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Increasing Speech Intelligibility of Spanish-Speaking Children

presented by Raul F. Prezas

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Disclosure Statement:

Financial: Raul Prezas receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Raul Prezas is an ASHA member and developed and collected data on Spanish intervention approach and assessments that are discussed in the courses.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Video Runtime: 74 Minutes; Learning Assessment Runtime: 29 Minutes

Choosing the right target words and patterns in phonological intervention is critical for increasing overall intelligibility (i.e., speech understandability). Regardless of severity level, optimal words for treatment are necessary for all children, including monolingual Spanish and bilingual Spanish-English children. This course provides strategies for choosing production practice words for phonological intervention. Topics will include the concept of shared versus unshared sounds as they relate to target selection, word choice recommendations in both English and Spanish, sample production practice words, group therapy case study and recommendations, and additional considerations for monolingual professionals working with bilingual children.

Meet Your Instructor

Raul F. Prezas, PhD, CCC-SLP

Raul Prezas, PhD, CCC-SLP, is an associate professor in the Department of Human Services at Stephen F. Austin State University in Texas. He has several years of clinical experience in the university, public school, and home health settings, particularly working with bilingual children and their families. Dr. Prezas has served as a bilingual speech-language evaluator…

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Chapters & Learning Objectives

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1. Overview of Bilingual Phonological Intervention

In order to discuss production practice words and target selection for bilingual children, it is important to understand phonological intervention with bilingual populations. This chapter provides an overview of treatment considerations for all bilingual populations (e.g., shared versus unshared sounds).

2. Choosing Appropriate Production Practice Words

This chapter provides strategies and recommendations for choosing appropriate production practice words. Topics include word choice, word list examples, dialectal considerations (e.g., in Spanish), and the impact of stimulability.

3. A Group Therapy Model

A group therapy model for working with bilingual children with highly unintelligible speech is an important consideration, given the reality of working in the school setting (e.g., large caseload). This chapter provides information related to the implementation of a pattern-oriented phonological remediation approach for Spanish-speaking children in a group setting.

4. Tips for Monolingual Clinicians Working With Bilingual Children

This chapter provides recommendations and tips for monolingual clinicians working with bilingual populations. Innovative strategies for providing therapy when a language barrier is present is discussed.

More Courses in this Series

Speech and Language Assessment for Bilingual Children

Presented by Raul F. Prezas, PhD, CCC-SLP

Speech and Language Assessment for Bilingual Children

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Video Runtime: 75 Minutes; Learning Assessment Runtime: 28 Minutes

This course provides an overview of speech and language assessment with particular consideration of bilingual children. Global considerations for working with bilingual children will be presented, with particular emphasis on Spanish-English children. Guidelines for evidence-based assessment as well as dialectal differences and various types of assessments will be discussed. In addition, strategies for working with interpreters and conducting ethnographic interviews will be explored. This course is appropriate for speech-language pathologists working in any setting, but particularly targets those in school-based programs. Moreover, this course would be appropriate for teachers and educators.

View full course details

Spanish-Speaking Children With Highly Unintelligible Speech

Presented by Raul F. Prezas, PhD, CCC-SLP

Spanish-Speaking Children With Highly Unintelligible Speech

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Video Runtime: 71 Minutes; Learning Assessment Runtime: 28 Minutes

A child’s ability to communicate and be understood by others is critical for early academic success. Children with reduced intelligibility (e.g., unintelligible speech) comprise the largest number of individuals on clinical caseloads in US schools, and data regarding children who speak other languages (e.g., Spanish) is sparse. This course provides a framework for phonological intervention for both monolingual Spanish and bilingual Spanish-English children. Topics will include the concept of shared versus unshared sounds, selecting optimal target patterns, and additional recommendations for bilingual children with highly unintelligible speech.

View full course details

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