Acquired Velopharyngeal Dysfunction: Survey, Literature Review, and Clinical Recommendations

Guyton, Kelsey B.; Sandage, Mary J.; Bailey, Dallin J.; Haak, Nancy J.; Molt, Lawrence F.; Plumb, Allison M.

doi:10.1044/2018_ajslp-17-0222

Cited by 10 publications

(4 citation statements)

References 101 publications

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“…It is unknown if all recipients of the survey were eligible for the study; if all were indeed eligible, then the estimated response rate would be 21%, at a minimum. Hardin-Jones et al (2019) reported a response rate of 13%, and it was not possible to calculate the response rate in other survey studies related to CL/P (eg, Kummer et al, 2011; Guyton et al, 2018), given the very specific intended recipients for these types of surveys. It would also be of interest to learn more specifically about the content and quality of information that families’ service providers provide to them about their child’s literacy.…”

Section: Discussionmentioning

confidence: 99%

Home and Clinical Literacy Practices for Children With Cleft Lip and Palate

Porod

Gorman

2020

The Cleft Palate-Craniofacial Journal

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Objective: The purpose of this study was to examine experiences and practices related to supporting literacy development and preventing reading difficulties in children with cleft lip and/or palate (CL/P). Methods: Via online surveys, 67 respondents including 35 parents/guardians of children with CL/P and 32 speech-language pathologists (SLPs) answered questions about home literacy practices, clinical practices, and perceptions of SLPs’ role in literacy. Results: The variability in responses highlights both the positive contributions of parents/guardians and SLPs in supporting literacy development and preventing reading disabilities in children with cleft and the need for increased education and efforts to meet their literacy needs.

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Section: Discussionmentioning

confidence: 99%

Home and Clinical Literacy Practices for Children With Cleft Lip and Palate

Porod

Gorman

2020

The Cleft Palate-Craniofacial Journal

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“…Specifically, there are formal guidelines available for instrumental assessment of voice, 84 and acquired velopharyngeal dysfunction. 85 However, those seeking guidelines pertaining to intervention in the areas of speech, language and literacy development, either in person or in a virtual model, may have to rely on general position papers from regulatory bodies, which often do not provide concrete practice recommendations, or individual research studies, which are often based on specific populations, limiting practice generalizability. Those working as clinicians and as researchers in the field of speech-language pathology would benefit from the development and dissemination of additional CPGs addressing topics from developmental and medical sectors of the field.…”

Section: Future Directionsmentioning

confidence: 99%

Towards development of guidelines for virtual administration of paediatric standardized language and literacy assessments: Considerations for clinicians and researchers

et al. 2021

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Objectives: Previous virtual care literature within the field of speech-language pathology has primarily focused on validating the virtual use of intervention programmes. There are fewer articles addressing the validity of conducting virtual assessments, particularly standardized assessment of oral language and literacy abilities in children. In addition, there is a lack of practical, useful recommendations available to support clinicians and researchers on how to conduct these assessment measures virtually. Given the recent rapid rise in virtual care and research as a result of the Coronavirus-19 pandemic, clinicians and researchers require guidance on best practices for virtual administration of these tools imminently. This article seeks to fill this gap in the literature by providing such recommendations. Methods: We (a) completed a narrative review of the extant literature, and (b) conducted semi-structured interviews with a group of 12 clinicians, students and researchers who had administered standardized language and literacy assessments with a variety of monolingual and multilingual school-aged children, with and without speech and language difficulties, in clinical and research settings. Six themes: candidacy for virtual assessment, communication and collaboration with caregivers, technology and equipment, virtual administration, ethics, consent and confidentiality, and considerations for bilingual populations were identified as a result of these two processes and were used to develop a set of recommendations to guide the use of standardized assessments in a virtual setting. In line with the Guidelines International Network, these recommendations were rated by group members, and reviewed by external stakeholders. A quasi-Delphi consensus procedure was used to reach agreement on ratings for recommendations. Results: We have developed and outlined several recommendations for clinicians and researchers to guide their use of standardized language and literacy assessments in virtual care, across six key themes. Conclusions: This article is one of the first to share practical recommendations for virtual assessment in the domain of oral language and literacy assessment for clinicians and researchers. We hope the current recommendations will facilitate future clinical research in this area, and as the body of research in this field grows, this article will act as a basis for the development of formal Clinical Practice Guidelines.

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“…Currently, those working in the medical sector, have access to select Clinical Practice Guidelines to inform certain aspects of their practice. Specifically, there are formal guidelines available for instrumental assessment of voice (Patel et al, 2018) and acquired velopharyngeal dysfunction (Guyton et al, 2018).…”

Section: Standardized Assessment Recommendations In Virtual Carementioning

confidence: 99%

“…Specifically, there are formal guidelines available for instrumental assessment of voice, 86 and acquired velopharyngeal dysfunction. 87 However, those seeking guidelines pertaining to intervention in the areas of It should also be noted that the majority of available standardized tools were developed for in person-use with monolingual-English speaking children. These standardized normreferenced assessments are a valuable tool but are not the singular method of evaluating the language and literacy skills of school-aged children, particularly for children from linguistically and culturally diverse backgrounds whose English language skills often differ from their monolingual English peers.…”

Section: Future Directionsmentioning

confidence: 99%

Towards Development of Guidelines for Virtual Administration of Standardized Language and Literacy Assessments: Considerations for Clinicians and Researchers

Wood

Bhalloo

McCaig

et al. 2021

Preprint

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Previous virtual care literature within the field of speech-language pathology has primarily focused on the implementation of specific intervention programs, but recommendations for best practices in virtual assessment, particularly standardized assessment of oral language and literacy abilities are scarce. Given the recent rapid rise in virtual care and research, clinicians and researchers require guidance on best practices for virtual administration of these tools. We informally reviewed the extant literature, and conducted semi-structured interviews with a group of 12 clinicians, students and researchers who had administered standardized language and literacy assessments with typically developing children between the ages of four and eight, in a virtual setting. Six themes: candidacy for virtual assessment, communication and collaboration with caregivers, technology and equipment, virtual administration, ethics, consent and confidentiality, and special considerations for bilingual populations were discussed, to develop a set of recommendations to guide the use of standardized assessments in a virtual setting. In line with the Guidelines International Network, these recommendations were rated by group members, and reviewed by external stakeholders. This paper is one of the first to share recommended practices for virtual assessment in the domain of oral language assessment. As research on the reliability of virtual assessment in this realm is still scarce, we hope the current recommendations will facilitate future clinical research in this area, and in turn will lead to the development of formal Clinical Practice Guidelines.

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Acquired Velopharyngeal Dysfunction: Survey, Literature Review, and Clinical Recommendations

Cited by 10 publications

References 101 publications

Home and Clinical Literacy Practices for Children With Cleft Lip and Palate

Home and Clinical Literacy Practices for Children With Cleft Lip and Palate

Towards development of guidelines for virtual administration of paediatric standardized language and literacy assessments: Considerations for clinicians and researchers

Towards Development of Guidelines for Virtual Administration of Standardized Language and Literacy Assessments: Considerations for Clinicians and Researchers

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