# data[].attributes.attachment_link.title
Culturally  Linguistically Responsive Framework for Assessment Handout

# data[].attributes.attachment_link.title
IPG FIeld Manual_Excerpts_ALLIES_18 (1) (1)

# data[].attributes.attachment_link.readable_text
SLPs are masters of goal writing. We spend literal years learning how to write specific-measurable-actionable-relevant-time-bound goals. We craft robust, descriptive targets in the restrictive ecosystem of IEP, insurance, and Medicare requirements.

Most SLPs I meet are never satisfied with their goal writing. This is a good thing! It's a sign of how seriously we take goals and therapy plans, that we are always seeking ways to improve.

In the spirit of improvement, there's something I want to call attention to in our standard practice goal writing: ableism.

We're taught to write goals a certain way (SMART, IEP-compliant, etc.). Unfortunately, that "certain way" (that we're shamed for not following, when in graduate school) is rooted in ableism. As our field grapples with how social justice issues apply in a speech therapy context, we need to examine why we write goals and how we write goals.

So, let's start.

A primer on ableism

What is "ableism," anyway? It's up there with racism, sexism, and other systemic beliefs and accompanying behaviors that perpetuate injustice. Here are some definitions:

"Ableism: Ableism is the intentional or unintentional discrimination or oppression of individuals with disabilities."

"Ableism is the discrimination of and social prejudice against people with disabilities based on the belief that typical abilities are superior. At its heart, ableism is rooted in the assumption that disabled people require 'fixing' and defines people by their disability. Like racism and sexism, ableism classifies entire groups of people as 'less than,' and includes harmful stereotypes, misconceptions, and generalizations of people with disabilities." ( Access Living)

The field of speech therapy has deep ableist roots. As a clinical profession, speech-language pathology has looked to the field of medicine in much of our approach to care and treatment of individuals with different health needs. This medical foundation has perpetuated an assumed medical model of disability: there is a biological norm and deviations from the norm are "disorders" or "diseases," which must be corrected.

The disability rights movement describes a social model of disability. In this model, differences in bodily form and function are representative of natural biodiversity and are not inherently problematic. These differences become problematic based on society's reactions.

To use a relevant example in our field: an autistic person is stimming but it is helpful to them in some way. The stimming doesn't impact anyone around them, but neurotypical people (NTs) in their vicinity find this strange because NTs generally don't have a need to stim, or not to the same degree as autistic individuals. There are more NTs than there are autistic people, and the NTs decide they are uncomfortable watching this person stim, so it is a "problem." The NTs recommend that the autistic person receive therapy to correct this behavior.

If the word correct strikes you as overly judgmental, it might be useful to point out that our entire industry was known as "speech correction" in its early days.

You might be reading this and thinking that you're aware of these issues, and of course, you would never tell an autistic child or adult to stop their stimming. That is good! Our field is slowly coming to recognize that working on behaviors like eye contact is ableist and wrong. But this is a piecemeal, whack-a-mole approach to moving from ableist to affirming speech therapy. How can we start selecting and creating goals in a way that is not based on an ableist framework?

Devalue Diagnostics

Here is how I was taught to identify therapy targets in graduate school:

1. Review the referral

2. Select diagnostic tests and interview questions based on referral intake information

3. Conduct evaluation, typically consisting of a battery of tests, interview, and conversation or speech sample

4. Analyze findings from evaluation data, identifying strengths and weaknesses

5. Anything that falls outside of "within normal limits" is a deficit

6. Create therapy plan to address deficits, with lip service to "functional goals"

Conduct therapy accordingly. After some period of time, re-assess the person's performance. If they are now testing or performing "WNL," they can be discharged from therapy. Mission accomplished!

This is a simplified summary of diagnostic-driven care and is extremely reflective of the medical problem. Find the broken parts and fix them. This could also be described as "find the diverse areas and standardize them." Diagnostic-driven goal selection is inherently ableist.

Recalling sentences, following two-step directions, maintaining conversation topics, speaking fluently, articulating sounds at age-expected times...these are all communication patterns that show up on tests and get highlighted as deficits that should be "addressed" in speech therapy.

Don't get me wrong, our diagnostic tests and processes are super helpful and important. Diagnostic tests provide a sense of how a person works, their strengths and weaknesses, preferences and dislikes. The "diagnosis" part of diagnostic tests explains why a client may be communicating in XY or Z manner, their learning patterns, and in what situations they may encounter challenges due to their diverse profile.

The diagnostic process is great at identifying why. To move from an ableist to an affirming treatment approach, though, it should not be used to identify what to do in therapy.

Client-driven Goals

Evidence-based practice has three EQUAL components: clinician expertise, evidence (external AND internal), and client values. ( ASHA)

If a child undergoes diagnostic testing, parents and teachers provide input on what problems are occurring and the SLP crafts a plan accordingly: this is not evidence-based practice.

If a 10-year-old is in speech therapy for /s/ because his parents are concerned about it, but he doesn't want to be there: that is not evidence-based practice.

If you are counting how many times a third-grader proactively uses easy onsets in class even though she doesn't mind stuttering: that is not evidence-based practice.

If you are interrupting a child to remind them of self-regulation strategies because they are excited and emotional telling you about something that happened: that is not evidence-based practice.

All of these individual goals are great in the proper value context. I work with adults who have ADHD, and self-regulation is highly, highly valued. But when, why, and how to regulate should be decided by the person with ADHD- not by the other people in the environment for whom it would be convenient.

Truly functional goals center around life activities and experiences that the person desires. I often reference a middle schooler I worked with who was diagnosed with an expressive language disorder. Her IEP was full of traditional goals to use longer sentences and more descriptive vocabulary. When I asked what she wanted, she said, "I want to have a friend." She found it hard to talk to people. So we worked on friend-making skills, even though she had no pragmatic deficits. We finished therapy when she had found a friend group.

Changing the Paradigm

The reality of most speech therapy practice settings is that SMART goals are required. "Whatever the kid feels like doing today" is not IEP-compliant.

Asking a 7-year-old what their values are and what they'd like to work on in therapy admittedly sounds a bit preposterous. And while older teens and adults may be able to articulate high-level experiential goals, it's normal for non-SLPs ages 5 to 95 to be totally unaware of what is possible in speech therapy.

Most SLPs operating from a client values standpoint ask clients (even very young clients!) what they would like to work on in speech therapy. I do! But let's pause to consider this for a moment: how can you tell a therapist what you want to work on when you don't even know what your options are?

Some SLPs are comfortable splitting the difference and do their best to translate client goals like "I want to have friends" into concrete SMART communication behaviors. But what if we could equip clients with the ability to tell us themselves?

A Modest Proposal: Don't Write Goals (Yet)

If a client doesn't know enough about speech therapy to clearly articulate what they want to work on -then we should start there- before writing goals on their behalf.

What IS speech therapy, anyway? What kinds of skills and knowledge can you learn in speech therapy? What kinds of speech therapy activities can be done to help you strengthen your communication skills? As the SLP, what are some of your favorite activities and skills to work on? Why?

Why is this person in speech therapy? ("I don't know.") Do they think they could learn anything in speech therapy? What's hard in class? We can use speech therapy time to help make some of those class and playground things easier.

This is not a 10-minute "rapport-building" exercise. This is multiple sessions of therapy exploration so that you can get clear and informed guidance and consent from your client about how to spend the longer arc of therapy.

"But I need a goal in the first session, for documentation purposes!" Developing the ability to do this is a goal.

"After being provided with instruction and sample activities, [Name] will identify at least three different speech therapy communication skills and select 1-2 targets for long-term treatment within 4 sessions."

"Given a choice of 4 communication skills with instruction and sample activities in each area, [Name] will indicate preference of which skill(s) they would like to pursue [may add rationale onto this goal, if feasible for the client] by the end of 4 sessions."

Affirming Therapy Looks Like...

An empowered client who creates their own goals may select target areas that are completely "inconsistent" with the identified strengths and weaknesses of their test scores, from a teacher or parent or SLP's point of view. That is okay. In fact, that's what I would expect, given how people with disabilities conceive of their own experiences compared to others around them. Speech therapy that is truly informed by social justice puts the client FULLY in the driver's seat, which means letting them take the car in a direction that nobody thinks it should go.

Ableist speech therapy goals make choices for individuals. Affirmed speech therapy shares the full scope of options with the client (even if it means "delaying" the traditional expectations of what happens in a speech therapy session), equipping them to navigate those options, and respecting the direction they choose.

For an example of how to use this approach in stuttering therapy, check out our 3Es of Stuttering Therapy Mini-Course. The Mini-Course consists of 3 "introduction to stuttering therapy" lessons, followed by a fourth lesson dedicated solely to collaborative goal-setting.

# data[].attributes.attachment_link.title
How to Avoid Writing Ableist Goals in Speech Therapy - speech IRL

# data[].attributes.attachment_link.description
SLPs are masters of goal writing. We spend literal years learning how to write specific-measurable-actionable-relevant-time-bound goals. We craft robust, descriptive targets in the restrictive ecosystem of IEP, insurance, and Medicare requirements. Most SLPs I meet are never satisfied with their goal writing. This is a good thing!

# data[].attributes.attachment_link.title
Identity-First Language - Autistic Self Advocacy Network

# data[].attributes.attachment_link.description
ASAN intern Lydia Brown originally published this article on their blog Autistic Hoya under the title The Significance of Semantics: Person-First Language: Why It Matters. At the Adult Services Subcommittee’s final meeting last Wednesday, much to do was made about semantic disagreements -- “ASD indi…

# data[].attributes.body
Punjabi has a ten vowel system composed of three lax and seven tense vowels. Lax vowels (ɪ, ʊ, ə) are phonetically short and tense vowels (i, e, ɛ, u, a, o, ɔ) are phonetically long. [ɪ] is slightly lower and more centralized than [i], [ʊ] is slightly lower and more centralized than [u]. Vowels may be oral or nasal and nasalization is phonemic.

# data[].attributes.attachment_link.readable_text
Alternative Name: Panjabi.

Name Origin: Punjabi means 'belonging to the [land of the] five rivers', in reference to the major affluents of the river Indus.

Overview. Punjabi is a regional language of Pakistan and northwestern India. It stemmed from the medieval Prakrit language Shauraseni, at the dawn of the second millennium CE. Its territory is the Panjab, a region of alluvial plains irrigated by the five great tributaries of the Indus River. The Panjab was open to many invaders and with time became a land of religious diversity, being inhabited by Hindus, Muslims and Sikhs. With the independence and separation of India and Pakistan, the Panjab was divided between the two countries and a mass migration followed which ended in tragedy. Today, with more than one-hundred million speakers, Punjabi is among the ten largest languages of the world.

Distribution: The vast majority of Punjabi speakers (Punjab, Rajasthan, Haryana, Delhi, Uttar Pradesh). There is a Punjabi diaspora in the United Kingdom, Canada, Malaysia, Indonesia, United Arab Emirates, Kenya, South Africa and Fiji. reside in Pakistan (Punjab, Sindh) and India

Speakers. Excluding the related languages Saraiki , Hindoko and Potohari , there are approximately 115 million Punjabi speakers. Their number in Pakistan varies widely according to different sources. The disagreement arises from the status of Saraiki, Hindoko and Potohari which for some are dialects of Punjabi and for others are separate languages. Together, these four languages are spoken by about 60 % of the people of Pakistan, totaling around 110 million. Punjabi proper is spoken by three-quarters of this number (82 million) to which 33 million speakers living in India should be added.

Status. In India, Punjabi is the official language of the state of Punjab and one of the 23 official languages of the country. In Pakistan, it has no official status.

Varieties. Majhi (districts of Amritsar and Gurdaspur in the Indian Punjab) is considered the standard. There are three major eastern dialects: Doabi , Powadi and Malwi . The "western dialects" Saraiki , Hindoko and Potohari tend to be considered now as separate languages.

Oldest Documents

Vowels (10). Punjabi has a ten vowel system composed of three lax and seven tense vowels. Lax vowels (ɪ, ʊ, ə) are phonetically short and tense vowels (i, e, ɛ, u, a, o, ɔ) are phonetically long. [ɪ] is slightly lower and more centralized than [i], [ʊ] is slightly lower and more centralized than [u]. Vowels may be oral or nasal and nasalization is phonemic.

Consonants (28). Punjabi has 28 consonants in total, including 15 stops and affricates, 2 fricatives, 5 nasals, 4 liquids and 2 glides. The stops and nasals are articulated at five different places being classified as: labial, dental, retroflex, palatal and velar. The palatal stops are, in fact, affricates.

Punjabi has lost the aspirated voiced stops existent in most Indo-Aryan languages leading to a three-way contrast (aspirated and unaspirated voiceless stops + unaspirated voiced stops) instead of the four-way contrast characteristic of Indo-Aryan languages (aspirated and unaspirated voiceless stops + aspirated and unaspirated voiced stops).

It has retroflex consonants (articulated immediately behind the alveolar crest) that are not from Indo-European origin though present already in influence. Punjabi has, also, two retroflex liquids not inherited from Sanskrit. The glottal fricative [ɦ] appears only in initial position; [ʋ] is realized as v or w. Sanskrit. They are, probably, the result of Dravidian language

Gemination is frequent. Sounds between brackets are found in certain dialects and loanwords.

Tones. Punjabi is the only Indo-Aryan language that has developed tones. It has three, low, mid, and high. Though they are phonemic, tones have not special signs in any of the three scripts used to write the language; they are marked, instead, by h or signs for voiced aspirated stops/affricates, otherwise unnecessary in Punjabi (see script below). In grammars and dictionaries low tone is represented by a grave accent and high tone by an acute accent (mid tone is never represented) e.g. ca ('fervour'), cá ('tea'), cà ('peep').

Script and Orthography

The religious divide between Punjabi speakers is reflected in the existence of three different writing systems. Sikhs prefer the Gurmukhī script, Hindus tend to use Devanāgarī and Muslims a Perso-Arabic alphabet called Shahmukhī. The Gurmukhī alphabet derives ultimately from the Śāradā script of northwest India, and particularly from a popular variant of it, the Laṇḍā script, employed by the merchants of Punjab. It was normalized in the 16th century by Guru Angad, the second religious leader of the Sikhs (between 1539-52).

Gurmukhī does not have any special sign to mark tones, instead the symbols for voiced aspirated consonants (which do not exist in Punjabi) or h are used: if a voiced aspirate or h precedes a vowel this acquires a low tone while the aspirate becomes devoiced (gho ṛ ā is pronounced kò ṛ a:); if the same signs follow a vowel this acquires a high tone (cah is pronounced cá); the neutral tone is unmarked.

The Gurmukhī alphabet has 35 letters ordered according to phonetics arranged in seven rows of five letters each. The first row includes three basic vowel forms, which combined with diacritics produce all the initial vowel signs required, and the two fricatives (signs for internal vowels are diacritics attached to the consonants). After them come the stops and nasal consonants divided into five groups according to their place of articulation (from back to front). The seventh row includes the semivowels (liquids and glides) also arranged according to their place of articulation. An additional row includes letters of the alphabet modified with a dot to represent foreign sounds.

Below each letter the standard transliteration is shown followed by its International Phonetic Alphabet (IPA) equivalent between brackets.

The accepted transliteration into the Latin alphabet is as follows:

* mood: indicative, presumptive, subjunctive, contrafactual, imperative. The presumptive, subjunctive and contrafactual are an integral part of the tense system. Only the imperative is considered an independent mood.

* tense : most finite-verbs combine aspect and tense by using the auxiliary 'to be' plus a non-finite form of the lexical verb. There are two aspects, imperfective and perfective , and five different forms of the verb 'to be': present, past, presumptive , subjunctive and contrafactual (conditional). Combined together, they produce twelve aspectual tenses (the imperfective aspect has habitual and continuous forms in the present and past).

The infinitive is treated as a noun, being inflected for case; the direct infinitive is formed by adding -ṇ ā to the root, the oblique by adding -(a) ṇ. The present participle expresses an ongoing action, the past participle a completed action, theagentive participlean habitual or potential action.

Punjabi is a Subject-Object-Verb language with a quite rigid word order. It is head-final in most sentences. Attributive adjectives precede nouns. However, when used predicatively they are placed before the verb. Indirect object precedes direct object. Syntactical relations are conveyed mainly by postpositions. Transitive verbs conjugated in any of the perfective tenses agree with their object while the subject adopts the oblique case, a phenomenon known as split ergativity.

Punjabi borrowings are from Sanskrit and Hindi-Urdu, Persian, Arabic and English.

hundred: sau

mother: mā̃/mā̃u

brother: bh(a)rā

daughter: dhī/dhīā

foot: carana

heart: hīā̃

tongue: jībh

Key Literary Works (forthcoming).

# data[].attributes.attachment_link.description
Alternative Name: Panjabi. Name Origin: Punjabi means 'belonging to the [land of the] five rivers', in reference to the major affluents of the river Indus. Overview. Punjabi is a regional language of Pakistan and northwestern India. It stemmed from the medieval Prakrit language Shauraseni, at the dawn of the second millennium CE.

# data[].attributes.attachment_link.readable_text
Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Tagalog

Turkish

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

# data[].attributes.attachment_link.title
Phonemic Inventories and Cultural and Linguistic Information Across Languages

# data[].attributes.attachment_link.description
A list of phonemic inventories across multiple languages

# data[].attributes.attachment_link.readable_text
The International Phonetic Alphabet chart with sounds lets you listen to each of the sounds from the IPA. The interactive IPA chart can be found at the bottom of this page.

International Phonetic Alphabet, also called IPA, is an international alphabet used by linguists to accurately represent the wide variety of sounds (phones or phonemes) in human speech. A phoneme is a unit of sound that can distinguish one word from another in a given language. For example, the English words "sit", "bit", and "kit" can be distinguished by the sounds, or phonemes, that are created by each of their first letters.

A phoneme chart is a table that displays the IPA symbol for each of the IPA phonemes of the international alphabet. A phoneme chart can be organized in different ways based on the characteristics of the different IPA phonemes and the relationships between them. For example, in the IPA vowel chart at the bottom of this page, the IPA phonemes that are generated in the same part of the mouth are listed in the same column, and those that are generated with the same amount of mouth opening or closing are listed in the same row. In addition, the IPA vowel chart and other interactive IPA charts below include audio recordings of the individual phonemes in order to help students, non-native speakers of the language, and others, to learn IPA pronunciation of particular sounds.

Who Uses the International Phonetic Alphabet?

An essential function of the IPA is to provide a standard for labeling these phonemes so that linguists can discuss any sound without ambiguity.

In 1886 a group of French and British language teachers teamed up to create a new organization for linguists. The teachers were headed by the French linguist Paul Passy. The International Phonetic Association was formed by formed in1897 (in French, l'Association phonétique internationale).

The latest version, IPA chart number 122, was published by the International Phonetic Association in 2005. Since then, IPA linguistics have played an important role in both the study and use of language worldwide.
IPA linguistics provide students with a greater understanding of language by accurately and uniquely representing the sounds of oral speech. The IPA is used by:

Lexicographers

Foreign Language Students

Teachers

Linguists

Speech-Language Pathologists

Singers

Actors

Constructed Language Creators

Translators

Many American linguists have found that using a combination of IPA and Americanist phonetic notation is an effective way to standardize transcriptions. An extended set of IPA symbols represent different qualities of speech, such as tooth gnashing, lisping, and sounds made with a cleft palate.

How Many International Phonetic Alphabets Are There?

While this IPA is the most commonly used and well-known international phonetic alphabet, it is not the only one. Other alphabets include the Americanist phonetic notation, also known as the North American Phonetic Alphabet (NAPA), the Americanist Phonetic Alphabet or the American Phonetic Alphabet (APA), Canadian Aboriginal Syllabics Alphabet (CASA), the Swahili Phonetic Alphabet (SWA), and the Thai Phonetic Alphabet (TPA). Each international alphabet has its own set of symbols and phonemes to represent the sounds of oral language.

The IPA linguistics are based on the Latin alphabet in order to correspond to an international standard. This IPA is also the standard that the United Nations uses to represent sounds in all languages that use a writing system.

Are There Free IPA Translators?

Yes! We have automatic IPA translation tools available in English, Spanish, French and other languages. All of our IPA translators are available for free. Please visit our IPA translators section to see a complete list and use the translators for your own linguistic needs.

How to Use the IPA Chart

The interactive IPA chart helps you identify the sounds of language. To use the phoneme chart, first familiarize yourself with each IPA symbol and the corresponding IPA pronunciation of the sound. For example, in the IPA vowel chart, click on each symbol to hear the corresponding vowel sound, and begin practicing pronouncing the sounds yourself. Finally, start using the IPA in your own speech and writing.

Click on an IPA Symbol to Hear the Associated IPA Pronunciation of the Sound

Our interactive IPA chart is responsive, this means it adjusts to any screen size. If part of the chart is not visible, please click the red and green arrows to see the additional symbols.

# data[].attributes.attachment_link.title
IPA Chart with Sounds - International Phonetic Alphabet Sounds

# data[].attributes.attachment_link.description
The interactive International Phonetic Alphabet chart and online resource. Listen to each of the sounds from the International Phonetic Alphabet. IPA chart sounds and symbols.

# data[].attributes.attachment_link.readable_text
The International Phonetic Alphabet (IPA) is a set of symbols that linguists use to describe the sounds of spoken languages.

This page lets you hear the sounds that the symbols represent, but remember that it is only a rough guide. There is lots of variation in how these sounds are said depending on the language and context. For example, in English voiceless plosives usually end with a puff of air called aspiration, but the voiceless plosives on this page aren't aspirated.

Choose a symbol to hear the sound it represents.

For best results, please use a browser with HTML5 Audio support. The latest version of any popular web browser will do.

Sorry, you have JavaScript disabled or your web browser doesn't support it.
This interactive chart won't work without JavaScript enabled. Please enable JavaScript or upgrade to a modern web browser.

Vowels

Pulmonic consonants

Bilabial

Labiodental

Dental

Alveolar

Post alveolar

Retroflex

Palatal

Velar

Uvular

Pharyngeal

Glottal

Non-pulmonic consonants

Clicks

Voiced implosives

Ejectives

ǁ Alveolar lateral

ʛ Uvular

ʼ etc...

Other symbols

ʍ Voiceless labial-velar fricative

w Voiced labial-velar approximant

ɥ Voiced labial-palatal approximant

ʜ Voiceless epiglottal fricative

ʢ Voiced epiglottal fricative

ʡ Epiglottal plosive

ɕ Voiceless alveolo-palatal fricative

ʑ Voiced alveolo-palatal fricative

ɺ Alveolar lateral flap

ɧ Simultaneous ʃ and x

Affricates

t͡s Voiceless alveolar affricate

t͡ʃ Voiceless palato-alveolar affricate

t͡ɕ Voiceless alveolo-palatal affricate

ʈ͡ʂ Voiceless retroflex affricate

d͡z Voiced alveolar affricate

d͡ʒ Voiced post-alveolar affricate

d͡ʑ Voiced alveolo-palatal affricate

ɖ͡ʐ Voiceless retroflex affricate

Queries and comments can be directed to [email protected]

# data[].attributes.body
Green, L. (2002). African American English: A Linguistic Introduction. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511800306

# data[].attributes.attachment_link.provider_name
IDEA: International Dialects of English Archive | free dialect and accent recordings for the performing arts

# data[].attributes.attachment_link.readable_text
Welcome to IDEA. The International Dialects of English Archive was created in 1998 as the internet's first archive of primary-source recordings of English-language dialects and accents as heard around the world. With roughly 1,700 samples from 135 countries and territories, and more than 170 hours of recordings, IDEA is now the largest archive of its kind.

IDEA's recordings are principally in English, are of native speakers, and include both English-language dialects and English spoken in the accents of other languages. (Many include brief demonstrations of the speaker's native language, too.) The archive also includes extensive Special Collections.

Paul Meier is IDEA's founder, director, and principal contributor, personally collecting nearly 20 percent of the archive. He established IDEA to provide actors the real-life models they need for their characters' accents and dialects; many actors use his Accents & Dialects for Stage and Screen in conjunction with IDEA. But IDEA has proved invaluable in many other fields too; for example, it's a favorite tool of international business, helping personnel become familiar with their customers' accents and dialects.

HOW IDEA WORKS

To find an example of an accent or dialect, use the Global Map, or the Dialects and Accents tab on the menu bar. The site is also fully searchable, not just by country, state, and province, but also by characteristics of each speaker, such as ethnicity, age, and occupation; even single phrases from transcriptions and phonetics can be searched online. You may conveniently listen to the streaming audio while reading the accompanying transcription and commentary. All samples have one-line descriptions (gender, age, year of birth, ethnicity, location). Submission of new samples by the editors and other contributors is done entirely online.

At the heart of IDEA are its Senior Editors and the Associate Editors, forming a global network of contributors. They record the subjects, transcribe the recordings, and, in many cases, write scholarly commentaries that often include phonetic and cultural analyses. Many editors are professors at major universities, or are members of The Voice and Speech Trainers Association ( VASTA).

Cameron Meier is IDEA's executive editor and chief sound and copy editor, and also vice president of Paul Meier Dialect Services.

New recordings, their accompanying transcriptions and scholarly commentaries are added frequently (see What's New). Each recording includes both a reading (Comma Gets a Cure, or, on our earliest recordings, The Rainbow Passage) and some unscripted speech - about four minutes in all.

The Global Map quickly reveals which countries/states/provinces have a representative sample, and those that still lack one. As you see, IDEA continues to grow, aspiring to provide a recording from every corner of the world. Please join us in this ambitious project by becoming an associate editor, or contributing your own voice to the archive.

# data[].attributes.attachment_link.title
IDEA: International Dialects of English Archive

# data[].attributes.attachment_link.description
Welcome to IDEA, the internet's best source for primary-source recordings of English-language dialects and accents as heard around the world.

# data[].attributes.body
1. Craig, H. K., & Washington, J. A. (2005). Malik goes to school : Examining the language skills of african american students from preschool-5th grade. Full text available at SFSU Library https://ebookcentral.proquest.com/lib/sfsu/detail.action?docID=261408

2. Green, L. J. (2010). Language and the african american child. Full text available at SFSU Library https://ebookcentral.proquest.com/lib/sfsu/detail.action?docID=605062

# data[].attributes.attachment_link.readable_text
When you get the results of your child's language and speech testing, you may have some difficulty understanding what it all means. Especially if you have limited experience with standardized testing, the speech-language pathologist's explanations may sound like complete gibberish.

And not to bad-mouth my colleagues, but there are a lot of SLPs who do speech testing without a very thorough understanding of how standardized testing works. It's pretty dry, tedious stuff, particularly for those of us who don't particularly enjoy math. Still, the better you understand it, the better equipped you will be to understand what your child's abilities and needs are.

Some SLPs are pretty good at explaining what the different scores mean, and I'd like to think I'm one of them. If you are working with one of my colleagues whose gifts lie in other areas and you need some help making sense of it all, this is a page you will want to read. Fair warning, though: although I have done my utmost to keep it simple and accessible, it does involve some discussion of math and statistics. If there's stuff you don't understand, that's okay; keep going and focus on the big picture.
Types of tests
We're all familiar with criterion-referenced tests, the kind where the score you get determines whether or not you pass, or what letter grade you earn. Most of the tests children take in school are of this type. Criterion-referenced tests are generally used to gauge whether a student has achieved up to a given standard.

Most speech testing is done with norm-referenced tests. This means that your child's performance is compared to a large sample of other children the same age. The creators of a norm-referenced test administer their test to a large number of children within a given age range before making it available for use with the general public. If you give a well-designed test to a large random sample of children, a chart of all the scores will take the form of a mathematical bell curve.

A few children will score very high or very low, but the majority will score toward the middle of the range. On a perfect bell curve, the average score (mean) will also be the most commonly occurring score (mode) and the score with the same number of results above it as below it (median).

Your child's results on norm-referenced speech testing will typically consist of several different numbers.
Raw score
The raw score is the number of items the child answered correctly. If the test has 30 items and the child responded correctly on 23 of them, the raw score is 23. Simple, right? However, the raw score does not tell us much about the child's ability. Is 23 a good score? Since many of us are used to criterion-referenced tests, we'll be tempted to convert the score to a percentage (76.67%) and view it in terms of letter grades. If 90% is an A, and 80% is a B, and 70% is a C, then a score of 23 would get you a C. However, that's not the way norm-referenced tests work. Because the same test may be given to children of different ages, a 9-year-old child would be expected to score higher than a 6-year-old; older children generally have better language skills than younger ones. So the answer to "Is 23 a good score?" is, "It depends." Not a very satisfying answer, is it? That's why we also calculate the child's ...
Percentile rank
If you've taken the SAT or a similar test, you may be remember seeing a percentile rank when you got your score. The percentile rank tells what percentage of the sample scored equal to or less than your score. If your percentile rank is 50, you scored as well as or better than 50% of the sample. On the SAT, the 'sample' is everyone who took the test on the same day as you. For speech testing, the sample is the group of children who took the test before it was published. More specifically, it's the children close to your child's age who took the test before it was published. A 6-year-old will be compared to other 6-year-olds, and a 9-year-old will be compared to other 9-year-olds. In fact, many tests divide up the sample into finer age ranges, such as six years, zero months (6;0) to six years and three months (6;3). This is because a child's speech and language skills can change a lot in a year's time, and comparing results of speech testing a child who just turned six with a child about to turn seven is often misleading.

So, what's a good percentile rank? If you're used to the traditional 90-80-70-60 grading scale where any score below 60 percent is a failure, a percentile score of 73 may look mediocre while 37 may seem abysmal. Actually, both of these scores are average--in the C range, if that's how you like to think of it. In fact, any score between the 16th and 84th percentile is in the average range. Eighty-four minus 16 is 68, so 68% of scores fall within this range. Anything sixty-eight percent of the population does can reasonably be considered 'normal'. A score above the 84th percentile is considered above average, and one below the 16th percentile is considered below average (Note that mathematicians refer to what the rest of us call the average as the mean. In math and statistics, the term average refers to a range of scores, not a single score).

Why set the cutoff lines at 16 and 84? These seemingly arbitrary numbers are based on statistical principles having to do with the analysis of large random samples. Before I attempt to explain how this works, let's first take a look at the ...
Standard score
The standard score is a way of showing how far a score is from the average score in the sample. Recall that the sample on a speech and language test consists of children who took the test before it was published. The people who make these tests carefully tweak the sample to make sure that it is representative of the general public; then they tweak the difficulty of the test itself to make sure that the distribution of the speech testing scores falls as closely as possible to a normal bell curve pattern.

Statisticians use a measure called the standard deviation (represented by σ, the lower-case Greek letter sigma) to measure how widely spread the values in a data set are. The closer the majority of scores are to the average, the smaller the standard deviation. If you like math, here's how you calculate the standard deviation:

1. Calculate the mean (average) of all the scores (sum of scores divided by the number of scores).

2. For each score, calculate its distance, or deviation from the average you found in step 1 (the score minus the average score). [Note: Half of the results will be negative numbers, since half the scores will be below the average.]

3. Calculate the square of each deviation from step 2 (multiply each deviation by itself). [Note: All of these results will be positive numbers, since a negative number times a negative number equals a positive number.]

4. Calculate the mean (average) of all the squared deviations from step 3. This number is called the variance, represented as (lower-case sigma squared).

5. Find the square root of the variance. This is the standard deviation, or σ.

If you're me, the way you find the standard deviation is by entering all the scores into an Excel spreadsheet and letting the computer do the calculations.

The standard deviation is why the cutoff lines are set at the 16th and 84th percentiles. Take another look at the bell curve. Approximately 68% of the scores on the bell curve are within one standard deviation of the mean (which should also be the median, or the 50th percentile); 34% will be one standard deviation or less below the mean (16th to 50th percentile), and 34% will be one standard deviation or less above it (50th to 84th percentile).

The common practice on standardized tests used for speech testing is to substitute the number 100 for the mean score and 15 for the standard deviation. This allows us easily to compare speech testing scores from different tests and subtests. With this system, standard scores between 85 and 115 are within the average range; scores above 115 (+1σ, or one standard deviation above the mean) are considered above average, while scores below 85 (-1σ, or one standard deviation below the mean) are considered below average.

So, if a child gets a raw score of 23 out of 30 on a test, the way we can tell if it's a high score or a low score is to convert it to a standard score. The SLP who administered the speech testing does this by looking up the raw score on a table in the test manual showing raw-to-standard-score conversions for the age range that applies to the child who took the test. If the mean score is 21 and the standard deviation is 3, a raw score of 23 is two-thirds of a standard deviation above the mean; the standard score would be two-thirds of 15 (i.e., 10) points above 100, or 110.

It's also possible to set the mean as zero and the standard deviation as one. Under this system, our raw score of 23 would convert to +0.67; a raw score of 19 would convert to -0.67. Probably because so many people find a score expressed with a negative number kind of depressing, the 100 +/- 15 system is more common.

Age equivalency score

Next to the raw score, the age equivalency score is the least helpful of the scores you'll see. But, because it is fairly easy to understand conceptually, it's the speech testing result parents often remember. I wish I had a dollar for every time I've heard a parent say something like "My 31-month-old child had speech testing and is at the 17-month level."

This is an unfortunate and misguided use of the age equivalency score, because it makes it sound as if the 31-month-old talks like a 17-month-old. This is rarely the case. No test has ever been written that measures the full range of a child's speaking ability. Most children have areas of speech and language where they are relatively strong and areas where they are not as strong.

What the age equivalency score really means is that the child's raw score corresponds to the mean score for children that age. If a child's raw score is 23, and 23 is the mean score for children aged 6 years, 9 months, the child's age equivalency score will be 6;9. But remember that statistically speaking, average is a range, not a single score. Depending on the standard deviation of the sample used for norm-referencing, an age equivalency score that appears to be significantly below or above the child's actual (chronological) age could in fact be within the normal range.

So how do you tell whether an age equivalency score represents a true delay or deficit? Easy--you ignore it, and look instead at the child's standard score or percentile rank. If the standard score is within one standard deviation of the mean (usually between 85 and 115), or if the percentile rank is between 16 and 84, the child's performance on the speech testing was age-appropriate.

If you are a typical parent, understanding the raw score, the percentile rank, the standard score, and the age equivalency score will be plenty good enough, and you can probably stop reading here. However, if you want an even deeper understanding of how speech testing (and other standardized testing) works, or if you're a glutton for punishment, read on.

Standard error of measurement

Once you have the scores and know what they mean, the next question for many parents is, 'How can we be sure that the test is accurate?' We've all had good days and bad days, and what kind of day we're having on the day we take a test can affect our performance. Some people are 'bad test-takers' and may freeze up when they are being tested. When we aren't absolutely sure about the answer to a question, some of us make a random guess; others say "I don't know;" still others will mull it over, eliminate some possibilities, and make an educated guess. How we deal with not knowing the answer can affect our performance on a test.

Because factors other than the child's ability can have an effect on speech testing performance, all tests have what is known as a standard error of measurement. This is a statistical calculation of the probability that a given speech testing score is a true reflection of the test-taker's ability. On some tests, the results will include confidence intervals for each score. The confidence interval is a range from a few points below the child's score to a few points above it, along with the statistical probability that the child's true ability is somewhere in that range indicated by the results of speech testing. For example, if the child's standard score was 100 and the 90% confidence interval is five points, the probability that the child's true ability is somewhere between 95 and 105 is 90%.

A higher confidence level will yield a wider interval, and a lower confidence level will give you a narrower interval. In other words, the more wiggle room we give ourselves, the more certain we can be that we are right. I can tell you right now with 100% certainty that your child's ability (assuming you have a child) is somewhere between zero and infinity, but that isn't really very useful information.

The way to narrow the confidence interval, or to increase the level of certainty, is to administer multiple tests measuring the same ability, preferably on different days. If a child scores at the same level on two different tests of, say, expressive vocabulary, it could be a fluke, but it's less likely. You can flip a coin twice in a row and get heads both times, but the more times you flip the coin, the less likely it is that you'll get all heads (unless it's a two-headed coin). The same is true for speech testing. However, giving multiple tests of the same ability area is time-consuming and therefore pretty rare except in cases of a dispute or a question over the accuracy of the speech testing results.

Reliability and validity

Along with the standard error of measurement, it is legitimate to ask how reliable a test is. A reliable test will give you consistent results for children of similar ability levels. On most tests, if a student re-takes the test, she will score slightly higher on the second try, but a test on which students consistently get vastly different results from one attempt to the next is not reliable. Such things can happen by chance, but they usually don't.

Reliability is checked in a number of ways. Test-retest reliability is what we've just been discussing--re-administering the test to a group of students and comparing the difference between the first and second attempts. Internal reliability is based on a comparison of questions within the test that address the same concept or skill.

Reliability is not everything, however. If you ask 1,000 fifth graders "What's one plus one?" and then ask them the same question six months later, I predict that close to 100% of them will give you the same answer. These results are extremely reliable, but all they tell us is that fifth graders know what one plus one is, and that some of them know how to give smart-alec answers. Results like this are not much help in speech testing.

The validity of a test addresses the question of whether it actually measures what it is meant to measure. A well-known controversy over validity has focused on tests of intelligence (IQ). Many IQ tests used in the United States (and probably in other countries, too) have been criticized for being culturally biased, resulting in a skewing of the scores in favor of white, middle class children over poorer, minority, and immigrant children. A culturally biased test, according to this argument, does not actually test how intelligent the test-taker is, but rather how familiar she is with mainstream American culture.

As you might have guessed, no language or speech testing measure has 100% validity. Although it is certainly not the only threat to test validity, cultural bias has reared its ugly head in speech testing, too. If a child grows up in a community that uses Hawai'i Creole English (HCE), she will hear adults and older children using sentences like He neva see nobody take da bus. If her language development is normal, she will learn to talk like them. If she takes a language or speech testing measure based on Standard American English (SAE), her use of a double negative and her non-standard use of neva corresponding to SAE didn't may negatively affect her score and incorrectly identify her as having expressive deficits in grammar and vocabulary. In addition, if she takes the Goldman-Fristoe Test of Articulation , she will be penalized for her deletion of final /r/ in neva (never) and her stopping of the voiced TH sound in da (the), both of which are normal in HCE.

Validity also refers to the conclusions we draw from the results of speech testing. The Peabody Picture Vocabulary Test, 3rd Edition (PPVT-III) is a measure of receptive vocabulary. On this test, the child is shown four pictures and the examiner says a word; the child then points to the picture that corresponds with the word. It's not a bad test, but it gets misused a lot. I've actually seen speech testing reports where the PPVT-III is the only language test used, and the report states, "Language skills are within normal limits," based on a PPVT-III score of between 85 and 115. This is not a valid conclusion, because the PPVT-III does not even claim to be a test of 'language skills,' but of one very specific skill, receptive vocabulary. Anyone who has studied a foreign language knows there's a lot more to learning a language than just being able to understand individual words!

Sensitivity and specificity

Sensitivity and specificity are measures of identification error for speech testing.

The sensitivity of a test is its ability to identify children with impairments as impaired. If a child with an impairment achieves a high score and is incorrectly identified as non-impaired, this is called a miss or a false negative. A test with 100% sensitivity will yield no false negatives.

Specificityis the ability of a test to identify children without impairments as non-impaired. If a child without an impairment scores low enough to be incorrectly identified as impaired, this is a false positive.

Sensitivity is the number of true positives divided by the sum of true positives plus false negatives.

Specificity is the number of true negatives divided by the sum of true negatives plus false positives.

In language and speech testing, you want children with language and speech impairments to score low and children without impairments to score high. If a typically developing child scores low and is identified as having a disorder, this is a false positive; if a child with an impairment scores high enough to indicate that she is not impaired, this is a miss.

It's easy to design a test with 100% sensitivity; all you have to do is identify all scores as low and all children who take it as impaired. Of course, if you do this, you'll get lousy specificity. All the non-impaired children who do speech testing of this sort will be identified as impaired, and the number of false positives will be through the roof.

Likewise, if you want 100% specificity, just call all speech testing scores 'normal' and you will have zero false positives. Of course, your sensitivity will plummet because you'll have misses on all of the kids with impairments.

Obviously, it's not realistic for test makers to use either of these approaches. It's also not very likely there will ever be speech testing that has both 100% sensitivity and 100% specificity. So far, I know of none. On a well-designed test, however, both numbers will be fairly high, and not too far apart.

It is not standard procedure in speech testing for the examiner's report to include information on standard error of measurement, reliability and validity, or sensitivity and specificity, so if you want this information, you'll have to ask for it. I don't necessarily recommend this, however, as long as your child's speech testing includes several different measures testing a range of speech and/or language skills. The most likely situation in which I could see myself asking for these figures is if I were told my child doesn't qualify for services because her speech testing scores are just a bit on the high side, or if the goals recommended don't square with what I feel she needs. In most cases, the report will include the child's raw score, standard score (possibly with confidence interval), and percentile rank. It may also include age equivalency scores, but as I noted earlier, I don't put much stock in age equivalency scores, and typically do not list them in my speech testing reports.

I hope all this has not made your head spin too much. In most cases, you won't need to worry about most of it, but it can be useful to know the basics. If there is anything you don't understand about your child's testing, by all means, ask the person or persons who did the speech testing! If they know what they are doing, they should be able to explain it to you.

Return from Speech Testing to Getting Help

Return from Speech Testing to Speech-Language Pathology home page

# data[].attributes.attachment_link.description
When you get the results of your child's language and speech testing, you may have some difficulty understanding what it all means. Especially if you have limited experience with standardized testing, the speech-language pathologist's explanations may sound like complete gibberish.

# data[].attributes.attachment_link.readable_text
The percentile rank of a score is percentage of total scores from the normative sample that were equal or lesser than the value of the score. It can be plotted on the bell curve of a normal distribution.

For example, in most standardized tests, a standard score of 100 is at the 50th percentile, meaning that a standard score of 100 is equal to or greater than 50% of the scores obtained in the normative sample. It is not equal to the percentage correct on the test. This is important to note because the two measures are sometimes confused. For example, while 38% correct on a school test would be unacceptable and considered a failing grade, the 38th percentile is within 1 standard deviation of the mean. A standard score falling within 1 standard deviation of the mean is considered to be typically developing. Percentile ranks are important to understand because they are directly comparing the child being evaluated to the normative sample. However, a child should only be compared to his or her own speech community. Unless the normative sample represents the child's speech community, it is not valid to compare the child's performance to those of the normative sample.

Age-equivalency is derived from the median raw score that children of a certain age in the normative sample achieved. So if the median score for 3-year-olds was a raw score of 68, this score would be used as the age-equivalency for 3-year-olds. If a 4-year-old receives a raw score of 68, his age equivalency would be 3 years old. These types of scores are often very misleading though because this does not mean the child is functioning at the level of a 3-year-old. Since 68 is the median score, it is necessary that children will score above and below without being outside of normal limits. In other words, a typically developing child could achieve an age-equivalency indicating a delay in development because the age is less than the child's chronological age while scoring within normal limits for his age. As a result, New York City policy says they should not be used due to their misleading nature. Additionally, even test designers recognize and advise against using age-equivalencies (See Pearson Assessments Document):

"Because of the inherent psychometric problems associated with age and grade equivalents that seriously limit their reliability and validity, these scores should not be used for making diagnostic or placement decisions" (Bracken, 1988; Reynolds, 1981).
References:
Bracken, P. (1998). Trauma and the age of postmodernity: a hermemeutic approach to post traumatic anxiety (Doctoral dissertation, University of Warwick).

Reynolds, C. R., & Paget, K. D. (1981). Factor analysis of the revised Children's Manifest Anxiety Scale for blacks, whites, males, and females with a national normative sample. Journal of Consulting and Clinical Psychology, 49(3), 352.

Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2002). PLS-IV: Preschool Language Scale Fourth Edition: Examiner's manual. San Antonio, TX: The Psychological Corporation, 33.

# data[].attributes.attachment_link.title
Understanding Assessment: Problems with Percentile Rank and Age Equivalency

# data[].attributes.attachment_link.description
The percentile rank of a score is percentage of total scores from the normative sample that were equal or lesser than the value of the score. It can be plotted on the bell curve of a normal distribution.

# data[].attributes.attachment_link.description
The CELF-4 is a standardized test designed to assess the presence of a language disorder or delay in Spanish speaking children which should be used to probe for information and not to identify a disorder or disability.

# data[].attributes.attachment_link.description
Ed Pye and Bob Harris had a 50 year marriage and created a The Pye Harris Legacy Project to do good work in the community: helping LGBT kids, children with disabilities, and environmental programs. The Pye Harris project is proud to help support the development of the website for Support for Families of Children with Disabilities.

# data[].attributes.attachment_link.title
Principles of a Trauma-Informed System (1)

# data[].attributes.attachment_link.readable_text
Introducing Little Sikhs Puppets for kids arts and crafts activities.

Here are items you need:

Download and Print Art Template Designs on a White Card-stock

Colored Pencils, Crayons or Markers

Ice Cream Craft Sticks

Double Tape or Glue

Optional: Wiggle Googly Eyes or Glitter

# data[].attributes.attachment_link.title
Introducing puppets for our Little Singhs and Kaurs - Little Sikhs

# data[].attributes.attachment_link.description
Introducing Little Sikhs Puppets for kids arts and crafts activities. Here are items you need: Download and Print Art Template Designs on a White Card-stock Colored Pencils, Crayons or Markers Ice Cream Craft Sticks Double Tape or Glue Optional: Wiggle Googly Eyes or Glitter

# data[].attributes.attachment_link.readable_text
Social Stories are a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages. The people who develop Social Stories are referred to as Authors, and they work on behalf of a child, adolescent, or adult with autism, the Audience.

Authors follow a defined process that begins with gathering information, discovering a topic that 'fits' the Audience, and the development of personalized text and illustration. Most frequently associated with short, simple Stories, there are also Social Articles for use with older or more advanced individuals. The Social Story Definition and ten defining characteristics (The Social Story Criteria) guide the development of every Story and result a patient, respectful, and unassuming quality that is the hallmark of the approach. It is that quality that distinguishes genuine Social Stories from social scripts, skill checklists, or 'social stories' that do not meet the current the definition.

What is a Social Story? presentation

There is only one definition for the term 'Social Story':

A Social Story accurately describes a context, skill, achievement, or concept according to 10 defining criteria. These criteria guide Story research, development, and implementation to ensure an overall patient and supportive quality, and a format, "voice", content, and learning experience that is descriptive, meaningful, and physically, socially, and emotionally safe for the child, adolescent, or adult with autism.
Additional Social Story Information:
Where did Social Stories come from?
The History of Social Stories

Check your knowledge of Social Stories
The Social Story Quiz and Answers to The Social Story Quiz

Is THIS a Social Story?
It is NOT a Social Story if... An initial screening instrument

How the Social Story Criteria keep pace with experience and research
Social Stories 10.0 - 10.2 Comparison Chart

# data[].attributes.attachment_link.title
What Is A Social Story? - Carol Gray - Social Stories

# data[].attributes.attachment_link.description
Social Stories are a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages. The people who develop Social Stories are referred to as Authors, and they work on behalf of a child, adolescent, or adult with autism, the Audience.

# data[].attributes.attachment_link.description
Check out our helpful how-to videos for speech therapy! How to say the R sound, L sound, CH sound, F sound, S sound, K sound, TH sound, SH sound, B sound, M sound, Z sound, G sound, V sound, P sound, J sound, N sound, H sound, final consonants, and more! These are simple instructional articulation videos for kids.

# data[].attributes.headline
Coreboards in: Ahmaric, Arabic, Spanish, Vietnamese, Korean

# data[].attributes.subject
Coreboards in: Ahmaric, Arabic, Spanish, Vietnamese, Korean

# data[].attributes.attachment_link.provider_name
Well Said: Toronto Speech Therapy Clinic

# data[].attributes.attachment_link.readable_text
Ladies and gentle...I mean, , we have a problem. There are many reasons to ditch gendered language. In this brief article I will give some examples of language to revisit and rationale, as we move toward a more inclusive society. While in some languages it may be next to impossible to remove gender from nouns, verbs and adjectives, English makes it quite easy.

Why is our language, especially in English, so gendered in the first place? Gendered language demonstrates a bias towards a specific sex or social gender. In English, this includes using gender-specific terminology when referring to professions or people, as in, 'mailman' or 'stewardess', or defaulting to masculine pronouns (he/him/his) to speak or write about people in general, as in 'to each his own'.

Canadian academic, Allyson Jule, explains the phenomenon of defaulting to the "masculine" forms of words as 'the historical patriarchal hierarchy that has existed between men and women, where one (man) is considered the norm, and the other (woman) is marked as other - as something quite different from the norm' in her book, A Beginner's Guide to Language and Gender .

# data[].attributes.attachment_link.title
Let's Revisit Gendered Language - Well Said: Toronto Speech Therapy - for Adults, Teens, and Workplaces

# data[].attributes.attachment_link.description
Ladies and gentle...I mean, , we have a problem. There are many reasons to ditch gendered language. In this brief article I will give some examples of language to revisit and rationale, as we move toward a more inclusive society.

# data[].attributes.attachment_link.provider_name
Pronouns.org Resources on Personal Pronouns

# data[].attributes.attachment_link.title
Pronouns.org Resources on Personal Pronouns

# data[].attributes.attachment_link.description
Edited and Textured by: Annie Campbell. 3D Models by: BodyParts3D, © The Database Center for Life Science licensed under CC Attribution-Share Alike 2.1 Japan This work, "Anatomy of the Larynx", is a derivative of "BodyParts3D by BodyParts3D, © The Database Center for Life Science used under CC Attribution-Share Alike 2.1 Japan.

# data[].attributes.attachment_link.description
Drawing to remember cranial nerves by Rosalind Rogers - November 3, 2016

# data[].attributes.body
CIRCUMLARYNGEAL MASSAGE DE-STRESS YOUR VOICE - Provoice

# data[].attributes.attachment_link.readable_text
As a vocologist, I see people in my office every day who have voice problems. They have many different ideas as to what factors have contributed to their voice issues. So, what's one of the biggest obstacles to having a healthy voice, whether speaking or singing? Reflux? Surely a big problem but probably not the biggest. Allergies? Lack of sleep? No time to do vocal warm-ups? Not enough hydration? All of these are surely enemies of the voice. But there's one more obstacle that transcends all aspects of our lives and worms its insidious way into many things we do. That obstacle: STRESS!

Stress is pretty much a fact of 21st-century life. Job, family, relationships, finances, health - all can be sources of stress. And stress can manifest itself as muscle tension; specifically for our clients, vocal muscle tension, hoarseness, pain, or even loss of voice altogether. I've had clients whose muscle tension dysphonia was so severe, they were forced to take a leave of absence from their jobs. And stress was often reported as a key factor.

Now we've talked in previous videos and blogs about ways to deal with stress, including abdominal breathing, meditation, yoga, tai chi, mindfulness training, etc. They're all very valuable. But if you have a performance in 5 minutes, and you're stressed, you need a tool at the ready that can get the job done FAST. And that tool is circumlaryngeal massage, or as we call it in our office, the Voice Box Massage and Wiggle. Let's find out why this is so important to have in your Voice Care Toolbox.

With this amazing tool, you can reduce the effects of stress on the vocal mechanism, even if you can't entirely de-stress the rest of your life! The theory behind this highly effective technique is that stress causes increased muscle tension, which in turn increases vocal symptoms and pain. If you can reduce the muscle tension through direct massage and manipulation, you may be able to reduce those symptoms. Circumlaryngeal massage can be used to help warm up the voice before use, to restore voice quality after use, and to reduce vocal symptoms like tension or strain.

As we stress in the "how-to" video below, to learn laryngeal massage properly, you should be instructed by a licensed and certified speech-language pathologist with special expertise in voice therapy. (Note: Karen Sussman, MA, CCC-SLP holds these credentials, and was lucky enough to be personally trained in this technique by the speech pathologist who first formulated this strategy to be used to treat vocal tension, the late Dr. Arnold Aronson). Also, you can certainly try this massage on yourself, but please don't use it on another person. Without further ado, we invite you to watch our instructional video, which features our talented voice student Ashley. Ashley had been experiencing extreme vocal tension and progressively worsening vocal symptoms, until she eliminated reflux triggers, learned how to use therapeutic voice exercises to warm up her voice, and began using circumlaryngeal massage. So now you know, laryngeal massage can be an important component in your speaking or singing training or voice therapy program. If you have questions, please post them under the blog or under the YouTube video, or send us an inquiry here. Wishing you less stress, and that you achieve the Choice Voice you've always wanted!

# data[].attributes.attachment_link.title
CIRCUMLARYNGEAL MASSAGE DE-STRESS YOUR VOICE - Provoice

# data[].attributes.attachment_link.description
As a vocologist, I see people in my office every day who have voice problems. They have many different ideas as to what factors have contributed to their voice issues. So, what's one of the biggest obstacles to having a healthy voice, whether speaking or singing? Reflux?

# data[].attributes.attachment_link.title
Aphasia: The disorder that makes you lose your words - Susan Wortman-Jutt

# data[].attributes.attachment_link.readable_text
So many of us grew up with picture books that mostly depicted white faces. Diversity was lacking big time. Forget about seeing bronze skin, little patka boys, long braided girls, or dastar kids in the average book at the library. There were barely kids of color depicted. Thankfully, the tide is turning!

Two decades ago only about 9% of children's books published in the U.S. were about people of color. In 2016, it was up to 22%.

It is so important for kids to see themselves in literature. "Kids need to see people who look like them who have faced challenges, overcome obstacles, and made a difference in the world," said Scholastic writer, Jodie Rodriguez. "Stories of other people's lives can impact our own by helping us better understand our world." This is especially important for kids of minority groups who might not know about positive role models within their own community.

For Sikh kids, seeing characters that look like themselves can help them become more self-confident. Dr. Rudine Sims Bishop, children's literature scholar says, "Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of a larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books."

In the pursuit of increasing the diversity of libraries and home bookshelves, we hunted down children's picture books where Sikhs are represented in the illustrations. This could mean the stories are about Sikhs, the stories include Sikhs, or Sikhs are just part of the pictures. Our alphabetical list includes over 40 books by Sikhs and by non-Sikh authors and illustrators.

We hope you're as excited as we are!

Author: The Little Singhs and Kaurs team
Illustrator: Debopriya Banerjee
Summary: Meet Sahib Singh, a curious little boy who loves his dadaji very much. Get ready to join these two on their adventures as the little Singh learns how to love Waheguru Ji with the same devotion as Guru ji's other creations.

Author: Bhajneet Singh

Illustrator: Pardeep Singh

Summary: Be Brave My Love speaks straight from a parent's heart to the special child in their life. This book captures the hopes, dreams and wishes that parents pray for their little ones. It inspires kids to love, grow, and always be positive in everyday moments and in the little steps to their future.

Author: Pushpinder Kaur

Author: Jasneet Kaur
Illustrator: Pardeep Singh
Summary: This book is not only an ode to the brave and wise, yet humble women from our Sikh history, but also aims to inspire the young Sikhs to discover and realize the beauty within them.

Author: Bhupinder Singh
Illustrator: Bhagat Singh Bedi
Summary: " Fish Eat Fish World" was inspired by the shabad, "Nanak chinthaa math karahu chi(n)thaa this hee haee", which means "Nanak says do not worry; the Divine will take care of us all". The main take away from the book is trusting in the Creator. It is to make someone realize that Creator will take care of their needs.

Summary: Anna thinks that dads have really boring birthdays, so she decides that her dad needs to embrace his inner child and have a proper children's party.

Author: Supriya Kelkar

Illustrator: Alea Marley

Summary: Harpreet Singh has a different color patka for every mood and occasion, from pink for dancing to bhangra beats to red for courage. He especially takes care with his patka, smoothing it out and making sure it always matches his outfit. But when Harpreet's mom finds a new job in a snowy city and they have to move, all he wants is to be invisible. Will he ever feel a happy sunny yellow again?

Author: Tajinder Kalia
Illustrator: Yuribelle
Summary: Mohan wears a patka everyday...and he gets lots of questions!
Parents, Educators and Caregivers can use this book as a resource to educate young children on the Sikh patka.

Author: Simran Jeet Singh

Illustrator: Baljinder Kaur

Summary: The true story of Fauja Singh, who broke world records to become the first one hundred-year-old to run a marathon, shares valuable lessons on the source of his grit, determination to overcome obstacles, and commitment to positive representation of the Sikh community.

Do you know of any children's books with Sikh illustrations? Let us know! Message us at Hello@kaurlife.org

# data[].attributes.attachment_link.description
So many of us grew up with picture books that mostly depicted white faces. Diversity was lacking big time. Forget about seeing bronze skin, little patka boys, long braided girls, or dastar kids in the average book at the library. There were barely kids of color depicted. Thankfully, the tide is turning!

# data[].attributes.attachment_link.title
Better Than Social Stories - Free Download: A Room for Us All

# data[].attributes.attachment_link.description
Social Stories are often used misused to make disabled kids feel like they are at fault for their own social exclusion. NeuroInclusive Stories encourage all kids to embrace diversity. #ActuallyAutistic #Autism #Inclusion #SocialStories

# data[].attributes.attachment_link.readable_text
60+ articulation worksheets ready for parents, therapists, and children. For first timers, please follow the getting started guide below.

Each worksheet comes with 16 words. You can either print the sheet out and write on it directly, or laminate it for reuse. The cards can easily be cut into flashcards as well.

Use the chart to see the average age a child produces certain english sounds. This is based off of research published in 2018. Click on the letter to jump to the worksheets or scroll down to see the worksheets in alphabetical order.

# data[].attributes.attachment_link.description
Download 60+ articulation worksheets to help your child or client learn their sounds.

# data[].attributes.attachment_link.title
Emotions in Tagalog - Communication Board (1)

# data[].attributes.attachment_link.title
Neurodivergent-Affirming SLT Assessment & Intervention | AutisticSLT

# data[].attributes.attachment_link.description
Learn neurodiversity approaches. How to write assessment descriptors, casenotes and goals. Questions, checklists, a questionnaire download for your students.

# data[].attributes.attachment_link.readable_text
Social Stories are a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages. The people who develop Social Stories are referred to as Authors, and they work on behalf of a child, adolescent, or adult with autism, the Audience.

Authors follow a defined process that begins with gathering information, discovering a topic that 'fits' the Audience, and the development of personalized text and illustration. Most frequently associated with short, simple Stories, there are also Social Articles for use with older or more advanced individuals. The Social Story Definition and ten defining characteristics (The Social Story Criteria) guide the development of every Story and result a patient, respectful, and unassuming quality that is the hallmark of the approach. It is that quality that distinguishes genuine Social Stories from social scripts, skill checklists, or 'social stories' that do not meet the current the definition.

What is a Social Story? presentation

There is only one definition for the term 'Social Story':

A Social Story accurately describes a context, skill, achievement, or concept according to 10 defining criteria. These criteria guide Story research, development, and implementation to ensure an overall patient and supportive quality, and a format, "voice", content, and learning experience that is descriptive, meaningful, and physically, socially, and emotionally safe for the child, adolescent, or adult with autism.
Additional Social Story Information:
Where did Social Stories come from?
The History of Social Stories

Check your knowledge of Social Stories
The Social Story Quiz and Answers to The Social Story Quiz

Is THIS a Social Story?
It is NOT a Social Story if... An initial screening instrument

How the Social Story Criteria keep pace with experience and research
Social Stories 10.0 - 10.2 Comparison Chart

# data[].attributes.attachment_link.title
What Is A Social Story? - Carol Gray - Social Stories

# data[].attributes.attachment_link.description
Social Stories are a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages. The people who develop Social Stories are referred to as Authors, and they work on behalf of a child, adolescent, or adult with autism, the Audience.

# data[].attributes.headline
Pamela’s interview (titled “The Vital Importance of Play”) on the Uniquely Human podcast

# data[].attributes.subject
Pamela’s interview (titled “The Vital Importance of Play”) on the Uniquely Human podcast

# data[].attributes.attachment_link.readable_text
Dr. Pamela Wolfberg, a leading expert in understanding and studying play, socialization, and the development of friendships for autistic children. She joins us for a lively discussion that will be of great interest for parents, teachers, and therapists. We learn about her esteemed career during which she provided great insight into the play of autistic children, and developed an internationally recognized, evidence-based approach now being implemented internationally: The Integrated Play Groups model.
For more of Pamela's work:
Featured Book, Media and Related Resouces

Research and Related Published Works

# data[].attributes.attachment_link.title
The Vital Importance of Play: A Discussion with Dr. Pamela Wolfberg

# data[].attributes.attachment_link.description
Dr. Pamela Wolfberg, a leading expert in understanding and studying play, socialization, and the development of friendships for autistic children. She joins us for a lively discussion that will be of great interest for parents, teachers, and therapists.

# data[].attributes.body
For more information about the "double empathy problem":

Read or listen to the article "Double Empathy, Explained" in Spectrum News https://www.spectrumnews.org/news/double-empathy-explained/

As soon as I find it, I'll post Milton's original paper from 2012 where he first introduced the topic.
Milton, D. E. M. (2012). On the ontological status of autism: the ‘double empathy problem’. Disability & Society, 27(6), 883-887. doi:10.1080/09687599.2012.710008

Dr. Milton referenced Intensive Interaction intervention program. If you're interested in learning more about it:

You can read Phoebe Caldwell's book online through the SFSU library Caldwell, P. (2005). Finding you, finding me using intensive interaction to get in touch with people with severe learning disabilities combined with autistic spectrum disorder . Jessica Kingsley.

There's also a full length (77 min) video on it in the SF State Library. Hicks, D. (2010). Autism and Intensive Interaction: Using Body Language to Reach Children On the Autistic Spectrum . Jessica Kingsley Publishers. Access the video at https://csu-sfsu.primo.exlibrisgroup.com/permalink/01CALS_SFR/1md6be2/alma99107195595170290

Dr. Damian Milton on Monotropism and Flow States https://youtu.be/MUDQD1p2zFE

# data[].attributes.attachment_link.title
Studio III Atlass - Damian Milton on 'Double Empathy'

# data[].attributes.attachment_link.readable_text
Guidelines - 2 formats:

Print off any one of the 11 categories you need, which are divided into: Basic, Instructions, Family, Community, Descriptions, Medical, Objects, People, Religion, Time & Dental and includes charts indicating days of the week, months of the year, level of pain scale.

Use single images to custom-make communication boards for individual client needs.

Do not attempt to phoneticise the translated words verbally when communicating with persons experiencing English language difficulties.

These files are very large. Please choose only what you need:

The Annual Meeting scheduled for this afternoon has been postponed. Further information regarding a new date/time... https://t.co/QSFotOGUp6

# data[].attributes.attachment_link.description
Print off any one of the 11 categories you need, which are divided into: Basic, Instructions, Family, Community, Descriptions, Medical, Objects, People, Religion, Time & Dental and includes charts indicating days of the week, months of the year, level of pain scale. Use single images to custom-make communication boards for individual client needs.

# data[].attributes.headline
Diagnostic Evaluation of Language Variation (DELV)

# data[].attributes.subject
Diagnostic Evaluation of Language Variation (DELV)

# data[].attributes.body
Co-author of the DELV, Harry N. Seymour, Ph.D. briefly introduces the this test.

Additional video demo and explanation of aspects of the DELV: https://vimeo.com/323856652

The DELV™ — Norm-Reference is a norm-referenced diagnostic test designed to identify speech and language disorders/delays in children age 4.0-9.11 who speak all varieties of English. The DELV addresses four domains: Syntax, Pragmatics, Semantics, and Phonology. Both DELV assessments help educators limit assessment bias for speakers of non-Mainstream varieties of English. There is also a screening test available.

https://www.ventrislearning.com/delv/
To download samples of DELV go to https://www.ventrislearning.com/ventris-learning-login/delv-samples/

Password is “DELVSample123”

# data[].attributes.attachment_link.title
DELV - Diagnostic Evaluation of Language Variation

# data[].attributes.attachment_link.description
Co-author Harry N. Seymour, Ph.D. briefly introduces the DELV.

# data[].attributes.headline
The Bilingual English Spanish Assessment (BESA)

# data[].attributes.subject
The Bilingual English Spanish Assessment (BESA)

# data[].attributes.body
For use with children ages 4–6 years who have varying degrees of bilingualism, BESA was developed to

identify phonological and/or language impairment in bilingual children and English language learners using a standardized protocol;

differentiate between a delay in English language acquisition and a language disorder;

document children’s speech and language strengths and needs; and

monitor children’s progress in both languages—and use that information to make decisions about intervention

The Publisher's website https://products.brookespublishing.com/Bilingual-English-Spanish-Assessment-BESA-P1044.aspx

Youtube Videos feature Dr. Peña (one of the creators)
https://www.youtube.com/playlist?list=PL7qRpSSBVDekJqo5_JcxZF040C1eJ7Z29

Blog post by Dr. Peña
https://2languages2worlds.wordpress.com/2013/11/10/the-bilingual-english-spanish-assessment/

# data[].attributes.body
Materials and publications in this section help you understand your rights so you can advocate for yourself or another person.

# data[].attributes.attachment_link.description
Materials and publications in this section help you understand your rights so you can advocate for yourself or another person. If you have any questions or need more help, contact Disability Rights California at 1-800-776-5746, or TTY at:1-800-719-5798: available M-F, 9:00am - 4:00pm.

# data[].attributes.attachment_link.readable_text
The purpose of the Visor Card is to bridge the initial communications gap with the police if you are ever stopped by them. It lets the police know you can't hear/understand their orders and instructions. As a result, they will have to use alternate communication strategies including hand signals, writing things down and use ASL to sign to you.

There are two versions of the Visor Card. The Deaf Visor Card (shown here) is for people who are culturally deaf-that is, they identify with the Deaf community and use ASL as their primary means of communication, rather than speech.

(The Hard of Hearing Visor Card is for people who identify with the hearing community-that is, they use their voices to speak, read and write English fluently and often speechread and wear hearing aids. To learn more about the Hard of Hearing Visor Card, or to purchase it, click here.)

You can learn more about the reasons for using the Deaf Visor Card and download a free copy of the Deaf Visor Card here, or you can purchase a Deaf Visor Card Pak already made up. The Deaf Visor Card Pak includes:

Laminated "Driver is Deaf" Visor Card

Laminated Wallet Deaf Card

Brochure: "Visor Cards: Bridging the Communications Gap When Stopped by the Police" including instructions how to use your Deaf Visor Cards. You can also download this full-color 4-page Visor Card Brochure here.

Order your Deaf visor card pak now for just $5.95.

Correctly Placing Your Visor Cards

Your Visor Cards are useless unless they are instantly available whenever you need them. You don't want to have to rummage around in the glove box or under the seat when you are pulled over. (Police officers may think you are reaching for a gun and act accordingly.)

The Visor Card is called a visor card for good reason. You attach it to your sun visor. That way, it is normally out of sight, yet instantly available when needed.

Here's how to mount it. Fold down your sun visor. Place the Visor Card on your sun visor-right side up facing you when your visor is down. Hold it in place with two elastic bands around both the Visor Card and sun visor.

With the sun visor up, your Visor Card is hidden out of sight so you are not advertising the fact that you are deaf, but it is in place, ready for instant use whenever you need it.

Correctly Using Your Visor Cards

If you are ever stopped by the police, follow these steps in this order.

1. Pull over and stop safely. (If it is dark and you are able to, stop under a street lamp, or pull into a lighted parking area. This will make it easier for you to speechread.)

2. Immediately flip your sun visor down, unhook the end by the rear-view mirror, and swing it over so your Visor Card is clearly visible in the driver's side window. If you have two visor cards and you think a police officer will come to the passenger side, deploy that visor too. Even better, deploy both visor cards every time you are stopped. That way, you have your bases covered, no matter what happens.

3. Open your driver's side window all the way. (Police officers get very nervous with today's dark windows!) Also open the passenger's-side window if you flipped that visor down as well.

4. If it is dark, turn on your dome light.

5. Place both of your hands on the steering wheel well before any police officer approaches your vehicle. Police officers want to see both your hands at all times. The safest place is to put them on the wheel at the standard driving positions of 10 o'clock and 2 o'clock. Keep your hands on the wheel until after you establish effective communication with the police officer.

Have the officer remove your Visor Card and read the instructions on the back so he knows how to effectively communicate with you. That's all there is to it!

You may never have to use your visor cards, but if you ever do get pulled over, you are prepared. You can "hang loose" and let your Visor Cards do the work of bridging the initial communications gap with the police.

# data[].attributes.attachment_link.description
The purpose of the Visor Card is to bridge the initial communications gap with the police if you are ever stopped by them. It lets the police know you can't hear/understand their orders and instructions. As a result, they will have to use alternate communication strategies including hand signals, writing things down and use ASL to sign to you.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.description
Provides school administrators, teachers, staff, and concerned parents with basic information about working with traumatized children in the school system.

# data[].attributes.attachment_link.readable_text
Allen, A. A., & Shane, H. C. (2014). The evaluation of children with an autism spectrum disorder: Adaptations to accommodate a telepractice model of clinical care. SIG 18 Perspectives on Telepractice, 4(2), 42-51. https://doi.org/10.1044/teles4.2.42

American Speech-Language-Hearing Association. (n.d.). Telepractice advocacy in states. www.asha.org/advocacy/telepractice/

American Speech-Language-Hearing Association. (2004). Preferred practice patterns for the profession of speech-language pathology [Preferred practice patterns]. www.asha.org/policy/

American Speech-Language-Hearing Association. (2006). Preferred practice patterns for the profession of audiology [Preferred practice patterns]. www.asha.org/policy/

American Speech-Language-Hearing Association. (2016). Scope of practice in speech-language pathology [Scope of practice]. www.asha.org/policy/

American Speech-Language-Hearing Association. (2018). Scope of practice in audiology [Scope of practice]. www.asha.org/policy/

American Speech-Language-Hearing Association. (2020). Assistants code of conduct [Ethics]. www.asha.org/policy/

American Speech-Language-Hearing Association. (2023). Code of ethics [Ethics]. www.asha.org/policy/

American Telemedicine Association. (2010). A blueprint for telerehabilitation guidelines.

Biagio, L., Swanepoel, D. W., Adeyemo, A., Hall, J. W., III, & Vinck, B. (2013). Asynchronous video-otoscopy with a telehealth facilitator. Telemedicine and e-Health, 19(4), 252-258. https://doi.org/10.1089/tmj.2012.0161

Biagio, L., Swanepoel, D. W., Laurent, C., & Lundberg, T. (2014). Video-otoscopy recordings for diagnosis of childhood ear disease using telehealth at primary health care level. Journal of Telemedicine and Telecare, 20(6), 300-306. https://doi.org/10.1177/1357633X14541038

Boisvert, M. K., & Hall, N. (2019). Telepractice for school-based speech and language services: A workload management strategy. Perspectives of the ASHA Special Interest Groups, 4(1), 211-216. https://doi.org/10.1044/2018_PERS-SIG18-2018-0004

Brennan, D. M., Georgeadis, A. C., Baron, C. R., & Barker, L. M. (2004). The effect of videoconference-based telerehabilitation on story retelling performance by brain-injured subjects and its implications for remote speech-language therapy. Telemedicine Journal and e-Health, 10(2), 147-154. https://doi.org/10.1089/tmj.2004.10.147

Bush, M. L., Thompson, R., Irungu, C., & Ayugi, J. (2016). The role of telemedicine in auditory rehabilitation: A systematic review. Otology & Neurotology, 37(10), 1466-1474. https://doi.org/10.1097/MAO.0000000000001236

Campos, P. D., & Ferrari, D. V. (2012). Teleaudiology: Evaluation of teleconsultation efficacy for hearing aid fitting. Jornal da Sociedade Brasileira de Fonoaudiologia, 24(4), 301-308. https://doi.org/10.1590/S2179-64912012000400003

Carey, B., O'Brian, S., Lowe, R., & Onslow, M. (2014). Webcam delivery of the Camperdown Program for adolescents who stutter: A phase II trial. Language, Speech, and Hearing Services in Schools, 45(4), 314-324. https://doi.org/10.1044/2014_LSHSS-13-0067

Carey, B., O'Brian, S., Onslow, M., Packman, A., & Menzies, R. (2012). Webcam delivery of the Camperdown Program for adolescents who stutter: A phase I trial. Language, Speech, and Hearing Services in Schools, 43(3), 370-380. https://doi.org/10.1044/0161-1461(2011/11-0010)

Carlew, A. R., Fatima, H., Livingstone, J. R., Reese, C., Lacritz, L., Pendergrass, C., Bailey, K. C., Presley, C., Mokhtari, B., & Cullum, C. M. (2020). Cognitive assessment via telephone: A scoping review of instruments. Archives of Clinical Neuropsychology, 35(8), 1215-1233. https://doi.org/10.1093/arclin/acaa096

Cassel, S. G. (2016). Case reports: Trial dysphagia interventions conducted via telehealth. International Journal of Telerehabilitation, 8(2), 71-76. https://doi.org/10.5195/ijt.2016.6193

Choi, J. M., Lee, H. B., Park, C. S., Oh, S. H., & Park, K. S. (2007). PC-based tele-audiometry. Telemedicine and e-Health, 13(5), 501-508. https://doi.org/10.1089/tmj.2007.0085

Coleman, J. J., Frymark, T., Franceschini, N. M., & Theodoros, D. G. (2015). Assessment and treatment of cognition and communication skills in adults with acquired brain injury via telepractice: A systematic review. American Journal of Speech-Language Pathology, 24(2), 295-315. https://doi.org/10.1044/2015_AJSLP-14-0028

Coufal, K., Parham, D., Jakubowitz, M., Howell, C., & Reyes, J. (2018). Comparing traditional service delivery and telepractice for speech sound production using a functional outcome measure. American Journal of Speech-Language Pathology, 27(1), 82-90. https://doi.org/10.1044/2017_AJSLP-16-0070

Crutchley, S., Dudley, W., & Campbell, M. (2010). Articulation assessment through videoconferencing: A pilot study. Communications of Global Information Technology, 2, 12-23.

Doarn, C. R., Zacharias, S., Keck, C. S., Tabangin, M., DeAlarcon, A., & Kelchner, L. (2019). Design and implementation of an interactive website for pediatric voice therapy-the concept of in-between care: A telehealth model. Telemedicine and e-Health, 25(5), 415-422. https://doi.org/10.1089/tmj.2018.0108

Donne, V. (2013). Technology to support sign language for students with disabilities. Rural Special Education Quarterly, 32(4), 24-37. https://doi.org/10.1177/875687051303200404

Duane, J. N., Blanch-Hartigan, D., Sanders, J. J., Caponigro, E., Robicheaux, E., Bernard, B., Podolski, M., & Ericson, J. (2021, April 24). Environmental considerations for effective telehealth encounters: A narrative review and implications for best practice. Telemedicine and e-Health. Advance online publication. https://doi.org/10.1089/tmj.2021.0074

Eikelboom, R. H., Atlas, M. D., Mbao, M. N., & Gallop, M. (2002). Tele-otology: Planning, design, development and implementation. Journal of Telemedicine and Telecare, 8(3), 14-17. https://doi.org/10.1258/13576330260440718

Eikelboom, R. H., Jayakody, D. M. P., Swanepoel, D. W., Chang, S., & Atlas, M. D. (2014). Validation of remote mapping of cochlear implants. Journal of Telemedicine and Telecare, 20(4), 171-177. https://doi.org/10.1177/1357633X14529234

Ferrari, D. V., & Bernardez-Braga, G. R. A. (2009). Remote probe microphone measurement to verify hearing aid performance. Journal of Telemedicine and Telecare, 15(3), 122-124. https://doi.org/10.1258/jtt.2009.003005

Gabel, R., Grogan-Johnson, S., Alvares, R., Bechstein, L., & Taylor, J. (2013). A field study of telepractice for school intervention using the ASHA NOMS K-12 database. Communication Disorders Quarterly, 35(1), 44-53. https://doi.org/10.1177/1525740113503035

Grogan-Johnson, S., Alvares, R., Rowan, L., & Creaghead, N. (2010). A pilot study comparing the effectiveness of speech language therapy provided by telemedicine with conventional on-site therapy. Journal of Telemedicine and Telecare, 16(3), 134-139. https://doi.org/10.1258/jtt.2009.090608

Grogan-Johnson, S., Gabel, R. M., Taylor, J., Rowan, L. E., Alvares, R., & Schenker, J. (2011). A pilot exploration of speech sound disorder intervention delivered by telehealth to school-age children. International Journal of Telerehabilitation, 3(1), 31-42. https://doi.org/10.5195/ijt.2011.6064

Grogan-Johnson, S., Schmidt, A. M., Schenker, J., Alvares, R., Rowan, L. E., & Taylor, J. (2013). A comparison of speech sound intervention delivered by telepractice and side-by-side service delivery models. Communication Disorders Quarterly, 34(4), 210-220. https://doi.org/10.1177/1525740113484965

Hall, N., Boisvert, M., & Steele, R. (2013). Telepractice in the assessment and treatment of individuals with aphasia: A systematic review. International Journal of Telerehabilitation, 5(1), 27-38. https://doi.org/10.5195/ijt.2013.6119

Halpern, A. E., Ramig, L. O., Matos, C. E. C., Petska-Cable, J. A., Spielman, J. L., Pogoda, J. M., Gilley, P. M., Sapir, S., Bennet, J. K., & McFarland, D. H. (2012). Innovative technology for the assisted delivery of intensive voice treatment (LSVTLOUD) for Parkinson disease. American Journal of Speech-Language Pathology, 21(4), 354-367. https://doi.org/10.1044/1058-0360(2012/11-0125)

Higgins, W. J., Luczynski, K. C., Carroll, R. A., Fisher, W. W., & Mudford, O. C. (2017). Evaluation of a telehealth training package to remotely train staff to conduct a preference assessment. Journal of Applied Behavior Analysis, 50(2), 238-251. https://doi.org/10.1002/jaba.370

Hill, A. J., Theodoros, D. G., Russell, T. G., Cahill, L. M., Ward, E. C., & Clark, K. M. (2006). An Internet-based telerehabilitation system for the assessment of motor speech disorders: A pilot study. American Journal of Speech-Language Pathology, 15(1), 45-56. https://doi.org/10.1044/1058-0360(2006/006)

Hughes, M. L., Goehring, J. L., Baudhuin, J. L., Diaz, G. R., Sanford, T., Harpster, R., & Valente, D. L. (2012). Use of telehealth for research and clinical measures in cochlear implant recipients: A validation study. Journal of Speech, Language, and Hearing Research, 55(4), 1112-1127. https://doi.org/10.1044/1092-4388(2011/11-0237)

Iacono, T., Dissanayake, C., Trembath, D., Hudry, K., Erickson, S., & Spong, J. (2016). Family and practitioner perspectives on telehealth for services to young children with autism. Studies in Health Technology and Informatics, 231, 63-73.

Jarvis-Selinger, S., Chan, E., Payne, R., Plohman, K., & Ho, K. (2008). Clinical telehealth across the disciplines: Lessons learned. Telemedicine and e-Health, 14(7), 720-725. https://doi.org/10.1089/tmj.2007.0108

Khoza-Shangase, K., & Moroe, N. (2020). South African hearing conservation programmes in the context of tele-audiology: A scoping review. South African Journal of Communication Disorders, 67(2), e1-e10.

Kokesh, J., Ferguson, A. S., Patricoski, C., & LeMaster, B. (2009). Traveling an audiologist to provide otolaryngology care using store-and-forward telemedicine. Telemedicine and e-Health, 15(8), 758-763. https://doi.org/10.1089/tmj.2009.0046

Krumm, M., Huffman, T., Dick, K., & Klich, R. (2007). Providing infant hearing screening using OAEs and AABR using telehealth technology. Journal of Telemedicine and Telecare, 14(2), 102-104.

Krumm, M., Ribera, J., & Klich, R. (2007). Providing basic hearing tests using remote computing technology. Journal of Telemedicine and Telecare, 13(8), 406-410. https://doi.org/10.1258/135763307783064395

Kurland, J., Liu, A., & Stokes, P. (2018). Effects of a tablet-based home practice program with telepractice on treatment outcomes in chronic aphasia. Journal of Speech, Language, and Hearing Research, 61(5), 1140-1156. https://doi.org/10.1044/2018_JSLHR-L-17-0277

Kuzovkov, V., Yanov, Y., Levin, S., Bovo, R., Rosignoli, M., Eskilsson, G., & Willbas, S. (2014). Remote programming of MED-EL cochlear implants: Users' and professionals' evaluation of the remote programming experience. Acta Oto-Laryngologica, 134(7), 709-716. https://doi.org/10.3109/00016489.2014.892212

Lancaster, P., Krumm, M., Ribera, J., & Klich, R. (2008). Remote hearing screenings via telehealth in a rural elementary school. American Journal of Audiology, 17(2), 114-122. https://doi.org/10.1044/1059-0889(2008/07-0008)

Lewis, C., Packman, A., Onslow, M., Simpson, J. M., & Jones, M. (2008). A Phase II trial of telehealth delivery of the Lidcombe Program of Early Stuttering Intervention. American Journal of Speech-Language Pathology, 17(2), 139-149. https://doi.org/10.1044/1058-0360(2008/014)

Macoir, J., Martel Sauvageau, V., Boissy, P., Tousignant, M., & Tousignant, M. (2017, August 1). In-home synchronous telespeech therapy to improve functional communication in chronic poststroke aphasia: Results from a quasi-experimental study. Telemedicine and e-Health, 23(8), 630-639. https://doi.org/10.1089/tmj.2016.0235

Malandraki, G. A., McCullough, G., He, X., McWeeny, E., & Perlman, A. L. (2011). Teledynamic evaluation of oropharyngeal swallowing. Journal of Speech, Language, and Hearing Research, 54(6), 497-1505. https://doi.org/10.1044/1092-4388(2011/10-0284)

Masalski, M., & Kręcicki, T. (2013). Self-test web-based pure-tone audiometry: Validity evaluation and measurement error analysis. Journal of Medical Internet Research, 15(4), e71.

Mashima, P. A., & Brown, J. E. (2011). Remote management of voice and swallowing disorders. Otolaryngologic Clinics of North America, 44(6), 1305-1316. https://doi.org/10.1016/j.otc.2011.08.007

McCarthy, M., Leigh, G., & Arthur-Kelly, M. (2019). Telepractice delivery of family-centered early intervention for children who are deaf or hard of hearing: A scoping review. Journal of Telemedicine and Telecare, 25(4), 249-260. https://doi.org/10.1177/1357633X18755883

McCullough, A. (2001). Viability and effectiveness of teletherapy for pre-school children with special needs. International Journal of Language & Communication Disorders, 36(S1), 321-326. https://doi.org/10.3109/13682820109177905

McElveen, J. T., Jr., Blackburn, E. L., Green, J. D., Jr., McLear, P. W., Thimsen, D. J., & Wilson, B. S. (2010). Remote programming of cochlear implants: A telecommunications model. Otology & Neurotology, 31(7), 1035-1040. https://doi.org/10.1097/MAO.0b013e3181d35d87

McGill, M., Noureal, N., & Siegel, J. (2019). Telepractice treatment of stuttering: A systematic review. Telemedicine and e-Health, 25(5), 359-368. https://doi.org/10.1089/tmj.2017.0319

Meline, T., & Mata-Pistokache, T. (2003). The perils of Pauline's e-mail: Professional issues for audiologists and speech-language pathologists. Contemporary Issues in Communication Science and Disorders, 30(Fall), 118-122.

Molini-Avejonas, D. R., Rondon-Melo, S., de La Higuera Amato, C. A., & Samelli, A. G. (2015). A systematic review of the use of telehealth in speech, language and hearing sciences. Journal of Telemedicine and Telecare, 21(7), 367-376. https://doi.org/10.1177/1357633X15583215

Musaji, I., Roth, B., Coufal, K., Parham, D. F., & Self, T. L. (2021). Comparing in-person and telepractice service delivery for spoken language production and comprehension using the National Outcomes Measurement System. International Journal of Telerehabilitation, 13(1), 1-13. https://doi.org/10.5195/ijt.2021.6373

Nordio, S., Innocenti, T., Agostini, M., Meneghello, F., & Battel, I. (2018). The efficacy of telerehabilitation in dysphagic patients: A systematic review. ACTA Otorhinolaryngologica Italica, 38(2), 79-85. https://doi.org/10.14639/0392-100X-1816

Paglialonga, A., Nielsen, A. C., Ingo, E., Barr, C., & Laplante-Lévesque, A. (2018). eHealth and the hearing aid adult patient journey: A state-of-the-art review. BioMedical Engineering OnLine, 17, Article 101. https://doi.org/10.1186/s12938-018-0531-3

Parmanto, B., Pulantara, I. W., Schutte, J. L., Saptono, A., & McCue, M. P. (2013). An integrated telehealth system for remote administration of an adult autism assessment. Telemedicine and e-Health, 19(2), 88-94. https://doi.org/10.1089/tmj.2012.0104

Penteado, S. P., Bento, R. F., Battistella, L. R., Silva, S. M., & Sooful, P. (2014). Use of the satisfaction with amplification in daily life questionnaire to assess patient satisfaction following remote hearing aid adjustments (telefitting). Journal of Medical Internet Research Medical Informatics, 2(2), e2769.

Penteado, S. P., de Lima Ramos, S., Battistella, L. R., Marone, S. A. M., & Bento, R. F. (2012). Remote hearing aid fitting: Tele-audiology in the context of Brazilian Public Policy. International Archives of Otorhinolaryngology, 16(03), 371-381. https://doi.org/10.7162/S1809-97772012000300012

Perlman, A. L., & Witthawaskul, W. (2002). Real-time remote telefluoroscopic assessment of patients with dysphagia. Dysphagia, 17(2), 162-167. https://doi.org/10.1007/s00455-001-0116-2

Polovoy, C., & Crowley, C. J. (2009, June 1). Aural rehabilitation telepractice: International project links NY student clinicians, Bolivian children. The ASHA Leader, 14(8), 20-21. https://doi.org/10.1044/leader.WB.14082009.20

Pross, S. E., Bourne, A. L., & Cheung, S. W. (2016). TeleAudiology in the veterans health administration. Otology & Neurotology, 37(7), 847-850. https://doi.org/10.1097/MAO.0000000000001058

Raatz, M., Ward, E. C., Marshall, J., & Burns, C. L. (2021). Evaluating the use of telepractice to deliver pediatric feeding assessments. American Journal of Speech-Language Pathology, 30(4), 1686-1699. https://doi.org/10.1044/2021_AJSLP-20-00323

Rangarathnam, B., Gilroy, H., & McCullough, G. H. (2016). Do patients treated with voice therapy with telepractice show similar changes in voice outcome measures as patients treated face-to-face? EBP Briefs, 11(5), 1-6.

Rose, D. A. D., Furner, S., Hall, A., Montgomery, K., Katsavras, E., & Clarke, P. (2000). Videoconferencing for speech and language therapy in schools. BT Technology Journal, 18(1), 101-104. https://doi.org/10.1023/A:1026550627367

Sanchez, D., Reiner, J. F., Sadlon, R., Price, O. A., & Long, M. W. (2019). Systematic review of school telehealth evaluations. The Journal of School Nursing, 35(1), 61-76. https://doi.org/10.1177/1059840518817870

Saunders, G. H., & Chisolm, T. H. (2015). Connected audiological rehabilitation: 21st century innovations. Journal of the American Academy of Audiology, 26(09), 768-776. https://doi.org/10.3766/jaaa.14062

Sevitz, J. S., Kiefer, B. R., Huber, J. E., & Troche, M. S. (2021). Obtaining objective clinical measures during telehealth evaluations of dysarthria. American Journal of Speech-Language Pathology, 30(2), 503-516. https://doi.org/10.1044/2020_AJSLP-20-00243

Simacek, J., Dimian, A. F., & McComas, J. J. (2017). Communication intervention for young children with severe neurodevelopmental disabilities via telehealth. Journal of Autism and Developmental Disorders, 47(3), 744-767. https://doi.org/10.1007/s10803-016-3006-z

Skarzyński, P. H., Świerniak, W., Piłka, A., Skarżynska, M. B., Włodarczyk, A. W., Kholmatov, D., Makhamadiev, A., & Hatzopoulos, S. (2016). A hearing screening program for children in primary schools in Tajikistan: A telemedicine model. Medical Science Monitor: International Medical Journal of Experimental and Clinical Research, 22, 2424-2430. https://doi.org/10.12659/MSM.895967

Stuart, A. (2016). Infant diagnostic evaluation via teleaudiology following newborn screening in Eastern North Carolina. Journal of Early Hearing Detection and Intervention, 1(2), 63-71.

Sutherland, R., Hodge, A., Trembath, D., Drevensek, S., & Roberts, J. (2016, September). Overcoming barriers to using telehealth for standardized language assessments. Perspectives of the ASHA Special Interest Groups, 1(18), 41-50. https://doi.org/10.1044/persp1.SIG18.41

Sutherland, R., Trembath, D., & Roberts, J. (2018). Telehealth and autism: A systematic search and review of the literature. International Journal of Speech-Language Pathology, 20(3), 324-336. https://doi.org/10.1080/17549507.2018.1465123

Tao, K. F. M., Brennan-Jones, C. G., Capobianco-Fava, D. M., Jayakody, D. M. P., Friedland, P. L., Swanepoel, D. W., & Eikelboom, R. H. (2018). Teleaudiology services for rehabilitation with hearing aids in adults: A systematic review. Journal of Speech, Language, and Hearing Research, 61(7), 1831-1849. https://doi.org/10.1044/2018_JSLHR-H-16-0397

Taylor, O. D., Armfield, N. R., Dodrill, P., & Smith, A. C. (2014). A review of the efficacy and effectiveness of using telehealth for paediatric speech and language assessment. Journal of Telemedicine and Telecare, 20(7), 405-412. https://doi.org/10.1177/1357633X14552388

Thai-Van, H., Bakhos, D., Bouccara, D., Loundon, N., Marx, M., Mom, T., Mosnier, I., Roman, S., Villerabel, C., Vincent, C., & Vernail, F. (2020). Telemedicine in audiology: Best practice recommendations from the French Society of Audiology (SFA) and the French Society of Otorhinolaryngology-Head and Neck Surgery (SFORL). European Annals of Otorhinolaryngology, Head and Neck Diseases, 138(5), 363-375. https://doi.org/10.1016/j.anorl.2020.10.007

Towey, M. P. (2012a). Speech telepractice: Installing a speech therapy upgrade for the 21st century. International Journal of Telerehabilitation, 4(2), 73-78. https://doi.org/10.5195/IJT.2012.6112

Towey, M. P. (2012b). Speech therapy telepractice for vocal cord dysfunction (VCD): MaineCare (Medicaid) cost savings. International Journal of Telerehabilitation, 4(1), 34-36. https://doi.org/10.5195/ijt.2012.6095

U.S. Department of Education. (n.d.). Family Educational Rights and Privacy Act (FERPA). https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

U.S. Department of Health and Human Services. (n.d.-a). Health Information Technology for Economic and Clinical Health Act. https://www.hhs.gov/ocr/privacy/hipaa/administrative/enforcementrule/hitechenforcementifr.html

U.S. Department of Health and Human Services. (n.d.-b). Health Insurance Portability and Accountability Act. https://www.hhs.gov/ocr/privacy/

Visagie, A., Swanepoel, D. W., & Eikelboom, R. H. (2015). Accuracy of remote hearing assessment in a rural community. Telemedicine and e-Health, 21(11), 930-937. https://doi.org/10.1089/tmj.2014.0243

Waite, M. C., Theodoros, D. G., Russell, T. G., & Cahill, L. M. (2010). Internet-based telehealth assessment of language using the CELF-4. Language, Speech, and Hearing Services in Schools, 41(4), 445-448. https://doi.org/10.1044/0161-1461(2009/08-0131)

Wales, D., Skinner, L., & Hayman, M. (2017). The efficacy of telehealth-delivered speech and language intervention for primary school-age children: A systematic review. International Journal of Telerehabilitation, 9(1), 55-70. https://doi.org/10.5195/ijt.2017.6219

Weidner, K., & Lowman, J. (2020). Telepractice for adult speech-language pathology services: A systematic review. Perspectives of the ASHA Special Interest Groups, 5(1), 326-338. https://doi.org/10.1044/2019_PERSP-19-00146

Yates, J. T., & Campbell, K. H. (2005). Audiovestibular education and services via telemedicine technologies. Seminars in Hearing, 26(1), 35-42. https://doi.org/10.1055/s-2005-863793

# data[].attributes.attachment_link.description
Telepractice is the use of telecommunications technology to deliver speech-language pathology and audiology services remotely.

# data[].attributes.attachment_link.readable_text
Communication cards

The Communication Cards depict a wide range of daily activities and situations and can be used to prompt discussion, assist with directions, clarify a client's needs, etc.

The Communication Cards cover themes such as:

Food / Drink / Meals

Personal Care

Feelings / Pain

Religion / Spirituality

Sleep

Mobility Aids

Medical / Health Specialists

TV / Recreation

# data[].attributes.attachment_link.description
The Communication Cards depict a wide range of daily activities and situations and can be used to prompt discussion, assist with directions, clarify a client's needs, etc.