Academic Edge: Are New York State CSD Programs Ready for Autism? Is Anyone?

ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 30-31
Author(s):  
Dana Battaglia ◽  
Robert Domingo ◽  
Gina-Marie Moravcik

How does autism-related content in New York graduate speech-language pathology programs stack up?

2012 ◽  
Vol 34 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Erika S. Levy ◽  
Catherine J. Crowley

With the demographic shifts in the United States, it is increasingly the case that speech-language pathologists (SLPs) come from different language backgrounds from those of their clients and have nonnative accents in their languages of service. An anonymous web-based survey was completed by students and clinic directors in SLP training programs in New York State regarding their beliefs about the appropriate scope of practice of SLPs with accents in English and other languages. Responses were received from 28 directors and 530 students. Perceived appropriateness of service by accented clinicians depended on particular disorders serviced and degree of accent, with phonologically based services believed by the greatest number of respondents to require more native-like speech than other areas. Further efforts must be made to research effects of SLPs’ accents on service delivery and plan strategies, if needed, for successful service provision in SLPs’ diverse areas of practice when mismatches in language backgrounds occur.


2011 ◽  
Vol 34 (1) ◽  
pp. 59-68 ◽  
Author(s):  
Erika S. Levy ◽  
Catherine J. Crowley

Speech-language pathology (SLP) training programs are the initial gateway for nonnative speakers of English to join the SLP profession. An anonymous web-based survey in New York State examined policies and practices implemented when SLP students have foreign accents in English or in other languages. Responses were elicited from 530 students and 28 clinic and program directors. Few policies delineated criteria for determining how native like or intelligible students’ speech needed to be for them to work effectively or for determining when accent modification was required. Students with foreign accents in English were asked more often to undergo accent modification than were students with foreign accents in Spanish or other languages. Strategies for practices regarding SLP students with accents are proposed.


Author(s):  
Marvin S. Swartz ◽  
Jeffrey W. Swanson ◽  
Henry J. Steadman ◽  
Pamela Clark Robbins ◽  
John Monahan

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