open Access  
Sinéctica, Revista Electrónica de Educación     Open Access  
SIPATAHOENAN : South-East Asian Journal for Youth, Sports & Health Education     Open Access  
Sisyphus : Journal of Education     Open Access  
Skandinavisk tidsskrift for yrker og profesjoner i utvikling     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Social Education     Full-text available via subscription   (Followers: 5)
Social Psychology of Education     Hybrid Journal   (Followers: 5)
Social Studies and the Young Learner     Full-text available via subscription   (Followers: 4)
Social, Humanities, and Educational Studies (SHEs) : Conference Series     Open Access  
Sociology of Education     Hybrid Journal   (Followers: 39)
Solidarity : Journal of Education, Society and Culture     Open Access  
Sophía : Colección de Filosofía de la Educación     Open Access  
Sophia : Revista de investigaciones     Open Access  
Sophia Austral     Open Access   (Followers: 1)
Sosiaalipedagoginen Aikakauskirja     Open Access  
Sosio Didaktika : Social Science Education Journal     Open Access  
SosioHumanika: Jurnal Pendidikan Sains Sosial dan Kemanusiaan (Journal of Humanities and Social Sciences Education)     Open Access  
SourceOECD Education & Skills     Full-text available via subscription  
South African Journal of Childhood Education     Open Access   (Followers: 1)
South African Journal of Education     Open Access   (Followers: 2)
South African Journal of Higher Education     Open Access   (Followers: 5)
South-East Asian Journal of Medical Education     Open Access  
Southern African Journal of Environmental Education     Open Access   (Followers: 1)
Southern African Review of Education with Education with Production     Full-text available via subscription   (Followers: 2)
Spor Eğitim Dergisi     Open Access  
Sport Management Education Journal     Hybrid Journal   (Followers: 5)
Sport, Education and Society     Hybrid Journal   (Followers: 13)
Spreadsheets in Education     Open Access   (Followers: 1)
Sri Lanka Journal of Advanced Social Studies     Open Access   (Followers: 1)
Stamford Journal of English     Open Access   (Followers: 1)
Student Affairs Today     Hybrid Journal  
Student Aid News     Hybrid Journal  
Studi sulla Formazione     Open Access  
Studia paedagogica     Open Access  
Studia Paedagogica Ignatiana     Open Access   (Followers: 1)
Studier i Pædagogisk Filosofi     Open Access  
Studies in Art Education : A Journal of Issues and Research     Hybrid Journal  
Studies in Continuing Education     Hybrid Journal   (Followers: 14)
Studies in Educational Evaluation     Hybrid Journal   (Followers: 4)
Studies in Educational Research and Development     Open Access   (Followers: 1)
Studies in English Language and Education     Open Access   (Followers: 5)
Studies in English Language Teaching     Open Access   (Followers: 11)
Studies in Higher Education     Hybrid Journal   (Followers: 178)
Studies in Philosophy and Education     Hybrid Journal   (Followers: 7)
Studies in Science Education     Hybrid Journal   (Followers: 18)
Studies in Second Language Learning and Teaching     Open Access   (Followers: 13)
Studies in the Education of Adults     Hybrid Journal   (Followers: 7)
Studying Teacher Education : A journal of self-study of teacher education practices     Hybrid Journal   (Followers: 53)
Suara Guru     Open Access  
Suhuf     Open Access  
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie     Open Access   (Followers: 1)
Support for Learning     Hybrid Journal   (Followers: 2)
Sustinere : Revista de Saúde e Educação     Open Access  
SUSURGALUR : Jurnal Kajian Sejarah & Pendidikan Sejarah (Journal of History Education & Historical Studies)     Open Access  
System     Hybrid Journal   (Followers: 13)
Ta'allum : Jurnal Pendidikan Islam     Open Access  
Ta'dib     Open Access   (Followers: 1)
Tabanque : Revista Pedagógica     Open Access  
TADBIR : Jurnal Studi Manajemen Pendidikan     Open Access  
Tadrib : Jurnal Pendidikan Agama Islam     Open Access  
Tadris : Islamic Education Journal     Open Access   (Followers: 1)
Tadris : Jurnal Keguruan dan Ilmu Tarbiyah     Open Access   (Followers: 3)
Tafáqquh : Jurnal Penelitian Dan Kajian Keislaman     Open Access  
TalentEd     Full-text available via subscription  
Tangram : Revista de Educação Matemática     Open Access   (Followers: 2)
Tantak     Open Access  
Tapestry Journal : An International Multidisciplinary Journal on English Language Learner Education     Open Access   (Followers: 2)
TARBIYA : Journal of Education in Muslim Society     Open Access   (Followers: 2)
Tarbiya, revista de Investigación e Innovación Educativa     Open Access  
Tarbiyatuna     Open Access  
Társadalom és Gazdaság     Full-text available via subscription  
TAWARIKH : Journal of Historical Studies     Open Access  
Tawazun : Jurnal Pendidikan Islam     Open Access  
TEACH Journal of Christian Education     Full-text available via subscription   (Followers: 2)
Teacher : The National Education Magazine     Full-text available via subscription   (Followers: 2)
Teacher Development     Hybrid Journal   (Followers: 6)
Teacher Education and Special Education     Hybrid Journal   (Followers: 9)
Teachers and Curriculum     Open Access   (Followers: 4)
Teachers and Teaching: Theory and Practice     Hybrid Journal   (Followers: 16)
Teaching and Learning in Medicine     Hybrid Journal   (Followers: 14)
Teaching and Learning in Nursing     Full-text available via subscription   (Followers: 13)
Teaching and Teacher Education     Hybrid Journal   (Followers: 55)
Teaching Artist Journal     Hybrid Journal   (Followers: 4)
Teaching Business Ethics     Hybrid Journal   (Followers: 6)
Teaching Education     Hybrid Journal   (Followers: 9)
Teaching Ethics     Full-text available via subscription   (Followers: 1)
Teaching History     Full-text available via subscription   (Followers: 7)
Teaching in Higher Education     Hybrid Journal   (Followers: 46)
Teaching Innovation Projects     Open Access   (Followers: 1)
Teaching Mathematics and its Applications: An International Journal of the IMA     Hybrid Journal   (Followers: 5)
Teaching of Psychology     Hybrid Journal   (Followers: 9)
Teaching Philosophy     Full-text available via subscription   (Followers: 1)
Teaching Public Administration     Hybrid Journal   (Followers: 4)
Teaching Sociology     Full-text available via subscription   (Followers: 11)
Teaching Statistics     Hybrid Journal   (Followers: 6)
Teaching Theology & Religion     Hybrid Journal   (Followers: 6)
Techne Series : Research in Sloyd Education and Craft Science A     Open Access   (Followers: 1)
Technical Communication Quarterly     Hybrid Journal   (Followers: 8)
Technology Innovations in Statistics Education (TISE)     Open Access   (Followers: 2)
Technology, Knowledge and Learning     Hybrid Journal   (Followers: 4)
Technology, Pedagogy and Education     Hybrid Journal   (Followers: 20)
TechTrends     Hybrid Journal   (Followers: 10)
TED : Tecné, Episteme y Didaxis     Open Access  
TEFLIN Journal     Open Access  
Teknodika     Open Access  
TELE     Open Access  
Temps d'Educació     Open Access  
Tendencias Pedagógicas     Open Access  
Terampil : Jurnal Pendidikan dan Pembelajaran Dasar     Open Access   (Followers: 3)
Terrae Didatica     Open Access  
TESL Canada Journal     Open Access   (Followers: 4)
TESOL in Context     Full-text available via subscription   (Followers: 13)
TESOL Journal     Hybrid Journal   (Followers: 9)
TESOL Quarterly     Hybrid Journal   (Followers: 42)
The Clearing House     Full-text available via subscription   (Followers: 2)
The Clinical Teacher     Hybrid Journal   (Followers: 26)
The Department Chair     Hybrid Journal   (Followers: 1)

  First | 4 5 6 7 8 9 10 11     

Similar Journals
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Seminars in Speech and Language
Journal Prestige (SJR): 0.555
Citation Impact (citeScore): 1
Number of Followers: 41  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0734-0478 - ISSN (Online) 1098-9056
Published by Thieme Publishing Group Homepage  [240 journals]
  • Self-Assessment Questions
    • Semin Speech Lang 2020; 41: C1-C9
      DOI: 10.1055/s-0040-1708926



      Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

      Artikel in Thieme eJournals:
      Inhaltsverzeichnis     Volltext

      Semin Speech Lang 2020; 41: C1-C92020-03-10T00:00:00+0100
      Issue No: Vol. 41, No. 02 (2020)
       
  • Traumatic Brain Injury in Young Children: A Scoping Review
    • Authors: Salley; Jessica, Crook, Libby, Ciccia, Angela, Haarbauer-Krupa, Juliet, Lundine, Jennifer P.
      Pages: 125 - 142
      Abstract: To review the evidence available on early childhood (i.e., 0–5 years 11 months) traumatic brain injury (TBI) and identify clinical implications and future directions for speech-language pathology (SLP) practice and research, a scoping review of the literature was conducted following the 2018 Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRSIMA-ScR) guidelines. A total of 44 peer-reviewed articles were included for review. Included studies were assigned one or more of the following thematic labels related to early childhood TBI: etiology, assessment, treatment, outcomes, contributing factors. Most of the studies were nonexperimental studies and addressed outcomes following early childhood TBI. We conclude, based on this scoping review, that children who experience a TBI before 6 years of age are at risk for persistent long-term difficulties in academic and social functioning. SLPs are among the group of clinicians most appropriate to assess and treat these children; yet, the evidence for assessment, treatment, and identification of factors contributing to the recovery of young children with TBI is particularly lacking. Rigorous research is needed to improve the evidence base for SLPs.
      Citation: Semin Speech Lang 2020; 41: 125-142
      PubDate: 2020-03-10T00:00:00+0100
      DOI: 10.1055/s-0040-1701682
      Issue No: Vol. 41, No. 02 (2020)
       
  • A Conceptual Framework of Social Communication: Clinical Applications to
           Pediatric Traumatic Brain Injury
    • Authors: Wiseman-Hakes; Catherine, Kakonge, Lisa, Doherty, Meghan, Beauchamp, Miriam
      Pages: 143 - 160
      Abstract: Social communication impairments are common following pediatric traumatic brain injury (TBI) and can lead to social isolation, and poor social outcomes. Social communication has been documented as a persistent area of need in terms of proper assessment and intervention; however, this is not consistently addressed in clinical practice. While there is a body of evidence regarding social communication impairments and pediatric TBI, this area is not yet fully understood and remains underrecognized. To meet this gap, we provide a conceptual framework of social communication from a neurodevelopmental perspective, which can be applied to better understand the social communication impairments associated with pediatric TBI. We propose a general model of social communication with component constructs and consideration of internal factors such as sex and gender. These can inform considerations, clinical applications, and future research in assessment and evidence-based interventions within the domain of social communication.
      Citation: Semin Speech Lang 2020; 41: 143-160
      PubDate: 2020-03-10T00:00:00+0100
      DOI: 10.1055/s-0040-1701683
      Issue No: Vol. 41, No. 02 (2020)
       
  • Supporting Students with TBI: A Clinically Focused Tutorial for
           Speech-Language Pathologists
    • Authors: Coreno; Alyssa, Ciccia, Angela H.
      Pages: 161 - 169
      Abstract: Attention to pediatric traumatic brain injury (TBI) has grown in recent years, likely due to the increased awareness of mild TBI (mTBI) in contact sports. With this increased attention, along with an increased diagnosis of injury, more students with TBI need services, especially as they return to the classroom environment and progress through school. Support of students with TBI of all severities requires an interdisciplinary team with the school-based speech-language pathologist playing a critical role. The purpose of this tutorial is to provide a clinically focused summary of the complexities that exist for students with TBI of all severities and practical steps that can be implemented in clinical practice to enhance service provision for students with TBI.
      Citation: Semin Speech Lang 2020; 41: 161-169
      PubDate: 2020-03-10T00:00:00+0100
      DOI: 10.1055/s-0040-1701684
      Issue No: Vol. 41, No. 02 (2020)
       
  • Using Nonstandardized Assessments to Evaluate Cognitive-Communication
           Abilities following Pediatric Traumatic Brain Injury
    • Authors: Lundine; Jennifer P., Hall, Audrey
      Pages: 170 - 182
      Abstract: The subtle cognitive-communication challenges experienced by students with traumatic brain injury (TBI) are often missed, leaving these students with unmet needs in the school environment and increasing the likelihood for negative social, academic, and vocational outcomes. For children and adolescents with TBI, nonstandardized assessment offers several advantages over standardized assessment procedures, and may improve speech-language pathologists' ability to identify students who might benefit from intervention services. This article discusses curriculum-based assessment and discourse analysis specifically and uses case studies to demonstrate how these procedures can be used within the school environment. Nonstandardized assessment procedures are a valuable tool to measure a student's cognitive-communication abilities and the effects of intervention in real-world contexts.
      Citation: Semin Speech Lang 2020; 41: 170-182
      PubDate: 2020-03-10T00:00:00+0100
      DOI: 10.1055/s-0040-1701685
      Issue No: Vol. 41, No. 02 (2020)
       
  • Cognitive-Communication Interventions for Youth with Traumatic Brain
           Injury
    • Authors: Laane; Sarah A., Cook, Lori G.
      Pages: 183 - 194
      Abstract: Traumatic brain injuries (TBIs) are relatively common in the pediatric population, yielding several potential challenges across a wide range of skills and abilities. Cognitive-communication disorders are particularly prevalent, with implications for long-term academic and social outcomes. While considerable evidence exists for identifying and characterizing the effects of cognitive-communication deficits, evidence informing effective interventions is still emerging. This review includes discussion of individual factors that affect treatment needs and outcomes as well as evidence that supports cognitive-communication intervention approaches at both a fundamental/discrete and integrated level. Also addressed is the need for modifying contextual factors that may be barriers as well as augmenting facilitators of successful communication and participation, including collaboration with everyday communication partners and identification and use of appropriate accommodations. Overall, research suggests a growing trend toward interventions that are individualized, dynamic, and combine multiple approaches for cognitive-communication treatment after pediatric TBI.
      Citation: Semin Speech Lang 2020; 41: 183-194
      PubDate: 2020-03-10T00:00:00+0100
      DOI: 10.1055/s-0040-1701686
      Issue No: Vol. 41, No. 02 (2020)
       
  • Overcoming Knowledge Barriers for Inclusion of School-Based
           Speech-Language Pathologists in the Management of Students with Mild
           Traumatic Brain Injury
    • Authors: O'Brien; Katy H.
      Pages: 195 - 208
      Abstract: School-based speech-language pathologists (SLPs) can play an important role in the recovery of children who have sustained a mild traumatic brain injury (mTBI). Two types of knowledge barriers are described here that impact the beliefs and ability of SLPs to respond to the needs of these students. Foundational knowledge is relatively stable over time, and encompasses basic definitions and understanding of the injury. In contrast, flexible knowledge addresses clinical management, including assessment and treatment, and should be regularly updated to align with current best practice recommendations. Clinicians are sensitive to this difference, seeking clinically applicable continuing education. However, general poor understanding of pediatric mTBI paired with rapidly advancing research in the field has led to widespread inaccuracies in both foundational and flexible knowledge. Suggestions are provided for educational initiatives and for advocacy of the role of SLPs in the care of students with mTBI.
      Citation: Semin Speech Lang 2020; 41: 195-208
      PubDate: 2020-03-10T00:00:00+0100
      DOI: 10.1055/s-0040-1701687
      Issue No: Vol. 41, No. 02 (2020)
       
  • Self-Assessment Questions
    • Semin Speech Lang 2020; 41: C1-C11
      DOI: 10.1055/s-0039-3401034



      Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

      Artikel in Thieme eJournals:
      Inhaltsverzeichnis     Volltext

      Semin Speech Lang 2020; 41: C1-C112020-01-06T00:00:00+0100
      Issue No: Vol. 41, No. 01 (2020)
       
  • Choosing Discourse Outcome Measures to Assess Clinical Change
    • Authors: Boyle; Mary
      Pages: 001 - 009
      Abstract: Surveys of speech-language pathologists who work with people with aphasia indicate that they view the large number of existing measures to be a barrier to using discourse analysis in their practice. This article provides a process that can help determine whether a particular discourse outcome measure might be useful with a particular client. The process involves answering questions about the client, the treatment, the work setting, and the psychometric properties of the discourse outcome measure in question. By following this systematic process, clinicians can eliminate outcome measures that are not likely to provide useful data and can focus on those that can help them demonstrate treatment-related change.
      Citation: Semin Speech Lang 2020; 41: 001-009
      PubDate: 2019-12-23T00:00:00+0100
      DOI: 10.1055/s-0039-3401029
      Issue No: Vol. 41, No. 01 (2019)
       
  • Using AphasiaBank for Discourse Assessment
    • Authors: Fromm; Davida, Forbes, Margaret, Holland, Audrey, MacWhinney, Brian
      Pages: 010 - 019
      Abstract: AphasiaBank is a shared, multimedia database for the study of communication in aphasia. This article describes a variety of discourse measurement tools and teaching resources available at the AphasiaBank website. The discourse measurement tools include main concept analysis, core lexicon checklists, correct information unit computation techniques, and other automated analyses using the CLAN program. These tools can be used to measure a variety of aspects of language production for assessment as well as treatment evaluation and clinical research purposes. Importantly, they are intended to help make the discourse analysis process more efficient and reliable. Teaching resources include an online tutorial on aphasia, videos of typical behaviors seen in aphasia, group treatment videos, classroom activities, tutorial screencasts, and conference posters. These resources can be used for a variety of clinical and educational purposes. The AphasiaBank website is part of the larger TalkBank project which provides many other shared databases and resources that are relevant to professionals interested in communication and communication disorders.
      Citation: Semin Speech Lang 2020; 41: 010-019
      PubDate: 2019-12-23T00:00:00+0100
      DOI: 10.1055/s-0039-3399499
      Issue No: Vol. 41, No. 01 (2019)
       
  • A Tutorial on Core Lexicon: Development, Use, and Application
    • Authors: Kim; Hana, Wright, Heather Harris
      Pages: 020 - 031
      Abstract: Evidence suggests that discourse-level assessment in aphasia should be implemented within clinical settings. However, existing discourse measures that are time and labor intensive in process prevent speech-language pathologists from applying such measures to their clinical practices. This article provides an overview of a lexicon-based analysis (core lexicon measure) that recently was developed and investigated for clinical usability. A new approach to core lexicon measures provides a simple scoring method with short instructions, which may be practical and time efficient for assessment and management of persons with aphasia. The article concludes with suggestions for clinical application and implementation.
      Citation: Semin Speech Lang 2020; 41: 020-031
      PubDate: 2019-12-23T00:00:00+0100
      DOI: 10.1055/s-0039-3400973
      Issue No: Vol. 41, No. 01 (2019)
       
  • Moving Toward Non-transcription based Discourse Analysis in Stable and
           Progressive Aphasia
    • Authors: Dalton; Sarah Grace Hudspeth, Hubbard, H. Isabel, Richardson, Jessica D.
      Pages: 032 - 044
      Abstract: Measurement of communication ability at the discourse level holds promise for predicting how well persons with stable (e.g., stroke-induced), or progressive aphasia navigate everyday communicative interactions. However, barriers to the clinical utilization of discourse measures have persisted. Recent advancements in the standardization of elicitation protocols and the existence of large databases for development of normative references have begun to address some of these barriers. Still, time remains a consistently reported barrier by clinicians. Non-transcription based discourse measurement would reduce the time required for discourse analysis, making clinical utilization a reality. The purpose of this article is to present evidence regarding discourse measures (main concept analysis, core lexicon, and derived efficiency scores) that are well suited to non-transcription based analysis. Combined with previous research, our results suggest that these measures are sensitive to changes following stroke or neurodegenerative disease. Given the evidence, further research specifically assessing the reliability of these measures in clinical implementation is warranted.
      Citation: Semin Speech Lang 2020; 41: 032-044
      PubDate: 2019-12-23T00:00:00+0100
      DOI: 10.1055/s-0039-3400990
      Issue No: Vol. 41, No. 01 (2019)
       
  • A Compendium of Core Lexicon Checklists
    • Authors: Dalton; Sarah Grace Hudspeth, Kim, Hana, Richardson, Jessica D., Wright, Heather Harris
      Pages: 045 - 060
      Abstract: Core Lexicon (CoreLex) is a relatively new approach assessing lexical use in discourse. CoreLex examines the specific lexical items used to tell a story, or how typical lexical items are compared with a normative sample. This method has great potential for clinical utilization because CoreLex measures are fast, easy to administer, and correlate with microlinguistic and macrolinguistic discourse measures. The purpose of this article is to provide clinicians with a centralized resource for currently available CoreLex checklists, including information regarding development, norms, and guidelines for use.
      Citation: Semin Speech Lang 2020; 41: 045-060
      PubDate: 2019-12-23T00:00:00+0100
      DOI: 10.1055/s-0039-3400972
      Issue No: Vol. 41, No. 01 (2019)
       
  • Conversational Therapy in Aphasia: From Behavioral Intervention to
           Neuromodulation
    • Authors: Marangolo; Paola, Pisano, Francesca
      Pages: 061 - 070
      Abstract: This article describes the conversational therapy approach for the treatment of persons with aphasia (PWAs). Around 1970s, this approach was inspired by a series of pragmatic principles and techniques to aphasia rehabilitation whose main objective was to set up a condition of communicative exchange with the PWA using his/her own available communicative resources. Indeed, although language represents the most powerful behavior that humans use for communicating, within the conversational approach any intentional action (i.e., gestures, body movements, facial expression, drawing) can be used to communicate. For this reason, its application is particularly suitable for severe PWAs whose damage has compromised all the modalities of language (i.e., production, comprehension, reading, and writing). In this perspective, the speech-language pathologist's (SLP's) goal is not necessarily focused on restoring the damaged linguistic functions, still today pursued by the cognitive approach, but to ameliorate the use of language by teaching the PWA compensatory, productive strategies, and strengthening his/her residual communicative abilities. In this review, the fundamental principles of the conversational approach together with its modalities of treatment, which emphasize the importance of an active interaction between the SLP and the PWA, are reported. A brief summary of recent experimental evidence which combines conversational therapy with a noninvasive brain stimulation technique, transcranial direct current stimulation, is also included.
      Citation: Semin Speech Lang 2020; 41: 061-070
      PubDate: 2019-12-23T00:00:00+0100
      DOI: 10.1055/s-0039-3399500
      Issue No: Vol. 41, No. 01 (2019)
       
  • Efficacy of Group Conversation Intervention in Individuals with Severe
           Profiles of Aphasia
    • Authors: Hoover; Elizabeth, McFee, Alexandra, DeDe, Gayle
      Pages: 071 - 082
      Abstract: An estimated 390,000 to 520,000 individuals with severe aphasia (IWSA) currently live in the United States. IWSA experience profound social isolation, which is associated with a wide range of negative health outcomes, including mortality. Treatments for severe aphasia frequently focus on compensatory communication approaches or a discrete communication act rather than on participation-based treatment. The purpose of this study was to determine whether IWSA demonstrated improved performance on standardized language measures, patient-reported outcome measures, and connected speech samples as a result of client-centered conversation group treatment. Results of assessments conducted at pretreatment, posttreatment, and maintenance intervals were variable across participants. All participants demonstrated improvement in at least one of the outcome measures considered. Importantly, none of these measures fully captured how IWSA were able to convey their thoughts in supported conversation. The results lend support for the use of conversation treatment for, and for further study in, this subpopulation of individuals with aphasia.
      Citation: Semin Speech Lang 2020; 41: 071-082
      PubDate: 2019-12-23T00:00:00+0100
      DOI: 10.1055/s-0039-3400991
      Issue No: Vol. 41, No. 01 (2019)
       
  • Exploring the Viability of NARNIA with Cognitive–Communication
           Difficulties: A Pilot Study
    • Authors: Whitworth; Anne, Ng, Naomi, Timms, Lydia, Power, Emma
      Pages: 083 - 098
      Abstract: Everyday discourse is a common context for the difficulties experienced by people with acquired neurogenic communication disorders. While evidence is present for effective manualized interventions that directly improve the discourse skills in aphasia, this remains limited for people with cognitive–communication disorders. This proof of concept study used an in-depth case series approach to trial the NARNIA discourse intervention used successfully in aphasia to explore transferability of the protocol and effectiveness in people with cognitive–communication impairments. Four female participants with mild to moderate cognitive–communication difficulties (mean age: 52.8 years)—two following traumatic brain injury and two following vascular episodes—were recruited. Modifications were made to the protocol to accommodate the participant group. Cognitive-linguistic abilities, self-perceptions of communicative behavior and psychosocial recovery, and repeated discourse measures were assessed pre-, immediately post, and at 4 weeks following intervention, to measure treatment effectiveness. Significant gains were observed in quantity of output, informativeness, and efficiency of information across both everyday and narrative discourse genres for all participants. However, in contrast to previous studies, minimal change was observed in discourse macrostructure elements. Significant improvements were also observed in memory or working memory for two participants. This study provides preliminary evidence for the effectiveness of using an adapted protocol with people with cognitive–communication disorders, highlighting how adaptations may address the cognitive needs of this diverse clinical group.
      Citation: Semin Speech Lang 2020; 41: 083-098
      PubDate: 2019-12-23T00:00:00+0100
      DOI: 10.1055/s-0039-3400512
      Issue No: Vol. 41, No. 01 (2019)
       
  • Can Script Training Improve Narrative and Conversation in Aphasia across
           Etiology'
    • Authors: Hubbard; H. Isabel, Nelson, Lori A., Richardson, Jessica D.
      Pages: 099 - 124
      Abstract: Script training is an effective treatment of stable (e.g., stroke-induced) and progressive aphasia of varying severities and subtypes. The theoretical underpinnings of script training are discussed and include fluency-inducing conditions, speech shadowing, principles of neuroplasticity, and automatization. Script training outcomes are reviewed, with a focus on discourse in persons with stable aphasia (PWSAs) and in persons with primary progressive aphasia (PWPPAs). PWSAs and PWPPAs are able to acquire and maintain short scripted monologues or conversational dialogues, with some evidence of generalization to untrained topics and settings. Advances in both technology and access have enriched script training protocols, so they now range from no-tech written script approaches to high-tech audiovisual support and avatars. Advances in audio and/or visual support promote large amounts of practice of less errorful whole-message language processing during a fluent language inducing condition. With enough practice, users decrease reliance on supports and independently produce scripted content. Script training can be delivered in a variety of settings (individual, group, telepractice), lends itself well to homework programs, and is in accordance with the principles of neuroplasticity for neurorehabilitation. Incorporating script training into therapy programming is advantageous throughout aphasia recovery following brain injuries such as stroke. It is also beneficial for persons with progressive disease for prophylaxis, remediation, and compensation. Recommendations for implementing script training in clinical practice and future research directions are presented.
      Citation: Semin Speech Lang 2020; 41: 099-124
      PubDate: 2019-12-23T00:00:00+0100
      DOI: 10.1055/s-0039-3401030
      Issue No: Vol. 41, No. 01 (2019)
       
 
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