CASL

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Dementia is our “biggest expanding caseload”: Core learning for student speech and language therapists
(Public Library of Science (PLoS), 2025-12-08) Volkmer, Anna; Alyahya, Reem S.W.; Atkinson, Hannah P.; Bose, Arpita; Britton, Hannah; Collins, Lindsey; Earing, Katie; Farraday, James; Hansjee, Dharinee; Heritage, Mary; Mackenzie, Sophie; Pratten, Sally; Tattersall, Catherine; Underdown, Daniel; Virgilio, Allison; Withford-Eaton, Nicola; Gauch, Mirjam; Talbot, Richard; Kindell, Jackie; Rohit Ravi,
Dementia is a relatively recent addition to the speech and language therapist’s clinical role. Given the increase in prevalence of dementia, a review of current student speech and language therapy training on this topic is essential to ensure the profession can meet the needs of this expanding population. This study therefore aimed to understand the current support and training being provided for pre-registration student speech and language therapists on the topic of dementia across UK universities and explore the experiences and views of lecturers delivering this training. This study used an explanatory sequential mixed-methods study, employing a survey which consequently informed two focus groups. In total 18 participants from 16 universities participated in the study. Reflexive thematic analysis identified six main themes in the focus group data; 1. Dementia is a vast and therefore complex topic, 2. There are biases about dementia within and outside the profession, 3. Students bias towards dementia can be shifted through exposure, 4. Teaching could be enhanced by threading dementia through the curriculum, 5. There are several tensions in teaching on dementia: Possibilities versus clinical realities now and in the future, and 6. Dementia teaching must focus on person centeredness. The results emphasise the need for a paradigm shift in the teaching of student speech and language therapists. Underpinned by the principles of person-centered care five core components for teaching dementia student speech and language therapists were synthesized comprising 1. Challenge stereotypes around dementia, 2. Focus on speech, language and communication across dementias, 3. Teach them to build a relationship with people affected by dementia, 4. Teach goal setting for a progressive trajectory, 5. Prepare them to advocate for gold standard. Future research should work with people with dementia to further refine the core components for teaching student speech and language therapists.
Impact of COVID-19 Pandemic-Related Restrictions for Inpatients with Aphasia and Associated Cognitive Dysfunction: Lessons Learned from Patient Detention
(MDPI, 2024-12-04) Eshun, Edwin; Welch, Killian; Britton, Hannah; Mayer, Victoria; Morrice, Fay; Ogilvie, Charlotte; Page, Helen; Pridmore, Jessie; FitzGerald, Alasdair
We describe two patients with a recent stroke or traumatic brain injury associated with aphasia and cognitive impairment who required detention (under the Mental Health Act) as well as some form of restraint during their inpatient rehabilitation. Each of these episodes of care occurred early into the COVID-19 pandemic and we speculate that the detention (and restraint) was attributable, at least in part, to the difficulty in comprehending COVID-19-related changes in patterns of staff interaction and the mandated social and visiting restrictions. We reflect on the impact of these restrictions on the need for detention and how these factors could have been mitigated through speech and language therapist (SLT) and broader multidisciplinary team (MDT) intervention.
Narrowing the digital divide--facilitating access to computer technology to enhance the lives of those with aphasia: a feasibility study
(Taylor & Francis, 2016-03) Kelly, Helen; Kennedy, Fiona; Britton, Hannah; McGuire, Graham; Law, James
Background: Despite advances in technology and the universal accessibility of the Internet, the aptly named digital divide- still prevents equal access to, and use of, computer technology by people with aphasia. The use of technology has clear potential for improved quality of life in terms of increased methods for communicating as well as the facilitation of self-management; however, substantial barriers still pervade. Aims: The aims of this study were to evaluate a bespoke computer training course appropriate for people with aphasia and examine the personal experiences of a small sample of individuals with aphasia following their participation on the course. Methods & Procedures: This feasibility study with mixed-methods evaluation recruited participants with a range of aphasia severity and different experiences in using computers. Participants (n = 17) discussed their personal experiences of attending the computer course, gathered through topic-guided small focus groups, immediately postcourse and follow-up Refresher class. A Framework Method approach was considered an appropriate methodological design and data were analysed using thematic analysis. Participants also self-rated their skills in using computers before and following this bespoke computer course (n = 16) and at follow-up (n = 10), which was statistically analysed. Outcomes & Results: Statistically significant differences were found in the improved self-rated ability of a range of computer skills following course attendance. However, participants who attended a Refresher class (5, 9, or 12 months following course completion) reported that without support a number of these skills had notably declined. Three main themes emerged from the focus group data: (i) Facilitation of Social Engagement-technology offered new opportunities to communicate and more independently self-manage day-to-day tasks; (ii) Course Framework-participants reflected on their preferred model of delivery of the course; and finally (iii) Overcoming Barriers to Technology-the advantages of bespoke computer training, and requirements for ongoing support were highlighted as essential components of a training course appropriate for people with aphasia. Conclusions: The personal experiences of this group of people with aphasia highlight the advantages of accessing technology as a way of facilitating increased communication and an enhanced ability to manage their day-to-day lives. Yet, despite these benefits and the necessity for many people with aphasia to learn or relearn computer skills, finding courses that can accommodate individual needs is problematic. This research highlights the need for bespoke computer training and follow-on support, and highlights the necessary components of such training as identified by this group of people with aphasia. 2015 Taylor & Francis

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