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

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dc.contributorBarber, Angela B.
dc.contributorBuhr, Anthony P.
dc.contributorScofield, Jason M.
dc.contributor.advisorSaffo, Rachel W.
dc.contributor.authorAguilar, Carla Janette
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T16:47:50Z
dc.date.available2017-03-01T16:47:50Z
dc.date.issued2013
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractResearch 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.en_US
dc.format.extent70 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001260
dc.identifier.otherAguilar_alatus_0004M_11498
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1730
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectSpeech therapy
dc.subjectMulticultural education
dc.titleCommon practices of speech-language pathologists in bilingual assessment and interventionen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Communicative Disorders
etdms.degree.disciplineSpeech Language Pathology
etdms.degree.grantorThe University of Alabama
etdms.degree.levelmaster's
etdms.degree.nameM.S.

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