Ten speech pathology students found the convers-ABI-lity programme practical and easy to use, but could not say how to apply its modules in a session. They need worked examples, supervisor observation, and a rationale for each step before delivering it to a client.
Students valued convers-ABI-lity as a practical, well-structured resource they could see themselves using on placement, but identified a clear gap between knowing how to navigate the programme and knowing how to turn its content into a clinical session with a client.
Students' understanding of cognitive-communication disorder was varied and often conflated with aphasia; those who had clinical experience with CCD reported more confidence, while those without it expressed uncertainty about choosing the right intervention.
Students identified specific supports they need before implementing convers-ABI-lity on placement: worked examples of applying the programme with a client, observation of a supervisor or peer conducting treatment, and a clear rationale for why each procedure (such as Goal Attainment Scaling goals) is used.
Single-blind randomized controlled trial. Sixty-four participants were randomized across two intervention arms and assessed at twelve weeks for the primary outcome…
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