There were critical limitations to dysphagia services in Malaysia with speech-language pathologists’ (SLPs) reported lacking skills and confidence in managing the disorder. This study examined the impact of providing professional development training in dysphagia management. Aims were to determine if: (1) delivery of a training series enhances SLPs knowledge in dysphagia management, (2) knowledge translated into improved clinical skills and (3) clinicians’ perception of their knowledge, skills and confidence improved post-training. The study used a single cohort pre- and post-test research design and involved nine Malaysian SLPs. Participants underwent assessment at pre- and immediately post-training and again at one month post-training. At each assessment level, knowledge and skills were assessed via a written examination and observational assessment of clinical performance respectively. Visual analogue scales were used to measure clinician’s perceptions of knowledge, skills and confidence. The training model involved four consecutive; 4-hour week-end workshops with opportunity to apply new knowledge and develop networking in clinical practice in the weekdays between each session. Significant (p < 0.05) improvements in knowledge and clinical skills were observed immediately post- and at one month after training. Clinician’s perceptions of knowledge, skills and confidence were also significantly higher immediately post- and at one month post-training. The current 4-week structured professional development model was found to be effective in enhancing SLPs’ knowledge and skills in dysphagia management and improving their perceptions and confidence. The findings highlight the benefits that can be achieved through well designed professional development programs.
Deglutition Disorders

The scales of children development from the West are usually used as a main guide for parents and professionals in monitoring the development of children due to the limited resources being reported and the assumption that children development in Malaysia and Western countries are similar. Based on previous studies, many have questioned the suitability of these scales to assess the communicative development of Malaysian children. Therefore, this preliminary study was conducted to develop a set of data that could be use as a guide to monitor the communicative development of Malaysian toddlers. In this study, translation and adaptation was done on The Integrated Scales of Development for toddlers aged between 16 to 30 months which was further divided to three subscales according to age ie. 16 to 18 months, 19 to 24 months and 25 to 30 months. Validity and reliability measurements were conducted on the adapted scales. Based on the validity assessment, two items were omitted from the subscale 16-18 months and eight items were omitted from each subscale 19-24 months and subscale 25-30 months. The value of Cronbach alpha showed high reliability on the subscale 16-18 months (α = 0.872). However, the value of Cronbach alpha in subscale 19-24 months (α = 0.626) and in subscale 25-30 months (α = 0.628) demonstrated low reliability. As a conclusion, the adapted scale is suitable to be used as a guide to monitor children communicative development but not as a major tool of assessment.

This paper aims to describe a Malay version of the Boston Naming Test (MBNT) and its normative data. The M-BNT follows closely the general administration procedures of the original Boston Naming Test (BNT) but is different in terms of item content. A total of 29 items from the original 60 items on the test were deemed culturally and linguistically valid for the Malay population and were thus retained. A total of 41 additional items were added to make a total list of 70 items for pilot testing. These items were first vetted by a panel of experts and then trialed on a sample of 40 Malay adults. Based on the item analysis from the pilot study, the M-BNT was reduced to a 50 item test. This was administered to 230 normal Malay subjects in five age groups (20 – 29 years, 30 – 39 years, 40 – 49 years, 50 – 59 years, and 60 – 69 years), split into two main educational levels (i.e. < 12 years of education, and 12 years or more) and across gender. The Malay subjects were chosen representative of the four major geographical regions in West Malaysia. Initial normative data was computed according to the five age groups and two educational levels. It is hoped that the M-BNT will become a test useful in the identification of patients with an expressive language word-finding disorder.

Knowledge of normal anatomy and physiology of swallowing is fundamental in the identification of individuals with orat risk for swallowing disorders. Learning anatomy and physiology however, is not an easy task thus, computer-assistedlearning (CAL) approaches have been incorporated into the learning of the topics to enhance understanding. Althoughevidence exists on the benefits of using CAL in education, more studies are necessary in the field of swallowing. Whilecourseware for the learning of anatomy and physiology of swallowing exist, they are not comprehensive. Therefore, thisstudy aimed to develop a comprehensive CAL courseware for anatomy and physiology of swallowing. The current studyused a designed-based research following the ADDIE (analysis, design, development, implementation, and evaluation)model to create a multimedia courseware, incorporating the use of text, still images, animations, audio narrations,and presented on a simple graphical user interface. The courseware was evaluated by 27 undergraduate students interms of its usefulness, ease of use, and users’ satisfaction. Results indicate that the participants were satisfied with thecourseware and that they perceived the courseware as useful, easy to learn and easy to use. The study represents aninitiative to investigate the use of CAL in the subject and to establish the basis for further work which includes assessmenton the learning outcomes from the usage of the CAL courseware. It is hoped that the use of this courseware in teachingand learning of anatomy and physiology of swallowing can enhance students’ knowledge and understanding of the areaefficiently and effectively.

Aphasia assessment is crucial in diagnosing aphasia, determining the extent of language impairment, and identifying factors that may support or restrict aphasia recovery to design an appropriate plan of care for people with aphasia. Speech-language therapists (SLTs) play a major role in conducting aphasia assessments. Little is known about the practices of SLTs in assessing aphasia in low-resource regions. The present study aims to identify aphasia assessment practices among Malaysian SLTs and related challenges, as well as strategies for improving aphasia assessments from SLTs’ perspectives. A total of 32 SLT participants who have been practicing in Malaysia completed an online survey to gather their background information, data pertaining to practices and challenges in conducting aphasia assessments, and suggestions for improving aphasia assessments. Descriptive analyses were conducted for all numerical data. Suggestions for improving aphasia assessment practices were analysed qualitatively using the thematic content analysis approach. SLT practices in aphasia assessment were found to be consistent in certain aspects, but not all. Two major challenges were identified: (a) linguistic barriers between clinicians and clients/caregivers, and (b) a lack of standardized assessment tools for aphasia evaluations. Participants suggested “Internal Strategies” and “External Strategies” for improving aphasia assessment practices.