scholarly journals 170 Admissions to a Stroke Unit in an Irish Rehabilitation Hospital: A Review from Speech and Language Therapy

2019 ◽  
Vol 48 (Supplement_3) ◽  
pp. iii1-iii16
Author(s):  
Niamh Ní Dhufaigh ◽  
Marie Haughey ◽  
Cliodhna Gillen
Keyword(s):  
Stroke Rehabilitation ◽  
Rating Scale ◽  
Communication Disorders ◽  
Functional Independence ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Research Education ◽  
Post Stroke ◽  
Communication Difficulties

Abstract Background Communication disorders and dysphagia are debilitating sequelae associated with stroke. Speech and Language Therapy (SLT) has a pivotal role in stroke rehabilitation, and in improving outcomes. The research into dysphasia, dysphagia, and dysarthria post-stroke is extensive. In comparison, the research into cognitive-communication difficulties post-stroke is still emerging. Cognitive-communication difficulties (CCDs) are communication impairments resulting from underlying cognitive deficits due to neurological impairments1. The aim of this audit was to review SLT referrals in an Irish Stroke Rehabilitation Unit. Methods Single-centre retrospective review of all stroke admissions from January to December 2018. Communication outcomes were assessed using the Functional Independence Measure and Functional Assessment Measure (FIM+FAM)2 a 7-point disability rating scale. Standard Bayesian statistics were employed for analysis. Results SLT received referrals for 66% (n=41) of all stroke admissions (n=62). Mean age was 68 years (SD+/-14), compared with 70 years (SD+/-14) for patients not referred. 65% were female and 35% male. Patients requiring SLT had significantly longer length of stay (p=0.0072). 83% of referrals were for communication, 12% dysphagia, and 5% inappropriate. Of communication referrals, primary diagnoses were as follows: 17.5% dysarthria (n=6), 26.5% dysphasia (n=9) and 56% CCD (n=19). Patients with dysphasia showed greater improvement in FIMFAM scores (x̄=1.3) than those with CCD (x̄=0.9) or dysarthria (x̄=0.7). Patients with CCD comprised the largest cohort who required SLT on discharge (68%). Conclusion CCDs are highly prevalent and represented the largest subtype of communication disorders in this cohort. FIMFAM scores appear useful in assessing CCDs however they display insufficient sensitivity in capturing change within this population. This audit highlights the need for further interdisciplinary research, education and training into cognitive-communication difficulties with post-stroke populations.

Mobile Multimedia for Speech and Language Therapy

2009 ◽  
pp. 3529-3539
Author(s):  
Nina Reeves ◽  
Sally Jo Cunningham ◽  
Laura Jefferies ◽  
Catherine Harris
Keyword(s):  
Multimedia Applications ◽  
Mobile Multimedia ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Face To Face ◽  
Word Finding ◽  
Communication Difficulties ◽  
Assessment And Monitoring ◽  
Spoken Language Skills

Aphasia is a speech disorder usually caused by stroke or head injury (Armstrong; 1993). Related communication difficulties can include word finding; speaking; listening; writing; and using numbers (FAST; 2004). It is most commonly acquired by people at middle age or older; as a result of stroke or other brain injury. Speech and language therapy is “the process of enabling people to communicate to the best of their ability” (RCSLT; 2004). Treatment; advice; and support are provided based on assessment and monitoring activities that conventionally are carried out in face-to-face sessions. This chapter considers issues in providing technology to continue to support aphasic patients between therapy sessions; through multimedia applications for drill-andpractice in vocalizing speech sounds. Existing paper therapy aids are generally designed to be used under the guidance of a therapist. Multimedia applications enable people with aphasia to practise spoken language skills independently between sessions; and mobile multimedia speech and language therapy devices offer still greater promise for blending treatment and support into an aphasic person’s daily life.

How Confident are Final-Year Speech and Language Therapy Students Regarding Provision of Intervention to Youth Offenders with Communication Disorders?

2012 ◽  
Vol 19 (1) ◽  
pp. 1-17
Author(s):  
Noreen O’Leary ◽  
Fiona Gibbon
Keyword(s):  
Communication Skills ◽  
Continuing Professional Development ◽  
Communication Disorders ◽  
Basic Knowledge ◽  
Speech And Language ◽  
Youth Offenders ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Communication Development ◽  
Challenging Behaviours

Objective: To determine how confident final-year speech and language therapy (SLT) students feel regarding provision of intervention to youth offenders with communication disorders. This project looked specifically at confidence assessing adolescents, providing intervention to adolescents, and providing intervention to youth offenders. Method: A cohort of 23 final-year SLT students completed a questionnaire comprised of Likert and open-ended questions. Main results: Only 17% of the participants felt confident providing intervention to youth offenders with communication disorders; 70% of the participants felt confident assessing adolescents with communication disorders; while 53% felt confident providing intervention to adolescents. However, when specific areas of assessment and intervention were considered, there were gaps in confidence, including knowledge of typical adolescent communication development, provision of intervention for adolescent dysfluency and management of challenging behaviours. Conclusion: Final-year SLT students have much of the basic knowledge required to help youth offenders develop communication skills; however, most do not feel confident providing intervention to youth offenders with communication disorders. Undergraduate workshops and continuing professional development courses may facilitate transference of underlying skills to the provision of intervention to youth offenders with communication disorders.

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