JCPSLP Vol 17 No 3 2015

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JCPSLP Volume 17, Number 3 2015 113
Fresh science and pioneering practice
November each year is
a time for celebration
within our profession
as a large group of graduating
students complete their studies
and begin their transition to
the workforce. They enter the
profession with fresh ideas
and the knowledge and skills
needed to become pioneers
in this rapidly changing
profession. As new graduates,
their journey will be shaped
by the latest research findings
and the clinical experiences
and insights shared by their
experienced colleagues. In this
issue, we acknowledge this
time of transition with a focus
on fresh science and pioneering
practice, highlighted in a series
of articles authored by newly
graduating speech pathologists
and higher degree research
candidates.
Two articles examine parent–child interactions with a view to promoting positive
early language and literacy outcomes. Arndt and Arciuli present the findings of
an exploratory study indicating that mothers of children with autism spectrum
disorder, and those of children with specific language impairment, appear to tailor
their language use to the individual needs of their children during shared reading.
Saetre-Turner, Williams, and Quail report the findings of a study comparing the
home language environments of children with and without hearing impairment.
A further two articles examine the role of technology in the provision of stuttering
treatment. Bridgman, Block, and O’Brian share lessons they learned during a
telehealth trial of stuttering treatment and Carey, O’Brian, and Onslow discuss the
integration of technology within the Camperdown Program.
Focusing on early intervention, Behnami and Clendon tackle common myths
and misconceptions regarding augmentative and alternative communication
intervention for children with developmental disabilities, and provide a set of
evidence-based recommendations. O’Hare and Doell remind readers of the
importance of treatment fidelity in the delivery of evidence-based interventions,
and argue that both clinicians and organisations have roles to play in supporting
this critical aspect of service delivery. Shem, Brebner, and Coles examine the
potential for child health records to act as a basis for discussions between
early childhood educators and parents regarding children showing signs of
communication impairment, thus facilitating early identification and intervention.
Along with articles examining the experience of parents of babies with feeding
difficulties, reflections on ethics, an evidence review and regular columns, the
articles noted here provide exciting insights into the future of our profession,
and clinically relevant evidence to inform current practice. The student-led
contributions demonstrate the calibre of colleagues entering our profession and
herald the contributions they will make throughout their careers.
From the editor
David Trembath
perceptions of hospital discharge, transition
home, and the role of speech-language
pathology – Katie L. Ilich and Deborah Hersh
study – Alison Arndt and Joanne Arciuli
Bridgman, Susan Block, and Sue O’Brian
Program – Brenda Carey, Sue O’Brian, and
Mark Onslow
and expert recommendations – Pariya
Behnami and Sally Clendon
Elizabeth Doell
Preliminary data – Michelle Saetre-Turner,
Cori Williams, and Michelle Quail
Lilienne Coles
advocating for play-based learning in early
primary school to support students’
educational outcomes and language
development? – Claire Marsh, Daniel
Lawrence, Sarahlouise White, and Sue
McAllister
frameworks to an ethical dilemma based on
a simulated client interview – Helen
Corbould, Andy Smidt, and Emma Power
Fresh thoughts from the coalface – Suze
Leitão and Trish Johnson
identities – Caroline Bowen
Contents