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.

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.

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.

A Survey of U.S. Immigrants: Service Delivery Issues for School-Based SLPs

2013 ◽  
Vol 14 (4) ◽  
pp. 86-94 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
United States ◽  
Service Delivery ◽  
21St Century ◽  
The United States ◽  
Speech Language Pathologists ◽  
Unique Challenge ◽  
School Based ◽  
Practical Implications

In the 21st century, many residents of the United States are immigrants. Increasing numbers of immigrants and their children present a unique challenge for school-based speech-language pathologists (SLPs). In this study, 376 immigrants from 82 different countries were interviewed about a variety of issues, including their greatest challenges living in the United States, as well as their perceptions of SLPs and SLPs’ services. Practical implications are discussed.

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.

Comparison of Computerised and Pencil-and-Paper Neuropsychological Assessments in Older Culturally and Linguistically Diverse Australians

2021 ◽  
pp. 1-14
Author(s):  
Zara A. Page ◽  
Karen Croot ◽  
Perminder S. Sachdev ◽  
John D. Crawford ◽  
Ben C.P. Lam ◽  
...  
Keyword(s):  
Cognitive Performance ◽  
Linguistically Diverse ◽  
Community Dwelling ◽  
Culturally And Linguistically Diverse ◽  
English Speakers ◽  
Hierarchical Regression ◽  
Culturally Appropriate ◽  
Neuropsychological Assessments ◽  
English Speaking ◽  
Pencil And Paper

Abstract Objectives: Computerised neuropsychological assessments (CNAs) are proposed as an alternative method of assessing cognition to traditional pencil-and-paper assessment (PnPA), which are considered the “gold standard” for diagnosing dementia. However, limited research has been conducted with culturally and linguistically diverse (CALD) individuals. This study investigated the suitability of PnPAs and CNAs for measuring cognitive performance in a heterogenous sample of older, Australian CALD English-speakers compared to a native English-speaking background (ESB) sample. Methods: Participants were 1037 community-dwelling individuals aged 70–90 years without a dementia diagnosis from the Sydney Memory and Ageing Study (873 ESB, 164 CALD). Differences in the level and pattern of cognitive performance in the CALD group were compared to the ESB group on a newly developed CNA and a comprehensive PnPA in English, controlling for covariates. Multiple hierarchical regression was used to identify the extent to which linguistic and acculturation variables explained performance variance. Results: CALD participants’ performance was consistently poorer than ESB participants on both PnPA and CNA, and more so on PnPA than CNA, controlling for socio-demographic and health factors. Linguistic and acculturation variables together explained approximately 20% and 25% of CALD performance on PnPA and CNA respectively, above demographics and self-reported computer use. Conclusions: Performances of CALD and ESB groups differed more on PnPAs than CNAs, but caution is needed in concluding that CNAs are more culturally-appropriate for assessing cognitive decline in older CALD individuals. Our findings extend current literature by confirming the influence of linguistic and acculturation variables on cognitive assessment outcomes for older CALD Australians.

Training of bilingual school psychologists in the United States: A culturally and linguistically responsive approach

2019 ◽  
Vol 40 (3) ◽  
pp. 235-250 ◽  
Author(s):  
Yi Ding ◽  
Su-Je Cho ◽  
Jiayi Wang ◽  
Qiong Yu
Keyword(s):  
United States ◽  
School Psychologists ◽  
Professional Training ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Relevant Research ◽  
The Us ◽  
Bilingual School ◽  
Local Levels

The aim of this paper is to discuss the need for high-quality professional training of bilingual school psychologists and to describe the structure of a bilingual training program housed at Fordham University in the US. This paper discusses the shortage of school psychologists at national and local levels in the United States and then addresses the acute shortage of bilingual school psychologists in culturally and linguistically diverse urban schools. The article provides a review of relevant research and practice for bilingual school psychologists through the perspective of Fordham University's curriculum, competencies, fieldwork, and internship. The authors identify challenges and potential opportunities to enhance culturally and linguistically responsive training of school psychologists. Applications for global school psychology practice are discussed, and limitations are addressed.

Linguistically responsive professional development: An apprenticeship model

2017 ◽  
Vol 21 (1) ◽  
pp. 32-47 ◽  
Author(s):  
Amy Heineke ◽  
Aimee Papola-Ellis ◽  
Sarah Cohen ◽  
Kristin Davin
Keyword(s):  
Professional Development ◽  
United States ◽  
Student Achievement ◽  
Urban Schools ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Dominant Language ◽  
Diverse Backgrounds ◽  
Apprenticeship Model

Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.

scholarly journals The Importance of Linguistically Diverse Collections

2021 ◽  
Vol 14 (2) ◽  
pp. 11-28
Author(s):  
Jeffrey Meyers
Keyword(s):  
Higher Education ◽  
United States ◽  
Linguistic Diversity ◽  
Faculty Perceptions ◽  
Linguistically Diverse ◽  
The United States ◽  
Education Environment ◽  
English Speaking ◽  
Equity And Inclusion ◽  
Improve Access

Although theological libraries in the United States serve speakers of many languages, they exist in a higher education environment where linguistic diversity is often absent from conversations about diversity, equity, and inclusion. This article argues for the importance of linguistically diverse library collections, surveys the state of holdings and acquisitions today, reports the results of a study of student, alumni, and faculty perceptions of their schools’ support for multilingual and non-English speaking students, examines the barriers to adequate non-English acquisitions, and proposes actions and strategies to improve access to non-English materials.

Update on Preservice Training in Augmentative and Alternative Communication for Speech-Language Pathologists

2019 ◽  
Vol 28 (2) ◽  
pp. 536-549 ◽  
Author(s):  
Rachel K. Johnson ◽  
Jessica Prebor
Keyword(s):  
United States ◽  
Augmentative And Alternative Communication ◽  
Graduate Training ◽  
The United States ◽  
Academic Programs ◽  
Doctoral Training ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Preservice Training ◽  
Survey Responses

Purpose This is a report of the data from a current survey of academic programs in the United States, which provide preservice training in augmentative and alternative communication (AAC) for speech-language pathologists in the United States. A comparison of these findings to the last reported survey was made to identify changes and areas in need of further improvement following implementation of the recent changes to the American Speech-Language-Hearing Association Certification Standards of Clinical Practice. Method A survey was distributed to 279 speech-language pathology graduate training programs in the United States identified from the Council on Academic Accreditation program list. Results A total of 79 survey responses were received for a 28.4% response rate. There was a statistically significant increase in the percentage of programs reported to provide at least 1 course with primary content in AAC compared to the last survey performed. The reported inclusion of AAC content in other courses has also increased, and several programs report multiple AAC courses are now offered for specialized training. The majority of the programs report that less than half of the students graduate with clinical hours in AAC. The number of training grants and doctoral training remains limited to a few programs. Conclusion Academic programs have increased the preservice training in AAC over the past decade. Data indicate a critical need for clinical experience and doctoral training to meet the growing demands of speech-language pathologists.

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