Erratum: Conducting clinical research in the era of the COVID-19 pandemic: Challenges and lessons for Speech-Language Pathology and Audiology research.

No abstract available.

Role of Oral Intake, Mobility, and Activity Measures in Informing Discharge Recommendations for Hospitalized Inmate and Noninmate Patients With COVID-19: Retrospective Analysis.

BACKGROUND: Patients who were incarcerated were disproportionately affected by COVID-19 compared with the general public. Furthermore, the impact of multidisciplinary rehabilitation assessments and interventions on the outcomes of patients admitted to the hospital with COVID-19 is limited. OBJECTIVE: We aimed to compare the functional outcomes of oral intake, mobility, and activity between inmates and noninmates diagnosed with COVID-19 and examine the relationships among these functional measures and discharge destination. METHODS: A retrospective analysis was performed on patients admitted to the hospital for COVID-19 at a large academic medical center. Scores on functional measures including the Functional Oral Intake Scale and Activity Measure for Postacute Care (AM-PAC) were collected and compared between inmates and noninmates. Binary logistic regression models were used to evaluate the odds of whether patients were discharged to the same place they were admitted from and whether patients were being discharged with a total oral diet with no restrictions. Independent variables were considered significant if the 95% CIs of the odds ratios (ORs) did not include 1.0. RESULTS: A total of 83 patients (inmates: n=38; noninmates: n=45) were included in the final analysis. There were no differences between inmates and noninmates in the initial (P=.39) and final Functional Oral Intake Scale scores (P=.35) or in the initial (P=.06 and P=.46), final (P=.43 and P=.79), or change scores (P=.97 and P=.45) on the AM-PAC mobility and activity subscales, respectively. When examining separate regression models using AM-PAC mobility or AM-PAC activity scores as independent variables, greater age upon admission decreased the odds (OR 0.922, 95% CI 0.875-0.972 and OR 0.918, 95% CI 0.871-0.968) of patients being discharged with a total oral diet with no restrictions. The following factors increased the odds of patients being discharged to the same place they were admitted from: being an inmate (OR 5.285, 95% CI 1.334-20.931 and OR 6.083, 95% CI 1.548-23.912), "Other" race (OR 7.596, 95% CI 1.203-47.968 and OR 8.515, 95% CI 1.311-55.291), and female sex (OR 4.671, 95% CI 1.086-20.092 and OR 4.977, 95% CI 1.146-21.615). CONCLUSIONS: The results of this study provide an opportunity to learn how functional measures may be used to better understand discharge outcomes in both inmate and noninmate patients admitted to the hospital with COVID-19 during the initial period of the pandemic.

Mitigation of Respirable Aerosol Particles from Speech and Language Therapy Exercises.

INTRODUCTION: Phonation and speech are known sources of respirable aerosol in humans. Voice assessment and treatment manipulate all the subsystems of voice production, and previous work (Saccente-Kennedy et al., 2022) has demonstrated such activities can generate >10 times more aerosol than conversational speech and 30 times more aerosol than breathing. Aspects of voice therapy may therefore be considered aerosol generating procedures and pose a greater risk of potential airborne pathogen (eg, SARS-CoV-2) transmission than typical speech. Effective mitigation measures may be required to ensure safe service delivery for therapist and patient. OBJECTIVE: To assess the effectiveness of mitigation measures in reducing detectable respirable aerosol produced by voice assessment/therapy. METHODS: We recruited 15 healthy participants (8 cis-males, 7 cis-females), 9 of whom were voice-specialist speech-language pathologists. Optical Particle Sizers (OPS) (Model 3330, TSI) were used to measure the number concentration of respirable aerosol particles (0.3 µm-10 µm) generated during a selection of voice assessment/therapy tasks, both with and without mitigation measures in place. Measurements were performed in a laminar flow operating theatre, with near-zero background aerosol concentration, allowing us to quantify the number concentration of respiratory aerosol particles produced. Mitigation measures included the wearing of Type IIR fluid resistant surgical masks, wrapping the same masks around the end of straws, and the use of heat and moisture exchange microbiological filters (HMEFs) for a water resistance therapy (WRT) task. RESULTS: All unmitigated therapy tasks produced more aerosol than unmasked breathing or speaking. Mitigation strategies reduced detectable aerosol from all tasks to a level significantly below, or no different to, that of unmasked breathing. Pooled filtration efficiencies determined that Type IIR surgical masks reduced detectable aerosol by 90%. Surgical masks wrapped around straws reduced detectable aerosol by 96%. HMEF filters were 100% effective in mitigating the aerosol from WRT, the exercise that generated more aerosol than any other task in the unmitigated condition. CONCLUSIONS: Voice therapy and assessment causes the release of significant quantities of respirable aerosol. However, simple mitigation strategies can reduce emitted aerosol concentrations to levels comparable to unmasked breathing.

The impact of the COVID-19 pandemic on the provision of speech therapy services in Bosnia and Herzegovina

Introduction. A newly discovered SARS-CoV-2 virus that causes an infectious disease called Coronavirus Disease 2019 (COVID-19) has spread around the world. Objectives. The study aims to explore the impact of the COVID-19 pandemic on speech-language pathologists (SLPs) clinical service delivery. Accordingly, this study aims to determine which modifications were used in the provision of speech-language pathology (SLP) services and which procedures were used by SLPs in their clinical practice in Bosnia and Herzegovina (B&H) during the third pandemic wave. The second aim of the study was to analyze how many SLPs from B&H used telepractice and what are the barriers to performing this type of work. Methods. The study included 107 SLPs, who voluntarily joined the survey, after sending the questionnaire directly to the e-mail or placing the questionnaire in online SLPs groups. The survey comprised questions to assess participants' demographics, personal protective equipment, procedures, provision of telepractice, and barriers and limitations to telepractice implementation. Results. Results showed that 93.4% of SLPs reported they use measures to prevent and control the COVID-19 pandemic. Only 28% of SLPs used telepractice in their work, which is a very low rate. The majority of SLPs (59.2%) reported that they did not receive the appropriate education about using telepractice. Conclusion. The COVID-19 pandemic led to a change in service delivery by SLPs requiring them to modify their work or to provide services through telepractice © 2023, Specijalna Edukacija i Rehabilitacija.All Rights Reserved.

Impact of COVID-19 in relation to the outpatient pediatric feeding therapy experience: A speech-language pathologist's review of literature and professional experience.

It is well known in the medical and pediatric feeding community how parental stress affects outcomes of pediatric nutrition and feeding behaviors. There is growing literature suggesting the impact of the COVID-19 pandemic in relation to caregiver and child stress. It could be suggested that this increase in stress contributed to or exacerbated pediatric feeding difficulties. In addition, the COVID-19 pandemic resulted in pediatric rehabilitation therapists quickly transitioning from in-person to virtual evaluation and treatment models. The purpose of this article is to review current literature regarding the definition and prevalence of pediatric feeding disorder, the impact of the COVID-19 pandemic on parent/child stress and relationships surrounding feeding, and this speech-language pathologist's perception of both the positive and negative aspects of providing ongoing outpatient feeding evaluations and treatments in the context of the COVID-19 pandemic, as well as clinical considerations for ongoing feeding therapy after the COVID-19 pandemic.

"StopScopeCreep", Using Interprofessional Education to Tackle the Territorialism Conflict: Presenter(s): Judson Mead, Idaho State University, United States

In 2020, the American Medical Association initiated an information campaign entitled "StopScopeCreep". The program was a response to broadening scopes of practice of health care professionals during the COVID-19 pandemic. Territorialism between health professions has been ongoing for decades yet rarely addressed in the education of health professionals. Together with the Idaho College of Osteopathic Medicine, the physician assistant program at Idaho State University designed an Interprofessional Education (IPE) activity to help students learn how to navigate the conflicts of territorialism among health professions. The IPE activity involved a mixed group of health care students: DO, PA, pharmacy, and speech pathology. This presentation will share and assess the concept of using IPE for teaching students about territorialism while creating a model to foster productive dialogues between students in medicine. Students were presented reading material and a lecture on the topic, followed by a small group discussion. Students scored their awareness of the topic prior to and after the IPE. They were also asked to describe how the presentation and IPE changed their perspective on the topic. Results from the 2021 IPE showed that 54% of students said their awareness of the topic improved, 40% did not improve, and 4% worsened. Overall the feedback was very positive. Many students felt the activity was engaging, educational and effective at establishing positive communication between student groups. Findings: from an IPE in 2022 will be included during the oral presentation. Results showed that providing controversial and relevant subjects can engage students in discussion, educate them on complicated issues in healthcare and provide an avenue to educate fellow future colleagues on their roles in medicine. The IPE designed on scope of practice provides an effective model for other educators to conduct similar educational activities on controversial topics. [ABSTRACT FROM AUTHOR] Copyright of Patient Education & Counseling is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Validation and optimization of an audiometry simulator prototype for phonoaudiology students (SAEF) in pandemic times

This study presents the validation and optimization of an audiometry simulator for phonoaudiology students (SAEF v.1), which is a software designed to develop procedural audiometry skills. Student learning autonomy to conduct this exam is challenging due to the high equipment costs, especially in times of the COVID-19 pandemic. Users and experts validate the simulator and determine the information technology acceptance, the correct procedure of the audiometric exam emulated by the simulator, the feedback granted, the compliance with learning outcomes, among others. As a result, users showed high acceptability of the software and highlighted that its creation complies with the standards of emulation of the audiometry procedure according to international standard. It is concluded that the new SAEF v.2 provides functional and interface improvements to deliver a greater similarity between the simulated and the real instrument. © 2023,Formacion Universitaria. All Rights Reserved.

Assessing learning in simulation experiences in graduate programs for speech-language pathology: A phenomenological study

Simulation learning experiences have become an accepted form of andragogy in speech-language pathology following a revision of the 2016 American Speech-Language-Hearing Association (ASHA) Standards allowing students to count simulation hours towards their required hours for graduation. There is a lack of research in the field of speech-language pathology in assessment of student learning in simulation learning experiences used to meet these clinical hours. The purpose of this study was to use qualitative inquiry to further explore how faculty assess student learning in clinical simulation learning experiences used to demonstrate clinical competence in graduate programs in Communication Sciences and Disorders: Speech-Language Pathology (CSD:SLP). The following research questions were addressed: How do faculty experience the assessment of learning in simulation learning experiences? In what ways do faculty assess student learning in simulation learning experiences specifically designed to meet clinical competency standards? What, if any, effect has theCOVID-19 pandemic had on the use of simulation learning experiences and assessment of student learning used to address clinical competency standards? A total of 22 interviews were conducted in 20 different ASHA certified institutions in the US. Key findings included assessment of graduate student learning in simulation learning experiences in graduate CSD:SLP programs is unstructured and inconsistent, programs need more guidance, professional development and structure to maximize student learning, and COVID-19 had significant impacts on the amount and type of simulation experiences offered in graduate CSD:SLP programs. Further research should focus on comparing competency in specific clinical skills to determine competency skills that are best suited for replacement by simulation learning experiences. Ideally, the outcome of this research would be the development of a best practice policy that outlines, based on research outcomes, specifically which clinical skills can be met with simulation learning experiences, and how to integrate and assess student learning in simulation learning experiences used to meet clinical competency standards. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

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

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.

Experiences of South African speech-language therapists providing telepractice during the COVID-19 pandemic: A qualitative survey.

BACKGROUND: The COVID-19 pandemic necessitated that speech-language therapists (SLTs) make a radical change to provide services to their clients safely via telepractice. For many practitioners, telepractice was an unfamiliar mode of practice that had to be implemented under emergency conditions. Limited literature on SLTs' experiences of implementing telepractice in the Global South during this time is available. AIMS: To explore the experiences of South African SLTs (N = 45) who implemented telepractice services during the COVID-19 pandemic. METHODS & PROCEDURES: SLTs across the country were invited via professional bodies to participate in an online qualitative survey distributed in 2021. Data were analysed using thematic analysis principles. OUTCOMES & RESULTS: We describe participants' reports of their current telepractices, discuss their perspectives on accessibility to telepractice for SLTs, clients and caregivers, and working with specific diagnoses, and consider the support needs of SLTs to enhance telepractice services. Most participants work in private practice or school settings with primarily paediatric caseloads. They reported telepractice as a positive experience and felt it was effective, although they judged that some clients were not well served by telepractice. SLTs felt underprepared for the rapid switch to telepractice and the flexibility required, especially given the limited availability of guidelines given the pandemic crisis. Greater preparation is required for telepractice sessions and more attention needs to be paid to supporting caregiver involvement online. CONCLUSIONS & IMPLICATIONS: Telepractice involves various barriers and facilitators, many of which seem common across Global North and South contexts. Support is required to enhance current telepractices in terms of computer literacy, technical education, different telepractice methods and caregiver coaching. Our findings have the potential to enable the development of support, training and guidelines to improve SLTs' confidence in providing telepractice whilst delivering quality services in an accessible and safe manner. WHAT THIS PAPER ADDS: What is already known on the subject Many SLTs had to transition quickly to telepractice service provision during COVID-19, with limited existing guidelines and support. Although there is some literature available on SLTs' experiences of implementing telepractice in the Global North, perspectives from the Global South during this time are limited. It is important to understand experiences, barriers and facilitators to telepractice provision to provide tailored support to practitioners. What this paper adds to existing knowledge Telepractice provides a viable alternative to in-person therapy for specific clients and contexts. Telepractice presents both benefits and barriers for effective clinical practice across Global North and South contexts. Greater preparation is required for telepractice sessions and more attention needs to be paid to enhancing caregiver involvement online, especially since many practitioners are likely to continue offering telepractice services post-pandemic. What are the potential or actual clinical implications of this work? Clinicians felt underprepared for the rapid switch from service delivery mode to telepractice. Greater support, training and guidelines for students and practitioners are required to enhance current practices and ensure practitioners are equipped to provide effective telepractice in the future. In particular, support should cover technological aspects, caregiver coaching and online assessment options, especially for paediatric clients.

Cognitive-communication difficulties due to traumatic brain injury sustained in adults 55 years and older: A survey of speech-language pathology professional practice in Australia.

PURPOSE: Limited research informs management of cognitive-communication difficulties following traumatic brain injury (TBI) in older adulthood. The purpose of this study was to understand the characteristics and practice of speech-language pathologists (SLPs) working with people who sustained TBI at ≥55 years and more specifically their management of cognitive-communication difficulties with this population. This included assessment and treatment practices, resource needs, barriers to practice, and impact to service delivery from COVID-19 restrictions. METHOD: A cross-sectional survey-based design with non-probability sampling of SLPs working in Australia with adults with TBI was utilised. Descriptive statistics and content analysis were used for analysis of survey data. RESULT: Fifty responses were eligible for inclusion. Participants predominantly worked in inpatient rehabilitation (48%), acute (40%), and community settings (36%). Service delivery to adults who sustained TBI at ≥55 years commonly included cognitive-communication management. Assessment and treatment trends are described. Most SLPs (74%) perceived barriers to cognitive-communication management, often relating to time and funding, that existed prior to the COVID-19 pandemic. Pandemic restrictions presented additional challenges. CONCLUSION: Research relating to cognitive-communication difficulties following TBI in older adulthood is required to support evidence-based practice and inform services for older adults who sustain TBI.

From Early Intervention to Graduate Education-- to CSD Leadership...Robert Augustine

An interview with Robert Augustine, American Speech-Language-Hearing Association (ASHA) 2023 president, is presented. Among the issues he discussed include his experience of growing up in Livingston, Illinois, what drove his decision to expand his scope beyond communication sciences and disorders (CSD) to graduate program administration, and issues among the association's priorities that he wants to emphasize.

Cognitive-Linguistic Difficulties in COVID-19

The COVID-19 pandemic has brought considerable death and economic hardship to populations around the world. Yet, its legacy may be in the form of Long COVID, a condition in which individuals who have had COVID infection continue to experience symptoms often for many months after their acute illness. One group of symptoms is described by sufferers as "brain fog”. This expression captures a constellation of complaints that are cognitive-linguistic in nature, with affected individuals reporting a significant impact of these problems on their occupational functioning and daily lives. This chapter reports the findings of case studies of two adults with Long COVID. Both adults enjoyed good health prior to their COVID infection. Neither was judged to be unwell enough to require hospitalization during the acute phase of their illness. Yet, they each reported an incomplete recovery and the persistence of debilitating symptoms over many months. The case studies provide a detailed account of their pre-morbid functioning and lifestyle, the onset and progression of their COVID illness, and a comprehensive analysis of their language skills. Both adults had intact structural language skills in the presence of high-level discourse difficulties. Specifically, they struggled to harness their strong skills in structural language to produce informative discourse, the transmission of which is an important pragmatic function of communication. The language profile associated with these cases of Long COVID is discussed in relation to other conditions that are assessed and treated by speech-language pathologists. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Speech-Language Therapist, Munich, Germany: One-to-One Intervention

As a speech-language therapist supporting English-speaking students from international schools in Munich, Germany, Shelley Hornberger shares the story of a student referred after many years of failed school and private phonics instruction. She reports significant progress made by this student, in spite of having to deliver the programme online for extended periods during the pandemic. [For the complete volume, "Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners," see ED619956.]

Systematic Synthetic Phonics: Case Studies from Sounds-Write Practitioners

Sounds-Write is a systematic synthetic phonics approach that has been successfully used to teach students to read and spell for the last two decades. This volume brings together twelve case studies -- written by practitioners -- of implementation of the Sounds-Write programme in different settings and geographical contexts (Europe, US, Australia). Through them, the authors share their experiences and evidence-based evaluations of the programme, as well as recommendations on how to make the most of what Sounds-Write has to offer. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]

Development and Pilot Testing of Telesimulation for Pediatric Feeding: A Feasibility Study.

Simulation enables learners to practice new skills in a supportive environment. Largely driven by the COVID-19 pandemic, simulation via telepractice, i.e., telesimulation, has emerged. Viable delivery of telesimulation requires consideration of the adaptations needed to conduct simulation via telepractice. The aim of this study was to design and pilot test the feasibility of using telesimulation to provide training in infant feeding management. An iterative process was used across four phases: (1) simulation design, (2) telesimulation adaptations, (3) user testing, feedback, and modifications, and (4) user testing of modified simulation, feedback, and final modifications. During Phases 1 and 2, team members worked together to design and test telepractice adaptations for a simulation experience. During Phases 3 and 4, the telesimulation was pilot tested with a group of speech pathologists, with feedback sought via open-ended survey questions and/or an optional focus group. Manifest content analysis was used to interpret user feedback. In Phase 2, several adaptations were explored to optimize telesimulation delivery and engagement, including Zoom® functions (e.g., 'spotlighting,' digital backgrounds) and supplementary video/auditory files. There were 11 participants across Phases 3 and 4. Specific feedback centered around simulation preparation and structure, session practicalities, supports for realism, Zoom® functions, group dynamics, participants' experiences, and future enhancements. An overall list of recommendations for telesimulation was generated. Telesimulation for feeding management was considered feasible and participant feedback was favorable. Further research is required to investigate if the learner outcomes of telesimulation are comparable to in-person simulation for infant feeding management.

Dysphagia in the Presence of Varicella-Zoster Virus and SARS-CoV-2: A Case Report on the Role of Speech-Language Pathology

Purpose: Dysphagia due to cranial nerve neuritis is a rare complication of varicella-zoster virus reactivation. In this case report, we describe a single patient diagnosed with varicella-zoster virus meningitis with acute onset dysphagia, the instrumental assessments and interventions employed by speech-language pathologists (SLPs), and discuss the role of these clinicians in the management of these patients. Conclusion: The results of this case study demonstrate the importance of a multidisciplinary team approach and the vital role of SLPs in the evaluation and treatment of dysphagia of unknown etiology.

Parent Satisfaction With Pediatric Speech-Language Pathology Telepractice Services During the COVID-19 Pandemic: An Early Look

Purpose: The aim of this study was to evaluate parent/guardian satisfaction with speech-language pathology telepractice services provided at a New York--based pediatric health care facility during the COVID-19 pandemic. Specifically, satisfaction with appointment maintenance, progress, acquisition of goals, and parent education was measured. Method: Researchers identified patients from 0 to 21 years of age who received at least one speech-language pathology telepractice service from May 1 to May 29, 2020, for study inclusion. One hundred seven patients met the inclusion criteria. A qualitative survey with four Likert scale questions was e-mailed to a parent/guardian of these patients. Questions assessed interest in maintaining telepractice services following the COVID-19 pandemic in addition to rating satisfaction with appointment maintenance, parent/caregiver education, and patient progress. Thirty participants completed the survey, reflecting 28% completion rate. Results: Parents/guardians indicated overall satisfaction with pediatric speech-language pathology telepractice services. Qualitative analyses revealed subthemes for advantages and disadvantages of the telepractice platform. Advantages included convenient scheduling and session maintenance, improved safety in the setting of COVID-19, opportunities for visual models that were not possible while masked, and increased opportunities for parent education and training in the child's natural environment. High-level clinician engagement, continuity of care, creativity, and a well-established clinical rapport improved the efficacy of telepractice sessions. Reported disadvantages included distractibility, patient age contingencies, technological difficulties, restricted treatment modalities, and virtual session structure. Results implied a preference for in-person speech-language pathology sessions versus telepractice at this facility. Conclusions: The results of this survey study indicated parent satisfaction with speech-language pathology services via telepractice. Patients' return to in-person speech-language pathology sessions when available in subsequent months does imply a preference for in-person care. However, the notable advantages and disadvantages of telepractice expressed by parents/guardians at the researchers' facility during the early months of the COVID-19 pandemic offer valuable insights for current and future speech-language pathology telepractice providers.

Cognitive-Linguistic Difficulties in COVID-19

The COVID-19 pandemic has brought considerable death and economic hardship to populations around the world. Yet, its legacy may be in the form of Long COVID, a condition in which individuals who have had COVID infection continue to experience symptoms often for many months after their acute illness. One group of symptoms is described by sufferers as "brain fog”. This expression captures a constellation of complaints that are cognitive-linguistic in nature, with affected individuals reporting a significant impact of these problems on their occupational functioning and daily lives. This chapter reports the findings of case studies of two adults with Long COVID. Both adults enjoyed good health prior to their COVID infection. Neither was judged to be unwell enough to require hospitalization during the acute phase of their illness. Yet, they each reported an incomplete recovery and the persistence of debilitating symptoms over many months. The case studies provide a detailed account of their pre-morbid functioning and lifestyle, the onset and progression of their COVID illness, and a comprehensive analysis of their language skills. Both adults had intact structural language skills in the presence of high-level discourse difficulties. Specifically, they struggled to harness their strong skills in structural language to produce informative discourse, the transmission of which is an important pragmatic function of communication. The language profile associated with these cases of Long COVID is discussed in relation to other conditions that are assessed and treated by speech-language pathologists. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Effect of Behavioral Cough Suppression Therapy Delivered via Telehealth.

OBJECTIVES/HYPOTHESIS: Behavioral cough suppression therapy (BCST) has demonstrated up to 88% effectiveness at treating refractory chronic cough (RCC). With onset of the COVID-19 pandemic, along with many other medical services, BCST shifted to telehealth delivery. Our group hypothesized that BCST delivered via telemedicine by a specialized Speech-Language Pathologist would be comparable to previously reported response to treatment for in-person settings. STUDY DESIGN: Retrospective review. METHODS: An Emory IRB approved, retrospective review of electronic medical records was completed for RCC patients who received BCST via telehealth from March 2020 through January 2022 at Emory Voice Center. Patients were included in the study if they had a diagnosis of RCC, were referred for BCST, were seen for at least one therapy session in the telehealth setting, and provided Cough Severity Index (CSI) data pre and post-treatment. Patients were excluded if they had incomplete datasets, a known pulmonary condition, structural laryngeal disorders, smoking history, dysphagia, and ACE-inhibitor use. Change in CSI score pre- and post-treatment was calculated to determine treatment effect. Paired-samples t-tests were conducted to compare pre-and post-treatment CSI score change. RESULTS: Fifty-one RCC patients were included in this study; 88% were female with an average age of 60 years (SD = 12.68). Post-treatment CSI scores were significantly lower than pretreatment CSI scores (P < 0.0001). These findings are comparable to historical documented CSI change achieved with in-person BCST. CONCLUSIONS: This study provides preliminary evidence of the efficacy of BCST via telehealth for treating RCC. The findings of this study support the continued flexibility in speech-language pathology service delivery to include in-person and telehealth platforms for RCC beyond the COVID-19 pandemic.