2012–2013 Funded Projects on Multicultural Activities
Development of Language and Cognitive Assessment Protocols, and Linguistic Resources for Multicultural/Multilingual Vulnerable Seniors Living in Poverty
San Diego State University
DID NOT COMPLETE
Phonological Awareness Training for Educators of Diverse, Low-Income Children
The purpose of this project was to refine the phonological awareness training program initially developed during the Wisconsin Reading Acquisition Program (WRAP), titled the Phonological Awareness Curriculum for Educators (PACE), and ultimately produce a valuable and practical training resource for SLPs. The specific project objectives included: 1) refine the PACE curriculum to focus on the elements that were not effective in prior trainings and increase the program's efficiency; 2) pilot the revised PACE program with six urban Head Start teachers to test its effectiveness and identify further refinements; and 3) create a final version of PACE for free distribution.
A phonological awareness curriculum for the project was designed. Six teachers from three urban childcare centers participated. Pre-assessments of the teachers were completed and included the Comprehensive Assessment of Phonological Processing (CTOPP; Wagner, Torgesen & Rashotte, 1999), a phonemic awareness assessment developed by Dr. Melanie Schuele (see Spencer et al,, 2008), and an assessment of phonological awareness and phonetics developed for the project.
The teachers participated in 15 hours of training. Post-assessments were conducted using the same tests as in the pre-assessment. A final version of the phonological awareness curriculum for distribution will be produced. Participating teachers made substantial progress during the course of the project in their phonological awareness skills. Observations in their classrooms following the training indicated that the teachers were targeting phonological awareness to a much greater extent and with a higher degree of sophistication than when the project began.
Jackson State University
For the past 30 years, speech and language screenings in local Head Start and preschool centers in Jackson, MS have involved the use of the original 1978 edition of the Fluharty Preschool Speech and Language Screening Test (Fluharty, 1978). In 2001, an updated version of the Fluharty, the Fluharty-2, was published and its manual reports improved psychometric properties and clinical utility. Nevertheless, the local Head Start system opted to continue the use of the original 1978 edition of the Fluharty in the speech/language screenings. Reasons for the continued use of the original Fluharty included faster administration, cost efficiency, and anecdotal reports of better performance by the children. This project examined the use of both the Fluharty (1978) and the Fluharty-2 (2001) with the purpose of making data-driven changes in the screening program.
Three- and four-year-old children from low-income and middle-income preschools were tested. On the Fluharty (1978),Articulation and Language fail/pass rates did not differ by gender, age, or SES. On the Fluharty-2 (2001), Articulation fail/pass rates did not differ by gender, age, or SES. On the Fluharty-2 (2001), Language fail/pass rates did not differ by gender. However, on the Fluharty-2 (2001), Language fail/pass rates differed by age and by SES. On the Fluharty-2, the fail rates on the language section were higher for three-year-olds than four-year-olds and higher for children from low-income preschools than children from middle-income preschools. Use of the results of this project provided the data to make evidence-based recommendations – a key component of evidence-based practice – to the local Head Start system on how to improve the speech/language screening program.
In addition to impacting the Head Start system and the preschoolers served, this project also positively impacted the Communicative Disorders students who participated in the project. By the end of the project, the Communicative Disorders students were able to: a) demonstrate knowledge of important principles of speech/language screening; b) competently administer different standardized speech/language screening tests; c), demonstrate knowledge of cultural and linguistic biases associated with standardized speech and language tests; and d) gain practical testing experience working within urban, culturally and linguistically diverse preschool centers. Finally, the students' involvement in the project taught them and has allowed them to experience key components of evidence-based decision-making and practice.
Role of First Language Differences on English Language Measures Used in Adult Neurorehabilitation
University of Maryland, College Park
DID NOT COMPLETE
2012–2013 Review Panel
Ana Claudia Harten
Lucía I. Méndez