ABSTRACT
@#Aphasia assessment is crucial in diagnosing aphasia, determining the extent of language impairment, and identifying factors that may support or restrict aphasia recovery to design an appropriate plan of care for people with aphasia. Speech-language therapists (SLTs) play a major role in conducting aphasia assessments. Little is known about the practices of SLTs in assessing aphasia in low-resource regions. The present study aims to identify aphasia assessment practices among Malaysian SLTs and related challenges, as well as strategies for improving aphasia assessments from SLTs’ perspectives. A total of 32 SLT participants who have been practicing in Malaysia completed an online survey to gather their background information, data pertaining to practices and challenges in conducting aphasia assessments, and suggestions for improving aphasia assessments. Descriptive analyses were conducted for all numerical data. Suggestions for improving aphasia assessment practices were analysed qualitatively using the thematic content analysis approach. SLT practices in aphasia assessment were found to be consistent in certain aspects, but not all. Two major challenges were identified: (a) linguistic barriers between clinicians and clients/caregivers, and (b) a lack of standardized assessment tools for aphasia evaluations. Participants suggested “Internal Strategies” and “External Strategies” for improving aphasia assessment practices.
ABSTRACT
This study aims to investigate the viability and effectiveness of the Hanen More Than Words (HMTW) programme amongst parents of children with Autism Spectrum Disorder (ASD). This quassi-experimental study involved 31 children (27 boys, 4 girls; M = 34.58 months, SD = 3.67) who met criteria for ASD and their parents. The measurement was conducted in three phases; Time 1 (prior to intervention), Time 2 and Time 3 (at three and five months after the intervention begins). The outcome measures were assessed based on: (1) changes in parental facilitative strategies; (2) the children’s growth in vocabulary and (3) the progress of communication and social skills. The paired t-test were used to analyze the pre and post findings within the intervention and control group with p-value <.01. Results showed that there was an increase in using the facilitative communication strategies by parents in the HMTW group during parent-child interaction. The children showed an increased in vocabulary, communication and social skills. The parents agreed that their mastery of facilitative communication strategies increased and they provided positive feedback about the HMTW approach. The results suggested that the HMTW program could be implemented well by Malaysian parents. The training was supported by Malaysian parents and had measurable effect on both parents and children.