Language Intervention and AAE-Speaking Children

Craig-Unkefer, Lesley; Camarata, Stephen

doi:10.1097/tld.0b013e3181efc302

Cited by 5 publications

(4 citation statements)

References 21 publications

(31 reference statements)

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“…Although there are an abundance of cultural factors that should be considered when discussing cultural competence, very few of these have been addressed in the literature. Many studies address cultural factors based on language and, by association, race and ethnicity (Craig-Unkefer & Camarata, 2010; Pickering & McAllister, 2000). Race and ethnicity can be indirect factors studied, as they frequently align with use of certain linguistic features, be this within a language or a language variation.…”

Section: Cultural Competencementioning

confidence: 99%

“…Race and ethnicity can be indirect factors studied, as they frequently align with use of certain linguistic features, be this within a language or a language variation. For example, Craig-Unkefer and Camarata (2010) discuss how clinicians must consider lexical, grammatical, and cultural differences when working with clients who are learning African American English (AAE) as their primary dialect and have a language impairment. They studied two different intervention methods that have been supported for speakers of mainstream American English (MAE) and used them with four children who speak AAE.…”

Section: Cultural Competencementioning

confidence: 99%

“…As part of a broader inquiry into aspects of clinical care for CLD populations, the primary aim of this research study was to survey practicing SLPs regarding consideration of culture in the selection of intervention planning. As race/ethnicity are the most frequently investigated cultural factors in the current literature base (Craig-Unkefer & Camarata, 2010; Pickering & McAllister, 2000), SLPs will have had the most opportunity to learn from current evidence on these factors. Therefore, it was hypothesized that race/ethnicity would be the most considered cultural factor in the selection of therapy materials.…”

Section: Culturally Responsive Interventionmentioning

confidence: 99%

See 2 more Smart Citations

Speech-Language Pathologists and Culturally Competent Intervention

Mixson

Hamilton

Plumb

et al. 2023

Communication Disorders Quarterly

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This study explored speech-language pathologists’ (SLPs) demonstration of culturally responsive service provision when planning intervention. A fifteen-item survey revealed (a) SLPs consider culture when choosing therapeutic materials, and (b) family structure was the cultural factor selected by the most SLPs, followed closely by race and/or ethnicity. Religion was the least commonly selected cultural factor. Knowledge of multiple factors of culture should be considered to provide culturally competent intervention.

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Section: Cultural Competencementioning

confidence: 99%

Section: Cultural Competencementioning

confidence: 99%

Section: Culturally Responsive Interventionmentioning

confidence: 99%

See 1 more Smart Citation

Speech-Language Pathologists and Culturally Competent Intervention

Mixson

Hamilton

Plumb

et al. 2023

Communication Disorders Quarterly

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“…Existing studies point toward gains in morphological abilities. However, variable rates of morpheme use are not included in outcome measures (Bellon-Harn, 2012;Bellon-Harn, Byers, & Lappi, 2014;Craig-Unkefer & Camarata, 2010). Burns and Camarata (2006) underscore the need for morphological outcome measures that correspond to production rates of typically developing AAE speakers.…”

Section: Introductionmentioning

confidence: 97%

Rates of auxiliaryisandarein African American English speaking children with specific language impairment following language treatment

Smith

Bellon-Harn

2014

Clinical Linguistics & Phonetics

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The purpose of this exploratory study is to examine rates of auxiliary is and are across dialect patterns produced by African American English with specific language impairment (AAE-SLI) children following language treatment. The following research question is asked: Do AAE-SLI children exhibit rates of auxiliary is and are across dialect patterns consistent with previous reports of typically developing children and adult AAE speakers? A pre-/post-test design was used to identify patterns in which auxiliary is and are were produced at significant levels. Individual performance was included to examine variable rates of use across patterns. Group and individual results suggest children used auxiliary is and are in dialect patterns at rates consistent with typically developing child and adult AAE speakers. We conclude that rates of use may contribute to evidence-based guidelines for morphological intervention with AAE-SLI children.

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Intervention Goals for Preschoolers With Language Difficulties and Disorders: A Scoping Review Using the International Classification of Functioning, Disability and Health Framework

Cermak

Hatherly

Cunningham

2022

Am J Speech Lang Pathol

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Purpose: The primary aim of this scoping review was to categorize language therapy goals reported in intervention studies for preschoolers (i.e., children from birth to 5;0 [years;months]) with language difficulties and disorders within the World Health Organization's International Classification of Functioning, Disability and Health (ICF) framework. A secondary aim was to determine whether different therapy goals were reported for two language difficulty/disorder subtypes (i.e., comparing language difficulty/disorder associated with a biomedical condition to those without an associated biomedical condition). Method: The scoping review followed Arksey and O'Malley (2005) guidelines. Articles were retrieved from speechBITE, with age (under 5 years), intervention area (language), and study design (all but systematic reviews and clinical practice guidelines) specified as inclusion criteria. Language goals were extracted and categorized into the ICF components, and the distribution of goals across ICF components was compared for studies involving children with the two language difficulty/disorder subtypes. Results: A total of 287 articles were identified; 140 met inclusion criteria. Of the 293 goals extracted, 48% aligned with the activities component of the ICF framework, followed by participation (26%), environmental factors (20%), body functions and structures (3%), and personal factors (3%). Most participation-focused goals were reported from intervention studies involving preschoolers with a language difficulty/disorder associated with a biomedical condition. Conclusions: Few participation-focused goals were reported in intervention studies for preschoolers with language difficulty/disorder without an associated condition. Future work is needed to support integrating the ICF framework in goal setting for both research and practice.

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Language Intervention and AAE-Speaking Children

Cited by 5 publications

References 21 publications

Speech-Language Pathologists and Culturally Competent Intervention

Speech-Language Pathologists and Culturally Competent Intervention

Rates of auxiliaryisandarein African American English speaking children with specific language impairment following language treatment

Intervention Goals for Preschoolers With Language Difficulties and Disorders: A Scoping Review Using the International Classification of Functioning, Disability and Health Framework

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