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Soto G, Vega J. Designing Cultural Adaptations of Caregiver-Implemented Interventions for Latinx Caregivers of Children Who Use Augmentative and Alternative Communication: Key Considerations. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:2266-2279. [PMID: 39110812 DOI: 10.1044/2024_ajslp-24-00101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/20/2024]
Abstract
PURPOSE Caregivers play a critical role in their children's development and serve as their primary communication partners. Family interactions provide the most naturally occurring opportunities for children with complex communication needs to learn language in the context of family routines. A growing body of research suggests that caregivers can effectively support their children's use of augmentative and alternative communication (AAC) systems when provided with appropriate training and coaching through caregiver-implemented interventions (CIIs). However, the efficacy of these interventions remains untested among culturally and linguistically diverse caregivers. Given the increasing diversity in the United States, there is a pressing need to develop CIIs that align with the cultural and linguistic preferences of diverse families. METHOD Using the Ecological Validity Framework and the Checklist for Cultural Adaptations, this tutorial explores considerations for culturally adapting caregiver-implemented AAC interventions for Latinx caregivers of children with AAC needs. The aim is to ensure that interventions are relevant, meaningful, and respectful of cultural and linguistic practices. Through carefully crafted cultural adaptations, interventions can achieve greater acceptance by caregivers. RESULTS AND DISCUSSION This tutorial suggests a series of cultural adaptations to ensure accessibility, sustainability, and success of caregiver-implemented AAC interventions for Latinx caregivers of children with AAC needs. By incorporating cultural and linguistic considerations into the intervention design, we can enhance its acceptability among Latinx caregivers. This, in turn, can lead to improved outcomes in AAC implementation within the home environment.
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Affiliation(s)
- Gloria Soto
- Department of Speech, Language and Hearing Sciences, San Francisco State University, CA
| | - Jennifer Vega
- Department of Speech, Language and Hearing Sciences, San Francisco State University, CA
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Washington KN, Karem RW, Kokotek LE, León M. Supporting Culturally Responsive Assessment Practices With Preschoolers: Guidance From Methods in the Jamaican Context. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:4716-4738. [PMID: 37549376 PMCID: PMC11361786 DOI: 10.1044/2023_jslhr-23-00106] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2023] [Revised: 04/26/2023] [Accepted: 05/15/2023] [Indexed: 08/09/2023]
Abstract
PURPOSE There is a shortage of available methods to accurately inform the developmental status of children whose cultural and linguistic backgrounds vary from the mainstream. The purpose of this review article was to describe different approaches used to support the accurate characterization of speech, language, and functional communication in children speaking Jamaican Creole and English, an understudied paradigm in the speech pathology research. METHOD Approaches used across four previously published studies in the Jamaican Creole Language Project are described. Participants included 3- to 6-year-old Jamaican children (n = 98-262) and adults (n = 15-33). Studies I and II described validation efforts about children's functional communication using the Intelligibility in Context Scale (ICS; speech) and the Focus on the Outcomes of Communication Under Six (FOCUS; speech and language). Study III described efforts to accurately characterize difference and disorder in children's expressive grammar using adapted scoring, along with adult models to contextualize child responses. Last, Study IV applied acoustic duration (e.g., whole word) and an adapted scoring protocol to inform variation in speech sound productions in the Jamaican context where a post-Creole continuum exists. RESULTS Studies I and II offered promising psychometric evidence about the utility of the ICS and the FOCUS. Study III revealed strong sensitivity and specificity in classifying difference and disorder using adult models. Last, in Study IV, linguistically informed acoustic analyses and an adapted protocol captured variation in speech productions better than a standard approach. CONCLUSIONS Applying culturally responsive methods can enhance the accurate characterization of speech, language, and functional communication in Jamaican children. The innovative methods used offer a model approach that could be applied to other linguistic contexts where a mismatch exists between speech-language pathologists and their clientele. PRESENTATION VIDEO https://doi.org/10.23641/asha.23929461.
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Affiliation(s)
- Karla N. Washington
- Department of Speech-Language Pathology, University of Toronto, Ontario, Canada
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
- Department of Communicative Sciences and Disorders, New York University, NY
| | - Rachel Wright Karem
- Department of Speech, Language and Hearing Sciences, Indiana University Bloomington
| | - Leslie E. Kokotek
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
| | - Michelle León
- Department of Speech, Language, and Hearing Sciences, Mount St. Joseph University, Cincinnati, OH
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Ward H, King M, Soto G. Augmentative and Alternative Communication Services for Emergent Bilinguals: Perspectives, Practices, and Confidence of Speech-Language Pathologists. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:1212-1235. [PMID: 37040693 DOI: 10.1044/2023_ajslp-22-00295] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
PURPOSE The purpose of this project was to examine the perspectives, practices, and confidence of speech-language pathologists (SLPs) regarding service provision for emergent bilinguals who use augmentative and alternative communication (AAC) through a nationwide survey. METHOD Licensed SLPs (N = 179) completed an online survey, which included Likert-type and multiple-choice questions. RESULTS Findings from the survey revealed a discrepancy between SLPs' perceptions and practices regarding service provision for emergent bilinguals who use AAC. Furthermore, most SLPs surveyed reported varying levels of confidence in serving this population and indicated that they frequently lacked training and resources to serve bilingual clients who use AAC. CONCLUSION This research highlighted the need for increased resources, research, and education to support service provision for emergent bilinguals who use AAC.
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Affiliation(s)
- Hannah Ward
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
| | - Marika King
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
| | - Gloria Soto
- Department of Speech, Language and Hearing Sciences, San Francisco State University, CA
- Department of Special Education, San Francisco State University, CA
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Guiberson M, Ferris KP. Native American Caregiver-Child Shared Book Reading Interactions: A Descriptive Study and Integrative Review. Lang Speech Hear Serv Sch 2023; 54:409-424. [PMID: 36409972 PMCID: PMC10187958 DOI: 10.1044/2022_lshss-22-00085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Revised: 07/08/2022] [Accepted: 08/08/2022] [Indexed: 11/23/2022] Open
Abstract
PURPOSE This study included two parts: a descriptive study followed by an integrative review. The purpose of the study was to converge finding from the descriptive study and summarize relevant findings from existent literature to identify potential culturally responsive early language and literacy intervention strategies for Native American caregivers and their children. METHOD This study included a nonexperimental descriptive design and integrative review. The descriptive study analyzed the language behaviors and shared book interactions of Native American caregivers with their young children (N = 21) and included results from a caregiver teaching questionnaire. The integrative review evaluated relevant literature and identified strategies that were described in these sources. These findings were combined with the descriptive study findings to identify promising culturally consistent language and literacy strategies. RESULTS Caregivers' shared book behaviors were associated with caregivers' vocabulary usage and children's shared book behaviors. Caregivers reported a number of language and teaching strategies they frequently employed; this information was integrated with other sources to identify promising approaches. A total of 20 potential strategies were identified. CONCLUSIONS The purpose of this study was to describe potential early language and literacy strategies for Native American families. It would be impossible to develop early language interventions to meet the needs of all Native American families and children; thus, this study is a preliminary step in identifying strategies that may be culturally responsive for some families. The integrative review supported the use of shared book reading with young Native American children. Promising language and early literacy strategies included play-based strategies, teaching new words, questioning strategies, using descriptive language, and other language and interaction enhancements. The effectiveness of these strategies should be further evaluated in future research or treatment studies.
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Affiliation(s)
- Mark Guiberson
- Division of Communication Disorders, University of Wyoming, Laramie
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Kokotek LE, Cunningham BJ, Washington KN. Construct validity of the focus on the outcomes of communication under six (FOCUS) total and profile scores for multilingual preschoolers: Considering functional speech skills. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 25:245-255. [PMID: 35220834 PMCID: PMC10078616 DOI: 10.1080/17549507.2022.2037709] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
PURPOSE To conduct an exploratory study to establish construct validity of the Focus on the Outcomes of Communication Under Six (FOCUS) in the Jamaican context for FOCUS Total and Profile scores. METHOD Parents of a representative sample of 3-to-6-year-old Jamaican Creole (JC)-English-speaking simultaneous bilingual children completed the FOCUS in English, and the Intelligibility in Context Scale (ICS) in JC and in English. Children completed the Diagnostic Evaluation of Articulation and Phonology (DEAP) in both languages. Percent phonemes, consonants, and vowels correct were calculated using single word responses to DEAP items. Pearson correlations were completed to describe relationships between measurement scores. RESULT Convergent validity was found for FOCUS Total and ICS/JC scores. Convergent and divergent validity were found for specific FOCUS Profile scores and ICS/JC scores. Minimal evidence of convergent validity was found with FOCUS Total scores and transcription-based measures of speech production in JC and in English. Convergent and divergent validity were found between specific FOCUS Profile scores and some transcription-based measures of speech production in JC and in English. CONCLUSION This study provides evidence of construct validity for FOCUS Total and Profile scores. It also provides validity evidence for FOCUS scores in a multilingual context using a representative sample of children that serves to broaden the range of applicability of the FOCUS.
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Affiliation(s)
- Leslie E. Kokotek
- Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, Ohio, USA
| | - Barbara Jane Cunningham
- School of Communication Sciences and Disorders, Western University, London, Ontario, CA
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Ontario, CA
| | - Karla N. Washington
- Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, Ohio, USA
- Department of Communicative Sciences and Disorders, New York University, New York, New York, USA
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Sommer TE, Tighe LA, Sabol TJ, Chor E, Chase-Lansdale PL, Yoshikawa H, Brooks-Gunn J, Morris AS, King CT. The effects of a two-generation English as a second language (ESL) intervention on immigrant parents and children in Head Start. APPLIED DEVELOPMENTAL SCIENCE 2023. [DOI: 10.1080/10888691.2023.2174118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023]
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Guiberson M, Vining CB. Language and Literacy Strategies for Indigenous Children: A Scoping Review. Semin Speech Lang 2023; 44:26-41. [PMID: 36649703 PMCID: PMC9845029 DOI: 10.1055/s-0042-1758802] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
The purpose of this scoping review was to describe the existent research on language and literacy strategies for Indigenous children and to establish the strength of strategies described. A scoping review was conducted to locate existent studies that described language and literacy interventions used with Indigenous children. The following electronic databases were searched: PsycINFO, ERIC, CINAHL Complete, Academic Search Premier, Education Source, and ASHAWire. Articles were managed and analyzed using Covidence, a web-based program for review research. Results were charted and a preliminary evidence map was created. Forty sources were identified that described language and literacy strategies for Indigenous children. Strength of strategy coding revealed 5 sources had compelling strength, 5 had promising strength, and 30 had lacking strength. Overall, there remains limited research describing language and literacy strategies for Indigenous children. A preliminary evidence map was created to chart each strategy and sources that included the strategy, and to indicate the highest strategy strength observed across sources. A discussion of compelling strategies as well as strategies that may be culturally responsive is provided.
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Affiliation(s)
- Mark Guiberson
- Division of Communication Disorders, University of Wyoming, Laramie, Wyoming,Address for correspondence Mark Guiberson, Ph.D. CCC-SLP Division of Communication Disorders, University of WyomingDept. 3311, 1000 E. University Avenue, Laramie, WY 82071-2000
| | - Christine B. Vining
- Department of Audiology and Speech-Language Pathology, A.T. Still University - Arizona School of Health Sciences, Mesa, Arizona
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Lorio CM, Carta JJ, Stephens N. Exploring Language Development Support for Foster Children: A Scoping Review of Interventions for Foster Care Families. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:358-376. [PMID: 36538503 DOI: 10.1044/2022_ajslp-22-00082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE Children in foster care are at an increased risk for language delays and disorders, and foster parents can play a significant role in preventing delays in early language development. This scoping review explored empirical studies that included foster parent training programs for families with foster children under the age of 5 years. METHOD Using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews), multiple databases were searched, and resulting article titles and abstracts were screened for inclusion in the review. Each study that met inclusion criteria was then coded for the training methods used to teach foster parents intervention strategies and the targeted outcomes of the intervention. RESULTS A total of 24 studies were identified. Of the 24 studies reviewed, all included interventions focused on increasing parent-child relationships and decreasing child challenging behaviors, but few included opportunities for foster parents to practice using intervention strategies with their foster child. None of the studies focused specifically on strategies for promoting children's language development. When outcomes across the studies were reviewed, only two focused on children's language. CONCLUSIONS The results of this review point to the need for more research on language interventions that can be implemented by foster parents. The discussion focuses on the important role speech-language pathologists can play in the prevention of early language delays or disorders in young foster children. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.21714311.
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Affiliation(s)
- Ciera M Lorio
- Department of Communication Sciences and Disorders, Illinois State University, Normal
| | - Judith J Carta
- Institute for Life Span Studies, Juniper Gardens Children's Project, The University of Kansas, Kansas City
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Albin M, Micsinszki S, Phoenix M. Cultural Adaptation of Parent-Implemented Early Communication Interventions: A Scoping Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:2229-2247. [PMID: 35926193 DOI: 10.1044/2022_ajslp-21-00286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Parent-implemented early communication interventions are commonly delivered to culturally and linguistically diverse families. Although there is evidence from fields such as public health or psychology, there is little guidance regarding what elements to culturally adapt for parent-implemented speech-language pathology interventions. This scoping review addresses this gap by identifying parent-implemented early communication interventions that have been culturally adapted and describing which intervention components were adapted. Definitions of culture, use of adaptation frameworks, and adaptation guidelines, policies, and recommendations are also reported. METHOD The databases Cumulative Index to Nursing and Allied Health Literature, MEDLINE, PsycINFO, and Embase via OVID were searched. Supplementary search methods, including hand-searching of references and a gray literature search, were also conducted. Covidence software was used to deduplicate, collate, and review articles. Population, intervention, study, and cultural adaptation data were extracted and synthesized using the Ecological Validity Framework. RESULTS Twenty-one articles were included from the database and supplementary searches. No studies defined culture, and only three used cultural adaptation models or frameworks to guide adaptation. Studies varied greatly in what they adapted; language adaptations, such as translation, were conducted most frequently, and intervention goals were rarely adapted. Only three studies obtained parent feedback to inform cultural adaptation for future recommendations. CONCLUSIONS More clarity in the reporting of cultural adaptation for communication interventions is required. Cultural adaptation frameworks are useful tools to guide adaptation but can be difficult to operationalize. Additional research in this area is necessary to help clinicians provide culturally responsive, parent-implemented communication interventions. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20416107.
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Affiliation(s)
- Maya Albin
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
- CanChild Centre for Childhood Disability Research, Hamilton, Canada
| | - Samantha Micsinszki
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
- CanChild Centre for Childhood Disability Research, Hamilton, Canada
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada
| | - Michelle Phoenix
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
- CanChild Centre for Childhood Disability Research, Hamilton, Canada
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada
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Finestack LH, Elmquist M, Kuchler K, Ford AB, Cakir-Dilek B, Riegelman A, Brown SJ, Marsalis S. Caregiver-Implemented Communication Interventions for Children Identified as Having Language Impairment 0 Through 48 Months of Age: A Scoping Review. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:3004-3055. [PMID: 35858263 PMCID: PMC9911096 DOI: 10.1044/2022_jslhr-21-00543] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2021] [Revised: 01/19/2022] [Accepted: 04/07/2022] [Indexed: 05/19/2023]
Abstract
PURPOSE Caregiver-implemented interventions are frequently used to support the early communication of young children with language impairment. Although there are numerous studies and meta-analyses supporting their use, there is a need to better understand the intervention approaches and identify potential gaps in the research base. With that premise, we conducted a scoping review to synthesize existing data with an end goal of informing future research directions. METHOD We identified relevant studies by comprehensively searching four databases. After deduplication, we screened 5,703 studies. We required included studies (N = 59) to evaluate caregiver-implemented communication interventions and include at least one caregiver communication outcome measure. We extracted information related to the (a) study, child, and caregiver characteristics; (b) intervention components (e.g., strategies taught, delivery method and format, and dosage); and (c) caregiver and child outcome measures (e.g., type, quality, and level of evidence). RESULTS We synthesized results by age group of the child participants. There were no studies with children in the prenatal through 11-month-old age range identified in our review that yielded a caregiver language outcome measure with promising or compelling evidence. For the 12- through 23-month group, there were seven studies, which included eight communication intervention groups; for the 24- through 35-month group, there were 21 studies, which included 26 intervention groups; and for the 36- through 48-month group, there were 21 studies, which included 23 intervention groups. Across studies and age groups, there was considerable variability in the reporting of study characteristics, intervention approaches, and outcome measures. CONCLUSION Our scoping review highlights important research gaps and inconsistencies in study reporting that should be addressed in future investigations. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20289195.
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Peredo TN, Mancilla-Martinez J, Durkin K, Kaiser A. Teaching Spanish-Speaking Caregivers to Implement EMT en Español: A Small Randomized Trial. EARLY CHILDHOOD RESEARCH QUARTERLY 2022; 58:208-219. [PMID: 35058673 PMCID: PMC8765734 DOI: 10.1016/j.ecresq.2021.08.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
PURPOSE The primary purpose of this study was to examine the effects of using the Teach-Model-Coach-Review approach to teach Spanish-speaking caregivers from low-income households to implement EMT en Español with their young children with language delays. A secondary purpose was to explore the effects of the caregiver-implemented intervention on children's vocabulary. A final and more exploratory goal was to gain insight into caregivers' perceptions of the intervention. METHOD 21 caregiver-child dyads participated in the intent-to-treat randomized control trial. Their children were 30-43 months old with language delays. Dyads were randomly assigned to receive 24 caregiver training sessions delivered at home in Spanish or a wait list control group. Pre, post and 3-month follow assessments included observational measures of caregiver-child interactions and child standardized vocabulary assessments. Caregivers completed surveys rating their perception of the intervention. RESULTS Caregivers in the intervention group had significantly higher percentages of matched turns, expansions, and targets at post-assessment and of expansions and targets at follow-up compared to the control group. Overall, children in the intervention condition had significantly higher receptive vocabulary scores and performed better than children in the control condition on observational measure of their lexical diversity, with moderate effect sizes for most outcomes. Caregivers perceived the intervention as effective and culturally appropriate. CONCLUSIONS Teach-Model-Coach-Review is effective in increasing Spanish-speaking caregivers' use of EMT en Español strategies with their young children with language delays. The intervention also appears to be effective for child vocabulary outcomes and acceptable to caregivers.
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Affiliation(s)
| | | | - Kelley Durkin
- Department of Teaching and Learning, Vanderbilt University
| | - Ann Kaiser
- Department of Special Education, Vanderbilt University
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Navigating Cultural Differences During the Delivery of Behavior Analysis Services in Austria. BEHAVIOR AND SOCIAL ISSUES 2021. [DOI: 10.1007/s42822-021-00077-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Crowe K, Cuervo S, Guiberson M, Washington KN. A Systematic Review of Interventions for Multilingual Preschoolers With Speech and Language Difficulties. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:4413-4438. [PMID: 34554866 DOI: 10.1044/2021_jslhr-21-00073] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose There is a shortage of information on evidence-based interventions for supporting young multilingual children. The purpose of this review was to identify interventions that have been evaluated with preschool-age multilingual children with a speech and/or language disorder or who are at risk of poor speech, language, literacy, and/or educational outcomes. Method This review considered speech, language, and early literacy interventions evaluated with preschool-age multilingual children with a speech and/or language disorder or who have been identified as being at risk of language difficulties (PROSPERO ID: 165892). The following electronic databases were searched: EBSCO (CINAHL Plus, ERIC, PsycINFO, Medline, Education) and Linguistics, Language, and Behavior Abstracts. Data were extracted describing article, participant, methodological, and intervention variables, and effect sizes. The Council for Exceptional Children's (CEC) standards for evidence-based practice were used to examine the quality of studies. Results Fifty-six relevant studies were identified in 52 articles and these studies described 4,551 participants who had speech sound disorder (six articles), developmental language disorder (11 articles), or were considered to be at risk (36 articles). The interventions targeted speech production (seven studies), language (45 studies), and early literacy (11 studies) skills. Most studies reported positive effects. Only 15 studies met all quality indicators specified by the CEC (2014) and these described 18 interventions targeting language and literacy skills. The only intervention with sufficient evidence to be considered an evidence-based practice was Nuestros Niños [Our Children] for children's early literacy and phonological awareness skills. Conclusions A number of high-quality studies exist that describe speech, language and/or literacy interventions for preschool-age multilingual children with a speech and/or language disorder, or who have been identified as being at risk of language difficulties. However, there remains limited evidence for specific interventions as to their ability to inform evidence-based practices. Supplemental Material https://doi.org/10.23641/asha.16632649.
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Affiliation(s)
- Kathryn Crowe
- School of Teacher Education, Charles Sturt University, Bathurst, Australia
- School of Health Sciences, Reykjavík, University of Iceland
| | - Sisan Cuervo
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
| | - Mark Guiberson
- College of Health Sciences, University of Wyoming, Laramie
| | - Karla N Washington
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
- Department of Communicative Sciences and Disorders, New York University, NY
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Guiberson M. Early Literacy Strategies for Parents of Young Dual Language Learners: A Descriptive Study and Integrative Review. TOPICS IN LANGUAGE DISORDERS 2021; 41:294-308. [PMID: 35125608 PMCID: PMC8809514 DOI: 10.1097/tld.0000000000000261] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
There is a large and growing population of dual language learners (DLLs) represented in early intervention programs in the United States, the majority of which are from Spanish-speaking families. In order to adequately serve these families, educators and speech-language pathologists must work closely with parents and provide them with culturally responsive strategies and activities that align with their language background and interaction styles. The purpose of this convergent parallel mixed methods study was to identify culturally consistent early literacy strategies specifically for parents of two- to three-year-old DLLs. Findings from a descriptive study that included 94 young DLLs and their parents engaged in a book reading task plus findings from an integrative literature review were converged to identify potential parent-implemented strategies that may support early literacy in young DLLs. From this process, a total of 26 strategies were identified in the categories of enhanced interaction, engagement with texts or storybooks, questioning behaviors, and other language enhancement. Fifteen of the strategies had compelling strength based on available work. Use of these strategies in pilot programs and future treatment studies is recommended.
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Affiliation(s)
- Mark Guiberson
- Division of Communication Disorders, University of Wyoming, Laramie, WY
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Karem RW, Washington KN, Crowe K. Cross-linguistic interactions in the spontaneous productions of preschoolers who speak Jamaican-Creole and English. SPEECH, LANGUAGE AND HEARING 2021. [DOI: 10.1080/2050571x.2021.1936914] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Rachel Wright Karem
- Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, Ohio, USA
- Department of Speech, Language, and Hearing Sciences, Indiana University, Indiana, IN, USA
| | - Karla N. Washington
- Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, Ohio, USA
- Department of Communicative Sciences and Disorders, Steinhardt School of Culture, Education, and Human Development, New York University, New York, NY, USA
| | - Kathryn Crowe
- School of Education and School of Health Sciences, University of Iceland, Reykjavik, Iceland
- School of Teacher Education, Charles Sturt University, Bathurst, Australia
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Cycyk LM, De Anda S, Moore H, Huerta L. Cultural and Linguistic Adaptations of Early Language Interventions: Recommendations for Advancing Research and Practice. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:1224-1246. [PMID: 33769864 PMCID: PMC8702869 DOI: 10.1044/2020_ajslp-20-00101] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 09/29/2020] [Accepted: 12/30/2020] [Indexed: 05/28/2023]
Abstract
Purpose Speech-language pathologists are responsible for providing culturally and linguistically responsive early language intervention services for legal, ethical, and economic reasons. Yet, speech-language pathologists face challenges in meeting this directive when children are from racial, ethnic, or linguistic backgrounds that differ from their own. Guidance is needed to support adaptation of evidence-based interventions to account for children's home culture(s) and language(s). This review article (a) describes a systematic review of the adaptation processes applied in early language interventions delivered to culturally and linguistically diverse populations in the current literature and (b) offers a robust example of an adaptation of an early language intervention for families of Spanish-speaking Mexican immigrant origin. Method Thirty-three studies of early language interventions adapted for culturally and linguistically diverse children ages 6 years and younger were reviewed. Codes were applied to describe to what extent studies document the purpose of the adaptation, the adaptation process, the adapted components, and the evaluation of the adapted intervention. Results Most studies specified the purpose of adaptations to the intervention evaluation, content, or delivery, which typically addressed children's language(s) but not culture. Study authors provided limited information about who made the adaptations, how, and when. Few studies detailed translation processes or included pilot testing. Only one used a comprehensive framework to guide adaptation. A case study extensively documents the adaptation process of the Language and Play Every Day en español program. Conclusions Future early language intervention adaptations should focus on both linguistic and cultural factors and include detailed descriptions of intervention development, evaluation, and replication. The case study presented here may serve as an example. Increased access to such information can support research on early language interventions for diverse populations and, ultimately, responsive service provision.
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Karem RW, Washington KN. The Cultural and Diagnostic Appropriateness of Standardized Assessments for Dual Language Learners: A Focus on Jamaican Preschoolers. Lang Speech Hear Serv Sch 2021; 52:807-826. [PMID: 33939554 DOI: 10.1044/2021_lshss-20-00106] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose The aim of this study was to investigate the appropriateness of standardized assessments of expressive grammar and vocabulary in a sample of preschool-age dual language learners (DLLs) who use Jamaican Creole (JC) and English. Adult models from the same linguistic community as these children were used to inform culturally and linguistically appropriate interpretation of children's responses to a standardized assessment. Method JC-English-speaking preschoolers (n = 176) and adults (n = 33) completed the Word Structure and Expressive Vocabulary subtests of the Clinical Evaluation of Language Fundamentals Preschool-Second Edition. Adults' responses were used to develop an adapted scoring procedure that considered the influence of JC linguistic features on responses. DLLs' responses scored using the standard English and adapted JC procedures were compared. Results JC-English DLLs and adults used similar linguistic structures in response to subtest questions. DLLs' scores differed significantly from the standardized sample on both subtests. Preschoolers received higher raw and corresponding standard scores with adapted scoring compared to standard scoring. Adapted scoring that made use of adult models yielded high classification accuracy at a rate of 93.8% for Word Structure and 92.1% for Expressive Vocabulary. Conclusions Adapting standardized assessment scoring procedures using adult models may offer an ecologically valid approach to working with DLL preschoolers that can support a more accurate assessment of language functioning. These findings suggest that the use of standardized assessments for bilingual JC-English speakers requires a culturally responsive approach. Supplemental Material https://doi.org/10.23641/asha.14403026.
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Affiliation(s)
- Rachel Wright Karem
- Department of Communication Sciences and Disorders, University of Cincinnati, OH.,Department of Speech, Language and Hearing Sciences, Indiana University, Bloomington
| | - Karla N Washington
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
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Cycyk LM, Huerta L. Exploring the Cultural Validity of Parent-Implemented Naturalistic Language Intervention Procedures for Families From Spanish-Speaking Latinx Homes. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:1241-1259. [PMID: 32750279 DOI: 10.1044/2020_ajslp-19-00038] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose This study addressed the cultural, linguistic, and contextual validity of parent-implemented naturalistic language interventions for young children from Latinx homes. Parents' perspectives on the acceptability of commonly delivered intervention procedures were explored. Method Thirty-seven parents from Spanish-speaking Latinx backgrounds with children under the age of 6 years participated. Four focus groups were completed. Parents responded to 14 procedures regarding the intervention implementers, settings, activities, strategies, and language. Structural and emergent coding was used to explore procedural acceptability and parents' rationales for perceiving each procedure as acceptable, not acceptable, or neutral. Results Substantial intracultural variability in parents' acceptance of specific procedures and the reasons for their perspectives was observed. Parents' perspectives evinced both individualist and collectivist orientations toward child language development. Several suggestions regarding promising adaptations for early language interventions that may overlap with evidence-based parent-implemented naturalistic language intervention procedures emerged. Conclusion The findings highlight the variability within the Latinx community that is likely to impact the cultural validity of early language interventions for children and families from this background. Considerations for enhancing interventions to achieve cultural congruency and promote child outcomes are provided. Supplemental Material https://doi.org/10.23641/asha.12315713.
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Affiliation(s)
- Lauren M Cycyk
- Communication Disorders and Sciences, Department of Special Education and Clinical Sciences, University of Oregon, Eugene
| | - Lidia Huerta
- Communication Disorders and Sciences, Department of Special Education and Clinical Sciences, University of Oregon, Eugene
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Sheng L. Introduction to the Forum: Innovations in Clinical Practice for Dual Language Learners, Part 1. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:929-931. [PMID: 31398303 DOI: 10.1044/2019_ajslp-idll-19-0143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose The purpose of this introduction is to provide the background for this forum of American Journal of Speech-Language Pathology and an overview of the articles published in this first of two installments of this forum.
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Affiliation(s)
- Li Sheng
- Department of Communication Sciences and Disorders, University of Delaware, Newark
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