New Tool Offers Guidance on Assessing Speech Sound Disorders in Multilingual Children Speech-language pathologists who need to assess multilingual children with suspected speech sound disorders can turn to a new tutorial for help. Written by the International Expert Panel on Multilingual Children’s Speech and published in the American Journal of Speech-Language Pathology, the tutorial draws on international research evidence and professional expertise ... News in Brief
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News in Brief  |   August 01, 2017
New Tool Offers Guidance on Assessing Speech Sound Disorders in Multilingual Children
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Speech, Voice & Prosodic Disorders / Cultural & Linguistic Diversity / News in Brief
News in Brief   |   August 01, 2017
New Tool Offers Guidance on Assessing Speech Sound Disorders in Multilingual Children
The ASHA Leader, August 2017, Vol. 22, 14. doi:10.1044/leader.NIB4.22082017.14
The ASHA Leader, August 2017, Vol. 22, 14. doi:10.1044/leader.NIB4.22082017.14
Written by the International Expert Panel on Multilingual Children’s Speech and published in the American Journal of Speech-Language Pathology, the tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders.
The International Expert Panel on Multilingual Children’s Speech, formed in 2012, comprises invited SLPs, phoneticians, linguists and speech scientists who specialize in childhood speech sound disorders, multilingualism or both. The tutorial was compiled by 46 members who have worked in 43 countries and used 27 languages in their professional practice.
This overview addresses referral, case history, assessment, analysis, diagnosis and goal-setting; 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. Resources are listed throughout the tutorial.
The tutorial applies all of these issues in a hypothetical case study of an English-speaking SLP’s assessment of a multilingual (Cantonese and English) 4-year-old boy.
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FROM THIS ISSUE
August 2017
Volume 22, Issue 8