TY - JOUR
T1 - Tutorial
T2 - Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist
AU - McLeod, Sharynne
AU - Verdon, Sarah
AU - Baker, Elise
AU - Ball, Martin J.
AU - Ballard, Elaine
AU - David, Avivit Ben
AU - Bernhardt, Barbara May
AU - Bérubé, Daniel
AU - Blumenthal, Mirjam
AU - Bowen, Caroline
AU - Brosseau-Lapré, Françoise
AU - Bunta, Ferenc
AU - Crowe, Kathryn
AU - Cruz-Ferreira, Madalena
AU - Davis, Barbara
AU - Fox-Boyer, Annette
AU - Gildersleeve-Neumann, Christina
AU - Grech, Helen
AU - Goldstein, Brian
AU - Hesketh, Anne
AU - Hopf, Suzanne
AU - Kim, Minjung
AU - Kunnari, Sari
AU - Macleod, Andrea
AU - McCormack, Jane
AU - Másdóttir, Þóra Thora
AU - Masso, Sarah
AU - Neumann, Sandra
AU - Ozbič, Martina
AU - Pascoe, Michelle
AU - Pham, Giang
AU - Román, Rosario
AU - Rose, Yvan
AU - Rvachew, Susan
AU - Savinainen-Makkonen, Tuula
AU - Topbaş, Seyhun
AU - Scherer, Nancy
AU - Speake, Jane
AU - Stemberger, Joseph P.
AU - Ueda, Isao
AU - Westby, Carol
AU - Lynn Williams, A.
AU - Wren, Yvonne
AU - Zajdó, Krisztina
AU - Zharkova, Natalia
N1 - Includes bibliographical references.
PY - 2017/1/1
Y1 - 2017/1/1
N2 - The aim of this tutorial is to support speech language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. Method: The tutorial was written by the International Expert Panel on Multilingual Children’s Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed tomore than 1 task). Results: This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This overview addresses referral, case history, assessment, analysis, diagnosis, and goal setting and the SLP’s cultural competence and preparation for working with interpreters and multicultural support workers and dealing with organizational and government barriers to and facilitators of culturally competent practice. Conclusion: The issues raised in this tutorial are applied in a hypothetical case study of an English-speaking SLP’s assessment of a multilingual Cantonese-and English-speaking 4-year-old boy. Resources are listed throughout the tutorial.
AB - The aim of this tutorial is to support speech language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. Method: The tutorial was written by the International Expert Panel on Multilingual Children’s Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed tomore than 1 task). Results: This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This overview addresses referral, case history, assessment, analysis, diagnosis, and goal setting and the SLP’s cultural competence and preparation for working with interpreters and multicultural support workers and dealing with organizational and government barriers to and facilitators of culturally competent practice. Conclusion: The issues raised in this tutorial are applied in a hypothetical case study of an English-speaking SLP’s assessment of a multilingual Cantonese-and English-speaking 4-year-old boy. Resources are listed throughout the tutorial.
UR - http://www.scopus.com/inward/record.url?scp=85027583415&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85027583415&partnerID=8YFLogxK
U2 - 10.1044/2017_AJSLP-15-0161
DO - 10.1044/2017_AJSLP-15-0161
M3 - Article
C2 - 28525581
SN - 1058-0360
VL - 26
SP - 691
EP - 708
JO - American Journal of Speech-Language Pathology
JF - American Journal of Speech-Language Pathology
IS - 3
ER -