Newer measures of NMAE, such as the DELV-ST and DVAR scores, are comparable to older measures such as dialect density measures and listener judgment ratings. Like listener judgment ratings, the DELV-ST and DVAR scores offer clinicians and researchers alike a quicker alternative to dialect density measures for confirming and quantifying the spoken production of NMAE dialect. The present findings confirm that, depending on the type of data collected and questions posed, researchers and clinicians alike are able to choose from multiple, valid, and reliable measures of non-mainstream dialect use.

Purpose The purpose of this critical discourse analytic study is to identify how two key professional standards documents in the Speech, Language and Hearing Sciences field—the Standards for Certification document and the Essential Functions rubric—contribute to the discursive construction of the ideal speech-language pathologist and audiologist, and to examine whether the experiences and needs of people of color are taken into consideration in these documents. Method Critical discourse analysis was used as both a conceptual and methodological lens for the systematic analysis of the targeted text. Results The findings show that considerations of race and racism were almost entirely absent from both documents and thus reflected a discourse of race neutrality that is ideologically consistent with color-blind racism. The enactment of racially coded expectations within a construct of race-neutral discourse maintains racial inequities in the speech, language, and hearing sciences professions. Conclusions The findings highlight the need for the open acknowledgment of racism in our institutional policies and discourses and official and ongoing commitments to concrete and measurable antiracist actions to counteract systemic racism. Recommendations for and examples of antiracist measures are offered.

This chapter will provide readers with an overview of how a systems-based approach can be used to understand the relationship between culture, environment, language, and disability. It will identify a useful model of ecology, culture, and development that can and should be considered in conjunction with the WHO-ICF framework to guide service delivery in school-based settings. This chapter will also provide an overview of systems-based approaches that can be used when working with children from traditionally marginalized backgrounds. Finally, a case study example will be used to provide guidance on the application of systems-based approaches to service delivery for children in school-based settings.

Cross-CCCR and responsiveness (CCCRR) is an important aspect of clinical service delivery in speech-language pathology (SLP). Beyond the issue of CCCR, there is also a need to address how professional practices can facilitate justice in traditionally marginalized populations. Limited language access can facilitate inequities and disparities within institutions and systems when it is not considered in clinical service delivery. However, within the field of SLP there is a limited amount of information available on the effectiveness of pedagogical strategies needed to facilitate student CCCR and train SLPs in how to minimize barriers posed by language access. Simulation, using standardized patients, is a strategy from the medical field that has been used for such purposes. There are few published reports on the use of simulation for fostering various aspects of CCCR development among SLP students. Therefore, the purpose of this chapter is to provide an overview of a research project examining the effectiveness of a simulated interpreter encounter for multicultural training.

Purpose The purpose of this study was to explore demographic characteristics, job satisfaction, workload, challenges and rewards of working in academia, and recruitment/retention advice and recommendations for faculty of color (FOC) in communication sciences and disorders (CSD). Method A 43-item anonymous survey, composed of 38 closed-ended and five open-ended questions, was used to collect information from CSD FOC. Thematic analysis was used to capture trends in participant responses. Results The responses of FOC in communication disorders to closed-ended questions indicated that they were satisfied with their jobs. Overall, FOC reported spending a significant amount of their time on teaching and student-related activities. They also identified several common rewards and challenges of working in academia and offered key suggestions, advice, and recommendations to students, administrators, and the field. FOC responses to open-ended questions revealed noteworthy concerns related to racialized practices. Conclusion Research, policy, and practice focused on the needs of FOC must explicitly examine and address racism in CSD if the field is to develop adequate strategies and mechanisms to support the recruitment and retention of FOC. Supplemental Material https://doi.org/10.23641/asha.16435365