Development of a Free Online Interactive Naming Therapy for Bilingual Aphasia

2020 ◽  
Vol 29 (1) ◽  
pp. 20-29
Author(s):  
Chaleece Sandberg ◽  
Teresa Gray ◽  
Swathi Kiran
Keyword(s):  
Treatment Protocol ◽  
Linguistically Diverse ◽  
Amazon Mechanical Turk ◽  
Culturally And Linguistically Diverse ◽  
Evidence Based ◽  
Semantic Features ◽  
Speech Language Pathologists ◽  
Link Type ◽  
Bilingual Aphasia ◽  
Under Construction

Purpose The purpose of this ongoing project was to provide speech-language pathologists who serve culturally and linguistically diverse populations with a freely available online tool for naming therapy in a variety of languages. The purpose of this clinical focus article was to report on this resource in an effort to make known its existence, its instructions for use, and the evidence-based practices from which it was developed. Method The website, http://bilingualnamingtherapy.psu.edu/ , was created by the research team in collaboration with a web programmer using Amazon Web Services. The treatment protocol for the website was adapted from an evidence-based naming intervention in which clients select and verify appropriate semantic features for the target words. This protocol comes from the work of Kiran and colleagues ( Edmonds & Kiran, 2006 ; Kiran & Iakupova, 2011 ; Kiran & Lo, 2013 ; Kiran & Roberts, 2010 ; Kiran, Sandberg, Gray, Ascenso, & Kester, 2013 ; Krishnan, Tiwari, Kiran, & Chengappa, 2014 ), who showed positive benefits of this therapy within and across languages in bilingual persons with aphasia. The stimuli for the online therapy were developed in a variety of languages. First, words and semantic features were translated from English to 10 different languages. Next, surveys were created using Qualtrics software and posted on Amazon Mechanical Turk to verify picture labels and semantic features for each word in each language. The results of these surveys guided the stimuli used for each language on the website. An interactive website was developed to allow clinicians to select a set of words and progress through a series of steps. A step-by-step tutorial on how to use this website is also included in this article. Conclusions The interactive online naming therapy described in this article is currently available in English and Spanish, with Chinese under construction. Several more languages are in various stages of preparation for use on the website, and suggestions for additional languages are being actively sought. http://bilingualnamingtherapy.psu.edu/ promises to be a useful tool for speech-language pathologists who work with culturally and linguistically diverse clients. This website provides naming therapy materials, adapted from an evidence-based protocol, in a variety of languages, that have been developed based on feedback from speakers of each language to maximize cultural and linguistic appropriateness.

Challenges in Service Provision to Children and Families from Linguistically Diverse Backgrounds

2021 ◽  
Vol 42 (05) ◽  
pp. 395-418
Author(s):  
Keisey Fumero ◽  
Michelle Torres-Chavarro ◽  
Carla Wood
Keyword(s):  
Service Provision ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Children And Families ◽  
Cultural Impact ◽  
Speech Language Pathologists ◽  
Diverse Backgrounds ◽  
Common Practices

AbstractThe purpose of this study was to examine and describe experiences and perceptions of speech-language pathologists (SLPs) serving children and families from culturally and linguistically diverse populations. Twenty SLPs were interviewed using an online audio platform regarding common practices, resources and supports, challenges, and communication. Participants' responses to the semi-structured questions were transcribed and analyzed to identify themes in experiences. Results suggested six overall themes including: considerations for assessment; cultural impact; linguistic access and barriers; professional preparedness; impact of COVID-19; and helpful tips and resources. The discussion includes recommendations and resources to address obstacles.

Speech-Language Pathologists’ Perceived Competence in Working With Culturally and Linguistically Diverse Clients in the United States

2020 ◽  
pp. 152574012091520
Author(s):  
Sabiha Parveen ◽  
Siva priya Santhanam
Keyword(s):  
United States ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
The United States ◽  
Perceived Competence ◽  
Culturally And Linguistically Diverse ◽  
English Speakers ◽  
Speech Language Pathologists ◽  
Preservice Training ◽  
English Speaking

A clinician’s perceived competence determines his or her ability to attain clinical outcomes and persevere through challenging situations. This study examined the perceived competence of 337 speech-language pathologists (SLPs), including monolingual and bilingual, working with culturally and linguistically diverse (CLD) clients within the United States. Results indicated comparable competence levels of both monolingual and bilingual SLPs in their service delivery to monolingual English-speaking clients. However, bilingual SLPs reported significantly higher competency than monolingual SLPs while working with non-English-speaking clients in different areas of service delivery, including speech and language assessment, dealing with challenging clinical situations, and responding to questions regarding intervention outcomes. It is likely that language concordance, awareness, and understanding of linguistic and cultural expectations of non-English-speakers help surpass communication barriers leading to increased perceived competence among bilingual SLPs. This study summarizes persisting challenges in service delivery of CLD populations and possible recommendations for preservice training of SLPs.

Dynamic Assessment: Whys and Hows

2010 ◽  
Vol 11 (3) ◽  
pp. 80-87
Author(s):  
Lynette Austin
Keyword(s):  
Language Skills ◽  
Dynamic Assessment ◽  
Strong Support ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Relevant Research ◽  
Speech Language Pathologists ◽  
School Based ◽  
Diverse Backgrounds

Recent research indicates that speech-language pathologists (SLPs) typically do not implement dynamic assessment (DA) in evaluating the language skills of children from culturally and linguistically diverse backgrounds, despite recommendations from the American Speeh-Lanugage-Hearing Association (ASHA) and strong support in the literature. This article reviews different dynamic assessment formats and relevant research while making a case for DA implementation in school-based practices. Steps in designing dynamic assessments are outlined, and sample dynamic assessment write-ups from actual cases are provided.

Facing the Challenges of Today and the Future: Ensuring Successful Outcomes for Students from Culturally and Linguistically Diverse Backgrounds

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Lyndal M. Bullock ◽  
Robert A. Gable ◽  
Kelly Carrero ◽  
Calli Lewis ◽  
Emerald Collins ◽  
...  
Keyword(s):  
Educational Outcomes ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Culturally And Linguistically Diverse ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Cultural Heterogeneity ◽  
Diverse Backgrounds ◽  
American Schools ◽  
Linguistically Diverse Learners

AbstractAmerican schools are witnessing the increasing cultural heterogeneity of our nation’s population. Educators are faced with the challenge of ensuring positive educational outcomes for all students, despite the lack of empirical understanding of how to effectively educate culturally and linguistically diverse learners. The purpose of this paper is to provide educators with examples of evidence-based practices specific to diverse learners. In addition, recommendations of resources for accessing the most current research and practices are provided

Multicultural powers of “fluffy” words and actions in general and special education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Festus E. Obiakor
Keyword(s):  
Special Education ◽  
Driving Force ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Evidence Based ◽  
Education Programs ◽  
Critical Question ◽  
Research And Practice ◽  
Special Education Programs

Abstract The search for “quality” has been the driving force behind general and special education programs; and rightly so! This search has led to incessant demands for scientifically proven and evidence-based methods, both in research and practice. However, this search has frequently ignored “fluffy” words and actions that make up the gum that glues together good friendships, marriages, relationships, classrooms, organizations, institutions, and communities. The reality is that this Utopian demand for quality has downplayed or eliminated “hearty” and caring sensibilities in general and special education programming. This systematically creates psychological, socio-emotional, and educational problems for culturally and linguistically diverse (CLD) and vulnerable learners who have been traditionally disenfranchised, disadvantaged, and disillusioned. The critical question is, What can be done to incorporate and value “fluffy” words and actions in general and special education in this puritanical search for quality? This is the focus of this article.

scholarly journals Cultural and Linguistic Adaptations of Early Language Interventions: Recommendations for Advancing Research and Practice

2021 ◽  
pp. 1-23
Author(s):  
Lauren M. Cycyk ◽  
Stephanie De Anda ◽  
Heather Moore ◽  
Lidia Huerta
Keyword(s):  
Linguistically Diverse ◽  
Language Intervention ◽  
Culturally And Linguistically Diverse ◽  
Adaptation Process ◽  
Diverse Populations ◽  
Early Language ◽  
Speech Language Pathologists ◽  
Language Interventions ◽  
Early Language Intervention

Purpose Speech-language pathologists are responsible for providing culturally and linguistically responsive early language intervention services for legal, ethical, and economic reasons. Yet, speech-language pathologists face challenges in meeting this directive when children are from racial, ethnic, or linguistic backgrounds that differ from their own. Guidance is needed to support adaptation of evidence-based interventions to account for children's home culture(s) and language(s). This review article (a) describes a systematic review of the adaptation processes applied in early language interventions delivered to culturally and linguistically diverse populations in the current literature and (b) offers a robust example of an adaptation of an early language intervention for families of Spanish-speaking Mexican immigrant origin. Method Thirty-three studies of early language interventions adapted for culturally and linguistically diverse children ages 6 years and younger were reviewed. Codes were applied to describe to what extent studies document the purpose of the adaptation, the adaptation process, the adapted components, and the evaluation of the adapted intervention. Results Most studies specified the purpose of adaptations to the intervention evaluation, content, or delivery, which typically addressed children's language(s) but not culture. Study authors provided limited information about who made the adaptations, how, and when. Few studies detailed translation processes or included pilot testing. Only one used a comprehensive framework to guide adaptation. A case study extensively documents the adaptation process of the Language and Play Every Day en español program. Conclusions Future early language intervention adaptations should focus on both linguistic and cultural factors and include detailed descriptions of intervention development, evaluation, and replication. The case study presented here may serve as an example. Increased access to such information can support research on early language interventions for diverse populations and, ultimately, responsive service provision.

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