A Survey of University Professors Teaching Speech Sound Disorders: Nonspeech Oral Motor Exercises and Other Topics

Watson, Maggie; Lof, Gregory L.

doi:10.1044/0161-1461(2009/08-0021)

Cited by 10 publications

(7 citation statements)

References 23 publications

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“…Our present findings indicate that SLPs use nonspeech oral motor exercises (NSOMEs) in the intervention process for all diagnostic groups, similar to what has been observed in other countries (Brumbaugh & Smit, 2013;Joffe & Pring, 2008;Rumbach et al, 2016;Ruscello, 2008;Watson & Lof, 2009). In their recent review, Lee and Gibbon (2015) concluded that there is no strong evidence that NSOMEs are an effective treatment or addition to the intervention of children with phonological speech disorder.…”

Section: Nonspeech Oral Motor Movementssupporting

confidence: 85%

Clinical Reasoning for Speech Sound Disorders: Diagnosis and Intervention in Speech-Language Pathologists' Daily Practice

Diepeveen

Haaften

Terband

et al. 2020

Am J Speech Lang Pathol

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Purpose This study aims to give an insight in clinical reasoning (diagnosis and intervention) of speech-language pathologists (SLPs) in the Netherlands for children with speech sound disorder (SSD). Method The study featured a mixed-method (qualitative and quantitative) design. Semistructured interviews containing nondirective, open-ended questions were conducted with 33 SLPs, which were analyzed using a constant comparative analysis. Other SLPs (137) filled out a questionnaire on the same topics. Multiple-choice questions were analyzed by descriptive frequencies, while open-ended questions were analyzed thematically. Results The results indicate that SLPs use a variety of assessments to diagnose SSD, complemented by observation and, often, case history. In total, 85 different diagnostic labels were reported. The choice of intervention is based on what is appealing to the child and what matches his or her age as well as on the specific diagnosis and severity. Interventions are used for multiple speech disorders, and according to SLPs, parents play a large role in diagnostics and intervention. Conclusion These results reveal the need for (a) a clear and consistent terminology of diagnoses in the field of pediatric SSD, (b) a fast and easy-to-administer comprehensive differential diagnostic instrument in combination with an instrument to assess participation in everyday life, and (c) a tool to conduct a case history online.

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Section: Nonspeech Oral Motor Movementssupporting

confidence: 85%

Clinical Reasoning for Speech Sound Disorders: Diagnosis and Intervention in Speech-Language Pathologists' Daily Practice

Diepeveen

Haaften

Terband

et al. 2020

Am J Speech Lang Pathol

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“…Given the ongoing debate regarding the precise role and efficacy of this approach (Mackenzie et al . , , Lof and Watson , Watson and Lof , Ziegler and Ackermann , Weismer ) it points to the importance of wider education and discussion (Maas ) in evidence based approaches in motor speech disorders.…”

Section: Discussionmentioning

confidence: 99%

A survey of speech–language therapy provision for people with post‐stroke dysarthria in the UK

Miller

Bloch

2017

Intl J Lang & Comm Disor

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Through this research it became clear that basic information regarding post-stroke dysarthria incidence, prevalence and core demographics is currently unavailable. More embedded NHS SLT reporting systems would make a significant contribution to this area. A more in-depth examination is required of the natural history of dysarthria over the months and years following stroke, of SLT practices in relation to post-stroke dysarthria, with investigations to understand more fully the choices SLTs make and how this relates to available evidence to support their clinical decision-making.

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“…The primary reasons given for using NSOMTs were (a) a high degree of exposure to NSOMT products and materials, (b) reports of prior clinical success with NSOMTs (either their own or reports from a colleague), and (c) beliefs that NSOMTs help in forming the foundation to acquire more complex movements required for speech, that speech develops from earlier occurring oral behaviors, and that NSOMTs help to build up strength needed to produce speech. In contrast, a survey of 91 university instructors found that 75% of them did not teach their students to use NSOMTs (Watson & Lof, 2009). Taken together, the results of these surveys highlight the differences of opinion that clinicians and clinical instructors/researchers can have about NSOMTs.…”

mentioning

confidence: 88%

Clinical and Research Perspectives on Nonspeech Oral Motor Treatments and Evidence-Based Practice

Muttiah

Georges

Brackenbury

2011

Am J Speech Lang Pathol

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A Survey of University Professors Teaching Speech Sound Disorders: Nonspeech Oral Motor Exercises and Other Topics

Cited by 10 publications

References 23 publications

Clinical Reasoning for Speech Sound Disorders: Diagnosis and Intervention in Speech-Language Pathologists' Daily Practice

Clinical Reasoning for Speech Sound Disorders: Diagnosis and Intervention in Speech-Language Pathologists' Daily Practice

A survey of speech–language therapy provision for people with post‐stroke dysarthria in the UK

Clinical and Research Perspectives on Nonspeech Oral Motor Treatments and Evidence-Based Practice

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