Common practices of speech-language pathologists in bilingual assessment and intervention

Show simple item record

dc.contributor Barber, Angela B.
dc.contributor Buhr, Anthony P.
dc.contributor Scofield, Jason M.
dc.contributor.advisor Saffo, Rachel W.
dc.contributor.author Aguilar, Carla Janette
dc.date.accessioned 2017-03-01T16:47:50Z
dc.date.available 2017-03-01T16:47:50Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001260
dc.identifier.other Aguilar_alatus_0004M_11498
dc.identifier.uri https://ir.ua.edu/handle/123456789/1730
dc.description Electronic Thesis or Dissertation
dc.description.abstract Research in the literature shows that the percentage of individuals who are multicultural and multilingual is steadily increasing in the United States (Shin & Kominski, 2010). This rise has led to the increase of children who are bilingual on the caseloads of speech-language pathologists (SLPs) in the United States (Caesar & Kohler, 2007; Kritikos, 2003). Research is beginning to delineate evidence-based practice (EBP) in assessment and intervention for bilingual children. However, recent survey studies have shown that most SLPs in the United States are not providing this type of evidence-based service to children who are bilingual (Caesar & Kohler, 2007; Kritikos, 2003). The current survey study sought to identify variables that influence SLPs' use of evidence-based practice and their confidence in culture and assessment, as well as the influence of treatment methods on reported therapy gains. The researcher created an online survey and distributed it to SLPs across the United States (n=435). Regression analysis revealed that years of experience inversely predicted use of some methods of EBP, and language skill and number of bilingual SLPs in the facility positively predicted the use of other methods. Experiential demographics influenced confidence in culture and assessment more than didactic factors, and confidence in treatment and assessment positively predicted therapy gains.
dc.format.extent 70 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Speech therapy
dc.subject.other Multicultural education
dc.title Common practices of speech-language pathologists in bilingual assessment and intervention
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Communicative Disorders
etdms.degree.discipline Speech Language Pathology
etdms.degree.grantor The University of Alabama
etdms.degree.level master's
etdms.degree.name M.S.


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account