2010–2011 Projects on Multicultural Activities

Assessing Speech-Language Pathology Services for CLD Adults in Neurorehabilitation

José G. Centeno
St. John's University

This study measured the extent of training, knowledge, and cultural awareness that licensed speech-language pathologists have to provide realistic diagnostic and therapeutic services to adults from culturally and linguistically diverse (CLD) populations—bilingual individuals, in particular—in neurorehabilitation. The study results provide invaluable information needed to improve the professional preparation of speech-language pathologists, to assess and refine present clinical procedures, to gauge research needs, and to develop resource dissemination strategies that will enhance the translation of empirical and theoretical bases into evidence-based, conceptually-grounded services.

The survey was structured to explore the following questions:

  • What are the most prominent ethnic/racial minority groups represented in the adult neurorehabilitation caseloads with whom speech-language pathologists presently work?
  • What is the extent of conceptual knowledge and hands-on clinical training that speech-language pathologists have to work with CLD adults, especially bilingual speakers?
  • What are the specific strengths and weaknesses with regard to conceptual knowledge and hands-on clinical training on CLD adults, particularly bilingual speakers?
  • What are the resources used by speech-language pathologists to overcome limitations in their knowledge base and clinical training to work with CLD adults, especially bilingual speakers?
  • What are the changes suggested by licensed speech-language pathologists to improve the quality and quantity of information that would enhance clinical services for CLD adults, especially bilingual speakers?

One thousand surveys were distributed to licensed speech-language pathologists serving adults in the four states with the largest immigrant populations and numbers of bilinguals (i.e., California, Florida, New York, and Texas; U.S. Census Bureau, 2003, 2006). Of the 139 total surveys received (13.9% initial response rate), 14 were discarded as unscorable due to an excessive number of blank items or because the respondents were not working with adults. Thus, 125 scored surveys (12.5% final response rate), assessed with several statistical analyses, have provided preliminary robust results on all of the research questions.

¡Todavía Soy Yo! Aphasia Film Project for Hispanic Persons With Aphasia

Ellayne Ganzfried
National Aphasia Association

Language barriers and the lack of bilingual service providers make it very difficult for people with aphasia from multilingual backgrounds to access resources to understand their condition. Rehabilitation professionals themselves may be unfamiliar with the impact of linguistic and cultural factors on recovery. To address this, the National Aphasia Association (NAA) developed non-print resources to enhance access for individuals with aphasia and their families to appropriate information in Spanish and to provide guidance to their speech-language pathologists.

Originally titled ¡Todavía Soy Yo!, the title was later modified to more accurately reflect the film's intent and message. The animated film, ¡Sigo Siendo Yo!, is a translation and appropriate modification of the 17-minute animated film "It's Still Me! A Guide for People With Aphasia & Their Loved Ones." The multimedia/video resource

  • provides a simple explanation of aphasia for people with the disorder and their families,
  • reassures people with aphasia that they are not alone and lets them know that there are resources available,
  • introduces strategies for improving communication abilities.

Web-Based Resources: Strengthening Cultural Competence Among Students and Faculty

Shelly Chabon
Portland State University

The need for academic programs in communication sciences and disorders to include relevant information about, and significant experiences with, multicultural populations in curricular, course, and clinical content has been long recognized. Changes in ASHA certification requirements emphasize the need for speech-language pathologists to possess the knowledge and skills to work with clients from culturally and linguistically diverse groups. These standards include both process and outcome measures, making it imperative for faculty to develop performance-based outcome procedures to ensure that graduates are prepared to deliver culturally-relevant services.

The goal for this project—conducted jointly by faculty at Portland State University, Hampton University, and the University of Tennessee—was to improve the preparation of speech-language pathologists to serve individuals from culturally and linguistically diverse populations as well as individuals from under-represented and marginalized groups. The specific objective for the project was to develop a web-based bank of diversity training activities and to demonstrate how and where these activities can be infused in the curriculum.

2010–2011 Review Panel

Candice Costa
Ella Inglebret
Darryl Powe
Irene Torres
Teri Wilson-Bridges

ASHA Corporate Partners