Background/Objectives: The Speech-Language Pathologists (SLP) are an integral part of the multidisciplinary team approach to rehabilitation of persons with aphasia (PWA). However, the efficacy of treatment provided by SLPs can vary due to several factors related to clinicians, patients, and the availability of services. The present study was conducted with the aim of investigating current practices in aphasia rehabilitation, key challenges, and future directions as perceived by the SLPs in the Indian context. Methods: The study was conducted using a web-based survey comprising a 32-item questionnaire to gather information related to demographic and professional details, knowledge and use of aphasia rehabilitation approaches, patient education, counselling, bilingual & multilingual contexts, and challenges faced by SLPs. A total of 142 responses were analyzed after initial screening to assess the knowledge, use, and confidence of aphasia rehabilitation along with challenges faced by SLPs in the Indian context. Results: The results indicated significant challenges in the assessment of aphasia due to a lack of formal screening and diagnostic languages in several languages. Further, the results also indicated variations in the knowledge level and confidence in the use of various approaches to aphasia rehabilitation, which warrants the urgent need for organizing short-term training programs for SLPs. The participants also self-reported significant challenges in managing bilingual and multilingual patients with aphasia due to differences in their knowledge and confidence in the selection of language for treatment. On the other side, major patient-related challenges include inadequate logistics, lack of funding, unavailability of speech and language therapy services, social acceptance, and support from family members. The participants also reported the necessity of improving tele-rehabilitation services and developing materials and mobile apps for rehabilitation in Indian languages as future directions for aphasia rehabilitation. Conclusions: The present study through a self-reported questionnaire identified key challenges in aphasia rehabilitation related to the clinician and PWA in the Indian context. The results of the study warrant the need for immediate action to overcome the challenges to enhance the rehabilitation services to PWAs.

The review summarizes the various methods employed in assessing communication skills in children. Speech-language assessment is a complex procedure that aims to evaluate child’s receptive and expressive vocabulary, formation of sentences, using language for different purposes, and articulation. It is crucial for early identification, diagnosis, and intervention of children with communication disorders. It is the initial step taken towards understanding the difficulties faced by the parents or caregivers of the child and guiding them to make appropriate decisions regarding the intervention. Formal and Informal testing procedures are complementary approaches incorporated to understand the child’s speech and language abilities. The information gathered during assessment forms a foundation for making clinical decisions. The results obtained from the assessment determines whether the child has a language delay or demonstrates age-expected performance, which in turn influences the need for intervention.

Identifying the loci of lexical semantic breakdown in aphasia and the choice of therapy techniques - IJN- Print ISSN No: - 2581-8236 Online ISSN No:- 2581-916X Article DOI No:- 10.18231/j.ijn.2023.016, IP Indian Journal of Neurosciences-IP Indian J Neurosci

Language learners and users regularly engages in a word-learning experience, demonstrating its huge prevalence. Activation of multiple brain areas, construction of multivariate linkages between mental sub-processes, and, control over numerous external and internal factors are essential for learning a single word, indicating the complex nature of word learning. However, such variables and processes involved in word learning have not received as much attention as required. Words are often perceived as a small element of language and implied as language semantics, so word investigations get overshadowed by language research. The only association of words with semantics has obscured the importance of phonological skills in word learning which needs to be highlighted more. Furthermore, word-related notions and studies are dispersed among linguists, psychologists, and speech pathologists, making it challenging for a new viewer to comprehend the precise nature of word learning because of the insufficient information compilation. The current article gathers data on word learning from different sources, reviewing experimental methodologies and theoretical studies on words from earlier to contemporary investigations. The article also delves deep into understanding the unique individualistic differences and variables influencing word learning. Henceforth, the article presents a theoretical summary and consists of experimental research, showcasing the breadth of word learning for an interested novice learner to apprehend.