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Subject: search.filters.subject.420110 Speech pathology

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    What are the considerations for selection and introduction of a speech generating device for a preschool autistic child in Aotearoa New Zealand? : a thesis presented in partial fulfilment of the requirements for Master of Speech and Language Therapy at Massey University, Albany Campus, Aotearoa New Zealand
    (Massey University, 2025) Palmer, Cheryl
    A speech generating device (SGD) is a high-tech augmentative and alternative communication (AAC) system that supports communication by producing an electronic voice activated by the user. In recent years, advances in technology have enabled more SGDs to support people who cannot rely on speech alone to be heard and understood. Autistic children (Takiwātanga tamariki) may have speech that is unreliable, intermittent, or insufficient to communicate effectively and hence benefit from the use of SGDs. Early intervention supports better language and social communication outcomes generally and is essential for autistic children to thrive. AAC is recommended as early as possible for those who may benefit and, hence, forms a crucial part of early intervention. Selecting and introducing an SGD for a young autistic child requires consideration of many factors. There are models and frameworks to support AAC and SGD selection generally, but none specifically for autistic children or for Aotearoa New Zealand. This study aimed to gather information to support the potential development of a framework to support teams in the selection and introduction of SGDs for young autistic children in Aotearoa New Zealand. This thesis describes a study with 19 participants from four groups: (1) Whānau of autistic children (people from the child’s home environment), (2) educators, (3) speech-language therapists, and (4) those with a kaupapa Māori perspective. Qualitative data was collected using interviews and focus groups. Resulting data was coded and organised into six themes with related subthemes: (1) Aotearoa New Zealand Considerations, (2) Autistic Child Considerations, (3) SGD System Considerations, (4) Whānau Considerations, (5) Team Considerations, and (6) Selection and Introduction Considerations. The Bioecological Model is explained and used to present the findings. The study provides a range of considerations to support decision-making when selecting and introducing SGDs for preschool autistic children within Aotearoa New Zealand.
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    Supporting early childhood educators’ oral language teaching practices through coaching : an investigation utilising Te Kōrerorero : a thesis presented in partial fulfilment of the requirements for the degree of Master of Speech and Language Therapy at Massey University, Auckland, New Zealand
    (Massey University, 2024) Maxwell, Fern
    In Aotearoa New Zealand, Te Whāriki (the early childhood curriculum) (Ministry of Education, 2017), weaves the learning and development needs of the child with the cultural context of the country. It is described as a highly flexible curriculum, one which early childhood educators can tailor to fit the learning needs of the children in their care. Recently, the Ministry of Education created Te Kōrerorero (Ministry of Education, 2020a), a document supporting Te Whāriki, to facilitate the language and communication skills of Aotearoa New Zealand’s youngest learners. Speech-language therapists (SLTs) work in collaboration with early childhood educators to support the development of language and communication skills within the context of early childhood centres. Coaching, as a method of professional learning and development (PLD) is nationally and internationally recognised as an effective way for SLTs and early childhood educators to build skills focusing on promoting language and communication skills. However, coaching early childhood educators utilising a tool developed in and for Aotearoa New Zealand, has not previously been investigated. The aim, therefore, of this research was to investigate the impact coaching had on early childhood educators’ perceptions of daily practices, their confidence and their awareness and use of Te Kōrerorero, and the strategies associated with it. Three sub-questions were generated to capture: 1) early childhood educators’ knowledge of coaching and speech and language strategies prior to receiving coaching from the researcher, 2) their perception of coaching in the application of Te Kōrerereo and 3) their perception of the impact coaching had on their daily practice and utility of the strategies discussed. In this qualitative case study, early childhood educators participated in weekly coaching sessions, lasting one hour, with the researcher in her role as SLT coach. The sessions focused on strategies for enhancing language and communication that the educators selected to support their daily practice. A focus group was run before the coaching sessions and at the conclusion of the sessions, to gather personal perspectives of the impact of the coaching. Transcripts from both focus groups, reflective logs, field notes and artefacts were analysed through a rigorous inductive thematic analysis, which captured the voice of the early childhood educators and their experiences. The analysis generated a number of global themes relating to each sub-question. Broadly, the findings indicated that prior to coaching, early childhood educators had little experience of coaching and reported having limited knowledge of language and communication strategies. Post coaching, early childhood educators reported that they felt more confident and were aware of the way they interacted with children in their centre. They reported that they had started considering how activities could be set-up to support language and communication development. Recommendations for further research and clinical practice are presented.
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    How speech-language therapists can support secondary school students whose behaviour needs affect their ability to build positive relationships with others, manage self, and engage in learning : a thesis presented in partial fulfilment of the requirements of the degree of Master in Speech Language Therapy, Massey University, Albany, New Zealand
    (Massey University, 2023) Makker, Laura
    The link between speech, language and communication difficulties and behaviour needs in young people has been widely established within the literature. Young people with behaviour needs at secondary school are likely to have underlying communication difficulties which can contribute to behaviour. However, limited literature exists on speech-language therapists' (SLT) support for young people at secondary school who have behaviour needs. Currently, there is a key focus on early intervention for SLTs working in New Zealand. Limited scope exists for SLTs to work with young people at secondary school, their teachers, and their whānau. The aim of this research study was to understand how SLTs can support the communication skills of young people, aged 13-15, whose behaviour needs affect their ability to build positive relationships with others, manage, self, and engage in learning within a team environment. The research sought to understand: the communication skills and lived experiences of young people with behaviour needs (question one), how the communication skills of the young people could be supported in a team environment (question two), and finally, the team's perspectives and experiences of SLT involvement (question three). Using a case study research design, the researcher worked in a dual role as researcher and Ministry of Education employed SLT. The young people were identified within one secondary school in an Aotearoa New Zealand city. The research project included two teams of participants as the units of analysis. The teams included the young people, their whānau, teachers, and other Ministry of Education professionals. Data were collected through semi-structured interviews, field notes, clinical notes, previous documentation, formal assessments, and checklists. Two global themes arose from question one: Extent of Communication Difficulties and Impact of Communication Difficulties. Question two had two global themes: Challenges and Facilitators. Finally, question three had one global theme: Positive Insights and Steps for the Future. This study provides insight into how SLTs could support young people at secondary school with behaviour needs. The findings have implications for future research and for the wider SLT community to advocate on behalf of the profession and for young people with communication and behaviour needs.
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    Telepractice with adults with dysphagia post-stroke : a survey of New Zealand speech-language therapists' perceptions : a thesis presented in partial fulfilment of the requirements for the degree of Master of Speech and Language Therapy at Massey University, Albany, New Zealand
    (Massey University, 2022) Sreekumar, Reshma
    The study explored the perceptions of speech-language therapists (SLTs) in New Zealand on the use of telepractice with adults with dysphagia post-stroke along with the perceived benefits, facilitators, barriers and beliefs. A cross-sectional, predominantly quantitative online survey design was employed via the survey platform Qualtrics. Participants were six SLTs working in New Zealand with experience using telepractice with adults with dysphagia post-stroke. There were a number of key findings. The results suggested many benefits on the use of telepractice with adults with dysphagia post-stroke: possibility to work from home, reduced travel and costs, use of a support person, and employees’ better quality of life. Also, the perceptions of the SLTs with respect to the client, clinician and the workplace/organisation were elicited. In addition, the different practical issues that need consideration while working with adults with dysphagia post-stroke via telepractice were discussed. Directions for future research based on the findings of the study were also identified.
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    Perceptions and experiences of New Zealand school speech-language therapists on aided language input as an augmentative and alternative communication intervention : a thesis presented in partial fulfilment of the requirements for the degree of Master of Speech Language Therapy at Massey University, Albany, New Zealand
    (Massey University, 2021) Arriola-Bagayas, Gail Therese
    Speech-language therapists (SLT) play a key role in providing intervention for students with complex communication needs (CCN) who use augmentative and alternative communication (AAC). Aided language input is one approach to intervention that involves the communication partner modelling the use of the student’s communication system during both natural and structured interactions. AAC intervention studies have explored the effects of aided language input on the language and communication skills of individuals who use AAC; many of these interventions involving communication partner instruction. However, there are only a few studies that explore the perceptions and experiences of SLTs on AAC in their clinical practice. Given the key role of SLTs in AAC intervention, and the importance of providing communication partner instruction, this research examined the perceptions and experiences of SLTs in New Zealand on aided language input as an AAC intervention in the school setting. The research participants were SLTs who currently work in school settings and who provide ongoing support to students with CCN who are using or learning to use AAC. A convergent mixed methods research design was used in the study. Both quantitative and qualitative data were collected using an online survey with an option of being contacted to participate in a semi-structured interview. Interviews were conducted via Zoom and recorded for later transcription and analysis. The information from the survey and the interview were analysed separately and then integrated and reported together. The findings suggested that SLTs strongly believe in the importance of aided language input as an AAC intervention. The SLTs described how they implement and support others to implement aided language input and which practices they feel are most effective. They also identified facilitators and barriers to effective implementation which are team members’ attitudes, knowledge, skill levels, beliefs and perceptions, and other factors, for example, time, staffing, management support, SLT roles and caseload, AAC systems and funding. In the interview, SLTs identified the support they believe is needed to effectively implement aided language input. This included time, funding, management support and training and supervision. The study documented current practices and also informed best practice for SLTs in school settings in the New Zealand context. Furthermore, it raised the importance of AAC education at university level and confirmed the need for collaboration and ongoing professional learning and development for SLTs and AAC team members.
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    Early childood educators' perspectives on children's communication development : a thesis presented in partial fulfilment of the requirements for the degree of Master of Speech and Language Therapy at Massey University, Albany, New Zealand
    (Massey University, 2018) Smith, Suanna Helen Jane
    In New Zealand (NZ), Speech-language Therapists (SLTs) work collaboratively with Early Childhood Educators (educators), empowering them to apply their knowledge and skills to interactions with children with communication difficulties within their early childhood education setting (ECE setting). There is limited information about NZ educators’ perspectives about children’s communication development within ECE settings. The aim of this research was to engage with educators in a way that could empower them to share their beliefs, ideas, and perceptions about their everyday communication interactions with young children. This qualitative study used semi-structured interviews to gather the lived experiences and perspectives from 10 educators working in NZ. Iterative coding of transcripts and rigorous Thematic Network Analysis preserved educator voice, while revealing common themes relevant across the sector. These four global themes were 1) communicative environment, 2) coming to know, 3) alignment, and 4) enactment. Findings suggested that when there is convergence among the elements included in the themes, educators believed that children’s communication outcomes were positively enhanced; when there was misalignment, educator frustration, distrust, and/or disengagement occurred, and children’s reported communication outcomes were not optimised. This information may be useful for SLTs wanting to engage with educators in a collaborative manner, enhancing teamwork through understanding, and facilitating robust communication interactions. It may also inform educators and their management teams about the multitude of factors that contribute to educators’ convergent enactment of communication practice, positively influencing children’s communication development in ECE settings.