Speech and language therapy service delivery for bilingual children: a survey of three cities in Great Britain

Mennen, Ineke; Stansfield, Jois

doi:10.1080/13682820600623911

Cited by 41 publications

(25 citation statements)

References 7 publications

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“…In the United States, a lack of understanding of these issues has resulted in disproportionate placement of Latino children in special education and related services (Artiles, Rueda, Salazar, & Higareda, 2005; de Valenzuela et al, 2006). Similar patterns of disproportionate representation of bilingual children in special education programs have been documented in the United Kingdom (Mennen & Stansfield, 2006; Stow & Dodd, 2003; Winter, 1999), Singapore (Gupta & Chandler, 1993), Australia (McLeod & McKinnon, 2007), Sweden (Berhanu, 2008; Salameh, Nettelbladt, Håkansson, & Gullberg, 2002), and Hong Kong (Cheuk, Wong, & Leung, 2005). …”

Section: Test Performance In Bilingual Childrensupporting

confidence: 61%

Risk for Poor Performance on a Language Screening Measure for Bilingual Preschoolers and Kindergarteners

Peña

Gillam

Bedore

et al. 2011

Am J Speech Lang Pathol

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Purpose This study documents the risk for language impairment in Latino children who had different levels of exposure to English and Spanish. Method A total of 1,029 preschool- and kindergarten-age children were screened in the domains of semantics and morphosyntax in both Spanish and English. Parent report was used to document current exposure to and use of Spanish and English, as well as year of first exposure to English. Risk for language impairment was compared for language group, year of first English exposure, age, and mother’s education. Results While bilingual children’s scores on each sub-test were significantly lower compared to their functional monolingual peers, they were no more likely to fall in the at-risk range based on a combination of all 4 subtests. Maternal education and year of first English exposure were weakly associated with risk for language impairment but not with language group (via 5 levels of first and second language exposure). Conclusions Prevalence of risk for language impairment when both languages are tested is not related to language group.

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Section: Test Performance In Bilingual Childrensupporting

confidence: 61%

Risk for Poor Performance on a Language Screening Measure for Bilingual Preschoolers and Kindergarteners

Peña

Gillam

Bedore

et al. 2011

Am J Speech Lang Pathol

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“…Over the past decade, SLPs' practices with children with SSD have been described based on surveys undertaken in countries including the US (Brumbaugh & Smit, 2013;Caesar & Kohler, 2009;Lof & Watson, 2008;Roseberry-McKibbin, Bruce, & O'Hanlon, 2005;Skahan, Watson, & Lof, 2007), the UK (Joffe & Pring, 2008;Mennen & Stansfield, 2006), Australia (McLeod & Baker, 2004;Watts Pappas, McLeod, McAllister, & McKinnon, 2008;Williams & McLeod, 2012), the Netherlands (Priester, Post, & Goorhuis-Brouwer, 2009), and internationally (Jordaan, 2008). These surveys have revealed that SLPs' assessments typically include administration of a commercial assessment tools, consideration of intelligibility, stimulability, and hearing screening (Skahan et al, 2007).…”

Section: Surveys Of Slps' Practices With Children With Ssdmentioning

confidence: 99%

Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders

McLeod

Baker

2014

Clinical Linguistics & Phonetics

139

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A survey of 231 Australian speech-language pathologists (SLPs) was undertaken to describe practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders (SSD). The participants typically worked in private practice, education, or community health settings and 67.6% had a waiting list for services. For each child, most of the SLPs spent 10-40 min in pre-assessment activities, 30-60 min undertaking face-to-face assessments, and 30-60 min completing paperwork after assessments. During an assessment SLPs typically conducted a parent interview, single-word speech sampling, collected a connected speech sample, and used informal tests. They also determined children's stimulability and estimated intelligibility. With multilingual children, informal assessment procedures and English-only tests were commonly used and SLPs relied on family members or interpreters to assist. Common analysis techniques included determination of phonological processes, substitutions-omissions-distortions-additions (SODA), and phonetic inventory. Participants placed high priority on selecting target sounds that were stimulable, early developing, and in error across all word positions and 60.3% felt very confident or confident selecting an appropriate intervention approach. Eight intervention approaches were frequently used: auditory discrimination, minimal pairs, cued articulation, phonological awareness, traditional articulation therapy, auditory bombardment, Nuffield Centre Dyspraxia Programme, and core vocabulary. Children typically received individual therapy with an SLP in a clinic setting. Parents often observed and participated in sessions and SLPs typically included siblings and grandparents in intervention sessions. Parent training and home programs were more frequently used than the group therapy. Two-thirds kept up-to-date by reading journal articles monthly or every 6 months. There were many similarities with previously reported practices for children with SSD in the US, UK, and the Netherlands, with some (but not all) practices aligning with current research evidence.

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“…Yet, the socio‐cultural approach may not in itself solve the totality of problems associated with other approaches. However, Mennen and Stansfield (2006) comment that many SLTs lack knowledge about languages and cultures other than their own. The majority of SLTs in the UK are white, middle‐class and women (Cortazzi and Jin 2004).…”

Section: Assessment Challengesmentioning

confidence: 99%

Evaluation of speech and language assessment approaches with bilingual children

White

Jin

2011

Intl J Lang & Comm Disor

125

111

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Speech and language therapy service delivery for bilingual children: a survey of three cities in Great Britain

Abstract: There is a need for a change in how data on linguistic diversity in society are collected and disseminated, both at a national level and within SLT services, so that informed decisions can influence the future of quality services to minority groups.

Cited by 41 publications

References 7 publications

Risk for Poor Performance on a Language Screening Measure for Bilingual Preschoolers and Kindergarteners

Risk for Poor Performance on a Language Screening Measure for Bilingual Preschoolers and Kindergarteners

Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders

Evaluation of speech and language assessment approaches with bilingual children

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