Research Articles (Centre for Augmentative and Alternative Communication (CAAC))

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Identifying and describing school-age children who would benefit from AAC : a scoping review of survey tools
Ngcobo, Bathobile Charity; Bornman, Juan (AOSIS, 2025-10-25)
BACKGROUND : For decades, teaching and learning have relied primarily on oral communication. However, learners with little or no functional speech (LNFS) require augmentative and alternative communication (AAC) strategies to support learning and interaction. OBJECTIVES : This scoping review aims to map available survey instruments used to identify and describe learners who could benefit from AAC, and to highlight research gaps in this area. METHOD : The scoping review methodology, guided by the Johanna Briggs Institute was followed. A comprehensive search was conducted across nine databases: Academic Search Complete, Health Source: Science/Academic Edition Nursing, ERIC, Africa Wide Information, Scopus, PubMed, MEDLINE, CINAHL and PsycInfo. The search terms were combined using BOOLEAN operators. Studies were included if they: (1) involved learners aged 5–21 years with LNFS, (2) addressed any educational context, (3) report on any screening instrument (4) were published after 1985, (5) were written in English and (6) presented primary data in a peer-reviewed journal. RESULTS : Following PRISMA-ScR guidelines, 890 articles were identified, 251 duplicates were removed. Of the remaining 639, 14 underwent full-text review, and seven met the inclusion criteria. No standardised survey instruments were found. Most clinicians adapted or created surveys to meet specific needs, although common variables were assessed, such as learner characteristics and AAC strategies. CONCLUSION : The absence of standardized tools to identify learners with LNFS reveals a significant research gap. CONTRIBUTION : This review underscores the urgent need for standardised instruments to guide clinical ad educational practices.
Teachers' perceptions of literacy instruction for their learners with autism spectrum disorder
Human, Hannah Judith Winter; Graham, Marien Alet; Bornman, Juan (AOSIS, 2025-09-05)
BACKGROUND : Literacy development in learners with autism spectrum disorder (ASD) differs from that of neurotypical peers. Many individuals with ASD, particularly those with complex communication needs, enter adulthood without literacy skills, which affects employment opportunities. Teachers’ perceptions of their learners’ literacy abilities influence educational outcomes. AIM : This study aims to explore teachers’ perceptions of literacy instruction for learners with ASD. METHODS : A descriptive, cross-sectional design using a paper-based survey was conducted across seven public schools for learners with special educational needs in the broader Johannesburg metro, involving 67 teachers. RESULTS : Teachers defined literacy and digital literacy, revealing their views on teaching literacy to learners with ASD. They identified factors that positively and negatively impacted literacy instruction and shared their perceptions of how learners with ASD engage in literacy learning. Most teachers doubted that their learners with ASD could develop conventional literacy skills, and many believed they should not be exposed to digital literacy, citing readiness concerns. Barriers to effective literacy instruction were noted, although many teachers applied ASD-specific teaching strategies in their literacy instruction. CONCLUSION : This study highlights a need for targeted teacher training on literacy development and instructional strategies, including digital literacy, for learners with ASD. Such training should build on teachers’ existing knowledge while addressing identified misconceptions. Contribution: This study contributes to the literature by highlighting how teachers’ perceptions of literacy and digital literacy for learners with ASD are shaped by functional priorities, limited expectations, and inconsistent definitions, ultimately influencing their instructional practices and use of technology.
AAC assessment experiences and training needs of professionals : perspectives from South Africa
Flores, Cathy; Dada, Shakila (Informa UK Limited (trading as Taylor and Francis Group), 2026)
Incorporating a co-design approach in the development of a training program, whereby intended recipients of the training are at the front end of the design process, is advantageous. Such an approach facilitates a deeper understanding of participants’ experiences and identified needs. Since we identified a need for the training of professionals in augmentative and alternative communication (AAC) assessment, this study aimed to explore the assessment experiences and training needs of AAC professionals as the first phase in the co-design process of an online AAC training program. Two asynchronous online written focus groups were conducted with 15 participants from various professional backgrounds in South Africa. Thematic analysis was used to analyze the participants’ contributions. Participants discussed the process of AAC assessment, highlighted various characteristics of AAC assessment and reported a variety of challenges faced when conducting an AAC assessment. They suggested aspects that should be included in a training program on AAC assessment and proposed strategies for the implementation of an online training program. The results confirmed that there is a need for a training program on AAC assessment for various professionals in AAC. Furthermore, the results highlight the experiences and training needs of such professionals.
The Swedish version of the Bergen Social Media Addiction Scale : a psychometric evaluation among adolescents
Jakobsson, Malin; Bjorling, Gunilla; Brostrom, Anders; Huus, Karina; Eriksson, Marit; Bengtsson, Staffan; Griffiths, Mark D.; Pakpour, Amir (Elsevier, 2026-06)
BACKGROUND : The Bergen Social Media Addiction Scale (BSMAS) is one of the most widely used measures to assess problematic social media use (PSMU). However, no validated Swedish version for adolescents is available. METHODS : The BSMAS was translated and culturally adapted into Swedish following established guidelines and psychometrically evaluated among a school-based sample of 658 adolescents aged 13–17 years from three schools (332 boys, 313 girls, and 13 with undisclosed gender; 580 Swedish-born and 78 non-Swedish-born). Reliability and construct validity were examined using classical test theory (CTT) and Rasch modeling. Confirmatory factor analysis (CFA) was conducted to assess dimensionality, and measurement invariance was tested across gender and country of birth. Evidence based on relationships to other variables was further explored using structural equation modeling and network analysis, including associations with social media use duration and symptoms of anxiety and depression assessed using the PROMIS Pediatric Depression and Anxiety Scales. RESULTS : Among the competing CFA models, the best fit was obtained for a two-factor structure in which (i) salience and tolerance reflected peripheral criteria, and (ii) mood modification, relapse, withdrawal, and conflict reflected core criteria. Internal consistency was acceptable for both the peripheral factor (Cronbach’s α = 0.793; McDonald’s ω = 0.795) and the core factor (Cronbach’s α = 0.764; McDonald’s ω = 0.786). Rasch analyses indicated acceptable item fit and limited differential item functioning across gender and country of birth. Multigroup CFA supported configural, metric, and scalar invariance across both gender and country of birth. Network analyses showed that social media use duration was related to BSMAS symptoms but was not central in the symptom network. Structural equation modeling further showed that both peripheral and core criteria were positively associated with anxiety and depression, with stronger associations observed for core criteria. CONCLUSIONS : The Swedish version of the BSMAS showed acceptable reliability and validity among adolescents, with findings supporting a two-factor representation that distinguishes peripheral from core criteria. The scale appears suitable for adolescent research, school-based studies, and early screening contexts. HIGHLIGHTS • The Swedish adolescent BSMAS supported a two-factor peripheral-core structure. • The scale showed acceptable reliability and satisfactory item-level functioning. • Measurement invariance was supported across gender and country of birth. • Social media duration was linked to symptoms but was not central in the network. • Core symptoms showed stronger links with anxiety and depressive symptoms.
Starting an hour later : adolescents’ concerns and positive expectations regarding introducing later school start times—a qualitative study
Thalin, Elizabeth; Bjorling, Gunilla; Pakpour, Amir; Huus, Karina; Brostrom, Anders; Bengtsson, Staffan; Eriksson, Marit; Jakobsson, Malin (Elsevier, 2026-08)
OBJECTIVES : Adequate sleep and a schedule aligned with circadian rhythms are essential for healthy development in adolescents. One strategy to improve sleep, mental health, and academic performance is to delay school start times. A few Swedish schools have implemented later school start times, but these changes or the perceptions of these changes have not been formally studied. The present study aimed to illuminate adolescents’ concerns and positive expectations regarding later school start times. METHODS : The study included 314 adolescents aged 13-15 years (52% self-identified as girls) at 2 secondary schools in Sweden. Adolescents were to start their school days an hour later, from 8:00-9:00 am, beginning in August 2024. Data were collected from June 2024-August 2024 through 28 individual interviews and one open-ended survey question answered by 286 adolescents. These data were analyzed using inductive qualitative content analysis. RESULTS : Adolescents’ concerns and positive expectations were summarized into 4 categories. They expected the change to result in altered morning routines, as well as improved well-being and performance during the school day. They also anticipated changes in leisure time, with more energy but less free time, and both improvements (longer sleep duration and easier sleep onset) and potential drawbacks (later bedtimes) regarding sleep. Their views reflected both enthusiasm and apprehension, thereby highlighting ambivalence toward the upcoming change. CONCLUSION : The impending shift to later school start times was largely viewed positively, offering hopes of better sleep and well-being, including longer sleep duration and an easier time falling asleep due to reduced pressure to go to bed early. However, the impending shift also raised concerns regarding longer school days and less leisure time. These findings indicate a predominantly positive perspective, although some ambivalence remains about both opportunities and challenges. Follow-up research should further clarify adolescents’ experiences.
The speech and language therapist’s role in supporting decision-making for people with aphasia : an international cross-sectional survey
Jayes, Mark; Wong, Winsy Wing-Sze; Stipinovich, Alexandra Maria; Shumway, Elyse; Rotherham, Annette; Pais, Analisa Marie; Matos, Maria Assuncao; Larkin, Elissa; Kong, Anthony Pak-Hin; Karpathiou, Nomiki; Isaksen, Jytte Kjaergaard; Brinkley, Virginia; Volkmer, Anna (Taylor and Francis, 2026)
PURPOSE : This is the first study to describe how speech and language therapists (SLTs) support people with aphasia during decision-making conversations and mental capacity assessments across countries. METHODS : Convergent mixed methods design involving a descriptive, cross-sectional online survey. The survey was disseminated via social media and professional networks across the six World Health Organisation Regions. Data were analysed using descriptive statistics and qualitative content analysis. RESULTS : One hundred ninety-five SLTs from 32 countries responded. Most respondents, especially those working in inpatient settings, had supported people with aphasia to make decisions as part of a general conversation or had enabled other professionals to provide decision-making support, including during capacity assessments. Fewer had been involved directly in capacity assessments. To do this work, respondents made use of different resources and methods to facilitate communication about decisions and information and practical support from family members and other professionals. Respondents identified a range of barriers and facilitators to practice, relating to multidisciplinary collaboration, the scope of practice for the SLT role, and access to sufficient time, education and guidance. CONCLUSIONS : Across countries, decision-making support for people with aphasia varies. Future research should explore clinical pathways and multidisciplinary training that might facilitate decision-making support for this group. IMPLICATIONS FOR REHABILITATION • This study is the first to investigate how speech and language therapists (SLTs) around the world support people with aphasia to make decisions and take part in mental capacity assessments. • There are barriers to SLTs being able to provide this support, for example, other disciplines not seeking their involvement in decision-making processes. • When people with aphasia do not receive communication support to engage in decision-making, rehabilitation and care processes are less likely to be patient-centred. • Providing education to the multidisciplinary team about communication disability, decision-making and the SLT role and improved collaborative working processes may enable more people with aphasia to receive support.
Naturalistic language sample analysis practices used by speech-language pathologists for the language assessment of multilingual children : a systematic review with a narrative summary
Winter, Petria; Bornman, Juan; Van der Linde, Jeannie (Taylor and Francis, 2026)
PURPOSE : Language sample analysis is an ecologically valid method for assessing the language of multilingual children. It is frequently used in research to obtain developmental data and in practice as an adjunct to language assessment. METHOD : A systematic review was done according to the PRISMA-P guidelines to identify and synthesise current naturalistic language sample analysis practices used by speech-language pathologists to assess the language of multilingual children. Four databases were searched, including ERIC, Linguistics Database, Scopus, and PubMed. The methodological quality of the included studies was assessed using the Mixed Methods Appraisal Tool. RESULT : The search yielded 602 articles. After abstract-level screening, 57 articles were screened at full-text level. Fourteen articles were included in the review. Findings indicate wide variability in language sample analysis practices related to elicitation, transcription, and coding and analysis practices; which may hinder the consistent application of language sample analysis across contexts and highlight the need for further investigation. CONCLUSION : The review identified and synthesised several practices used with multilingual children to elicit, transcribe, code, and analyse language samples. Directions for further research and clinical implications are discussed.
Communication access in low-and middle-income countries : a scoping review
Kruger, Liné; Tonsing, Kerstin Monika; Dada, Shakila (Taylor and Francis, 2026)
PURPOSE : This scoping review aimed to synthesise empirical studies on communication access during face-to-face service encounters in the service sector for people who have communication support needs in low-and middle-income countries. METHOD : The methodological framework by Arksey and O’Malley guided this review. Studies were identified from nine electronic databases and independently screened for inclusion. Data were extracted aligned to the research questions and the environmental categories highlighted in the International Classification of Functioning, Disability and Health. RESULT : Sixty studies met the inclusion criteria. Most studies focused on communication access for people who are hard of hearing or d/Deaf and service encounters in health care services. Various barriers and facilitators were identified, including factors related to the service system, policies, assistive technology, and the physical environment. The attitudes, knowledge, and skill of service providers were frequently mentioned as barriers. CONCLUSION : A variety of factors influencing communication access were identified in the review. Many of these are amenable to change and may be productively addressed to increase communication access for people who have communication support needs. Studies are needed to document the development, implementation, and effects of integrated and comprehensive intervention efforts in close collaboration with people who have communication support needs.
Augmentative and alternative communication (AAC) interventions that promote commenting : a systematic review
Spencer, Trina D.; Tonsing, Kerstin Monika; Dada, Shakila (Taylor and Francis, 2026-09)
Augmentative and alternative communication (AAC) can be used effectively by persons with speech or speech-related disabilities to accomplish a variety of communicative functions. However, the majority of AAC interventions reported in the literature focused on requesting. While it is important to initially teach requesting skills, commenting should not be neglected. As AAC emerges, commenting is essential for social engagement, social closeness and information transfer. The purpose of this systematic review (INPLASY protocol 3160) was to describe and critically appraise the existing research on AAC interventions for commenting. A systematic search and application of inclusion criteria yielded 14 single case design studies that examined the effect of an AAC intervention on commenting of children with communication disabilities. A quality appraisal indicated that the rigor of most studies was acceptable. However, there are areas in which research can be improved, especially around the number of points per phase, blinding of personnel, and clear reporting of procedures. Interventions fell into three types of teaching procedures, including prompt hierarchies, aided modeling and direct prompting. Likewise, three teaching contexts (i.e., book reading, play/toys/preferred activities, intensive teaching) and four types of commenting behaviors (i.e., one-symbol utterances, two-symbol utterances, sentences frames and grammatically correct utterances) were identified. Findings suggest the strongest evidence exists to support the use of least-to-most prompt hierarchies that include aided modeling in the context of book reading. However, there are too few studies to recommend their use with certainty.
Hearing stakeholder voices in the design of a non-electronic sepedi graphic symbol-based AAC resource
Mothapo, Ngwanamashiane Rahab Blondie; Tonsing, Kerstin Monika; Soto, Gloria (Taylor and Francis, 2026)
The design of non-English Augmentative and Alternative Communication (AAC) resources is an urgent necessity. Human centered design (HCD) may be a useful framework for involving stakeholders in establishing design requirements for a non-electronic Sepedi graphic symbol-based AAC resource. This framework foregrounds the voice of stakeholders in the design process to counter the hegemony of Western Anglo-centric methodologies and approaches. This study aimed to obtain initial input on the need for and design requirements of a non-electronic Sepedi GS-based AAC resource from the stakeholders. A qualitative descriptive design was used. The perspectives of 21 stakeholders including special school teachers, speech-language therapists, parents of participants in need of AAC, Sepedi linguists and adults using AAC were obtained via focus groups and interviews. Recordings were transcribed and analyzed using qualitative content analysis. Participants highlighted a need for a culturally and linguistically appropriate AAC resource. They furthermore indicated that the resource should promote communication access, social inclusion and the development of various communication and language skills. The school and the home environment were identified as primary contexts of use. Specific suggestions regarding the vocabulary, the graphic symbols, the lay-out and organization of the vocabulary as well as the physical properties of the resource were obtained. The participants highlighted a need for a team to design and develop the resource. The study showed that diverse stakeholders could contribute meaningfully to the design process of an AAC resource for young individuals from a Sepedi language background.
Social validity assessment of instructional approaches for parents of children who require augmentative and alternative communication : a scoping review
Ndanganeni, Vuledzani Princess; Tonsing, Kerstin Monika; Bornman, Juan (Taylor and Francis, 2026)
Training parents to support augmentative and alternative communication (AAC) implementation for children with severe communication disabilities is a critical component of family-centered intervention. Social validity ensures that training goals, procedures, and outcomes are acceptable and meaningful to stakeholders and is essential for achieving sustainable, long-term improvements. The findings indicate an increasing emphasis on social validity assessments since 2020. This review examined social validity assessment practices in parent-implemented AAC intervention training. Three theoretical and four practical components of social validity assessments were analyzed across 30 records reporting on 28 studies. Results demonstrate increased attention to social validity assessment since 2020. However, significant conceptual and methodological limitations persist. Theoretical frameworks underlying social validity assessments are frequently poorly conceptualized, with only half of the authors providing a clear rationale for their assessments. Definitions lack coherence across studies. Maintenance data and stakeholder perceptions were collected, and perspectives were predominantly gathered post-intervention and primarily from parents rather than children. These findings reveal shortcomings in current social validity assessment approaches. Therefore, rigorous theoretical grounding and methodological sophistication are needed to ensure social validity assessment transcends tokenistic inclusion, thus becoming a purposeful and integral component of intervention research.
Systematic review of international ethics knowledge in the speech-language pathology literature (1980–2022)
Naudé, Alida Maryna; Kanji, Amisha; Louw, Brenda; Bornman, Juan (Taylor and Francis, 2025-01-07)
PURPOSE : A systematic review was conducted to describe various viewpoints expressed in speech-language pathology literature over four decades concerning ethics knowledge in the profession. METHOD : The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were employed. Our sample search encompassed peer-reviewed journal articles sourced from electronic databases including MEDLINE, CINAHL, ERIC, MasterFILE Premier, E-Journals, Africa-Wide Information, and Academic Search Premier, spanning the period from 1980 to 2022. RESULT : The initial search of articles identified 139 papers. After applying rigorous inclusion and exclusion criteria, 60 full-text papers were deemed suitable for inclusion. We conducted a qualitative, deductive analysis of the relevant data and findings. Studies primarily concentrated on the speech-language pathologist’s roles in rehabilitation/management and education, research, and administration. A predominant focus of these papers revolved around moral judgement, a fundamental component of moral behaviour. CONCLUSION : Findings suggest an evolving landscape within the speech-language pathology discipline, with an increased focus on moral judgement, professional competency, and rehabilitation/management. The findings highlight a consistent need for further development and emphasis on ethics in education, research, administration, and advocacy/consultation roles. This underscores the necessity for ongoing ethical education and support to ensure practitioners are well-equipped to navigate the complex ethical landscape of their professional practice.
Barriers and facilitators experienced by individuals with complex communication needs in accessing employment
Morwane, Refilwe Elizabeth; Bornman, Juan; Dada, Shakila (Taylor and Francis, 2026)
Worldwide, people with disabilities are facing challenges in accessing the job market. This is particularly challenging for persons with severe disabilities, which includes persons with complex communication needs. In South Africa, individuals with complex communication needs have a low employment rate despite efforts to promote their economic participation through legislation and policy initiatives. This study aimed to identify the obstacles to and enablers of employment for individuals with complex communication needs from their perspective. A qualitative design, with purposively selected participants was employed to gain a comprehensive understanding of the issue. The International Classification of Functioning, Disability and Health framework guided the study. The participants included 24 individuals with complex communication needs, of whom 11 were employed and 13 unemployed. Data were collected through semi-structured interviews and analyzed using conversational qualitative content analysis. The factors that hindered and facilitated the participant’s employment were identified and linked to specific ICF codes. Both participants groups reported barriers that were related to the type of disability, limited access to education, a lack of employment opportunities, and negative attitudes. The facilitating factors most frequently reported were related to the availability of employment and rehabilitation services, policy and legislation, and positive personal traits.
Image use in aphasia rehabilitation : practices of speech-language pathologists in South Africa and international contexts
Pillay, Bhavani Sarveshvari; Van der Linde, Jeannie; Graham, Marien Alet; Dada, Shakila (Taylor and Francis, 2026)
PURPOSE : The study aimed to explore speech-language pathologists' practices regarding image selection and use in the treatment of people living with aphasia. Images are widely utilised with people living with aphasia, however, supporting their communication optimally remains challenging. METHOD : Ninety-two speech-language pathologists from South Africa, Australia, USA, and the UK completed a custom-designed online survey. Descriptive and inferential statistics, with structured-tabular thematic analysis were used. RESULTS : Sixty-two (82.7%) of the 75 participants who conduct assessments with people living with aphasia mostly use images. Sixty-seven (72.8%) of the total sample include images during treatment. South African respondents reported using black-and-white line drawings (28.1%) less frequently than speech-language pathologists from other countries (9.8%). Coloured images were preferred overall. South African participants significantly reported culture (62.5%) and religious orientation as "always important" (63.3%) compared to their counterparts (34.1%, 12.2%). Respondents use images to support learning and language; and less frequently in discourse with people living with aphasia. The more experienced a respondent was, the more knowledgeable and confident they felt incorporating images. Themes of client considerations and clinical settings for images emerged. Speech-language pathologists' perceived barriers were time, larger caseloads, people living with aphasia's variable responses to images, and lack of resources. CONCLUSION : Speech-language pathologists in this sample have a knowledge base of image types and factors that may contribute to image interpretation in people living with aphasia. However, further research globally is needed. A structured approach to image selection is lacking in both low and middle-income, and high-income countries. Considering people living with aphasia's skills, preferences, and communication partner involvement may optimise image use. Development of a framework for systematically organising image features for people living with aphasia is warranted.
Trends of problems with functioning in everyday life for children post brain tumor treatment : as documented in professional records
Björklund, A.-C.; Coci, A.–I.; Granlund, Mats; Santacroce, S.J.; Darcy, L.; Augustine, L.; Björk, M. (Taylor and Francis, 2025-12)
BACKGROUND : Children who complete brain tumor treatment encounter ongoing problems with functioning that fluctuate over time. Previous studies shows that health care and schools tend to focus more on the child’s cancer-related body symptoms, rather than on existing problems to participate and manage everyday life activities, or moreover of environmental barriers they face. Few studies address how the child’s problems to function on body, activity and participation levels co-occur and are presented over time. Therefore, this study´s purpose is to describe how documented problems with functioning, vary over time in children who have completed brain tumor treatment. METHODS : Medical and school records from seven children were reviewed for up to 5 years after treatment completion, to identify problems and link these to International Classification of Functioning, Disability and Health (ICF) code domains. The coded data were divided into six-month blocks over a 4-year time period, analyzed statistically and illustrated graphically. Code variations on group-levels and patterns of body, activity and environmental codes that tentatively co-occurred with participation were exemplified in a child-case, using a collaborative problem-solving (CPS) approach. RESULTS : Based on median (Md) number of codes within participation, activity, body and environment, the children exhibited ongoing problems with body function over time (Md 11–18). Activity-related problems were most noticeable about 1-year post-treatment completion (Md 6), and participation problems (Md 1–2) persisted throughout the follow-up period. Documentation of environmental problems was limited but increased after 3 years (Md 3). In the child-case example, participation problems with self-care, schooling and peer-relations continued across the years, with plausible explanations related to problems with communication and fine-hand function (activity), fatigue (body function) and with surrounding supportive systems (environment). CONCLUSION : Over time, professionals’ documentation predominantly focused on problems with the child’s body function, while functioning in everyday life and environmental barriers affecting participation, was often neglected. By using the ICF and CPS, service professionals, including nurses, are provided with guidance for comprehensive and systematic approach of addressing patterns of co-occurring problems with functioning, which could lead to improved support to optimize the child’s participation in everyday life.
Specialised recruitment agents in a low and middle-income country : intermediaries between employers and persons with disabilities seeking employment
Morwane, Refilwe Elizabeth; Dada, Shakila; Bornman, Juan (Sage, 2025-11)
BACKGROUND : Persons with disabilities in South Africa experience challenges in accessing training and employment opportunities. OBJECTIVE : This study aimed to determine the role of specialised recruitment agencies by exploring activities they engage in and services provided to employers and job seekers with a disability. METHOD : Twenty-five specialised recruitment agencies were interviewed through semi-structured individual telephonic interviews. A qualitative research design was employed. Data were transcribed verbatim and analysed thematically. FINDINGS : It was found that the SRAs assume four roles: recruitment, placement, trainer, and consultation. Within these roles, various services were provided, which were related to recruitment, placement, and support in equity compliance. These roles assumed by SRAs largely depended on the size of the organisation. CONCLUSION : The four roles collectively foster a supportive environment for employees with disabilities. Training dispels misconceptions, and pre- and post-employment support ensures access and accommodations. It is evident from agencies that assumed all four roles that successful placement of persons with disabilities was dependent on the provision of support within all four roles.
Aphasia telepractice in action : insights and opportunities from Malaysian speech-language pathologists
Onwi, Nadwah; Romli, Muhammad Hibatullah; Singh, Susheel Kaur Dhillon Joginder; Salim, Mazatulfazura Sf; Dada, Shakila; Nazan, Ahmad Iqmer Nashriq Mohd (Routledge, 2026)
BACKGROUND : Telepractice leverages telecommunications technologies to deliver rehabilitation services remotely, offering increased accessibility and flexibility for patients. For individuals with aphasia, it represents as a valuable alternative to conventional in-person therapy, particularly for those facing geographical, mobility, or logistical barriers. As this service model gains global traction, understanding its implementation within specific cultural and healthcare contexts is essential. AIM : This study aimed to explore the practices and experiences of Malaysian speech-language pathologists (SLPs) in delivering telepractice services to individuals with aphasia. METHODS : Semi-structured interviews were conducted with six practicing SLPs from a rehabilitation hospital in Malaysia. The interviews were transcribed verbatim and analyzed using an inductive thematic analysis to identify key themes. RESULTS : Six female therapists (M = 33.83 years, SD = 7.47, range = 29 to 45), all of whom held degrees in the field of speech-language pathology from two local universities and had an average of 10 years of clinical experience, participated in the study. Two major themes emerged: (1) current practices in aphasia telepractice; and (2) systemic and practice-level barriers. A hybrid aphasia therapy model was reported to be use in this facility, allowing individuals to choose between in-person and telepractice sessions. Several challenges were identified, including limited culturally relevant digital resources, insufficient technical support, and unstable internet connectivity. CONCLUSIONS : This study highlights the adaptability and dedication of Malaysian SLPs in delivering telepractice services for aphasia despite notable systemic and technological barriers. Addressing these challenges offers a critical opportunity to enhance service delivery and accessibility of speech-language pathology services for individuals with aphasia.
Participation in the habilitation process, from the perspective of young people
Karlsson, Charlotte; Andersson, Anna Karin; Lundqvist, Lars-Olov; Huus, Karina (Stockholm University Press, 2025-05-14)
Young people have the right to participate in their habilitation process. The aim was to describe how young people with disabilities perceive participation in the habilitation process. Data collection was performed at child and youth habilitation centres in Sweden. A total of four interviews were conducted, two individual interviews and two group interviews. The transcribed data was analysed using inductive qualitative content analysis. The analysis reveals two generic categories: ‘the right prerequisites must be provided to be able to participate’ and ‘adults’ behaviour and attitudes are important for participation in the habilitation process’. The findings reveal that how young people perceive participation in the habilitation process is based on environmental factors, such as information, and that the professionals strive for the young people’s voices to be heard by including them in planning. In conclusion, the important aspects of participation are a young person-friendly environment and individual support from adults. These aspects can provide a source of reference for professionals who want to develop strategies to promote young people’s participation.
Early childhood intervention and inclusion in the Swedish welfare system
Björck, Eva; Åström, Frida; Ohman, Charlotte (Lippincott, Williams and Wilkins, 2026-01)
In this article, early childhood intervention (ECI) and inclusion in the universal Swedish welfare system is in focus. The framework emphasizes a child and family centered approach that focuses on supporting all children’s development and learning in a preschool for all children, child health services welcoming families and children, child habilitation centers for children with disabilities and their families in the ecosystem for ECI. An important principle is proportionate universalism, that is, that every child and family should have equal opportunities regardless of income level, and that they are provided with support in relation to needs. In this article, a special focus is on the universal preschool for all children, which is an important part of ECI. Even though Sweden is regarded as one of the best countries to raise children in the world, a main concern is whether the Swedish welfare system and ECI retain the capacity and capability to provide the support that is required to meet the needs of all children and to live up to consistent and broad criteria for inclusion from a societal to an individual perspective. The conclusion is that Sweden has a robust system for ECI in many ways, but there is a need for integration and coordination of the services in the ecosystem, and a strong growth of research to provide evidence-based knowledge about inclusive practices across the organizations involved.
Fall risk screening : audiologists' perceived knowledge, views and reported practice
McFarlane, Kayla J.; Kanji, Amisha; Naudé, Alida Maryna (AOSIS, 2025-04-23)
BACKGROUND : Treatment success rate is a critical indicator for monitoring the progress of tuberculosis (TB) treatment programmes at both the patient and population levels. It informs decisions about resource allocation and the effectiveness of TB control strategies. This study aimed to determine the level of TB cure rates and the factors associated with treatment success among TB patients receiving TB care in the Collins Chabane municipality, Limpopo province, South Africa. METHODS : Medical records from April 2020 to March 2021 of 289 patients attending primary health care facilities, initiated on anti-TB treatment were reviewed. Descriptive statistics were used to analyse data and modified Poisson regression was used to determine factors associated with treatment success. Statistical software Epi Info was used for analysis. RESULTS : Of the 289 TB cases, 282 (97.6%) were newly initiated on TB treatment. Of these, 37.0% were cured, followed by 29.0% who defaulted treatment, 22.3% who completed the treatment and 11.7% who died during treatment. The likelihood of successful treatment outcomes was significantly associated with marital status, supervised treatment and distance travelled to a health facility. A higher likelihood of success was observed among patients who were single and 27.0% of those had supervised treatments. CONCLUSION : Tuberculosis patients continue to die in the course of treatment. Supervised treatment is a predictor of successful treatment outcomes. CONTRIBUTIONS : This study highlight the need for heightened advocacy for supervised TB treatment and increased effort to combat the death of patients while on TB treatment.

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