Implicit Bias and Multilingual Assessment in School-Based Speech-Language Pathologists

2021 ◽  
pp. 1-15
Author(s):  
Marisa Nelson ◽  
Laura Wilson
Keyword(s):  
Clinical Practice ◽  
Best Practices ◽  
Implicit Association Test ◽  
Implicit Bias ◽  
Demographic Factors ◽  
Speech Language Pathologists ◽  
Attitudes Toward Immigrants ◽  
School Based ◽  
Implicit Biases ◽  
The Impact

Purpose: The purpose of this research was (a) to examine school-based speech-language pathologists' (SLPs') implicit attitudes toward immigrants and how these relate to prioritization and use of best practices when assessing multilingual children and (b) to determine if key demographic factors relate to the use and prioritization of these best practices. Method: Eighty-six certified SLPs ranked how they prioritize and use best practices in multilingual assessments and completed an online immigrant Implicit Association Test. Results: The majority of participants exhibited a strong implicit bias against immigrants (median D-score of 0.84, interquartile range: 0.49), but no significant relationship was found between increasing bias and lower prioritization or use of best practices. Increased years working as an SLP and increasingly distant personal relationships to immigration were related to lower prioritization and use of some best practices. An unexpected association included increased reported use of interpreters with increasing implicit bias against immigrants. Conclusions: This research found a strong implicit bias against immigrants among participating school-based SLPs, consistent with previous work detailing health professionals' preferences for ingroups over outgroups. It adds to the call for further research into the impact of implicit biases on clinical practice, and the methods and merits of addressing implicit biases in targeted populations such as SLPs. This study also identified demographic factors associated with decreased prioritization and use of certain best practices when assessing multilingual children. More work is needed to learn how to mitigate these factors to ensure culturally sensitive clinical practice. Supplemental Material https://doi.org/10.23641/asha.16799638

scholarly journals The Implicit Association Test at age 20: What is known and what is not known about implicit bias

2020 ◽  
Author(s):  
Anthony G. Greenwald ◽  
Miguel Brendl ◽  
Huajian Cai ◽  
Dario Cvencek ◽  
John F. Dovidio ◽  
...  
Keyword(s):  
Best Practices ◽  
Implicit Association Test ◽  
Implicit Bias ◽  
Association Test ◽  
Implicit Association ◽  
Public Attention ◽  
Implicit Biases ◽  
Apply Research ◽  
Research Findings ◽  
Large Corpus

[Version 3 (uploaded 21 April 2020) provides corrected list of co-authors and commenters; the ms. is otherwise unchanged from Versions 1 and 2.] Scientific interest in unintended discrimination that can result from implicit attitudes and stereotypes (implicit biases) has produced a large corpus of empirical findings. In addition to much evidence for validity and usefulness of Implicit Association Test (IAT) measures, there have been psychological critiques of empirical findings and theoretical disagreements about interpretation of IAT findings. Because of public attention drawn by the concept of implicit bias, commercial and other applications based on the concept of implicit bias have been developed by non-psychologists—some of these applications are not appropriately guided by the existing body of research findings. This article is in 5 parts: (1) review of best practices for research use of IAT measures, (2) summary of what has been confidently learned from empirical research using IAT measures, (3) accepted and controversial theoretical interpretations of IAT findings, (4) significant questions about the IAT and implicit bias that still await answer, and (5) questions arising in attempts to apply research findings to remedy unintended discrimination due to implicit biases.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

The Impact of Prescribed Medication on Swallowing: An Overview

2010 ◽  
Vol 19 (4) ◽  
pp. 98-102 ◽  
Author(s):  
Louise Gallagher
Keyword(s):  
Side Effects ◽  
Best Practices ◽  
Side Effect ◽  
Team Member ◽  
Assessment Process ◽  
Valuable Resource ◽  
Speech Language Pathologists ◽  
Swallowing Difficulties ◽  
The Impact

Dysphagia clinicians are aware that best practices guidelines recommend a medications review as part of the assessment process. This article aims to review the literature to date regarding the impact that medications may have on the physiology of swallowing. It is important to consider the side effects of all medications, not only medications listing swallowing difficulties as a known side effect. Medications that impact upon arousal, awareness, and xerostomia should also be considered as part of a comprehensive dysphagia evaluation. Speech-language pathologists should consider the pharmacist an integral dysphagia team member and a valuable resource.

scholarly journals Project Inclusive Genetics: Exploring the impact of patient-centered counseling training on physical disability bias in the prenatal setting

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255722
Author(s):  
Emma Vaimberg ◽  
Lindsay Demers ◽  
Eric Ford ◽  
Maya Sabatello ◽  
Blair Stevens ◽  
...  
Keyword(s):  
Genetic Testing ◽  
Physical Disability ◽  
Clinical Decision Making ◽  
Implicit Bias ◽  
Implicit Association ◽  
Patient Centered ◽  
Educational Module ◽  
Clinical Recommendations ◽  
Implicit Biases ◽  
The Impact

Purpose There is robust research examining the negative impact of racial and socioeconomic implicit bias on healthcare provider clinical decision-making. However, other under-studied important biases are likely to impact clinical care as well. The goal of this study was to explore the presence of bias against people with physical disability among a heterogeneous group of healthcare workers and trainees and to evaluate the effect of implicit association testing and an educational module on this bias. Method The study was composed of a one-hour web-based survey and educational module. The survey included an explicit disability bias assessment, disability Implicit Association Tests (IATs), demographic collection, and pre- and post- module clinical vignettes of prenatal patient scenarios. In addition to providing counseling to hypothetical patients, participants also indicated their personal preferences on genetic testing and termination. The educational module focused on the principles of patient-centered counseling. Results The collected data reflects responses from 335 participants. Within this sample, there were both explicit and implicit biases towards individuals with physical disabilities. Prior to the IAT and educational module, when respondents were tasked with providing genetic testing recommendations, implicit biases and personal preferences for genetic testing and termination influenced respondents’ clinical recommendations. Importantly, having previous professional experience with individuals with disabilities diminished biased clinical recommendations prior to the intervention. In response to the IAT and educational intervention, the effect of implicit bias and personal preferences on clinical recommendations decreased. Conclusions This study demonstrates how bias against a marginalized group exists within the medical community and that personal opinions can impact clinical counseling. Importantly, our findings suggest that there are strategies that can be easily implemented into curricula to address disability bias, including formal educational interventions and the addition of professional experiences into healthcare professional training programs.

School-Based Speech-Language Pathologists' Knowledge/Use of Morphological Awareness Instruction: Results of a Survey

2019 ◽  
Vol 4 (4) ◽  
pp. 696-703 ◽  
Author(s):  
Joy E. Good
Keyword(s):  
Clinical Practice ◽  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Morphological Awareness ◽  
Speech Language Pathologists ◽  
School Based ◽  
Level Of Satisfaction ◽  
Language Learning Disability ◽  
High Level

Purpose This study was conducted to gain a better understanding of the role that morphological awareness instruction plays in school-based speech-language pathologists' (SLPs) clinical practice. Issues related to their knowledge and use of morphological awareness instruction and their overall level of satisfaction with this type of treatment were examined in the survey. Method Members of the School-Based Issues Special Interest Group 16 responded to an invitation to complete an electronic survey related to morphological awareness instruction. Results The majority of the survey participants did report using morphological awareness instruction within their clinical practice. SLPs were most likely to provide morphological awareness instruction to clients in the elementary grades diagnosed with either a language learning disability or specific language impairment. Specific activities used varied across survey participants, but the majority expressed a high level of satisfaction with this type of intervention. Conclusion Data from the current survey reveal that many SLPs recognize the benefits of morphological awareness instruction. Educational and clinical implications are discussed.

scholarly journals Minimizing and addressing implicit bias in the workplace: Be proactive, part one

2018 ◽  
Vol 79 (9) ◽  
pp. 478 ◽  
Author(s):  
Shamika Dalton ◽  
Michele Villagran
Keyword(s):  
Best Practices ◽  
Work Environment ◽  
Implicit Bias ◽  
Human Beings ◽  
Implicit Biases ◽  
Information Professionals

Librarians and information professionals cannot hide from bias: a prejudice for or against something, someone, or a group. As human beings, we all have biases. However, implicit biases are ones that affect us in an unconscious manner. Awareness of our implicit biases, and how they can affect our colleagues and work environment, is critical to promoting an inclusive work environment. Part one of this two-part article series will focus on implicit bias: what is implicit bias, how these biases affect the work environment, and best practices for reducing these biases within recruitment, hiring, and retention in the library workplace.

scholarly journals Perception of Implicit Biases within Internal Medicine Residency Recruitment

2019 ◽  
Author(s):  
Janae Kathleen Heath ◽  
Todd D. Barton ◽  
Marisa A. Rogers ◽  
C. Jessica Dine
Keyword(s):  
Internal Medicine ◽  
Implicit Association Test ◽  
Mitigation Strategies ◽  
Free Text ◽  
Interview Process ◽  
Implicit Biases ◽  
Residency Recruitment ◽  
The Impact ◽  
One Way Anova

Abstract Background: Few studies have addressed biases within residency admissions. Understanding the perceptions of implicit biases (IB) within residency admissions is essential to identify targets for potential interventions. Our objectives were to assess the interviewers’ perception of IB within the internal medicine (IM) residency interview process and the impact of former Implicit Association Test (IAT) completion and/or IB training on these perceptions. Methods: We surveyed all interviewers within an IM Residency program following the 2017-2018 interview cycle, assessing the perception of global and individual IB on evaluation of candidates, the perceived role of IAT completion and IB training, and mitigation strategies employed. Responses were assessed in four-subgroups based on exposure to IAT or IB training, analyzed with one-way ANOVA testing. Thematic analysis was performed of the free-text comments. Results: Of 113 interviewers, 68 (60%) completed the survey. The majority (79%, n=54) agreed or strongly agreed that biases exist within interviews, while 59% (n=40) agreed or strongly agreed that their own biases impact interview evaluations. The belief of one’s own biases impacting evaluation differed significantly between subgroups (52% in those without any IAT/training, compared to 69% with both, p .05). Additionally, 90% (n=26) of those that had completed both IAT or IB training described using strategies to mitigate bias in the interview process, compared to 52% (n=11) that had not completed either (p < 0.001). Qualitative analysis revealed differing mitigation strategies between subgroups. Conclusions: Self-reported bias in the residency interview process exists. IB training and IAT were associated with self-reported implementation of mitigation strategies.

scholarly journals To Blame? The Effects of Moralized Feedback on Implicit Racial Bias

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Robin Scaife ◽  
Tom Stafford ◽  
Andreas Bunge ◽  
Jules Holroyd
Keyword(s):  
Racial Bias ◽  
Implicit Bias ◽  
Feedback Condition ◽  
Future Research ◽  
Behavioural Intentions ◽  
Implicit Racial Bias ◽  
Implicit Biases ◽  
Neutral Tone ◽  
The Impact ◽  
Intentions To Change

Implicit bias training (IBT) is now frequently provided by employers, in order to raise awareness of the problems related to implicit biases, and of how to safeguard against discrimination that may result. However, as Atewologun et al. (2018) have noted, there is very little systematicity in IBT, and there are many unknowns about what constitutes good IBT. One important issue concerns the tone of information provided regarding implicit bias. This paper engages this question, focusing in particular on the observation that much bias training is delivered in exculpatory tone, emphasising that individuals are not to blame for possessing implicit biases. Normative guidance around IBT exhorts practitioners to adopt this strategy (Moss-Racusin et al. 2014). However, existing evidence about the effects of moralized feedback about implicit bias is equivocal (Legault et al. 2011; Czopp et al. 2006). Through a series of studies, culminating in an experiment with a pre-registered analysis plan, we develop a paradigm for evaluating the impact of moralized feedback on participants’ implicit racial bias scores. We also conducted exploratory analyses of the impact on their moods, and behavioural intentions. Our results indicated that an exculpatory tone, rather than a blaming or neutral tone, did not make participants less resistant to changing their attitudes and behaviours. In fact, participants in the blame condition had significantly stronger explicit intentions to change future behaviour than those in the ‘no feedback’ condition (see experiment 3). These results indicate that considerations of efficacy do not support the need for implicit bias feedback to be exculpatory. We tease out the implications of these findings, and directions for future research.

scholarly journals Special Report on the Impact of the COVID-19 Pandemic on Clinical EEG and Research and Consensus Recommendations for the Safe Use of EEG

2020 ◽  
Vol 52 (1) ◽  
pp. 3-28
Author(s):  
Salvatore Campanella ◽  
Kemal Arikan ◽  
Claudio Babiloni ◽  
Michela Balconi ◽  
Maurizio Bertollo ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Best Practices ◽  
Social Distance ◽  
Clinical Settings ◽  
Special Report ◽  
International Panel ◽  
Continued Use ◽  
Eeg Recordings ◽  
The Impact ◽  
Clinical Eeg

Introduction The global COVID-19 pandemic has affected the economy, daily life, and mental/physical health. The latter includes the use of electroencephalography (EEG) in clinical practice and research. We report a survey of the impact of COVID-19 on the use of clinical EEG in practice and research in several countries, and the recommendations of an international panel of experts for the safe application of EEG during and after this pandemic. Methods Fifteen clinicians from 8 different countries and 25 researchers from 13 different countries reported the impact of COVID-19 on their EEG activities, the procedures implemented in response to the COVID-19 pandemic, and precautions planned or already implemented during the reopening of EEG activities. Results Of the 15 clinical centers responding, 11 reported a total stoppage of all EEG activities, while 4 reduced the number of tests per day. In research settings, all 25 laboratories reported a complete stoppage of activity, with 7 laboratories reopening to some extent since initial closure. In both settings, recommended precautions for restarting or continuing EEG recording included strict hygienic rules, social distance, and assessment for infection symptoms among staff and patients/participants. Conclusions The COVID-19 pandemic interfered with the use of EEG recordings in clinical practice and even more in clinical research. We suggest updated best practices to allow safe EEG recordings in both research and clinical settings. The continued use of EEG is important in those with psychiatric diseases, particularly in times of social alarm such as the COVID-19 pandemic.

scholarly journals Best research practices for using the Implicit Association Test

2021 ◽  
Author(s):  
Anthony G. Greenwald ◽  
Miguel Brendl ◽  
Huajian Cai ◽  
Dario Cvencek ◽  
John F. Dovidio ◽  
...  
Keyword(s):  
Best Practices ◽  
Implicit Association Test ◽  
Implicit Attitudes ◽  
Association Test ◽  
The Other ◽  
Implicit Association ◽  
Research Practices ◽  
Implicit Biases ◽  
Recommended Practices ◽  
Conducting Research

AbstractInterest in unintended discrimination that can result from implicit attitudes and stereotypes (implicit biases) has stimulated many research investigations. Much of this research has used the Implicit Association Test (IAT) to measure association strengths that are presumed to underlie implicit biases. It had been more than a decade since the last published treatment of recommended best practices for research using IAT measures. After an initial draft by the first author, and continuing through three subsequent drafts, the 22 authors and 14 commenters contributed extensively to refining the selection and description of recommendation-worthy research practices. Individual judgments of agreement or disagreement were provided by 29 of the 36 authors and commenters. Of the 21 recommended practices for conducting research with IAT measures presented in this article, all but two were endorsed by 90% or more of those who felt knowledgeable enough to express agreement or disagreement; only 4% of the totality of judgments expressed disagreement. For two practices that were retained despite more than two judgments of disagreement (four for one, five for the other), the bases for those disagreements are described in presenting the recommendations. The article additionally provides recommendations for how to report procedures of IAT measures in empirical articles.

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