A5014161295- Reading and Literacy Development
- Language Development and Disorders
- Autism Spectrum Disorder Research
- Family and Disability Support Research
- Child and Animal Learning Development
- Child Development and Digital Technology
- Educational and Psychological Assessments
- Child and Adolescent Psychosocial and Emotional Development
- Early Childhood Education and Development
- Multilingual Education and Policy
- Hearing Impairment and Communication
- Second Language Acquisition and Learning
- Stuttering Research and Treatment
- Neurobiology of Language and Bilingualism
- Identity, Memory, and Therapy
- Writing and Handwriting Education
- Phonetics and Phonology Research
- Behavioral and Psychological Studies
- EFL/ESL Teaching and Learning
- Language, Discourse, Communication Strategies
- Digital Storytelling and Education
- Education and Critical Thinking Development
- Attention Deficit Hyperactivity Disorder
- Cognitive and developmental aspects of mathematical skills
- Counseling, Therapy, and Family Dynamics
Migrant Clinicians Network
2010-2024
Google (United States)
1980-2020
University of New Mexico
1996-2014
Brigham Young University
2007-2014
Tel Aviv University
2014
Office of Education
2010
AT&T (United States)
2009
Radiology Associates of Albuquerque
1986-2007
Phoenix Contact (United States)
2007
Community Partners
2002-2005
With the U.S. population becoming increasingly culturally and linguistically diverse, more professionals, such as speech—language pathologists, need to rely on services of interpreters. Many interpreters have received little or no training, certification continuing education activities are often nonexistent. The brief training that is provided comes from a mainstream perspective designed promote employer's goals, interpreter's rarely considered. This article describes current procedures in...
Current philosophy in early childhood education advocates family-centered intervention goals for handicapped children. To develop appropriate gaals children from diverse cultures, professionals must understand parents' beliefs and values regarding the family's child's resources needs; they adopt an ecological framework that considers children's functioning within broader aspects of their environment. Interviewing provides a means obtaining information necessary to culturally appropriate,...
Social neuroscience research has resulted in changing views of the theory mind (ToM) construct. Theory is no longer viewed as a unitary construct, but rather multidimensional construct comprising cognitive and affective ToM interpersonal intrapersonal ToM, each which differing neurophysiological/neuroanatomical foundations behavioral manifestations. Clinicians working with persons social communication/pragmatic communication disorders should consider evaluating these dimensions cognitive,...
This article presents a symbolic-play language scale which describes l0 stages in the development of symbolic play abilities and relates concepts structures associated with each developmental stage. Use this for evaluation remediation planning is discussed.
You have accessThe ASHA LeaderFeature1 Apr 2003Asking the Right Questions in WaysStrategies for Ethnographic Interviewing Carol Westby, Angela Burda and Zarin Mehta Westby Google Scholar More articles by this author , https://doi.org/10.1044/leader.FTR3.08082003.4 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In Speech-language pathologists audiologists are professionals who facilitate communication. If they do effectively, must an appreciation of client’s family’s...
In Brief Purpose: This article reviews the literature on students’ developing skills in summarizing expository texts and describes strategies for evaluating summaries. Evaluation outcomes are presented a professional development project aimed at helping teachers develop new techniques teaching summarization. Methods: Strategies summaries were applied which learned to teach fourth- fifth-grade students identify macrostructures of short texts. Outcomes measured by comparing results...
The technological and social/cultural demands of the 21st century are reshaping communication requirements. Students not only need to be able communicate effectively in oral written language, but they also multimodal ways—they become skilled multiliteracies. This article explains two factors that have given rise multiliteracies: (1) proliferation ways making meaning where word is part parcel visual, audio, spatial patterns (2) increasing salience cultural linguistic diversity characterized...
The aim of this tutorial is to support speech-language pathologists' (SLPs') application the International Classification Functioning, Disability and Health (ICF) in assessment treatment practices with children language impairment.This reviews framework ICF, describes implications ICF for SLPs, distinguishes between students' capacity perform a skill structured context actual performance that naturalistic contexts, provides case study an elementary school child demonstrate how principles can...
Autism spectrum disorder (ASD) is a complex neurodevelopmental impairment. To better understand the role of speech-language pathologists (SLPs) in different countries supporting children with ASD, International Association Logopedics and Phoniatrics (IALP) Child Language Committee developed survey for SLPs working or adolescents ASD. Method Participants: The comprised 58 questions about background information respondents, characteristics diagnosis, assessment, intervention practices. was...
Children with attention-deficit hyperactivity disorder (ADHD) have been viewed as having deficits in attention, impulsivity, and hyperactivity. Current conceptualizations of ADHD, however, suggest that the primary deficit may be one lack behavioral inhibition or self-regulation. This article reviews literature related to this conceptualization relationship between ADHD language delays/disorders, discusses possible social–emotional cognitive underpinnings for pragmatic metacognitive seen...
Personal narratives make up more than half of children's conversations. The ability to share personal helps build and maintain friendships, promotes physical emotional wellbeing, supports classroom participation, underpins academic success vocational outcomes. Although are a universal discourse genre, cross-cultural cross-linguistic research into is in its infancy. current study addresses this gap the by developing Global TALES protocol, protocol comprising six scripted prompts for eliciting...
The use of the World Health Organization's International Classification Functioning, Disability and (ICF) for children with language impairments/disorders is explained. Types child impairments ways that these limit children's abilities to do tasks restrict their participation in life activities are described. Strategies assessing capacity perform actual performance situations provided. distinction between goals address impairment aspects disorders limitations restrictions resulting from demonstrated.
The framework of the International Classification Functioning is used to explain importance understanding cultural behaviors, values, and beliefs when assessing providing intervention for communication impairments in persons from culturally/linguistically diverse backgrounds. use skilled dialogue developing anchored a family's culture described. By using their understanding, professionals can create 3rd space as way integrate differing perspectives families provide appropriate assessments...
Purpose: The intent of this article is to explain the complexity diagnosis attention-deficit/hyperactivity disorder (ADHD) and developmental language (DLD) in multilingual (ML) children adolescents offer strategies for speech-language pathologists charged with impairment these children. Although both ADHD DLD are common neurobehavioral disorders that exist across cultures, it can be difficult diagnose MLs who learning a second (L2) not part mainstream culture because behavioral...