Course Type: Video – 1 1/2 hours
ASHA Course Code: Phonology/Articulatory Disorders – 3050
For most students with reduced intelligibility, speech-language pathologists have developmental milestones, available assessments, and strategies for intervention. However, when an SLP is assessing or treating a child who is learning to become intelligible in two languages, how do we evaluate? How do we work with a multilingual child in the speech room? Which patterns do we target for therapy? And, which words are most optimal?
This session will address those questions, including how to implement a cycles phonological remediation approach for highly unintelligible bilingual Spanish English speakers and speakers of other languages. The notion of shared versus unshared sounds will be discussed, as well as factors related to stimulability, dialect, target selection, and production practice words. Strategies for working with families also will be discussed.
Level, Authors, and Disclosures
FINANCIAL: Dr. Raul Prezas received an honorarium from Bilinguistics for her presentation during this conference.
NON-FINANCIAL DISCLOSURE: No non-financial disclosures to report other than ASHA Board Member CEB.
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A child’s ability to communicate and be understood by others (i.e., intelligibility) is critical for early academic success. Children with reduced intelligibility (e.g., unintelligible speech) not only encounter peers and adults who have difficulty understanding their speech but also often have concomitant deficits in literacy. For most of these students (i.e., monolingual English speakers), speech-language pathologists have developmental milestones, available assessments, and strategies for intervention they can utilize. However, when an SLP is assessing/treating a child who is learning to become intelligible in two languages (i.e., bilingual Spanish English), many practitioners often have questions regarding how best to proceed, how to work with a multilingual child in the speech room, which patterns to target in therapy, and which words are most optimal. This session will address those questions, including how to implement a Cycles phonological remediation approach for highly unintelligible bilingual Spanish English speakers and speakers of other languages. The notion of shared versus unshared sounds will be discussed, as well as factors related to stimulability, dialect, target selection, and production practice words. Strategies for working with families also will be discussed.
Participants will:
- Identify at least three critical components of a bilingual Intervention approach for children with highly unintelligible speech.
- Identify primary, secondary, and inappropriate targets for intervention for bilingual Spanish-English children.
- Identify primary, secondary, and inappropriate targets for intervention for multilingual speakers of other languages.
- List at least three strategies for providing intervention for speakers of other languages
Time-Ordered Agenda:
05 minutes: Introduction
15 minutes: Phonological Patterns/Intelligibility
15 minutes: Multilingual Cycles Approach (English-Spanish)
10 minutes: Exploring other Languages
15 minutes: Strategies for working with families
15 minutes: Summary
15 minutes: Review of materials
