Bilingual SSD & Intervention Leacox EBP Bilingual Phonology - PDF document

Bilingual SSD & Intervention Leacox EBP Bilingual Phonology Therapy Therapy Learning Objectives Assessment Outcomes supports Speech Sound Disorders &  Describe expected phonological differences in Spanish and Interventions for Bilingual English development  Explain outcome differences between articulation and Children phonological interventions in English for multilingual students Lindsey Leacox, Ph.D., CCC-SLP  Explain rationale and how to include home language in ICCD March 2014 speech interventions for multilingual students  Disclosure: Salary from Bilingual Therapies Dual Language Learners in your area? Why bilingual SSD important?  National SLP Survey (Skahan, Watson, & Lof, 2007)  Spanish  36% evaluated ELL students for speech disorders  Bosnian  Most rely on informal measures or English-only tests  Other languages  ASHA 2012 Schools Survey  93% of SLPs served students with articulation and phonological disorders  63% SLPs served ELLs  Limited # of treatment studies for multilingual students (Holm & Dodd 1999; Holm, Dodd, & Ozanne, 1997; Ray, 2002) EBP Bilingual Phonology Phonology Therapy Therapy Bilingual Phonological System(s) Assessment English – Spanish Outcomes supports Assessment 1 or 2 phonological systems h z  (Barlow & Enriquez, 2007; Ray, 2002) ñ b d g ʤ v p t k Interactional Dual Language Systems Model (Paradis, 2001) rr (trill) θ ŋ m n  2 systems which interact (Fabiano-Smith & Barlow, 2010; ɾ (flap) s ʧ Hambly, Wren, McLeod, & Roulstone, 2013) sh Ʒ j l β ɤ r w f δ Interaction may be “convergent” or “competitive”  (Goldstein & Bunta, 2011; Kohnert, 2013)  Spanish - Only 5 vowels: a, e, i, o, u ICCD 2014 1

Bilingual SSD & Intervention Leacox EBP Bilingual EBP Bilingual Phonology Phonology Therapy Therapy Therapy Therapy English- Spanish “R” Assessment Spanish & English Phonological Assessment Outcomes supports Outcomes supports Differences  Spanish consonants < English consonants Spanish: English:  NO English “r”, “h”, “z”, “ sh ”, or “ zh ”  NO word initial clusters with “s” (only “ es ”  espejo [mirror]) /r/ trilled /rr/  Only 5 FINAL sounds in Spanish: /d, l, n, s, ɾ / /er/ flap / ɾ /  Longer words in Spanish (Span = 2.76 syllables, Eng = 1.74 syllables) (Bilinguistics, 2007; Goldstein, 1995; Gorman & Stubbe Kester)  Bilinguals had more substitutes [l, ɾ , j, s, t, tj, dr, ld] for trill than Spanish monolinguals [l, ɾ , j] (Goldstein & Washington; 2001)  Goldstein & Iglesias, 1999; Gonzalo-Bueno, 2005 EBP Bilingual EBP Bilingual Phonology Phonology Therapy Therapy Therapy Therapy Spanish-influenced English Assessment Dialectal Differences Assessment Outcomes supports Outcomes supports Consonant Influence or Disorder? Puerto Rico  “choose” for shoes  Substitute /l/ for flap /r/ - /kalta / for “ carta ” [letter]  “ eschool ” for school  Syllable final ONLY  “ wabbit ” for rabbit  Syllable-final deletion - /do:/ for “dos” [two]  “den” for then  /s/ ONLY (Goldstein, 2001; Tsuagawa, 2005) (Goldstein, 2004; Yavas & Goldstein, 1998) EBP Bilingual EBP Bilingual Phonology Phonology Therapy Therapy Therapy Therapy Assessment Complete assessment in Assessment Outcomes supports Outcomes supports both languages  Bilingual SLP  Bilingual liason  I nterpreter  Language Line Bilingual Assessment  Tele-therapy  Collaborate with local university Evaluación Bilingüe (Goldstein & Fabiano, 2007; Jackson, Leacox, & Callender, 2010; Yavas & Goldstein, 1998;) ICCD 2014 2

Bilingual SSD & Intervention Leacox EBP Bilingual Phonology Therapy Therapy Complete assessment in Assessment Spanish Speech Assessments Outcomes supports both languages  CPAC-S (Contextual Probes of Articulation Competence-Spanish) (Goldstein & Iglesias, 2006) Thorough assessment in both languages (Goldstein & Fabiano, 2007; Yavas & Goldstein, 1998)  SAM (Spanish Articulation Measure) (Mattes, 1995; like GFTA, But no Norms)  Complete Case History (language use/proficiency, dialect)  Collect Single words & Speech Samples (Goldstein, Fabiano, & Washington, 2005)  Spanish Language Assessment Procedure  Assess phonetic inventory = Independent Analysis (Mattes; sentence level word repetitions)  Compare to target words = Relational Analysis  Determine difference or disorder  BAPA (IPad) Bilingual Articulation Phonology Assessment  Link assessment to intervention goals (Fernandes, Kester, Bauman, & Prath, 2014) EBP Bilingual EBP Bilingual Phonology Phonology Therapy Therapy Therapy Therapy Assessment Assessment Outcomes supports Outcomes supports EBP Bilingual EBP Bilingual Phonology Phonology Therapy Therapy Therapy Therapy Spanish & English Phonological Assessment Example Assessment Outcomes supports Outcomes supports Differences  See Goldstein (1999) chart or CPAC-Spanish for typical patterns of phonological processes. ICCD 2014 3

Bilingual SSD & Intervention Leacox EBP Bilingual EBP Bilingual Phonology Phonology Therapy Therapy Therapy Therapy Determine initial treatment targets Assessment Assessment Outcomes supports Outcomes supports Yavas & Goldstein (1998) 1) Patterns exhibited with similar rates in L1 & L2, Frequently occurring patterns  Cluster reduction  Unstressed syllable deletion 2) Unequal frequency between L1 and L2 Bilingual Intervention  Final consonant deletion 3) Error patterns exhibited in only 1 language Intervención Bilingüe  Trill errors (Spanish) EBP Bilingual EBP Bilingual Phonology Phonology Therapy Therapy Therapy Therapy Bilingual Speech Therapy Assessment Therapy Outcomes Assessment Outcomes supports Outcomes supports  Therapy provided in English, transfer will occur in  Limited research on bilingual speech sound 1st language interventions (Holm & Dodd, 1999; Holm & Dodd, 2001; Holm, Ozanne,  articulation errors is across languages & Dodd, 1997; Ray, J., 2002)  phonological errors: decreased in English but not Cantonese (Holm & Dodd, 2001)  Only case studies  All completed with English therapy  Transfer more likely to occur when phonological components of 2 languages are similar (Yavas &  Recent ASHA presentations combining languages for bilingual therapy (e.g., Mead & Ramos, 2012) Goldstein 1998) EBP Bilingual Phonology Therapy Therapy Cognates Assessment Cognate Facilitation = features of one Outcomes supports language influences another  Words which share meaning and linguistic (Bialystok, 2001; Kroll & Stewart, 1994; van Hell & Dijkstra, 2002) similarity across languages (Harley, 2008)  Bilingual adults  quicker to recognize and fewer errors on cognates than non-cognates (Hoshino & Kroll, 2008; Sunderman & Kroll, 2006)  Positive effect during case study for patient with aphasia in naming cognates (Kohnert, 2004) baby bebé  May occur due to simultaneous activation (Colomé, 2001; Hermans, Bongaerts, de Bot, & Schreduer, 1998; Kroll, Gerfen, & Dussias, 2008). ICCD 2014 4

Bilingual SSD & Intervention Leacox EBP Bilingual Phonology Therapy Therapy Cognate Facilitation Research to Practice Assessment Outcomes supports  Older bilingual children  sensitivity to cognates (Kelley & Kohnert, 2012; Malabonga et al., 2008)  Screened 8-year old student in BOTH languages (Goldstein &  increased learning with instruction to recognize Fabiano, 2007) cognates (Carlo et al., 2004, Nagy, García, Durngunuğlu , & Hancin-Bhatt, 1993; Proctor & Mo, 2009  “ pyato ” [ plato]  Young children  “plate”  Initial research found no effect for cognates (Pearson, Fernández, & Oller, 1995; Umbel, Pearson, Fernandez & Oller, 1992).  Pérez, Mendez, & Bedore (2010) found perform better on cognate items than noncognates  Leacox et al. (2011) found young children named cognates with higher accuracy than noncognates EBP Bilingual Phonology Therapy Therapy Single Subject Study Assessment Method: Assessment Outcomes supports  8;10 male, 3 rd grade  Language Samples (English, Spanish) Parent Questionnaire  Spanish Articulation Measure (Mattes, 1995)  Spanish-English bilingual  Goldman Fristoe Test of Articulation  Mexican heritage (Goldman & Fristoe, 2000)  Create Cognate and Noncognate Probes  Language exposure  Home: Parents (20% English)  School: 1-way dual-language (50% Spanish - 50% English) EBP Bilingual EBP Bilingual Phonology Phonology Therapy Therapy Therapy Therapy Error Patterns Assessment Cognate-Noncognate Probes Assessment Outcomes supports Outcomes supports Sample “L” Words Spanish (L1) English (L2) Liquid “ pyato ” for plato Occasional Cognates Noncognates (untrained) Errors [plate] Final /l/ omission Spanish English Spanish English Consonant Cluster “ tes ” for tres Occasional omission lámpara lamp lágrima tear [three] in conversation Reduction Trilled /rr/ Substitute bilabial N/A • matched on word frequency (Cuetos et al., 2011) and phoneme for alveolar trill length. • Black and white pictures (Frederick, 2005) ICCD 2014 5