Browsing by Author "WAFA IBRAHIM ABDULLAH ALATAR"

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Telemedicine in the Kingdom of Saudi Arabia: The feasibility of delivering parent-mediated early intervention targeting social communication in autism.
WAFA IBRAHIM ABDULLAH ALATAR; Tom Loucas & Fiona Knott
Background: Evidence on the effectiveness of telemedicine in coaching parents of autistic children on naturalistic developmental early interventions (EI) is limited and conducted in Western countries. In the Saudi context, little is known about EI services and the feasibility of telemedicine in coaching parents. Aims: 1) Examine the literature on the effectiveness of telemedicine in coaching parents to implement naturalistic developmental EI on child's social communication; 2) Investigate parents' and speech and language therapists' (SLTs) perceptions of EI and describe community-based practice with the aim of enhancing it, and 3) Investigate the feasibility of telemedicine to deliver community-based practice in coaching parents. Methods: A rapid review evaluated intervention characteristics, outcomes, and research quality in nine studies. Action research employed semi-structured interviews with six parents' and four SLTs' investigated the second aim. A sample of 47 parents completed the survey investigating telemedicine acceptability and intention to use. Finally, eleven parent-child dyads participated in a pre-post feasibility study investigating telemedicine's implementation, usability, and acceptability. Results: Review findings suggest insufficient evidence for the effectiveness of telemedicine on child's social communication. Action research showed that SLTs' EI practice was one-to-one, therapist-implemented or hybrid, with no consistent parent training. SLTs' reported engaging parents in EI was challenging. Findings showed parents have mixed views about the service. Parents reported raising autistic children was effortful, and parents wanted more support. The surveys revealed high telemedicine acceptability, usability, and intention to use. In the feasibility study, parents showed low-moderate fidelity scores for full achievement and scored moderate-high for partial achievement of strategies. No significant treatment difference was observed in children's social communication. Conclusions: More high-quality research is required to examine the effectiveness of telemedicine applications on child's social communication in community-based settings to support access and continuity of therapy in EI services.
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The Effect of Different Tasks in the Amount of Jargons in Individuals with Jargon Aphasia
WAFA IBRAHIM ABDULLAH ALATAR; Arpita Bose
Introduction: Previous findings showed that individuals with jargon aphasia (JA) produce more jargons in picture naming compared to repetition task. Since naming and repetition differ primarily in the availability of the phonological code. It has been suggested that a difficulty of retrieving the phonological code after lexical selection underpin jargons production (Marshall et al., 1998; Sampson & Faroqi-shah, 2011). Aim: To investigate the effect of the linguistic demands on the amount of jargon speech produced by individuals with JA across three tasks: naming pictures, reading aloud, and repetition. Method: 5 English speaking individuals with JA with age range (51-86 years old) were tested using the 175-items of the Philadelphia Naming Test (PNT). Participants were examined using the same list of items in reading aloud and repetition tasks. Procedure: The amount of jargons was achieved by measuring the ratio of jargon syllables to the total number of syllables produced in a task. Results: Although participants presented higher jargon ratios in naming compared to reading aloud and repetition tasks, findings from across participants showed no significant difference between the three conditions. However, participants' performance in naming task differs from other conditions in the pattern of errors produced and not the amount of jargons as expected. Conclusion: Findings from reading aloud condition do not support the assumption that individuals with JA perform better in repetition task due to the availability of the phonological code only. We suggest that the involvement of different linguistic routes in each condition underpin the variation seen in errors.
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