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

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 to more 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

Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist

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. 2017 The Authors.The development of this tutorial was supported by an Australian Research Council Future Fellowship (FT0990588) “Speaking My Languages: International Speech Acquisition in Australia” awarded to Sharynne McLeod.casl26pub4836pub

Exile Vol. XXXVII No. 1

And It Was Sunday by Julie Gruen 1-6 Like a Lady by Grace Mulvihill 7 The Final You by Eric Franzon 8 Joseph\u27s Children by Seneca Murley 9 Ain\u27t the 1950s Anymore by Ellen Stader 10-12 Bonding Women by Shannon salser 13 Ice Man (for mami 1905-1975) by Anne Mulligan 14 The Car Salesman by Tom Ream 15 Cancelling the Bunny by Stewart Engesser 16-17 Richard Brautigan\u27s Body by Michael Payne 18-19 Dinner in Barcelona by Holly Kurtz 20 Untitled by Margaret Strachen 21 Candles by Eric Franzon 22 Summer Rules by Jim Cox 23-31 My Boat by Holly Kurtz 32 Untitled by Michael Payne 33 Half the Birds in the City by Tiffany Richardson 34-35 Down Queen Anne Hill by Julie Gruen 36-37 Your Music by Tim Emrick 38 Zephyrs by Steve Corinth 39-41 Mother by Anne Mulligan 42 As I Look to the Sky, Maize by Shannon Salser 43-45 Close Book before Striking by Sarah Verdon 46-47 Smoked by Tom Ream 48 Driving through Rain by Stewart Engesser 49-50 Contributors 51 Editorial decision is shared equally among the Editorial Board. -i 35th Yea

Right hemisphere control of visuospatial attention in near space

Traditionally, the right cerebral hemisphere has been considered to be specialized for spatial attention and orienting. A large body of research has demonstrated dissociable representations of the near space immediately surrounding the body and the more distance far space. In this study, we investigated whether right hemisphere activations commonly reported for tasks involving spatial attention (such as the line bisection and landmark tasks) are specific to stimuli presented in near space. In separate blocks of trials, participants judged either whether a vertical transector was to the left or right of the centre of a line (landmark task) or whether the line was red or blue (colour task). Stimuli were seen from four distances (30, 60, 90, 120 cm). We used EEG to measure an ERP component (the ‘line-bisection effect) specific to the direction of spatial attention (i.e., landmark minus colour). Consistent with previous results, spatial attention produced a right-lateralized negativity over occipito-parietal channels. The magnitude of this negativity was inversely related to viewing distance, being largest in near space and reduced in far space. These results suggest that the right occipito-temporal cortex may be specialized not just for the orientation of spatial attention generally, but specifically for orienting attention in the near space immediately surrounding the body

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

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.Australian Research Council: FT0990588United States Department of Health & Human Services National Institutes of Health (NIH) - USA NIH National Institute on Deafness & Other Communication Disorders (NIDCD

Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist

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\u27s 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 to more 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\u27s 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\u27s assessment of a multilingual Cantonese- and English-speaking 4-year-old boy. Resources are listed throughout the tutorial

International aspirations for speech-language pathologists' practice with multilingual children with speech sound disorders : development of a position paper

A major challenge for the speech-language pathology profession in many cultures is to address the mismatch between the "linguistic homogeneity of the speech-language pathology profession and the linguistic diversity of its clientele" (Caesar & Kohler, 2007, p. 198). This paper outlines the development of the Multilingual Children with Speech Sound Disorders: Position Paper created to guide speech-language pathologists' (SLPs') facilitation of multilingual children's speech. An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians, and speech scientists) with knowledge about multilingual children's speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in professional practice. Fourteen panel members met for a one-day workshop to identify key points for inclusion in the position paper. Subsequently, 42 additional panel members participated online to contribute to drafts of the position paper. A thematic analysis was undertaken of the major areas of discussion using two data sources: (a) face-to-face workshop transcript (133 pages) and (b) online discussion artifacts (104 pages). Finally, a moderator with international expertise in working with children with speech sound disorders facilitated the incorporation of the panel's recommendations. The following themes were identified: definitions, scope, framework, evidence, challenges, practices, and consideration of a multilingual audience. The resulting position paper contains guidelines for providing services to multilingual children with speech sound disorders ( http://www.csu.edu.au/research/multilingual-speech/position-paper). The paper is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version ( World Health Organization, 2007) and incorporates recommendations for (a) children and families, (b) SLPs' assessment and intervention, (c) SLPs' professional practice, and (d) SLPs' collaboration with other professionals.Learning outcomes: Readers will 1. recognize that multilingual children with speech sound disorders have both similar and different needs to monolingual children when working with speech-language pathologists. 2. Describe the challenges for speech-language pathologists who work with multilingual children. 3. Recall the importance of cultural competence for speech-language pathologists. 4. Identify methods for international collaboration and consultation. 5. Recognize the importance of engaging with families and people within their local communities for supporting multilingual children in context.13 page(s