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Simple Search
Hits 1 – 12 of 12
1
Evaluation of a phonological therapy with treated and untreated groups of young children ...
Bowen, Caroline
. - : Macquarie University, 2022
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2
Evaluation of a phonological therapy with treated and untreated groups of young children ...
Bowen, Caroline
. - : Macquarie University, 2022
BASE
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3
The why and how of prioritising complex targets for intervention
Baker, Elise
(R20118). - : U.K., John Wiley & Sons, 2015
BASE
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4
A call for evidence to inform the use of Twitter in Speech Language Pathology
Hemsley, Bronwyn
;
Bowen, Caroline
. - : Speech-Language-Hearing Association of Taiwan, 2014
BASE
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5
International aspirations for speech-language pathologists’ practice with multilingual children with speech sound disorders: Development of a position paper
McLeod, Sharynne
;
Verdon, Sarah
;
Bowen, Caroline
In:
Journal of communication disorders. - New York, NY : Elsevier
46 (2013) 4, 375-387
OLC Linguistik
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6
International Aspirations for Speech-Language Pathologists’ Practice with Multilingual Children with Speech Sound Disorders: Development of a Position Paper
McLeod, Sharynne
;
Verdon, Sarah
;
Bowen, Caroline
In: ETSU Faculty Works (2013)
BASE
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7
International aspirations for speech-language pathologists' practice with multilingual children with speech sound disorders : development of a position paper
McLeod, Sharynne
;
Verdon, Sarah
;
Bowen, Caroline
. - : Elsevier, 2013
BASE
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8
International aspirations for speech-language pathologists' practice with multilingual children with speech sound disorders : development of a position paper
McLeod, Sharynne
;
Verdon, Sarah E.
;
Bowen, Caroline
;
Bacsfalvi, Penelope
;
Crowe, Kathryn
;
Davis, Barbara L.
;
Hesketh, Anne
;
Scherer, Nancy J.
;
Speake, Jane
;
Topbas, Seyhun
;
Washington, Karla N.
;
Williams, A. Lynn
;
Wren, Yvonne E.
;
Zajdo, Krisztina
;
Zharkova, Natalia
;
Baker, Elise
(R20118). - : U.S., Elsevier, 2013
Abstract:
A major challenge for the speech-language pathology profession in many cultures is to address the mismatch between the ‘‘linguistic homogeneity of the speech-language pathology profession and the linguistic diversity of its clientele’’ (Caesar & Kohler, 2007, p. 198). This paper outlines the development of the Multilingual Children with Speech Sound Disorders: Position Paper created to guide speech-language pathologists’ (SLPs’) facilitation of multilingual children’s speech. An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians, and speech scientists) with knowledge about multilingual children’s speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in professional practice. Fourteen panel members met for a one-day workshop to identify key points for inclusion in the position paper. Subsequently, 42 additional panel members participated online to contribute to drafts of the position paper. A thematic analysis was undertaken of the major areas of discussion using two data sources: (a) face-to-face workshop transcript (133 pages) and (b) online discussion artifacts (104 pages). Finally, a moderator with international expertise in working with children with speech sound disorders facilitated the incorporation of the panel’s recommendations. The following themes were identified: definitions, scope, framework, evidence, challenges, practices, and consideration of a multilingual audience. The resulting position paper contains guidelines for providing services to multilingual children with speech sound disorders (http://www.csu.edu.au/ research/multilingual-speech/position-paper). The paper is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version (World Health Organization, 2007) and incorporates recommendations for (a) children and families, (b) SLPs’ assessment and intervention, (c) SLPs’ professional practice, and (d) SLPs’ collaboration with other professionals. Learning outcomes: Readers will 1. recognize that multilingual children with speech sound disorders have both similar and different needs to monolingual children when working with speech-language pathologists. 2. Describe the challenges for speech-language pathologists who work with multilingual children. 3. Recall the importance of cultural competence for speech-language pathologists. 4. Identify methods for international collaboration and consultation. 5. Recognize the importance of engaging with families and people within their local communities for supporting multilingual children in context.
Keyword:
cultural competence
;
language and languages
;
phonetics
;
speech
;
speech disorders
;
XXXXXX - Unknown
URL:
https://hdl.handle.net/1959.7/uws:55398
https://doi.org/10.1016/j.jcomdis.2013.04.003
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9
Comparison of Ten Interventions for a 7-year-old with Unintelligible Speech
McLeod, Sharynne
;
Holm, Alison
;
Crosbie, Sharon
...
In: ETSU Faculty Works (2007)
BASE
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10
PACT : parents and children together in phonological therapy
Bowen, Caroline
;
Cupples, L
. - : Taylor & Francis, 2006
BASE
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11
The Role of families in optimizing phonological therapy outcomes
Bowen, Caroline
;
Cupples, L
. - : Hodder Arnold, 2004
BASE
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12
Parents and children together (PACT) : a collaborative approach to phonological therapy (incl. comments and reply)
Bowen, Caroline
;
Cupples, Linda
;
Fey, Marc E.
(Mitarb.)...
In:
International journal of language & communication disorders. - Oxford : Wiley-Blackwell
34 (1999) 1, 35-83
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