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
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