Background: The paced auditory serial addition test (PASAT) was primarily developed to assess the effects of traumatic brain injury on cognitive functioning. Working memory (WM) is one of the most important aspects of cognitive function, and WM impairment is one of the clinically remarkable signs of aphasia. To develop the Persian version of PASAT, an initial version was used in individuals with aphasia (IWA). Methods: In this study, 25 individuals with aphasia (29-60 years) and 85 controls (18-60 years) were included. PASAT was presented in the form of recorded 61 single-digit numbers (1 to 9). The participants repeatedly added the 2 recent digits. The psychometric properties of PASAT including convergent validity (using the digit memory span tasks), divergent validity (using results in the control group and IWA group), and face validity were investigated. Test-retest reliability was considered as well. Results: The relationship between the PASAT and digit memory span tests was moderate to strong in the control group (forward digit memory span test: r= 0.52, p< 0.0001; backward digit memory span test: r = 0.48, p< 0.0001). A strong relationship was found in IWA (forward digit memory span test: r= 0.72, p< 0.0001; backward digit memory span test: r= 0.53, p= 0.006). Also, strong testretest reliability (intraclass correlation= 0.95, p< 0.0001) was observed. Conclusion: According to our results, the PASAT is a valid and reliable test to assess working memory, particularly in IWA. It could be used as a feasible tool for clinical and research applications.
Objectives: In the early stages, most Parkinson’s patients display some degrees of voice and speech disorders. Speech disorders can negatively affect individuals’ social interactions and life; thus, treatment plans for the disorders in the early stages might be further beneficial than the late stages. Therefore, we aimed to investigate the effects of an intervention on Persian-speaking patients with early mild Parkinson’s Disease (PD). The intervention was the Lee Silverman Voice Treatment (LSVT). Methods: This was an interventional study and included 23 patients with PD. The study participants were randomly assigned into one of two groups; 13 patients in the intervention group (PD-I), and 10 in No-Intervention (PD-NI) group. Normal Persons (NP) or the control group included 13 healthy participants who were neurologically normal and presented no speech and voice disorders. Besides, they were matched with the PD-I group concerning education, age, gender. Results: There was a significant impairment in Maximum Phonation Time (MPT), vocal loudness in vowel /a/, in reading, and during a monologue speech in the PD group, compared with the NP group (P≤0.001). The LSVT resulted in a significant improvement in all measures in the PD-I group (P≤0.001); however, no significant change was observed between the PD-I and PD-NI groups’ scores in first assessment (P≥0.201). In contrast, the PD-NI group’s results in all measurements of final assessment were significantly lower than those in the PD-I (P≤0.001) and NP (P≤0.001) groups. The MPT also exhibited a considerable improvement in the PD-I group, compared with the controls. Discussion: The LSVT, as a therapeutic technique based on the motor learning theory was beneficial in improving the vocal loudness of Persian-speaking patients with PD in the early stages of their disease.
Background: Identifying and removing the barriers faced by speech and language pathologists (SLPs) for implementing evidence-based practice (EBP) can facilitate its administration among Iranian SLPs. Objectives: The present study was conducted to explore the barriers to implementing EBP among Iranian SLPs. Methods: A total of 14 SLPs were recruited using a purposive sampling technique. Semi-structured interviews were conducted for data collection. The interviews continued until data saturation was reached. Data were recorded and transcribed verbatim, and qualitative content analysis was used for data analysis. Results: Data analysis yielded three themes, including individual factors, organizational (workplace) factors, and extra organizational factors, and 13 subthemes. Conclusions: This study demonstrated that Iranian SLPs are faced with several barriers to using EBP in clinical practice, which may be related to both the SLPs themselves and their surroundings. These barriers should be considered by policymakers, administrators, teachers, and rehabilitation team members to facilitate the implementation of EBP by SLPs.
Background and Objectives: The Severity of Stuttering Instrument-fourth edition (SSI-4) form can be used to assess the severity of stuttering. In this study, in order to increase students’ competence and objectively assess their clinical skills, the validity and reliability of the DOPS test in assessing the clinical skills of speech therapy students in using the SSI-4 form were assessed. Methods: This study was a non-interventional descriptive study conducted in the School of Rehabilitation Sciences. Nineteen students were selected by the census method. An evaluation checklist related to the DOPS method was prepared. After obtaining the consent and training of students and examiners on the implementation of the DOPS assessment method, the student’s work was observed by the examiners and rated, and then the student’s strengths and weaknesses were given feedback. Results: The results showed that the questions are related to the measured subject and have high face validity. The content validity index was more than 0.9, and the content validity ratio was more than 0.6. The results confirmed the test's reliability and indicated the optimal internal structure of the test and its structural validity. Conclusion: According to this study, the use of the DOPS test to objectively assess the clinical skills of speech therapy students in the assessment of stuttering is appropriate and according to the results, DOPS has appropriate validity and reliability and this test can be used clinically.
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