Objective:To investigate the clinical effect of audio-visual feedback real-time accent movement therapy on speech fluency disorders in children with spastic cerebral palsy.Method:A total of 44 children aged 5-7 years with spastic cerebral palsy who met the inclusion criteria were randomly assigned to an experimental group(n=22)or a control group(n=22)using a random number ta-ble method.The control group received traditional accent movement therapy,while the experimental group re-ceived audio-visual feedback real-time accent movement therapy in addition to the control group's training regi-men.Both groups completed 10 sessions over 3 weeks(one session per day,30 minutes per session).Speech samples were collected pre-and post-treatment using the picture-based narrative task Doing Housework,select-ed for its ecological validity.A two-group pretest-posttest design was employed to evaluate changes in objec-tive speech fluency metrics,including speech rate,pauses,prolongations,and repetitions,and to assess the clini-cal efficacy of the intervention.Result:Before treatment,there were no significant differences between the two groups in seven speech fluen-cy metrics(P＞0.05),including speech speed,pause,prolongation,and repetition,indicating comparability.Af-ter treatment,there was a significant difference in the 7 measurement indicators of speech fluency function be-tween the two groups(P＜0.05),and the experimental group was significantly better than the control group(P＜0.05).Within-group comparisons revealed significant improvements in speech fluency metrics in the experimen-tal group after treatment(P＜0.05),whereas no significant changes were observed in the control group(P＞0.05).Conclusion:Audio-visual feedback real-time accent movement therapy significantly improved speech fluency in children with spastic cerebral palsy,as evidenced by increased speech rate and reduced abnormal pauses,prolon-gations,and repetitions.These findings indicates that this therapy is an effective intervention for improving speech fluency disorders in this population.Future research should focus on multi-center studies and the broad-er clinical application of this therapy.

Objective:To investigate the clinical effect of audio-visual feedback real-time accent movement therapy on speech fluency disorders in children with spastic cerebral palsy.Method:A total of 44 children aged 5-7 years with spastic cerebral palsy who met the inclusion criteria were randomly assigned to an experimental group(n=22)or a control group(n=22)using a random number ta-ble method.The control group received traditional accent movement therapy,while the experimental group re-ceived audio-visual feedback real-time accent movement therapy in addition to the control group's training regi-men.Both groups completed 10 sessions over 3 weeks(one session per day,30 minutes per session).Speech samples were collected pre-and post-treatment using the picture-based narrative task Doing Housework,select-ed for its ecological validity.A two-group pretest-posttest design was employed to evaluate changes in objec-tive speech fluency metrics,including speech rate,pauses,prolongations,and repetitions,and to assess the clini-cal efficacy of the intervention.Result:Before treatment,there were no significant differences between the two groups in seven speech fluen-cy metrics(P＞0.05),including speech speed,pause,prolongation,and repetition,indicating comparability.Af-ter treatment,there was a significant difference in the 7 measurement indicators of speech fluency function be-tween the two groups(P＜0.05),and the experimental group was significantly better than the control group(P＜0.05).Within-group comparisons revealed significant improvements in speech fluency metrics in the experimen-tal group after treatment(P＜0.05),whereas no significant changes were observed in the control group(P＞0.05).Conclusion:Audio-visual feedback real-time accent movement therapy significantly improved speech fluency in children with spastic cerebral palsy,as evidenced by increased speech rate and reduced abnormal pauses,prolon-gations,and repetitions.These findings indicates that this therapy is an effective intervention for improving speech fluency disorders in this population.Future research should focus on multi-center studies and the broad-er clinical application of this therapy.

Objective To systematically evaluate the effect of speech and language therapies and educational interventions on chil-dren with intellectual and developmental disabilities(IDD). Methods A systematic review was conducted by searching relevant literature in PubMed,PsycINFO,ERIC,Cochrane Library and Web of Science databases,ranging from January,2018 to May,2024. Results A total of eight English articles were included,from six countries including the United States,France,Italy,Nor-way,Poland and New Zealand,involving 610 children with IDD,from journals about speech language pathology,Down syndrome research and speech language hearing research.The publication time was mainly from 2018 to 2023.The age of the subjects was two to twelve years,and the main health conditions included intellectual dis-ability,autism and Down syndrome.The intervention methods included routine speech therapy(individualized therapy and group therapy),augmentative and alternative communication(device-assisted and sign language and picture cards),family-involved language training programs(parent training and family interaction),computer-as-sisted language learning(language learning software and telehealth),and play-based interventions(interactive games and structured games);15 to 150 minutes a time,one to ten times a week,for ten to 144 weeks.The out-comes were reflected in five aspects:increasing the vocabulary in speaking;improving the language comprehen-sion,symbol recognition and vocabulary comprehension;improving both expressive and receptive language skills;improving participation in game diversity and game participation levels,communication,social interaction and interaction skills;and improving overall language and non-verbal communication skills. Conclusion Combining a variety of methods,such as individualized therapy,family participation,technologic assistance and interactive games,speech and language therapies and education are effective on spoken language production,language comprehension,speech production,social interaction and communication skills for children with IDD.

Objective To explore the construction of a core competency framework and content for higher vocational speech-lan-guage-hearing rehabilitation technology programs based on World Health Organization rehabilitation competency framework(RCF). Methods Utilizing RCF and integrating the educational objectives for higher vocational speech-language-hearing reha-bilitation programs outlined by the Ministry of Education in 2022,as well as the technical documents from the In-ternational Association of Logopedics and Phoniatrics and the American Speech-Language-Hearing Association,this study analyzed the professional activities in speech-language-hearing rehabilitation technology to construct a competency framework based on RCF and give details in the specific content of each domain. Results The competency for speech-language-hearing rehabilitation technology encompassed seven domains:core val-ues,beliefs,practice,professionalism,learning and development,management and leadership,and research.Each domain was subdivided into specific competency elements and professional activities. Conclusion Establishing a higher vocational education system for speech-language-hearing rehabilitation technology based on RCF will help to set educational objectives,and construct curriculum systems,so that to cultivate practi-tioner who meet social needs and possess comprehensive professional skills and competencies.

ObjectiveTo analyze and construct a curriculum framework and content system of the vocational college rehabilitation therapy technology exercise therapy technology course, based on World Health Organization (WHO) International Classification of Functioning, Disability and Health (ICF) and rehabilitation competency framework (RCF). MethodsUsing educational psychology and curriculum theory, and applying the ICF and RCF, the curriculum system for rehabilitation therapy technology curriculum system was constructed. A systematic analysis of the existing exercise therapy technology course content was conducted to identify the core elements related to ICF and RCF. Through the design of course modules, these core elements were integrated into theoretical courses, skills training and practical courses to form a comprehensive curriculum structure. ResultsCombining the ICF and RCF, a curriculum system for rehabilitation therapy technology curriculum system was constructed, covering theoretical courses, skills training and practical courses. This system enabled students to systematically master rehabilitation assessment and treatment techniques and develop clinical decision-making abilities and interdisciplinary collaboration skills. The introduction of the ICF framework allowed students to acquire knowledge, skills and abilities in the field of exercise therapy technology through the course. Developing competency-oriented courses based on RCF framework helped students develop comprehensive professional competencies through learning. ConclusionBy integrating the ICF and RCF, a curriculum for exercise therapy technology course in vocational colleges has been constructed. Based on the ICF framework, the content of the course has been aligned with the bio-psycho-social theory of functioning and health, covering three levels: body function, activity and participation, and environmental factors. The curriculum content should include the analysis, assessment and intervention of these functioning. RCF provides a theoretical structure and methodology for developing competency-oriented courses. When designing the course modules, teaching objectives have been established based on the core competency framework, aiming to develop students' comprehensive professional competence and professionalism through theoretical courses, practical training and clinical internships.

Abstract In order to enhance the visual working memory abilities of children with autism spectrum disorders (ASD) and to promote future exploration and practice in related fields, the study systematically sorts out and summarizes the relevant research at home and abroad, and points out that the performance of children with ASD in various visual working memory tasks is generally lower than that of normal children, especially in the function of refreshing, transforming and suppressing visual information, which reflect that children with ASD have difficulties in processing visual information. Neuroimaging and electrophysiological studies further reveal the abnormal activation of ASD children in related brain regions, especially the dysfunction in key areas such as prefrontal cortex and contralateral delayed activity. In addition, the abnormal oscillation of α, θ and β bands also shows that children with ASD are deficient in visual attention control and information processing, which affects the overall performance of their visual working memory.