This three-phase investigation used focus groups and a survey to identify factors that perceived by speech language pathologists as being related to long-term success versus inappropriate abandonment of augmentative and alternative communication (AAC) systems. Factors deemed most important by six focus groups were included in a 106-question survey that was returned by 275 ASHA Special Interest Division #12 (AAC) members. Factor analysis indicated the constructs of Support, Attitude, and System characteristics and Fit as most important to the long-term success of AAC systems. The constructs of Not Maintaining/Adjusting the System, Attitude, Lack of Training, Lack of Support, and Poor Fit were most often related to inappropriate abandonment of AAC systems. Systematic implementation of intervention targeting the constructs is recommended.

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SLPs can integrate culturally based stories into their language and literacy intervention to encourage American Indian and Alaska Native children.

Although SES reporting for pediatric participants in language-based studies increased over the 16-year period examined, over 1 quarter of studies published in the 3 journals combined still do not report SES. This is a concern. When determining the generalizability of research findings to specific children, it is important for speech-language pathologists to be able to identify the SES background of research participants.

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The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

A multiliteracies framework holds potential for use in facilitating communication development for children from culturally and linguistically diverse backgrounds. This article describes the framework and its application through an educational program being implemented with Indigenous students from Northwest tribes. The framework is further explored through insights provided by a young student who is being mentored to become a cultural and spiritual leader for his tribal nation.

A differentiated instructional approach is being advocated by leaders in education for meeting the needs of learners from diverse backgrounds who demonstrate varying abilities, strengths, and interests. Differentiated instruction (DI) is not a new idea and has a long, rich history of use in Native communities. This article describes the components of DI derived from a three-year curriculum design project, Honoring Tribal Legacies: An Epic Journey of Healing (CHiXapkaid, Inglebret, & Wood, 2014a, 2014b), sponsored by the National Park Service. As part of this project, PreK-12 curriculum materials were designed in a collaborative effort involving tribal and non-tribal educators including a speech-language pathologist (SLP), tribal elders, and representatives of a range of disciplines. The curriculum materials were analyzed to identify underlying themes and associated educational and intervention strategies. Overall, results of this analysis demonstrate how a DI approach aligns with incorporating tribal perspectives into the content, processes, and products of elementary and secondary level curriculum. As members of educational teams, SLPs can play an active role in working with teachers to use culturally-based DI. In this way, we can foster an educational environment that enhances students' beliefs in their capacities to comprehend, learn about, and become active participants in the world around them. To illustrate this, we end with the perspective of Kaid'dub Pavel, a ninth grade student with a profound, bilateral hearing loss and a cochlear implant. Kaid'dub shares his insights into DI, as it relates to his traditional cultural education.