Purpose: In this commentary, we offer a critique of “A Viewpoint on Accent Services: Framing and ... more Purpose: In this commentary, we offer a critique of “A Viewpoint on Accent Services: Framing and Terminology Matter” (Grover et al., 2022). We argue that the authors' proposal to rename and reframe accent modification lacks criticality, which actually hinders—rather than advances—the movement toward equitable, culturally sustaining, and emancipatory practices. Method: We offer an analysis of the shortfall between the authors' calls for linguistic justice in “A Viewpoint on Accent Services” and the actual changes they proposed. We break down major gaps in criticality, reflexivity, practice, and vision and discuss their potential for undercutting meaningful progress as it relates to linguistic justice. Results: We found that the frameworks for the pursuit of equity, cultural sustenance, and emancipatory practices were misrepresented in the article in such a way that suggests that these goals could be achieved through superficial changes in terminology and attitudes. “A Viewpoi...
Purpose: The purpose of this study is to explore the phonological development of Spanish-speaking... more Purpose: The purpose of this study is to explore the phonological development of Spanish-speaking preschoolers who are acquiring African American English (AAE) in North Carolina (NC). Understanding the phonological structure of the Spanish-AAE language combination will improve diagnostic accuracy for this group of children. Method: Four Black monolingual children and four Latinx bilingual children were evaluated across morphosyntactic and phonological measures in order to determine the characteristics of AAE produced by bilingual children as compared to their monolingual AAE-speaking peers. Each bilingual participant is discussed in a case series highlighting their unique sociolinguistic variables in relation to their nonmainstream dialect use. Each bilingual child is compared to their monolingual peers across PCC-R, accuracy on early-, middle-, and late-developing sounds, and rate of phonological processes. The bilingual children from NC are then compared to their bilingual counterparts in Arizona (AZ) who do not have direct contact with AAE. Results: The bilingual children produced both phonological features and morphosyntactic features of AAE at about the same rate. They produced less types and features of AAE overall than their monolingual AAE-speaking peers. They produced the phonological features of AAE in a manner that is different from that of their monolingual peers. Their performance across measures of speech sound ability were comparable to that of their monolingual peers when dialect was accounted for in the scoring procedure. The AZ cohort produced a comparable amount of AAE phonological features as the NC cohort, indicating historical contact with AAE through Chicano English. The performance of the two groups was similar across traditional measures of phonological ability Conclusion: The majority of the bilingual children’s nonmainstream features were due to the influence of Spanish. Still, AAE appears to have a specific influence on their speech-language development. Accounting for this influence is important for achieving accurate diagnosis. The acquisition patterns demonstrated by the bilingual children in this study indicates the importance of obtaining substantial sociolinguistic information about a child’s environment from parents and teachers
<b>Purpose: </b>The purpose of this study was to examine the diagnostic accuracy of t... more <b>Purpose: </b>The purpose of this study was to examine the diagnostic accuracy of traditional measures of phonological ability developed for monolingual English-speaking children with their bilingual peers in both English and Spanish. We predicted that a composite measure, derived from a combination of English and Spanish phonological measures, would result in higher diagnostic accuracy than examining the individual phonological measures of bilingual children separately by language.<b>Method: </b>Sixty-six children, ages 3;3–6;3 (years;months), participated in this study: 29 typically developing bilingual Spanish-English–speaking children (<i>x</i> = 5;3), five bilingual Spanish-English–speaking children with speech sound disorders (<i>x</i> = 4;6), 26 typically developing monolingual English-speaking children (<i>x</i> = 4;8), and six monolingual English-speaking children with speech sound disorders (<i>x</i> = 4;9). Children were recorded producing single words using the Assessments of English and Spanish Phonology, and productions were phonetically transcribed and analyzed using the Logical International Phonetics Program. Overall consonants correct–revised; accuracy of early-, middle-, and late-developing sounds; and percent occurrence of phonological error patterns in both English and Spanish were calculated. Receiver operating characteristic curves and support vector machine models were applied to observe diagnostic accuracy, separately and combined, for each speaker group and each language.<b>Results: </b>Findings indicated the combination of measures improved diagnostic accuracy within both the English and Spanish of bilingual children and significantly increased accuracy when measures from both languages of bilingual children were combined. Combining measures for the productions of monolingual English-speaking children did not increase diagnostic accuracy.<b>Conclusion:</b> To prevent misdiagnosis of speech sound disorders in bilingual preschoolers, the composite phonological abilities of bilingual chi [...]
Critical Perspectives on Social Justice in Speech-Language Pathology, 2021
Race has yet to be discussed as a significant factor in the field of speech-language pathology. R... more Race has yet to be discussed as a significant factor in the field of speech-language pathology. Race is often conflated with nonmainstream dialects and discussed in purely linguistic terms. However, the terms we use to describe dialects are highly racialized, centering white mainstream norms and treating nonmainstream varieties of English as “different” and, therefore, inferior. Hierarchical thinking about language contributes to the misdiagnosis in Black and other communities of color because racialized language ideologies have been left unstated. This chapter demonstrates through a critical race theory approach how structural racism shapes the field's conceptualization of language and competence. Using an intersectional lens in particular, this chapter discusses race, disability, and language ideology as systems of domination that compound the effects of racism for communities of color. CRT is then used to reveal, critique, and intervene on the historically embedded racist str...
Journal of Speech, Language, and Hearing Research, 2021
Purpose The purpose of this study was to examine the diagnostic accuracy of traditional measures ... more Purpose The purpose of this study was to examine the diagnostic accuracy of traditional measures of phonological ability developed for monolingual English-speaking children with their bilingual peers in both English and Spanish. We predicted that a composite measure, derived from a combination of English and Spanish phonological measures, would result in higher diagnostic accuracy than examining the individual phonological measures of bilingual children separately by language. Method Sixty-six children, ages 3;3–6;3 (years;months), participated in this study: 29 typically developing bilingual Spanish-English–speaking children ( x = 5;3), five bilingual Spanish-English–speaking children with speech sound disorders ( x = 4;6), 26 typically developing monolingual English-speaking children ( x = 4;8), and six monolingual English-speaking children with speech sound disorders ( x = 4;9). Children were recorded producing single words using the Assessments of English and Spanish Phonology, ...
Language, Speech, and Hearing Services in Schools, 2019
Purpose This study examines the effects of enhanced conversational recast for treating morphologi... more Purpose This study examines the effects of enhanced conversational recast for treating morphological errors in preschoolers with developmental language disorder. The study assesses the effectiveness of this treatment in an individual or group ( n = 2) setting and the possible benefits of exposing a child to his or her partner's treatment target in addition to his or her own. Method Twenty children were assigned to either an individual ( n = 10) or group ( n = 10, 2 per group) condition. Each child received treatment for 1 morpheme (the target morpheme) for approximately 5 weeks. Children in the group condition had a different target from their treatment partner. Pretreatment and end treatment probes were used to compare correct usage of the target morpheme and a control morpheme. For children in the group condition, the correct usage of their treatment partner's target morpheme was also examined. Results Significant treatment effects occurred for both treatment conditions on...
Purpose: In this commentary, we offer a critique of “A Viewpoint on Accent Services: Framing and ... more Purpose: In this commentary, we offer a critique of “A Viewpoint on Accent Services: Framing and Terminology Matter” (Grover et al., 2022). We argue that the authors' proposal to rename and reframe accent modification lacks criticality, which actually hinders—rather than advances—the movement toward equitable, culturally sustaining, and emancipatory practices. Method: We offer an analysis of the shortfall between the authors' calls for linguistic justice in “A Viewpoint on Accent Services” and the actual changes they proposed. We break down major gaps in criticality, reflexivity, practice, and vision and discuss their potential for undercutting meaningful progress as it relates to linguistic justice. Results: We found that the frameworks for the pursuit of equity, cultural sustenance, and emancipatory practices were misrepresented in the article in such a way that suggests that these goals could be achieved through superficial changes in terminology and attitudes. “A Viewpoi...
Purpose: The purpose of this study is to explore the phonological development of Spanish-speaking... more Purpose: The purpose of this study is to explore the phonological development of Spanish-speaking preschoolers who are acquiring African American English (AAE) in North Carolina (NC). Understanding the phonological structure of the Spanish-AAE language combination will improve diagnostic accuracy for this group of children. Method: Four Black monolingual children and four Latinx bilingual children were evaluated across morphosyntactic and phonological measures in order to determine the characteristics of AAE produced by bilingual children as compared to their monolingual AAE-speaking peers. Each bilingual participant is discussed in a case series highlighting their unique sociolinguistic variables in relation to their nonmainstream dialect use. Each bilingual child is compared to their monolingual peers across PCC-R, accuracy on early-, middle-, and late-developing sounds, and rate of phonological processes. The bilingual children from NC are then compared to their bilingual counterparts in Arizona (AZ) who do not have direct contact with AAE. Results: The bilingual children produced both phonological features and morphosyntactic features of AAE at about the same rate. They produced less types and features of AAE overall than their monolingual AAE-speaking peers. They produced the phonological features of AAE in a manner that is different from that of their monolingual peers. Their performance across measures of speech sound ability were comparable to that of their monolingual peers when dialect was accounted for in the scoring procedure. The AZ cohort produced a comparable amount of AAE phonological features as the NC cohort, indicating historical contact with AAE through Chicano English. The performance of the two groups was similar across traditional measures of phonological ability Conclusion: The majority of the bilingual children’s nonmainstream features were due to the influence of Spanish. Still, AAE appears to have a specific influence on their speech-language development. Accounting for this influence is important for achieving accurate diagnosis. The acquisition patterns demonstrated by the bilingual children in this study indicates the importance of obtaining substantial sociolinguistic information about a child’s environment from parents and teachers
<b>Purpose: </b>The purpose of this study was to examine the diagnostic accuracy of t... more <b>Purpose: </b>The purpose of this study was to examine the diagnostic accuracy of traditional measures of phonological ability developed for monolingual English-speaking children with their bilingual peers in both English and Spanish. We predicted that a composite measure, derived from a combination of English and Spanish phonological measures, would result in higher diagnostic accuracy than examining the individual phonological measures of bilingual children separately by language.<b>Method: </b>Sixty-six children, ages 3;3–6;3 (years;months), participated in this study: 29 typically developing bilingual Spanish-English–speaking children (<i>x</i> = 5;3), five bilingual Spanish-English–speaking children with speech sound disorders (<i>x</i> = 4;6), 26 typically developing monolingual English-speaking children (<i>x</i> = 4;8), and six monolingual English-speaking children with speech sound disorders (<i>x</i> = 4;9). Children were recorded producing single words using the Assessments of English and Spanish Phonology, and productions were phonetically transcribed and analyzed using the Logical International Phonetics Program. Overall consonants correct–revised; accuracy of early-, middle-, and late-developing sounds; and percent occurrence of phonological error patterns in both English and Spanish were calculated. Receiver operating characteristic curves and support vector machine models were applied to observe diagnostic accuracy, separately and combined, for each speaker group and each language.<b>Results: </b>Findings indicated the combination of measures improved diagnostic accuracy within both the English and Spanish of bilingual children and significantly increased accuracy when measures from both languages of bilingual children were combined. Combining measures for the productions of monolingual English-speaking children did not increase diagnostic accuracy.<b>Conclusion:</b> To prevent misdiagnosis of speech sound disorders in bilingual preschoolers, the composite phonological abilities of bilingual chi [...]
Critical Perspectives on Social Justice in Speech-Language Pathology, 2021
Race has yet to be discussed as a significant factor in the field of speech-language pathology. R... more Race has yet to be discussed as a significant factor in the field of speech-language pathology. Race is often conflated with nonmainstream dialects and discussed in purely linguistic terms. However, the terms we use to describe dialects are highly racialized, centering white mainstream norms and treating nonmainstream varieties of English as “different” and, therefore, inferior. Hierarchical thinking about language contributes to the misdiagnosis in Black and other communities of color because racialized language ideologies have been left unstated. This chapter demonstrates through a critical race theory approach how structural racism shapes the field's conceptualization of language and competence. Using an intersectional lens in particular, this chapter discusses race, disability, and language ideology as systems of domination that compound the effects of racism for communities of color. CRT is then used to reveal, critique, and intervene on the historically embedded racist str...
Journal of Speech, Language, and Hearing Research, 2021
Purpose The purpose of this study was to examine the diagnostic accuracy of traditional measures ... more Purpose The purpose of this study was to examine the diagnostic accuracy of traditional measures of phonological ability developed for monolingual English-speaking children with their bilingual peers in both English and Spanish. We predicted that a composite measure, derived from a combination of English and Spanish phonological measures, would result in higher diagnostic accuracy than examining the individual phonological measures of bilingual children separately by language. Method Sixty-six children, ages 3;3–6;3 (years;months), participated in this study: 29 typically developing bilingual Spanish-English–speaking children ( x = 5;3), five bilingual Spanish-English–speaking children with speech sound disorders ( x = 4;6), 26 typically developing monolingual English-speaking children ( x = 4;8), and six monolingual English-speaking children with speech sound disorders ( x = 4;9). Children were recorded producing single words using the Assessments of English and Spanish Phonology, ...
Language, Speech, and Hearing Services in Schools, 2019
Purpose This study examines the effects of enhanced conversational recast for treating morphologi... more Purpose This study examines the effects of enhanced conversational recast for treating morphological errors in preschoolers with developmental language disorder. The study assesses the effectiveness of this treatment in an individual or group ( n = 2) setting and the possible benefits of exposing a child to his or her partner's treatment target in addition to his or her own. Method Twenty children were assigned to either an individual ( n = 10) or group ( n = 10, 2 per group) condition. Each child received treatment for 1 morpheme (the target morpheme) for approximately 5 weeks. Children in the group condition had a different target from their treatment partner. Pretreatment and end treatment probes were used to compare correct usage of the target morpheme and a control morpheme. For children in the group condition, the correct usage of their treatment partner's target morpheme was also examined. Results Significant treatment effects occurred for both treatment conditions on...
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