Navajo Speech and Language Evaluation

2020 ◽  
pp. 19-34
Author(s):  
Christine B. Vining ◽  
Davis E. Henderson
Keyword(s):  
American Indian ◽  
Cultural Differences ◽  
Alternative Assessment ◽  
Coordinated Care ◽  
Speech Language Pathologists ◽  
Indian Children ◽  
Language Evaluations ◽  
Typical Experience ◽  
Assessment Procedures

The case study highlights the importance of culturally and linguistically appropriate assessment of young Navajo/American Indian children and the importance of alternative assessment procedures to support appropriate diagnoses and recommendations. The case also illustrates systemic issues that result in lack of coordinated care, appropriate diagnosis, and lack of American Indian speech-language pathologists who understand linguistic and cultural differences. The case is based on a typical experience when clinicians who are not familiar with the Navajo language perform speech-language evaluations in Navajo-speaking communities.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

CASE STUDY: Regional Cultural Differences Within and Across Four Western European Countries

2018 ◽  
Vol 6 (1) ◽  
pp. 23-47
Author(s):  
Nadine Waehning ◽  
Ibrahim Sirkeci ◽  
Stephan Dahl ◽  
Sinan Zeyneloglu
Keyword(s):  
Cultural Values ◽  
Cultural Differences ◽  
European Countries ◽  
Cultural Value ◽  
Business Strategies ◽  
Business Plans ◽  
Regional Markets ◽  
Gender Education ◽  
Western European

This case study examines and illustrates within country regional cultural differences and cross border cultural similarities across four western European countries. Drawing on the data from the World Values Survey (WVS), we refer to the Schwartz Cultural Values Inventory in the survey. The demographic variables of age, gender, education level, marital status and income vary across the regions and hence, have significant effects on the cultural value dimensions across regions. The findings help a better understanding of the homogeneity and heterogeneity of regions withinand across countries. Both researchers and managers will have to justify their sampling methods and generalisations more carefully when drawing conclusions for a whole country. This case study underlines the limited knowledge about regional within country cultural differences, while also illustrating the simplification of treating each country as culturally homogeneous. Cross-country business strategies connecting transnational regional markets based on cultural value characteristics need to take these similarities and differences into account when designating business plans.

scholarly journals Influence of Parental Health Literacy on Change over Time in the Oral Health of American Indian Children

2021 ◽  
Vol 18 (11) ◽  
pp. 5633
Author(s):  
Angela G. Brega ◽  
Rachel L. Johnson ◽  
Luohua Jiang ◽  
Anne R. Wilson ◽  
Sarah J. Schmiege ◽  
...  
Keyword(s):  
Oral Health ◽  
Health Literacy ◽  
American Indian ◽  
Health Knowledge ◽  
Indian Children ◽  
Change Over Time ◽  
Oral Health Knowledge ◽  
Pediatric Oral Health ◽  
Children’S Oral Health ◽  
Over Time

In cross-sectional studies, parental health literacy (HL) is associated with children’s oral health. It is unclear, however, whether HL influences pediatric outcomes. We examined the relationship of HL with change over time in parental oral health knowledge, beliefs, and behaviors, as well as pediatric oral health outcomes. We used longitudinal data from a study designed to reduce dental decay in American Indian children (N = 579). At baseline and annually for three years, parents answered questions assessing HL; oral health knowledge, beliefs, and behaviors; and pediatric oral health status. The number of decayed, missing, and filled tooth surfaces (dmfs) was computed based on annual dental evaluations. Linear mixed models showed that HL was significantly associated with all constructs, except dmfs, at their reference time points and persistently across the three-year study period. HL predicted change over time in only one variable, parents’ belief that children’s oral health is determined by chance or luck. HL is strongly associated with oral health knowledge, beliefs, behaviors, and status prospectively but is not a key driver of change over time in these oral health constructs.

scholarly journals The Role of Bias by Emergency Department Providers in Care for American Indian Children

Medical Care ◽  
2016 ◽  
Vol 54 (6) ◽  
pp. 562-569 ◽  
Author(s):  
Susan E. Puumala ◽  
Katherine M. Burgess ◽  
Anupam B. Kharbanda ◽  
Heather G. Zook ◽  
Dorothy M. Castille ◽  
...  
Keyword(s):  
Emergency Department ◽  
American Indian ◽  
Indian Children

Weight Loss Attempts and Attitudes toward Body Size, Eating, and Physical Activity in American Indian Children: Relationship to Weight Status and Gender

2001 ◽  
Vol 9 (6) ◽  
pp. 356-363 ◽  
Author(s):  
Mary Story ◽  
June Stevens ◽  
Marguerite Evans ◽  
Carol E. Cornell ◽  
Juhaeri ◽  
...  
Keyword(s):  
Physical Activity ◽  
Weight Loss ◽  
Body Size ◽  
American Indian ◽  
Weight Status ◽  
Indian Children ◽  
And Gender

Indian in Education: One Community's Experience

1977 ◽  
Vol 159 (1) ◽  
pp. 23-42
Author(s):  
Kenneth Peterson
Keyword(s):  
American Indians ◽  
Local Level ◽  
Indian Education ◽  
Federal Spending ◽  
Indian Children ◽  
Assistance Programs ◽  
Congressional Committees ◽  
The Right ◽  
Federal Assistance

American Indians have historically been denied the opportunity to participate in policy-making in schools. Now because of belated recognition of tribe's rights to self-determination and because of an awareness of past failures, Indian people can have a voice in their children's education. The original aim of institutionalized Indian education was to separate Indian children from their tribal past and encourage them to adopt the ways of white people. This was often done by sending children hundreds of miles away from their home and reservations to boarding schools. Termed assimilation, this policy has been judged a failure by educators, congressional committees, and Indians themselves. Today federal assistance programs require involvement by Indian parents and students both in reservation and urban schools. By exploiting these programs, Indian parents can change the type of education provided their children. A case study demonstrating possibilities of participation is the focus of this article. Unfortunately special federal spending programs can and do end. Hence, Indian parents, while participating at the local level, must advocate the development of new permanent law guaranteeing their children the right to a bi-cultural education.

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