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dc.rights.licenseCreative Commons Attribution 4.0 International License.
dc.contributor.authorMcLeod, Sharynne
dc.contributor.authorVerdon, Sarah
dc.contributor.authorZharkova, Natalia
dc.date.accessioned2018-06-29T15:51:20Z
dc.date.available2018-06-29T15:51:20Z
dc.date.issued2017-08-01
dc.identifierER4836
dc.identifier.citationMcLeod, S., Verdon, S. & Zharkova, N. (2017) Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist. American Journal of Speech-Language Pathology, 26(3), pp. 691-708.
dc.identifier.issn1058-0360
dc.identifier.urihttps://doi.org/10.1044/2017_AJSLP-15-0161
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/4836
dc.description.abstractPurpose: 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.
dc.description.sponsorshipThe 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.
dc.format.extent691-708
dc.publisherAmerican Speech-Language-Hearing Association (ASHA)
dc.relation.ispartofAmerican Journal of Speech-Language Pathology
dc.rightsCopyright © 2017 The Authors
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.titleTutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist
dc.typearticle
dcterms.accessRightspublic
dc.description.facultycasl
dc.description.volume26
dc.identifier.doihttps://doi.org/10.1044/2017_AJSLP-15-0161
dc.description.ispublishedpub
dc.description.eprintid4836
rioxxterms.typearticle
refterms.dateAccepted2016-06-22
refterms.dateFCA2017-09-04
refterms.dateFCD2017-09-04
qmu.authorZharkova, Natalia
qmu.centreCASL
qmu.centreCASLen
dc.description.statuspub
dc.description.number3


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