Tutorial: Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist

International Expert Panel on Multilingual Children’s Speech

    Research output: Contribution to journalArticle

    17 Citations (Scopus)

    Abstract

    Purpose: 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.

    Original languageEnglish (US)
    Pages (from-to)691-708
    Number of pages18
    JournalAmerican Journal of Speech-Language Pathology
    Volume26
    Issue number3
    DOIs
    StatePublished - 2017

    Fingerprint

    Language
    language
    Cultural Competency
    speaking
    Professional Practice
    Pathologists
    interpreter
    Referral and Consultation
    Research Personnel
    Education
    expertise
    inclusion
    expert
    worker
    Research
    resources
    evidence
    Speech Sound Disorder

    ASJC Scopus subject areas

    • Otorhinolaryngology
    • Developmental and Educational Psychology
    • Linguistics and Language
    • Speech and Hearing

    Cite this

    Tutorial : Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist. / International Expert Panel on Multilingual Children’s Speech.

    In: American Journal of Speech-Language Pathology, Vol. 26, No. 3, 2017, p. 691-708.

    Research output: Contribution to journalArticle

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    title = "Tutorial: Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist",
    abstract = "Purpose: 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.",
    author = "{International Expert Panel on Multilingual Children’s Speech} and Sharynne McLeod and Sarah Verdon and Elise Baker and Ball, {Martin J.} and Elaine Ballard and David, {Avivit Ben} and Bernhardt, {B. May} and Daniel B{\'e}rub{\'e} and Mirjam Blumenthal and Caroline Bowen and Fran{\cc}oise Brosseau-Lapr{\'e} and Ferenc Bunta and Kathryn Crowe and Madalena Cruz-Ferreira and Barbara Davis and Annette Fox-Boyer and Christina Gildersleeve-Neumann and Helen Grech and Brian Goldstein and Anne Hesketh and Suzanne Hopf and Minjung Kim and Sari Kunnari and Andrea Macleod and Jane McCormack and M{\'a}sd{\'o}ttir, {{\TH}{\'o}ra Thora} and Sarah Masso and Sandra Neumann and Martina Ozbič and Michelle Pascoe and Giang Pham and Rosario Rom{\'a}n and Yvan Rose and Susan Rvachew and Tuula Savinainen-Makkonen and Seyhun Topbaş and Nancy Scherer and Jane Speake and Stemberger, {Joseph P.} and Isao Ueda and Jane Speake and Carol Westby and {Lynn Williams}, A. and Yvonne Wren and Krisztina Zajd{\'o} and Natalia Zharkova",
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    AU - Bernhardt, B. May

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    AU - Brosseau-Lapré, Françoise

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    AU - Cruz-Ferreira, Madalena

    AU - Davis, Barbara

    AU - Fox-Boyer, Annette

    AU - Gildersleeve-Neumann, Christina

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    AU - Neumann, Sandra

    AU - Ozbič, Martina

    AU - Pascoe, Michelle

    AU - Pham, Giang

    AU - Román, Rosario

    AU - Rose, Yvan

    AU - Rvachew, Susan

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    AU - Stemberger, Joseph P.

    AU - Ueda, Isao

    AU - Speake, Jane

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