dc.contributor.author	Millsap, Nadia
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2010-2024	en_US
dc.date.accessioned	2024-10-17T14:51:24Z
dc.date.available	2024-10-17T14:51:24Z
dc.date.issued	2024-08-01
dc.identifier.other	2c8a66e1-0e50-437a-8fc6-29490e86f5dc	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7326
dc.description.abstract	In 2023, immigrants and their United States born offspring accounted for approximately 90.8 million individuals (27%) of the civilian noninstitutionalized U.S. population (Batalova, 2024). Compared to 2010, this is a rise of about 14.7 million (20%). As the global population becomes more diverse, speech-language pathologists (SLPs) face the challenge of working with families representing various cultural and linguistic origins. The accurate diagnosis of speech and language impairments in multilingual children presents a significant clinical challenge for SLPs in the United States, where linguistic variety and communication difficulties are common (Kohnert & Medina, 2009). SLPs must refrain from using universal assessment methods, as members of cultural groups have cultural and individual identities. Appropriately assessing multilingual and multicultural children is a top priority for SLPs, and this study highlights the change in caseload demographics and the extent to which clinicians practice incorporating identified best practice methods into their evaluation methods over time. Data were gathered through an online survey of school-based SLPs in the United States. The responses of 457 individuals were included. The data were analyzed using frequency distribution. Chi-square analysis and a paired sample t-test were used to compare responses. Results indicate that most SLPs and student teams continue to use English-only measures during multilingual assessments. In addition, years of experience were not significant in the use of English-only standardized assessments. Reports suggest that SLPs and student teams continue to use English-only standardized assessments often. Collaboration was the only identified assessment practice that demonstrated an increase in experience. The investigation identified the need for clinicians to enhance their practice by adopting and improving their evaluation methods through continuous implementation of best practices when assessing students from diverse backgrounds.	en_US
dc.format.extent	1 electronic record. PDF/A document, 122 pages, 1623277 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Speech therapy	en_US
dc.subject	Special education	en_US
dc.subject	Language and languages—Study and teaching	en_US
dc.subject	Educational tests and measurements	en_US
dc.subject	Demographic surveys	en_US
dc.subject	Multicultural education	en_US
dc.subject	Multilingualism	en_US
dc.subject	Language disorders—Diagnosis	en_US
dc.subject	Speech disorders—Diagnosis	en_US
dc.title	Exploring How Speech-Language Pathologists Recall Changing Demographics and Assessment Practices Related to Multicultural and Multilingual Children: A Retrospective Study	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Communication Sciences and Disorders of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Lamb, Katherine
dc.description.committee	Carter, Matthew
dc.description.committee	Gorham-Rowan, Mary
dc.description.degree	S.L.P.D.	en_US
dc.description.major	Communication Sciences and Disorders	en_US