JCPSLP Vol 22 No 1 2020

Expanding possibilities: Foci on reading and interdisciplinary practices

From the editor Leigha Dark

Contents

1 From the editor 3 An introduction to research on statistical learning and reading – Joanne Arciuli 10 Oral vocabulary and reading comprehension: What intervention studies have taught us – Danielle Colenbrander 15 An overlooked cause of writing impairment in people with aphasia: Characteristics, assessment and treatment of graphemic buffer impairment – Trudy Krajenbrink, Saskia Kohnen, and Lyndsey Nickels 22 Developing a prioritised agenda to drive speech-language pathology: Research within Health in Queensland – Emma Finch, Elizabeth C. Ward, Linda Worrall, Kirstine Shrubsole, Bena Brown, Petrea Cornwell, Anne E. Hill, Annie J. Hill, Tania Hobson, Tanya Rose, Ashley Cameron, and Nerina Scarinci 29 What value can allied health assistants bring to speech-language pathology practice? – Rachael O’Brien, Rebecca Mitchell and Nicole Byrne 34 Speech-language pathology in the Northern Territory: Shifting the focus from individual clinicians to intercultural, interdisciplinary team work – Bea Staley, Emily Armstrong, Rebecca Amery, Anne Lowell, Tanya Wright, Caroline Jones, Louise Taylor, and Jessica Hodson 40 Speech-language pathology assessment: Key to diagnostic evaluation of ASD in 4–7 year-olds with average cognition – Kate Broome and Vanessa Sarkozy 48 An exploratory prospective study of the association between return to work/study and health and well-being outcomes after acquired brain injury – Emma J. Schneider, Kate Lawlor, Ester Roberts, Kelly McMahon, Lauren Solomon, Nicole Austin, and Natasha L. Lannin 53 Speech-language pathology in Australian residential aged-care facilities – Skye A. Sewell and Suzanne C. Hopf 62 What’s the evidence? Interdisciplinary

W elcome to this mid-year issue of JCPSLP. The events of the first half of this year must be acknowledged as being unusual, unexpected and challenging on a global scale. We’ve seen adaptations, accommodations, limitations, and restrictions. But we’ve also seen transformations, innovations, new conversations and connections. In the spirit of adapting and innovating in a rapidly changing landscape, we bring you a combined issue with contributions aligned with the March 2020 theme “A focus on reading” and the July 2020 theme “Interdisciplinary research and practice”. The unifying idea of “Expanding possibilities” is fitting in these times as we look to new ways of delivering services and partnering with individuals, families and communities. We hope you find something new and inspiring to challenge you and take forward into your practice. Before outlining the inclusions for this issue, I would like to take the opportunity to sincerely thank Jae-Hyun Kim for his contributions to the journal during his term as editor. Addressing themes including “The role of speech pathologists in the justice system”, “Measurement and evaluation in practice” and “Multimodal communication”, Jae along with the authors and editorial team have curated high quality and thought-provoking issues. This is Jae’s final issue and it has been a pleasure collaborating to bring it to fruition. I look forward to continuing in the role of interim editor until March 2021 and supporting the transition of the next editor into the role. We commence this issue with submissions that explore a focus on reading. Joanne Arciuli provides a thorough, comprehensive and accessible introduction to the research on statistical reading and learning. Danielle Colenbrander follows with an article exploring what we can learn from intervention studies in the areas of oral vocabulary and reading comprehension. Trudy Krajenbrink, Saskia Kohnen, and Lyndsey Nickels consider an overlooked cause of writing impairment in people with aphasia – graphemic buffer impairment – and describe characteristics, assessment and management approaches. Facilitating the transition from a focus on reading to interdisciplinary collaboration in research and practice, Emma Finch and colleagues outline the process of developing a prioritised agenda to drive speech-language pathology practice, showcasing research occurring within Queensland Health. In the next article Rachael O’Brien, Rebecca Mitchell, and Nicole Byrne share the findings of a literature review that addresses the question: What value can allied health assistants bring to speech- language pathology practice? Focusing on the role, training, and collaborative activities of allied health assistants and speech pathologists, a balanced, narrative review of existing literature is presented. Continuing with the theme of interdisciplinary collaboration, Bea Staley and colleagues discuss three examples of speech-language pathology service provision in the Northern Territory,

service provision in community-based services for children with disabilities – Stephanie Weir

67 Resource review 69 Top 10 literacy tips and resources – Jenny Baker 71 Top 10 tips for inter-disciplinary

collaboration between speech pathologists and educators – Haley Tancredi and Jaedene Glasby

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JCPSLP Volume 22, Number 1 2020

www.speechpathologyaustralia.org.au