ABSTRACT
Background Shortage of speech and language therapists results in lack of speech services. The aims of this study were to find the effectiveness of a combination speech therapy model at Level IV: General speech and language pathologist (GSLP) and Level V: Specific speech and language pathologist (SSLP) in reduction of the number of articulation errors and promotion the quality of life (QoL) for children with cleft palate with or without cleft lip (CP ± L). Methods Fifteen children with CP ± L, aged 4 years 1 month to 10 years 9 months (median = 76 months; minimum:maximum = 49:129 months) were enrolled in this study. Pre- and post-assessment included oral peripheral examination; articulation tests via Articulation Screening Test, Thai Universal Parameters of Speech Outcomes for People with Cleft Palate, Hearing Evaluation, The World Health Organization Quality of Life Brief_Thai (WHOQOL-BRIEF-THAI) version questionnaire for QoL were performed. Speech therapy included a 3-day intensive speech camp by SSLP, five 30-minute speech therapy sessions by a GSLP, and five 1-day follow-up speech camps by SSLP that provided four 45-minute speech therapy sessions for each child. Results Post-articulation revealed statistically significant reduction of the numbers of articulation errors at word, sentence, and screening levels (median difference [MD] = 3, 95% confidence interval [CI] = 2-5; MD = 6, 95% CI = 4.5-8; MD = 2.25, 95% CI = 1.5-3, respectively) and improvement of QoL. Conclusion A speech task force consisting of a combination of Level IV: GSLP and Level V: SSLP could significantly reduce the number of articulation errors and promote QoL.
ABSTRACT
Background: Khon Kaen University Community-Based Speech Therapy Model (KKUCSM) was conducted between 2012 and 2013 in Chiang Rai. Children with cleft lip and palate (CLP) and speech assistants (SAs) enrolled four-day intensive and five one-day follow-up speech camps that were run by speech and language pathologists (SLPs). KKUCSM focused on quantity of reduction of articulation errors. Therefore, it is necessary to find reflection sounds from children with CLP's caregivers for improving health care processes and services. Objective: To evaluate caregivers' reflection sounds after enrollment in the KKUCSM for a year. Material and Method: Data were collected by a focus group discussion and in-depth interviews among 20 mothers, 4 grandmothers, and 2 siblings. Participants were divided into two groups, i.e., caregivers who did and did not enroll in speech camps. Focus group discussions obtained 45 minutes per group. Content analysis was used for data summary. Results: Caregivers who enrolled in the KKUCSM told that their children with CLP were very happy with their peers. They had high self-esteem, self-confidence, good health, and academic achievement. Caregivers expected that their children could have independent living. On the other hand, caregivers who did not enroll in the KKUCSM felt that their children with CLP had low self-esteem and confidence to communicate with other people. The caregivers' concerns with their children involved image, family genetic, illness, psychosocial problems, relationship with other people, and articulation errors. Conclusion: KKUCSM mainly provided speech correction and indirectly supported children with CLP's quality of life (QOL) in psychosocial aspects and academic achievement. KKUCSM also relieved anxiety and improved family economic status.
