Graduate Students' Perceived Preparedness and Confidence to Work With Individuals Who Use Augmentative and Alternative Communication.

PURPOSE: Previous research shows that practicing speech-language pathologists do not feel confident working with augmentative and alternative communication (AAC) users. Studies examining the content of speech-language pathology graduate programs show that there has been an increase in AAC coursework and experiences offered during graduate training. What has not yet been determined is whether these requirements have influenced students' feelings of preparedness to work with AAC users. The purpose of this study was to examine speech-language pathology master's students' perceived preparedness and confidence to work with AAC users in relation to their educational experiences. METHOD: A total of 726 graduate students completed a 25-item survey that solicited descriptions of their AAC training, coursework, and clinical experience, as well as their preparedness and confidence to work with AAC users after graduation. RESULTS: Analyses revealed statistically significant relationships between types and number of types of training experiences with feelings of preparedness and confidence. Results indicated that many participants did not feel prepared or confident to work with AAC users after graduation and that those with a greater variety of training experiences felt more prepared and confident to work with AAC users after graduation. CONCLUSION: The results enhance our understanding of the types and number of types of clinical experiences that might increase students' preparedness and confidence to work with AAC users.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners.

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Examining similarities and differences among parent-teacher reports of Spanish-English productive vocabulary.

PURPOSE: The purposes of the present study were to (a) explore the relationship between parent and teacher reports of children's bilingual (Spanish-English) productive vocabulary and (b) examine similarities and differences among parent-teacher reports. Word categories were examined to determine the nature of similarities and differences. METHOD: Parents and teachers of eleven Spanish-English bilinguals ( Mage = 44.5 months) completed the MacArthur-Bates Communicative Development Inventory upper extension and an experimental version of a congruent Spanish form at 2 time points. Percent agreement, kappa coefficient, and Spearman's rho were employed to estimate overall interrater agreement and agreement on specific word categories. RESULTS: Results indicated inconsistent levels of overall agreement across measures and forms. Higher levels of parent-teacher agreement were observed on Spanish forms at either time point using Spearman's rho coefficient and kappa, whereas percent agreement was higher on English forms. Limited overlap of high agreement between parents and teachers was found on word categories across indices. Unique contributions of reporters were observed. CONCLUSION: This work underscores the utility of multiple informants of bilingual children's productive vocabulary. Combined and unique contributions of parent and teacher reporters may inform the language development of preschool-age bilingual children as productive vocabulary skills develop and change.

Comparing phonology of dyads of children with typical development and protracted development.

This study compares data from three functionally monolingual Spanish-speaking children with protracted phonological development (PPD; Chávez-Peón et al., 2012) and three language- and age-matched children with typical development (TD) at two time points to highlight similarities and differences in patterns of production. Spanish data were analyzed using an adapted version of Ingram and Ingram's Basic Analysis and an assessment of phonological similarity. Results indicate that children differed with regard to phonology at both time points. Children with PPD evidenced less developed skills at both time points and varying development across aspects. Differences within and between children were highlighted when examining scores over time. Aspects of the children's phonologies at Time 1 showed varying degrees of positive change at Time 2. These data are consistent with previous research, and additionally offer specific information gleaned from innovative analyses, which may prove to be useful in future research.

Multidimensional assessment of phonological similarity within and between children.

Multidimensional analysis involves moving away from one-dimensional analyses such as most articulation tests to comprehensive analyses involving levels of phonological information from the word level down to segments. This article outlines one such approach that looks at four levels from words to segments, using nine phonological measures. It also presents a new methodology for comparing children across the levels (multidimensional assessment of phonological similarity (MAPS)), and demonstrates the approach through a comparison of four sibling pairs. The results show that children can differ greatly and unpredictably in their similarities and differences, and that only a multidimensional analysis can identify where these similarities and differences may occur.