Pub Date : 2021-11-22DOI: 10.1177/15257401211056857
Christos Papatzalas, I. Papathanasiou, T. Paschalis, C. Tzerefos, E. Kapsalaki, A. Petsiti, K. Fountas
Awake brain surgery allows for maximal tumor resection, while minimizing postoperative deficits, even when the tumor is located within eloquent brain regions. In the current study, we present the case of a patient who underwent awake craniotomy to remove a space-occupying lesion located at the left (dominant) temporal lobe. During subcortical mapping, electrical stimulation of the inferior longitudinal fasciculus caused severe errors (paralexias) on a semantic odd-word out task but not on other tasks that use different input routes and processes. The cognitive neuropsychological model for single word processing assisted us to associate a specific structure (inferior longitudinal fascicle [ILF]) with a specific cognitive process (i.e., access to the semantic system). Our results highlight the importance of subcortical fascicles in reading and agree with previous studies regarding the critical role of ILF in reading comprehension.
{"title":"Inferior Longitudinal Fascicle and Reading: Exploring Their Relationship Through a Brain Stimulation Case Study","authors":"Christos Papatzalas, I. Papathanasiou, T. Paschalis, C. Tzerefos, E. Kapsalaki, A. Petsiti, K. Fountas","doi":"10.1177/15257401211056857","DOIUrl":"https://doi.org/10.1177/15257401211056857","url":null,"abstract":"Awake brain surgery allows for maximal tumor resection, while minimizing postoperative deficits, even when the tumor is located within eloquent brain regions. In the current study, we present the case of a patient who underwent awake craniotomy to remove a space-occupying lesion located at the left (dominant) temporal lobe. During subcortical mapping, electrical stimulation of the inferior longitudinal fasciculus caused severe errors (paralexias) on a semantic odd-word out task but not on other tasks that use different input routes and processes. The cognitive neuropsychological model for single word processing assisted us to associate a specific structure (inferior longitudinal fascicle [ILF]) with a specific cognitive process (i.e., access to the semantic system). Our results highlight the importance of subcortical fascicles in reading and agree with previous studies regarding the critical role of ILF in reading comprehension.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"52 - 61"},"PeriodicalIF":0.9,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49140394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-30DOI: 10.1177/15257401211046871
Shubha Kashinath, Elena Dukhovny, Prema Polit
Paraeducators are the most frequent communication partners during the school day for students who use augmentative and alternative communication (AAC), yet they often lack training in AAC best practices. This intervention study examined the effect of an in-class coaching intervention on the aided language modeling (ALM) skills of paraeducators who work with students who use AAC. An intervention protocol using evidence-based coaching strategies was used to support paraeducator implementation of ALM in typical classroom activities. The multiple-baseline single-subject design measured the use of ALM by four paraeducators. Data were analyzed visually and by calculating Tau-U and gain scores. Results suggest a strong effect from the coaching intervention on ALM skills for each of the paraeducators. Challenges and benefits of paraeducator-focused interventions in classroom settings are presented.
{"title":"Effects of a Coaching Intervention on Paraeducator Use of Aided Language Modeling in Classroom Settings: A Pilot Investigation","authors":"Shubha Kashinath, Elena Dukhovny, Prema Polit","doi":"10.1177/15257401211046871","DOIUrl":"https://doi.org/10.1177/15257401211046871","url":null,"abstract":"Paraeducators are the most frequent communication partners during the school day for students who use augmentative and alternative communication (AAC), yet they often lack training in AAC best practices. This intervention study examined the effect of an in-class coaching intervention on the aided language modeling (ALM) skills of paraeducators who work with students who use AAC. An intervention protocol using evidence-based coaching strategies was used to support paraeducator implementation of ALM in typical classroom activities. The multiple-baseline single-subject design measured the use of ALM by four paraeducators. Data were analyzed visually and by calculating Tau-U and gain scores. Results suggest a strong effect from the coaching intervention on ALM skills for each of the paraeducators. Challenges and benefits of paraeducator-focused interventions in classroom settings are presented.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"33 - 44"},"PeriodicalIF":0.9,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48633214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1177/1525740120942463
Miriam Baigorri, C. Crowley, Chelsea L. Sommer, Jessica Baquero, Gemma Moya-Galé
This study aimed to examine self-efficacy as graduate students gained clinical skills during an intensive international cleft lip and palate (CLP) clinical practicum. A total of 17 graduate students in the Communication Sciences and Disorders program at Teachers College (TC), Columbia University, participated in a CLP clinical practicum for 5 days and completed a self-efficacy survey that measured their confidence in evaluation, treatment, and professional behavior at the beginning and end of their CLP clinical practicum. Clinical supervisors answered questions regarding graduate students’ performance at the end of their CLP clinical practicum. A significant pre-to-post-practicum group effect was found for all dependent variables under the self-efficacy evaluation and treatment categories. Supervisors’ perceptions of students’ initial performance and progression were overall consistent with the students’ ratings of self-efficacy. This intensive practicum program for CLP may be an effective way to increase graduate students’ experiences in working with children with CLP.
{"title":"Graduate Students’ Clinical Self-Efficacy: Impact of an Intensive Cleft Lip and Palate Clinical Practicum","authors":"Miriam Baigorri, C. Crowley, Chelsea L. Sommer, Jessica Baquero, Gemma Moya-Galé","doi":"10.1177/1525740120942463","DOIUrl":"https://doi.org/10.1177/1525740120942463","url":null,"abstract":"This study aimed to examine self-efficacy as graduate students gained clinical skills during an intensive international cleft lip and palate (CLP) clinical practicum. A total of 17 graduate students in the Communication Sciences and Disorders program at Teachers College (TC), Columbia University, participated in a CLP clinical practicum for 5 days and completed a self-efficacy survey that measured their confidence in evaluation, treatment, and professional behavior at the beginning and end of their CLP clinical practicum. Clinical supervisors answered questions regarding graduate students’ performance at the end of their CLP clinical practicum. A significant pre-to-post-practicum group effect was found for all dependent variables under the self-efficacy evaluation and treatment categories. Supervisors’ perceptions of students’ initial performance and progression were overall consistent with the students’ ratings of self-efficacy. This intensive practicum program for CLP may be an effective way to increase graduate students’ experiences in working with children with CLP.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"42 1","pages":"249 - 256"},"PeriodicalIF":0.9,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120942463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43871773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-20DOI: 10.1177/15257401211031463
Shannon S. Hall-Mills, Leesa Marante, Breanna Tonello, L. Johnson
The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare–contrast relations between concepts, the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and compare–contrast text comprehension. The intervention was effective in improving participants’ text structure identification, signal word recognition, and comprehension of compare–contrast text. This preliminary case study demonstrates that a short-term text structure intervention is feasible and can benefit adolescents with LLD who struggle with expository reading comprehension. Implications for clinical and educational services and future directions for research are provided.
{"title":"Improving Reading Comprehension for Adolescents With Language and Learning Disorders","authors":"Shannon S. Hall-Mills, Leesa Marante, Breanna Tonello, L. Johnson","doi":"10.1177/15257401211031463","DOIUrl":"https://doi.org/10.1177/15257401211031463","url":null,"abstract":"The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare–contrast relations between concepts, the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and compare–contrast text comprehension. The intervention was effective in improving participants’ text structure identification, signal word recognition, and comprehension of compare–contrast text. This preliminary case study demonstrates that a short-term text structure intervention is feasible and can benefit adolescents with LLD who struggle with expository reading comprehension. Implications for clinical and educational services and future directions for research are provided.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"62 - 71"},"PeriodicalIF":0.9,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15257401211031463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41735986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-08DOI: 10.1177/15257401211026206
Janna Hasko, M. C. Rivera, Monica K. Erbacher, S. Antia
We conducted a pilot study using intentional teaching strategies with specially designed materials to improve accuracy and production of targeted English morphosyntax structures with six deaf and hard-of-hearing students (kindergarten to first grade). A multiple baseline single-case research design (SCRD) consisting of 20-minute sessions four times per week for the duration of a school year was implemented to determine the effect of the supplemental syntax curriculum. The data were inconsistent and highly variable. Visual analyses were problematic; therefore, hierarchical linear model (HLM) regression analyses were conducted with the time series SCRD data as an additional analysis. HLM regression analyses were used to interpret data that might otherwise be overlooked in SCRDs to provide specific values for the rate students were learning during the intervention phase of the study. This pilot study demonstrates that the syntax intervention produces promising results when data that are too messy for visual analysis are analyzed with HLM.
{"title":"Visual Analysis Plus Hierarchical Linear Model Regressions: Morphosyntax Intervention with Deaf-and-Hard-of-Hearing Students","authors":"Janna Hasko, M. C. Rivera, Monica K. Erbacher, S. Antia","doi":"10.1177/15257401211026206","DOIUrl":"https://doi.org/10.1177/15257401211026206","url":null,"abstract":"We conducted a pilot study using intentional teaching strategies with specially designed materials to improve accuracy and production of targeted English morphosyntax structures with six deaf and hard-of-hearing students (kindergarten to first grade). A multiple baseline single-case research design (SCRD) consisting of 20-minute sessions four times per week for the duration of a school year was implemented to determine the effect of the supplemental syntax curriculum. The data were inconsistent and highly variable. Visual analyses were problematic; therefore, hierarchical linear model (HLM) regression analyses were conducted with the time series SCRD data as an additional analysis. HLM regression analyses were used to interpret data that might otherwise be overlooked in SCRDs to provide specific values for the rate students were learning during the intervention phase of the study. This pilot study demonstrates that the syntax intervention produces promising results when data that are too messy for visual analysis are analyzed with HLM.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"195 - 205"},"PeriodicalIF":0.9,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15257401211026206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43766247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-26DOI: 10.1177/15257401211024536
Ayse N. Kart
Visual Phonics is a multisensory teaching tool that has the potential to improve reading outcomes. The purpose of this systematic review is to examine studies on Visual Phonics to provide a comprehensive understanding of the effects on code-related skills. Thirteen studies met the inclusion criteria. The results demonstrate that Visual Phonics can be an effective strategy to teach code-related skills for at-risk hearing kindergarteners and d/Deaf and hard of hearing students, regardless of the degree of hearing loss, grade placement, communication method, home language, and prevalence of an additional disability. A number of these studies contain limitations such as a small sample size, difficulty with obtaining a randomized sample, lack of a control group, and difficulty with the generalization of findings. Therefore, there is a need for additional research on the effects of Visual Phonics and its progression to becoming an evidence-based practice.
{"title":"Systematic Review of Studies on Visual Phonics","authors":"Ayse N. Kart","doi":"10.1177/15257401211024536","DOIUrl":"https://doi.org/10.1177/15257401211024536","url":null,"abstract":"Visual Phonics is a multisensory teaching tool that has the potential to improve reading outcomes. The purpose of this systematic review is to examine studies on Visual Phonics to provide a comprehensive understanding of the effects on code-related skills. Thirteen studies met the inclusion criteria. The results demonstrate that Visual Phonics can be an effective strategy to teach code-related skills for at-risk hearing kindergarteners and d/Deaf and hard of hearing students, regardless of the degree of hearing loss, grade placement, communication method, home language, and prevalence of an additional disability. A number of these studies contain limitations such as a small sample size, difficulty with obtaining a randomized sample, lack of a control group, and difficulty with the generalization of findings. Therefore, there is a need for additional research on the effects of Visual Phonics and its progression to becoming an evidence-based practice.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"261 - 271"},"PeriodicalIF":0.9,"publicationDate":"2021-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15257401211024536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48189429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-24DOI: 10.1177/15257401211024539
Kathleen J. Abendroth, Judith Oxley, Kathy Hays
Telepractice offers speech-language pathologists (SLPs) increased flexibility to support language development, including emergent literacy in clients with complex communication needs. However, clinicians may feel uncertain how to pair books with augmentative and alternative communication (AAC) over telepractice. Following an overview of telepractice, book sharing, and e-helpers, we describe four practical ways to combine storybooks with AAC online. These include: (a) using accessible books, (b) screen sharing e-books and communication aid, (c) adapting slide shows, and (d) creating asynchronous videos. Finally, we offer suggestions for modeling AAC, prioritizing emotions in storybooks, and tips for clinical supervisors. This topic can direct future researchers and is relevant to practicing clinicians who want to support language development for clients using aided communication systems.
{"title":"Book Sharing With AAC Over Telepractice: A Tutorial","authors":"Kathleen J. Abendroth, Judith Oxley, Kathy Hays","doi":"10.1177/15257401211024539","DOIUrl":"https://doi.org/10.1177/15257401211024539","url":null,"abstract":"Telepractice offers speech-language pathologists (SLPs) increased flexibility to support language development, including emergent literacy in clients with complex communication needs. However, clinicians may feel uncertain how to pair books with augmentative and alternative communication (AAC) over telepractice. Following an overview of telepractice, book sharing, and e-helpers, we describe four practical ways to combine storybooks with AAC online. These include: (a) using accessible books, (b) screen sharing e-books and communication aid, (c) adapting slide shows, and (d) creating asynchronous videos. Finally, we offer suggestions for modeling AAC, prioritizing emotions in storybooks, and tips for clinical supervisors. This topic can direct future researchers and is relevant to practicing clinicians who want to support language development for clients using aided communication systems.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"272 - 276"},"PeriodicalIF":0.9,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15257401211024539","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41507036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-11DOI: 10.1177/15257401211017065
D. Tafiadis, Vasiliki Zarokanellou, Louiza Voniati, Alexandra Prentza, Konstantinos Drosos, A. Papadopoulos, Nafsika Ziavra
The study aimed at evaluating the diadochokinetic (DDK) skills of Greek-speaking preschool children with phonological disorder (PD) by means of a structured evaluation protocol and at proposing cut-off points for children at risk of speech impairment. The participants were 36 children with PD and 60 typically developing (TD) peers. The groups were matched on age and gender. The PD group performed significantly slower than the TD group in all speech DDK tasks but not in the oral-motor tasks. The ROC analysis showed a statistically significant positive discrimination for all speech tasks. The internal consistency of the protocol was excellent (Cronbach’s α = .844), while complex stimuli showed a better discriminatory ability. The obtained results agree with Dodd’s classification for speech sound disorders (SSDs). Different types of speech stimuli must be included in the evaluation of DDK performance as a clinical predictor for preschoolers with SSDs who face difficulties in speech maturation.
{"title":"Evaluation of Diadochokinesis in Greek Preschoolers With Speech Sound Disorders Using a Diadochokinetic Rates Protocol","authors":"D. Tafiadis, Vasiliki Zarokanellou, Louiza Voniati, Alexandra Prentza, Konstantinos Drosos, A. Papadopoulos, Nafsika Ziavra","doi":"10.1177/15257401211017065","DOIUrl":"https://doi.org/10.1177/15257401211017065","url":null,"abstract":"The study aimed at evaluating the diadochokinetic (DDK) skills of Greek-speaking preschool children with phonological disorder (PD) by means of a structured evaluation protocol and at proposing cut-off points for children at risk of speech impairment. The participants were 36 children with PD and 60 typically developing (TD) peers. The groups were matched on age and gender. The PD group performed significantly slower than the TD group in all speech DDK tasks but not in the oral-motor tasks. The ROC analysis showed a statistically significant positive discrimination for all speech tasks. The internal consistency of the protocol was excellent (Cronbach’s α = .844), while complex stimuli showed a better discriminatory ability. The obtained results agree with Dodd’s classification for speech sound disorders (SSDs). Different types of speech stimuli must be included in the evaluation of DDK performance as a clinical predictor for preschoolers with SSDs who face difficulties in speech maturation.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"172 - 181"},"PeriodicalIF":0.9,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15257401211017065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41936081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-10DOI: 10.1177/15257401211017143
Miechelle McKelvey, K. Weissling, Shelley K. Lund, W. Quach, Aimee Dietz
This phenomenological qualitative study explored how eight speech-language pathology specialists in augmentative and alternative communication (AAC) (who self-identified as adult-focused) would approach the AAC assessment process when presented with a case study of an adult with amyotrophic lateral sclerosis (ALS). The general research questions were: What areas are assessed by AAC specialists evaluating individuals with ALS? How do specialists evaluate the areas identified: In all, four themes emerged: (a) Area of Assessment, (b) Method of Assessment, (c) Patient Education, and (d) Decision Criteria. These results support authoritative models of AAC assessment. AAC assessment is a complex task and understanding the behaviors of specialists, as outlined in this article, may be a first step in assisting general practice SLPs to complete AAC assessments for individuals with ALS with greater confidence and comfort.
{"title":"Augmentative and Alternative Communication Assessment in Adults With Amyotrophic Lateral Sclerosis: Results of Semi-Structured Interviews","authors":"Miechelle McKelvey, K. Weissling, Shelley K. Lund, W. Quach, Aimee Dietz","doi":"10.1177/15257401211017143","DOIUrl":"https://doi.org/10.1177/15257401211017143","url":null,"abstract":"This phenomenological qualitative study explored how eight speech-language pathology specialists in augmentative and alternative communication (AAC) (who self-identified as adult-focused) would approach the AAC assessment process when presented with a case study of an adult with amyotrophic lateral sclerosis (ALS). The general research questions were: What areas are assessed by AAC specialists evaluating individuals with ALS? How do specialists evaluate the areas identified: In all, four themes emerged: (a) Area of Assessment, (b) Method of Assessment, (c) Patient Education, and (d) Decision Criteria. These results support authoritative models of AAC assessment. AAC assessment is a complex task and understanding the behaviors of specialists, as outlined in this article, may be a first step in assisting general practice SLPs to complete AAC assessments for individuals with ALS with greater confidence and comfort.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"163 - 171"},"PeriodicalIF":0.9,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15257401211017143","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47893443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.1177/15257401211018863
Kelsey Smith, Allison M. Plumb, Mary J. Sandage
The purpose of this study was to assess the competence of speech-language pathologists (SLPs) in serving bilingual or English-language learning children. Specifically, are SLPs able to identify acceptable English productions of a native Spanish speaker when described and/or given in context? Data were collected through an anonymous 28-question, web-based survey designed for practicing SLPs who worked with children. A total of 99 completed responses were received. The majority of SLPs demonstrated a basic understanding of aspects of Spanish-Influenced English (SIE) and dialectal features associated with native speakers of Spanish; however, SLPs were better able to identify errors in context than features of SIE. To ensure best practice in service provision for children who are English-language learners, SLPs need an understanding of the features of SIE and other English variants. Training programs should therefore provide education on the specific contrasts between languages/dialects while encouraging critical thinking and self-study.
{"title":"Speech-Language Pathologists’ Knowledge of Spanish-Influenced English and Dialectical Differences: A Survey","authors":"Kelsey Smith, Allison M. Plumb, Mary J. Sandage","doi":"10.1177/15257401211018863","DOIUrl":"https://doi.org/10.1177/15257401211018863","url":null,"abstract":"The purpose of this study was to assess the competence of speech-language pathologists (SLPs) in serving bilingual or English-language learning children. Specifically, are SLPs able to identify acceptable English productions of a native Spanish speaker when described and/or given in context? Data were collected through an anonymous 28-question, web-based survey designed for practicing SLPs who worked with children. A total of 99 completed responses were received. The majority of SLPs demonstrated a basic understanding of aspects of Spanish-Influenced English (SIE) and dialectal features associated with native speakers of Spanish; however, SLPs were better able to identify errors in context than features of SIE. To ensure best practice in service provision for children who are English-language learners, SLPs need an understanding of the features of SIE and other English variants. Training programs should therefore provide education on the specific contrasts between languages/dialects while encouraging critical thinking and self-study.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"128 - 132"},"PeriodicalIF":0.9,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15257401211018863","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43706012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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