SIG 17 Perspectives Vol. 5, No. 2, October 2015

Download the CE Questions PDF from the toolbar, above. Use the questions to guide your Perspectives reading. When you're ready, purchase the activity from the ASHA Store and follow the instructions to take the exam in ASHA's Learning Center. Available until August 29, 2018.

Global Speech-Language Health: Belize

This independent field experience in global health explores the application of health promotion and service delivery models from the field of public health to speech-language services through descriptive research of the case in southern Belize. This project explores first steps in global speech-language health outreach for children living in very limited resource settings. Global speech-language health outreach includes community-wide interventions, fostering collaboration in the community and internationally, health education, building on local resources to expand health services, and special education program development. This project makes the assumption that a rich language environment may be a determinant of speech-language health. Speech-language interventions that enrich the linguistic environment may be a strong starting point for regions with very limited access to speech-language services. Therefore, this project looks at targeting social and environmental factors that influence language and literacy skills. The aim is to raise awareness of pediatric speech-language disability in southern Belize, with the ultimate goal of increasing school and community participation of children with speech-language disabilities. The purpose of this project is to explore points of entry for population-wide, environment-enriching, and culturally relevant intervention targeting communication and academic growth, in a limited resource setting. Furthermore, this project describes barriers to speech-language services and interventions in southern Belize.

Orofacial Myology: National and International Perspectives

This article provides information about the discipline of orofacial myology. Information about the International Association of Orofacial Myology (IAOM) in the United States will be presented. International perspectives on orofacial myology will be discussed. The field of orofacial myofunctional therapy emerged in the early twentieth century thanks in large part to the pioneering work of two orthodontists Dr. Edward Angle and Dr. Alfred Rogers. Dr. Angle observed that myofunctional disorders including poor tongue and lip incompetence, impacted dental occlusion. Rogers proposed specific therapy exercises to develop tonicity and to improve orofacial muscle function. In the decades that followed, much was written to increase our understanding of orofacial myofunctional disorders (OMDs) and the importance of correct oral resting postures. In the 1950s, 1960s, and 1970s, healthcare professionals worldwide including those from the fields of dentistry, dental hygiene, and speech pathology pursued training in the evaluation of and treatment of OMDs. In the 1970s a lack of research called into question the value of orofacial myofunctional therapy. However, over time, research articles proving treatment efficacy were published. In the 1990s, The American Association of Orthodontists and The American Speech-Language-Hearing Association (ASHA) considered this research together with presentations by orofacial myofunctional therapy advocates, subsequently writing position statements supporting evaluation and treatment. Since 1972, the IAOM has provided orofacial myofunctional therapists with continuing education opportunities and certification in the field of orofacial myology. The International Journal of Orofacial Myology presents cutting edge research. Orofacial myology continues to flourish across the globe. With different countries and different cultures come different standards and protocols and areas of importance. This article presents international perspectives on orofacial myology. Information was gleaned from surveys completed by orofacial myologists in four continents representing nine countries. Respondents share a passion for the field and a desire to help their patients. The responses illustrate various areas of success as well as challenges that lie ahead in the areas of education, certification, and research. International dialogue is needed to expand the knowledge base of orofacial myologists, to encourage research, and to propel the field of orofacial myology forward.

An Overview of Research in Bilingualism: Publication Records and Global Needs

This paper presents an overview of the nature of research publication in the field of speech and language science during the last 20 years. Thirteen journals were reviewed to explore three questions: what was the frequency of bilingualism research publications in speech and language journals? What was the relative distribution of research focus offered to different world languages in bilingualism research? What was the nature of focus offered to various themes of enquiries within the realm of bilingualism? Review of publication history suggests that relatively less research attention was allocated to bilingualism during last 20 years compared to issues related to monolingualism. Maximum number of publication was observed between the year 1998 and 2007. English has been the primary language investigated as an first language (L1) and also as a second language (L2) of both the experimental and the control groups. Amongst different linguistic constructs syntax has received maximum attention. Thus, against the backdrop of global linguistic distribution and also within the United States, it is imperative to distribute research focusing on bilingualism and understand intricacies of L1-L2 interactions through the lenses of different world languages.

ASHA-PAHO Collaboration: Addressing Communication Disorders Across Three Countries

This article will focus on the work, challenges, and experiences of three American Speech-Language-Hearing Association (ASHA) Ad Hoc Committees that are collaborating in a project between ASHA and the Pan American Health Organization/Regional Office for the Americas of the World Health Organization (PAHO/WHO), known as the ASHA-PAHO/WHO project. Their charge, to provide technical assistance on educational initiatives and the delivery of high quality speech- language-pathology/audiology services in three of PAHO's priority countries in Latin America, El Salvador, Honduras and Guyana, is being addressed by ASHA professionals as they share their participation in the implementation phase in these three countries.

Healthcare and Education in the Republic of Cuba

Cuba has had many challenges to healthcare and education, particularly for its urban poor and rural citizens. The healthcare and education programs were restructured following the Cuban revolution led by Fidel Castro in 1959. The United States imposed an embargo on the country and ceased diplomatic relations in 1961. With the support of the Soviet Union, Cuba established programs that provide free healthcare and free education to all from preschool through university. The literacy rate in Cuba exceeds 99%. Its programs in health diplomacy and literacy promotion have worldwide recognition. With the end of the Cold War, Cuba was able to continue its programs of healthcare and education without Soviet support. In July 2015 a group of speech-language pathologists (SLPs) and hearing specialists visited Cuba to gain an understanding of the Cuban health diplomacy and education systems for persons with communication disorders. This article will look at healthcare services, health diplomacy, services for the deaf, and education in Cuba. With brief review of Cuba pre-and post-revolution it will present a review of Cuba healthcare and education today and a look at the future as the United States moves toward normalization of relations with Cuba.

Celebrating the Chinese International Speech, Language, and Hearing Association: A Week of International Engagement

This article is a companion piece to the article summarizing the history and development of the Chinese International Speech, Language and Hearing Association and describes the authors' attendance and participation in the inaugural meeting of the association. It summarizes the content of the meeting and describes a visit to The Little Tiger Rehabilitation Center in Sonjiang, a suburb of Shanghai. The authors' travel experiences in China are also described.

SIG 17 Perspectives Vol. 5, No. 1, June 2015

Download the CE Questions PDF from the toolbar, above. Use the questions to guide your Perspectives reading. When you're ready, purchase the activity from the ASHA Store and follow the instructions to take the exam in ASHA's Learning Center. Available until July 1, 2018.