Speech–language pathologists’ training and confidence in serving Spanish–English Bilingual children

Hammer, Carol Scheffner; Detwiler, Jill S; Detwiler, James; Blood, Gordon W.; Qualls, Constance Dean

doi:10.1016/j.jcomdis.2003.07.002

Cited by 83 publications

(70 citation statements)

References 5 publications

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“…Studies have repeatedly shown that preservice and practicing SLPs would like additional training on serving bilingual children and lack confidence in their abilities to provide services to this population (Hammer, Detwiler, Detwiler, Blood, & Qualls, 2004;Hammer et al, 2003;Roseberry-McKibben, Brice, & O'Halon, 2005). Without sufficient training, SLPs may be reluctant to identify children from diverse backgrounds as being speech and language delayed or disordered.…”

Section: Contributions and Implicationsmentioning

confidence: 99%

Who Receives Speech/Language Services by 5 Years of Age in the United States?

Morgan

Hammer

Farkas

et al. 2016

Am J Speech Lang Pathol

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Purpose: We sought to identify factors predictive of or associated with receipt of speech/language services during early childhood. We did so by analyzing data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B; Andreassen & Fletcher, 2005), a nationally representative data set maintained by the U.S. Department of Education. We addressed two research questions of particular importance to speech-language pathology practice and policy. First, do early vocabulary delays increase children's likelihood of receiving speech/language services? Second, are minority children systematically less likely to receive these services than otherwise similar White children? Method: Multivariate logistic regression analyses were performed for a population-based sample of 9,600 children and families participating in the ECLS-B.Results: Expressive vocabulary delays by 24 months of age were strongly associated with and predictive of children's receipt of speech/language services at 24, 48, and 60 months of age (adjusted odds ratio range = 4.32-16.60). Black children were less likely to receive speech/language services than otherwise similar White children at 24, 48, and 60 months of age (adjusted odds ratio range = 0.42-0.55). Lower socioeconomic status children and those whose parental primary language was other than English were also less likely to receive services. Being born with very low birth weight also significantly increased children's receipt of services at 24, 48, and 60 months of age. Conclusion: Expressive vocabulary delays at 24 months of age increase children's risk for later speech/language services. Increased use of culturally and linguistically sensitive practices may help racial/ethnic minority children access needed services.

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Section: Contributions and Implicationsmentioning

confidence: 99%

Who Receives Speech/Language Services by 5 Years of Age in the United States?

Morgan

Hammer

Farkas

et al. 2016

Am J Speech Lang Pathol

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“…When surveyed, clinicians and educators identify information to help them work with families among their top needs for continuing education (Caesar and Kohler 2007; Gándara, Maxwell-Jolly, and Driscoll 2005; Hammer et al 2004; Kritikos 2003). The importance of this identified need should not be underestimated.…”

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confidence: 99%

Parent and teacher rating of bilingual language proficiency and language development concerns

Bedore

Peña

Joyner

et al. 2011

International Journal of Bilingual Education and Bilingualism

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Educators of young children, including speech-language pathologists, are often uncertain as how to effectively work with children from diverse backgrounds because they do not know enough about cultural and linguistic diversity and its impact on language development. The current study helps to address this gap by examining the validity of parent and teacher report in determining language proficiency and language ability in prekindergarten and kindergarten age children from Spanish-English bilingual backgrounds. Parents and teachers rated child language proficiency and ability in Spanish and English. Results indicate that teachers and parents were reliable informants on English language proficiency, but only the parents reliably rated children’s Spanish proficiency. Both teacher and parent report were significantly correlated to child language ability. Teachers’ ratings of ability correlated with morphosyntax performance while parents’ ratings correlated with their child’s broad language performance. For clinical and educational decision making, we emphasize the importance of understanding bilingual children’s language use across languages and contexts by incorporating both parent and teacher observations.

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“…The American Speech-Language-Hearing Association (2004) recognizes this difficulty and has provided guidelines stating that to provide ethical and appropriate services, professionals must possess knowledge about and be responsive to culturally and linguistically diverse populations. Unfortunately, most SLPs are not prepared to work with linguistically diverse children (Hammer, Detwiler, Detwiler, Blood, & Qualls, 2004;Kohnert, Kennedy, Glaze, Kan, & Carney, 2003;Papoutsis Kritikos, 2003;Roseberry-McKibbin, Brice, & O'Hanlon, 2005). In numerous surveys, SLPs have reported a lack of confidence or efficacy in assessing and treating children from culturally and linguistically diverse backgrounds.…”

mentioning

confidence: 99%

Language Maintenance and Loss in Preschool-Age Children of Mexican Immigrants

Guiberson

Barrett

Jancosek

et al. 2006

Communication Disorders Quarterly

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In this study, the authors plotted the Spanish language usage of 10 preschool-age children over the course of 3 years and assigned them to one of two groups: language maintenance and language loss. The authors then compared the groups' scores on structured tasks, language behaviors, and language usage/exposure variables. They found that children in the language loss group presented with more grammatical errors, whereas the language maintenance group performed better on Spanish vocabulary and language tasks. No specific variable was predictive of maintenance or loss, but the children from the language loss group began to use more English with family members or peers.

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Speech–language pathologists’ training and confidence in serving Spanish–English Bilingual children

Cited by 83 publications

References 5 publications

Who Receives Speech/Language Services by 5 Years of Age in the United States?

Who Receives Speech/Language Services by 5 Years of Age in the United States?

Parent and teacher rating of bilingual language proficiency and language development concerns

Language Maintenance and Loss in Preschool-Age Children of Mexican Immigrants

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