cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.27641549
title: Caregiver experiences of oral feeding in infants on long-term high flow nasal cannula support

description: Navigating the feeding journey of medically complex infants on long-term high flow nasal cannula support can be challenging for caregivers, especially given inconsistencies in clinical practice for oral feeding on high flow nasal cannula support. The aim of this study was to explore the perspectives of caregivers who have experienced this journey, to inform best practice care. This study used a generic qualitative inquiry approach. Semi-structured interviews were conducted with seven caregivers of children who had been on long-term high flow nasal cannula support as infants during 2021. Reflexive thematic analysis was used to generate meaning-united stories. All caregivers reported oral feeding difficulties that persisted beyond hospitalisation, resulting in demanding mental loads and care arrangements. Caregivers described how these difficulties were often exacerbated by complex medical needs and the strategies they experimented with to support oral feeding. Caregiver’s experiences in the healthcare system were characterised by inconsistencies in care pathways and variable access to specialist feeding services. The importance of a collaborative relationship with healthcare professionals and a conducive hospital environment were also highlighted. The oral feeding journey for families with infants on long-term high flow nasal cannula support was characterised by multifaceted challenges and implications. Further research is required to establish and provide consistent, family-centred, and evidence-based care for this population.
DOI: 10.6084/m9.figshare.28407407
title: Context matters: Speech-language pathologists’ perceptions of the impact of barriers and facilitators on culturally responsive professional practice

description: The impact of known barriers and facilitators to culturally responsive practice in paediatric speech-language pathology services across different social, linguistic, and educational contexts is not well understood. An innovative data visualisation method was used to determine which barriers and facilitators most impacted different professional activities as reported by speech-language pathologists practising in Australia and Hong Kong. A total of 111 speech-language pathologists in Australia and 76 in Hong Kong completed a survey with questions related to barriers and facilitators when working with families from diverse multilingual backgrounds. Descriptive statistics and correspondence analysis were used to explore relationships between professional activities and the barriers and facilitators in both contexts. Correspondence analysis revealed that barriers impacted the two contexts more distinctively than the facilitators. Two activities most strongly impacted by barriers in both contexts included engagement in management and communication. Regarding facilitators, speech-language pathologists in both contexts indicated that cultural awareness most facilitated the development of rapport and knowledge of language most facilitated diagnosis. The impact of barriers was more varied between contexts which may be due to the different health and educational contexts that speech-language pathologists work in. In contrast, facilitative factors may be more robust and stable across these two cultural contexts.
DOI: 10.6084/m9.figshare.28407407.v1
title: Context matters: Speech-language pathologists’ perceptions of the impact of barriers and facilitators on culturally responsive professional practice

description: The impact of known barriers and facilitators to culturally responsive practice in paediatric speech-language pathology services across different social, linguistic, and educational contexts is not well understood. An innovative data visualisation method was used to determine which barriers and facilitators most impacted different professional activities as reported by speech-language pathologists practising in Australia and Hong Kong. A total of 111 speech-language pathologists in Australia and 76 in Hong Kong completed a survey with questions related to barriers and facilitators when working with families from diverse multilingual backgrounds. Descriptive statistics and correspondence analysis were used to explore relationships between professional activities and the barriers and facilitators in both contexts. Correspondence analysis revealed that barriers impacted the two contexts more distinctively than the facilitators. Two activities most strongly impacted by barriers in both contexts included engagement in management and communication. Regarding facilitators, speech-language pathologists in both contexts indicated that cultural awareness most facilitated the development of rapport and knowledge of language most facilitated diagnosis. The impact of barriers was more varied between contexts which may be due to the different health and educational contexts that speech-language pathologists work in. In contrast, facilitative factors may be more robust and stable across these two cultural contexts.
DOI: 10.6084/m9.figshare.27100848
title: “Everyone’s brains are different…you can’t just have one therapy plan to suit everyone” – A qualitative investigation of community-based rehabilitation services following traumatic brain injury

description: To examine the lived experiences of adults who have received community-based rehabilitation (CBR) services in Australia or New Zealand for cognitive-communication disorders (CCDs) following traumatic brain injury (TBI) and their support people. Participants’ recommendations for future models of care were also explored to enhance rehabilitation services for people with TBI. A qualitative descriptive approach grounded in phenomenology was used, whereby semi-structured interviews were conducted with each participant. A total of 28 interviews were completed, four in-person and 24 via video conferencing. Two participant groups were recruited: Adults with TBI; and their support people. Sixteen adults with a self-reported diagnosis of cognitive-communication disorder (CCD) following TBI who had received CBR and 12 support people were included. Interviews were analysed using reflexive thematic analysis. Four themes were identified by the participant groups indicating the core pillars of CBR models of care. They included the importance of: (a) accessible and inclusive CBR services; (b) specialised clinical skills and treatment approaches; the acknowledgment that (c) knowledge is power; and the significance of (d) peer networks and support. This study further advances the evidence base of how services can be optimised to meet the complex needs of adults with CCDs following a TBI. Clinicians, researchers, and service providers should endeavour to incorporate the four core pillars outlined to enhance future CBR models of care for this clinical population.
DOI: 10.15468/dl.d3hf8b
title: Occurrence Download

description: A dataset containing 4009 species occurrences available in GBIF matching the query:
{
 "TaxonKey" : [
 "is Cupania americana"
 ]
}

 The dataset includes 4009 records from 222 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0002293-260120142942310/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.6084/m9.figshare.27100848.v1
title: “Everyone’s brains are different…you can’t just have one therapy plan to suit everyone” – A qualitative investigation of community-based rehabilitation services following traumatic brain injury

description: To examine the lived experiences of adults who have received community-based rehabilitation (CBR) services in Australia or New Zealand for cognitive-communication disorders (CCDs) following traumatic brain injury (TBI) and their support people. Participants’ recommendations for future models of care were also explored to enhance rehabilitation services for people with TBI. A qualitative descriptive approach grounded in phenomenology was used, whereby semi-structured interviews were conducted with each participant. A total of 28 interviews were completed, four in-person and 24 via video conferencing. Two participant groups were recruited: Adults with TBI; and their support people. Sixteen adults with a self-reported diagnosis of cognitive-communication disorder (CCD) following TBI who had received CBR and 12 support people were included. Interviews were analysed using reflexive thematic analysis. Four themes were identified by the participant groups indicating the core pillars of CBR models of care. They included the importance of: (a) accessible and inclusive CBR services; (b) specialised clinical skills and treatment approaches; the acknowledgment that (c) knowledge is power; and the significance of (d) peer networks and support. This study further advances the evidence base of how services can be optimised to meet the complex needs of adults with CCDs following a TBI. Clinicians, researchers, and service providers should endeavour to incorporate the four core pillars outlined to enhance future CBR models of care for this clinical population.
DOI: 10.6084/m9.figshare.29041315
title: Counselling in speech-language pathology: Self-efficacy, clinical competencies, and professional development needs in Croatia

description: This study investigated counselling practices among speech-language pathologists in Croatia, examining the frequency and timing of counselling, perceived efficacy of counselling skills and clinical competence, attitudes towards speech-language pathologist counselling, and relationships between counselling skills and clinical competencies. Using a cross-sectional design, a total of 113 speech-language pathologists completed an online survey consisting of demographic information, questions about counselling attitudes, the Self-Efficacy Measurement Tool for Counselling in Speech-Language Pathology questionnaire, and a clinical competencies questionnaire. Data were analysed using non-parametric statistics and multiple regression analysis. Despite rating their counselling skills highly, the majority of participants expressed the need for additional counselling training. They expressed the strongest confidence in exploration and action skills but lower confidence in emotional support and insight skills. Counselling skills strongly correlated with general clinical competencies. Emotional support, session management, and action skills explained 62% of the variance in general clinical competencies. Speech-language pathologists with additional counselling training and longer professional experience demonstrated higher self-efficacy in both counselling and clinical skills. The findings highlight the essential role of counselling in speech-language pathology practice, despite the lack of formal training of Croatian professionals. Results suggest a need for mandatory counselling courses in graduate speech-language pathology programmes.
DOI: 10.6084/m9.figshare.29041315.v1
title: Counselling in speech-language pathology: Self-efficacy, clinical competencies, and professional development needs in Croatia

description: This study investigated counselling practices among speech-language pathologists in Croatia, examining the frequency and timing of counselling, perceived efficacy of counselling skills and clinical competence, attitudes towards speech-language pathologist counselling, and relationships between counselling skills and clinical competencies. Using a cross-sectional design, a total of 113 speech-language pathologists completed an online survey consisting of demographic information, questions about counselling attitudes, the Self-Efficacy Measurement Tool for Counselling in Speech-Language Pathology questionnaire, and a clinical competencies questionnaire. Data were analysed using non-parametric statistics and multiple regression analysis. Despite rating their counselling skills highly, the majority of participants expressed the need for additional counselling training. They expressed the strongest confidence in exploration and action skills but lower confidence in emotional support and insight skills. Counselling skills strongly correlated with general clinical competencies. Emotional support, session management, and action skills explained 62% of the variance in general clinical competencies. Speech-language pathologists with additional counselling training and longer professional experience demonstrated higher self-efficacy in both counselling and clinical skills. The findings highlight the essential role of counselling in speech-language pathology practice, despite the lack of formal training of Croatian professionals. Results suggest a need for mandatory counselling courses in graduate speech-language pathology programmes.
DOI: 10.6084/m9.figshare.28397016
title: Interpretive description as a qualitative research framework in speech-language pathology: A scoping review

description: Interpretive description is a constructivist, flexible, qualitative research approach used to generate knowledge to inform practice in applied disciplines. Despite potential value for the speech-language pathology profession, there has been limited discussion of interpretive description in our field to date. The purpose of this scoping review was to describe how interpretive description has been used in speech-language pathology research. We asked: a) How and to what extent has interpretive description been used as a methodological framework for primary research in the field of SLP and b) what features of interpretive description are most salient in the speech-language pathology studies that have used interpretive description to date? Arksey and O’Malley’s (2005) methodological framework for scoping reviews was used. In May 2023, we searched five databases for peer-reviewed, primary research publications that reported using ID, were specific to speech-language pathology, and were written in English. Two researchers independently reviewed articles for inclusion. A third researcher provided input when consensus could not be reached. Nineteen articles met criteria. Data were extracted regarding article characteristics including use of theory, types of findings, clinical applicability, and description of disciplinary epistemology. Interpretive description is an emerging methodological framework in speech-language pathology research. Advantages and challenges of interpretive description for speech-language pathology are discussed.
DOI: 10.6084/m9.figshare.28397016.v1
title: Interpretive description as a qualitative research framework in speech-language pathology: A scoping review

description: Interpretive description is a constructivist, flexible, qualitative research approach used to generate knowledge to inform practice in applied disciplines. Despite potential value for the speech-language pathology profession, there has been limited discussion of interpretive description in our field to date. The purpose of this scoping review was to describe how interpretive description has been used in speech-language pathology research. We asked: a) How and to what extent has interpretive description been used as a methodological framework for primary research in the field of SLP and b) what features of interpretive description are most salient in the speech-language pathology studies that have used interpretive description to date? Arksey and O’Malley’s (2005) methodological framework for scoping reviews was used. In May 2023, we searched five databases for peer-reviewed, primary research publications that reported using ID, were specific to speech-language pathology, and were written in English. Two researchers independently reviewed articles for inclusion. A third researcher provided input when consensus could not be reached. Nineteen articles met criteria. Data were extracted regarding article characteristics including use of theory, types of findings, clinical applicability, and description of disciplinary epistemology. Interpretive description is an emerging methodological framework in speech-language pathology research. Advantages and challenges of interpretive description for speech-language pathology are discussed.
DOI: 10.6084/m9.figshare.26891162
title: Expressive vocabulary intervention for four 2- to 3-year-old children with cerebral palsy and speech/language difficulties: A single-case A-B study

description: To evaluate a parent-delivered expressive vocabulary intervention using focused stimulation for young children with cerebral palsy (CP). A single case A-B design was used. Use of expressive target words was evaluated during the baseline (A) and intervention (B) phases. Untrained expressive words were used as control behaviour. Four 2- to 3-year-old boys with CP and their parents participated. All participants had an expressive vocabulary of less than 50 words at study intake. Following training, parents delivered the intervention daily at home for 5 weeks. Generalisation of the intervention was measured with a parent-rated vocabulary checklist. Two participants showed clear gains and one participant showed a smaller gain in target words. Two of these three participants did not improve on control words, but one participant increased his use of both target and control words. One participant did not increase his use of either control or target words. All participants improved on parent-reported expressive vocabulary, and for two children, improvements were large. Parent-delivered focused stimulation may lead to gains in expressive vocabulary in children with CP and speech and language difficulties. The intervention would be suitable for larger single-case studies with more experimental control.
DOI: 10.6084/m9.figshare.26891162.v1
title: Expressive vocabulary intervention for four 2- to 3-year-old children with cerebral palsy and speech/language difficulties: A single-case A-B study

description: To evaluate a parent-delivered expressive vocabulary intervention using focused stimulation for young children with cerebral palsy (CP). A single case A-B design was used. Use of expressive target words was evaluated during the baseline (A) and intervention (B) phases. Untrained expressive words were used as control behaviour. Four 2- to 3-year-old boys with CP and their parents participated. All participants had an expressive vocabulary of less than 50 words at study intake. Following training, parents delivered the intervention daily at home for 5 weeks. Generalisation of the intervention was measured with a parent-rated vocabulary checklist. Two participants showed clear gains and one participant showed a smaller gain in target words. Two of these three participants did not improve on control words, but one participant increased his use of both target and control words. One participant did not increase his use of either control or target words. All participants improved on parent-reported expressive vocabulary, and for two children, improvements were large. Parent-delivered focused stimulation may lead to gains in expressive vocabulary in children with CP and speech and language difficulties. The intervention would be suitable for larger single-case studies with more experimental control.
DOI: 10.6084/m9.figshare.29041318
title: Knowledge, attitudes, and practices of Australian speech-language pathologists regarding health promotion and prevention for children’s speech, language, and communication needs: A cross-sectional survey

description: A public health approach has the potential to address inequities in speech, language, and communication needs and prevent and reduce the impact of these needs in the population. However, little is known about speech-language pathologists’ knowledge, attitudes, and practices regarding a public health approach, including health promotion and prevention. The aim of this study was to investigate the self-rated knowledge, attitudes, and practices of Australian clinicians regarding health promotion and prevention for children’s speech, language, and communication needs. A cross-sectional online survey of 96 Australian speech-language pathologists was conducted. Inferential statistics were used to investigate associations between clinicians’ self-rated knowledge, training, attitudes, practices, and demographics. The majority of participants had positive attitudes towards health promotion and reported high self-rated knowledge of health promotion. More recently trained speech-language pathologists reported learning about health promotion in their university professional training. Different levels of self-rated knowledge, attitudes, practices, and barriers to practice were associated with workplace type (e.g. private practice, state health department). Australian speech-language pathologists are supportive of health promotion and prevention for children’s speech, language, and communication needs. Further research into the organisational aspects and educational needs related to health promotion and prevention of these needs are recommended.
DOI: 10.6084/m9.figshare.29041318.v1
title: Knowledge, attitudes, and practices of Australian speech-language pathologists regarding health promotion and prevention for children’s speech, language, and communication needs: A cross-sectional survey

description: A public health approach has the potential to address inequities in speech, language, and communication needs and prevent and reduce the impact of these needs in the population. However, little is known about speech-language pathologists’ knowledge, attitudes, and practices regarding a public health approach, including health promotion and prevention. The aim of this study was to investigate the self-rated knowledge, attitudes, and practices of Australian clinicians regarding health promotion and prevention for children’s speech, language, and communication needs. A cross-sectional online survey of 96 Australian speech-language pathologists was conducted. Inferential statistics were used to investigate associations between clinicians’ self-rated knowledge, training, attitudes, practices, and demographics. The majority of participants had positive attitudes towards health promotion and reported high self-rated knowledge of health promotion. More recently trained speech-language pathologists reported learning about health promotion in their university professional training. Different levels of self-rated knowledge, attitudes, practices, and barriers to practice were associated with workplace type (e.g. private practice, state health department). Australian speech-language pathologists are supportive of health promotion and prevention for children’s speech, language, and communication needs. Further research into the organisational aspects and educational needs related to health promotion and prevention of these needs are recommended.