Cultural/Linguistic Variation in the United States and its Implications for Assessment and Intervention in Speech-Language Pathology

1996 ◽  
Vol 27 (4) ◽  
pp. 385-387 ◽  
Author(s):  
Hortencia Kayser
Keyword(s):  
United States ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Linguistic Variation ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Diverse Children

The authors in this forum have presented innovative assessment and intervention approaches with culturally and linguistically diverse children. This epilogue summarizes and discusses several issues concerning assessment and intervention with this population.

Considerations for Addressing the Needs of Culturally and Linguistically Diverse Speech-Language Pathology Praxis Test Takers

2021 ◽  
pp. 1-12
Author(s):  
Angela M. Medina ◽  
Alliete R. Alfano ◽  
Stefanie Moore
Keyword(s):  
Ethnic Groups ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Pass Rates ◽  
Test Taker ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Race Ethnicity ◽  
Racial Ethnic

Purpose The primary purpose of this article is to explore the speech-language pathology (SLP) Praxis test, a barrier to culturally and linguistically diverse (CLD) individuals entering the profession, by investigating first-time pass rates and mean scores by test taker race/ethnicity. Other potential barriers to licensure and certification, as well as solutions for mitigating these barriers, will also be addressed. Method SLP Praxis test data from two windows of time, 2008–2011 and 2014–2020, were compared for the following: (a) proportions of test taker race/ethnicity relative to U.S. demographic estimates of racial/ethnic group proportions overall, (b) proportions of racial/ethnic groups, and (c) trends in test-taker mean scores by race/ethnicity. First-attempt pass rates by racial/ethnic groups were also calculated for the 2014–2020 testing window. Results The percentage of some CLD SLP Praxis test-taker groups increased since the 2008–2011 testing window but is still not representative of U.S. racial/ethnic demographics. The first-attempt pass rates and overall mean scores of CLD test-taker groups remained substantially lower than White non–Hispanic/Latinx test takers. Conclusions Despite the encouraging trends in SLP Praxis test-taker racial/ethnic diversity, disparities persist between the racial/ethnic makeup of SLP Praxis test takers and the demographic makeup of the United States. Consequently, these disparities have implications for the continued lack of cultural representativeness seen in our workforce.

Cultural/Linguistic Variation in the United States and its Implications for Assessment and Intervention in Speech-Language Pathology

1996 ◽  
Vol 27 (4) ◽  
pp. 345-346 ◽  
Author(s):  
Rosemary Quinn ◽  
Brian Goldstein ◽  
Elizabeth D. Peña
Keyword(s):  
United States ◽  
Linguistically Diverse ◽  
The United States ◽  
School Age Children ◽  
Effective Practices ◽  
Clinical Implications ◽  
School Age ◽  
Speech Language Pathology ◽  
Related Literature ◽  
Language Pathology

This clinical forum focuses on effective practices in assessment and intervention for culturally/linguistically diverse preschool and school-age children. The contributors are innovative scholars who have published and presented their work nationally within recent years, and, in some cases, over many years. For each topic, the related literature and theories are integrated with practice through recommendations for intervention and discussions of clinical implications.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

Interactions with Asians in Higher Education: Beyond Multicultural Myths

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Festus E. Obiakor
Keyword(s):  
Higher Education ◽  
United States ◽  
African Americans ◽  
Native Americans ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Model Minorities ◽  
Critical Issues ◽  
Education Today

AbstractOne of the critical issues in education today is how to help all students to maximize their fullest potential. Achieving this goal seems to be difficult for many people who come from culturally and linguistically diverse (CLD) backgrounds. At all levels, they endure direct and indirect disenfranchisements, disadvantages, and disillusionments, especially if they learn differently, are racially different, demonstrate different behavioral patterns, have different personal idiosyncrasies, or come from different countries. Despite these apparent impediments, Asians are viewed by many as “model” minorities when compared to African Americans, Latinos, and Native Americans. This view has continued to affect how Asians view themselves and how the society as a whole views them. Coming originally from Nigeria to the United States, I have had myriad interactions with Asians as student, professor, scholar, leader, and professional. In this article, I share my experiences with Asians and how these experiences have exposed multicultural realities and myths.

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.

scholarly journals Hispanic Youth/Young Adults with Disabilities: Parents' Visions for the Future

2002 ◽  
Vol 27 (3) ◽  
pp. 204-219 ◽  
Author(s):  
Martha Blue-Banning ◽  
Ann P. Turnbull ◽  
Lourdes Pereira
Keyword(s):  
United States ◽  
Young Adults ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Diverse Populations ◽  
Hispanic Parents ◽  
Adults With Disabilities ◽  
Group Interviews

The rapid increase of culturally and linguistically diverse populations in the United States has important implications for service delivery. Addressing the needs of individuals transitioning from adolescence to adulthood and their families requires that outcomes of service recognize the cultural differences of people with disabilities. The Hispanic population is one of the fastest growing of the culturally and linguistically diverse populations in the United States. To provide effective support services, a clearer understanding is needed of the perspectives of Hispanic parents of youth/young adults with disabilities concerning their hopes and expectations for their child's future. To address this issue, focus group interviews were conducted with 38 Hispanic parents of youth/young adults with developmental disabilities. The findings suggest that Hispanic parents have a diversity of hopes and expectations concerning future living, employment, and free-time options for their children with disabilities. Key recommendations focus on the implications for education and human service systems as well as directions for future research.

Crossing Borders Without Leaving the University: MISTIC—An International Collaboration

2012 ◽  
Vol 2 (2) ◽  
pp. 59-65
Author(s):  
Maria Resendiz ◽  
Maria Diana Gonzales ◽  
Clarissa Rodriguez
Keyword(s):  
United States ◽  
International Collaboration ◽  
Graduate Program ◽  
Communication Disorders ◽  
The United States ◽  
State University ◽  
Speech Language Pathology ◽  
Language Therapy ◽  
Language Pathology ◽  
The University

International collaborations usually involve individuals from one country traveling to another country (Kuehn & Henne, 2003). However, for various reasons, students and faculty from the United States do not always have the option to travel to another country. This was the case when the Department of Communication Disorders Speech-Language Hearing Clinic at Texas State University was contacted by personnel from a clinic in Monterrey, México. Together, we developed an international collaboration that would be mutually beneficial to all parties involved. We developed goals for the clinical component of the speech-language pathology graduate program, the participating clients and their families, professionals employed at the private clinic in Monterrey, México, and research goals to document the effectiveness of the international collaboration we called the Multicultural Intensive Speech-Language Therapy Intervention Clinic (MISTIC). In this case, families and professionals from México traveled to the United States to participate in this international collaboration.

An International Perspective on Speech-Language Pathology Assistants

2015 ◽  
Vol 25 (2) ◽  
pp. 64-77 ◽  
Author(s):  
Jennifer A. Ostergren ◽  
Sara M. Aguilar
Keyword(s):  
United States ◽  
Service Provision ◽  
The United States ◽  
International Perspective ◽  
Research Literature ◽  
World Health ◽  
Policy Statement ◽  
Speech Language Pathology ◽  
The World ◽  
Language Pathology

In 2011, the World Health Organization (WHO) and the World Bank highlighted several pressing concerns in the area of service provision to individuals with disabilities, including a global shortage of rehabilitation personnel. The use of mid-level workers was recommended as one strategy for improving human resource capacity in this area. In the United States, speech-language pathology assistants (SLPAs) are one type of mid-level worker that has received recent attention. The American Speech-Language and Hearing Association (ASHA) updated its policy statement on SLPAs in 2013 and also implemented a voluntary affiliation for assistants in 2011. Unfortunately, a paucity of research exists in the United States on this topic. Internationally, however, researchers have reported on the topic of assistants in the field of speech-language pathology. This manuscript serves as an integrative review of the research literature on the topic of assistants in the field of speech-language pathology from an international perspective, including information on the effectiveness of assistants in service provision, important elements related to their training and supervision, opinions from supervisors on this topic, and novel extensions of assistant services to areas such as cross-disciplinary tasks and telerehabilitation.

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