Ethically Responsible Participant Selection in Research: A Viewpoint.

PURPOSE: The American Speech-Language-Hearing Association (ASHA) has committed to advancing diversity, equity, and inclusion (DEI) in the profession of speech and hearing sciences. However, there exist significant discrepancies between the demographics of our members and the populations served. These discrepancies extend to the participants included within our research publications. This article addresses participant selection when conducting research investigations. First, we draw attention to standards of conduct that are present within and outside the field. Second, we highlight inequities that exist. We explore a case study as an example. Finally, we offer suggestions to help rectify the problem. CONCLUSIONS: Inequities at the level of participants' selection result in discrepant access to clinical services and evidence-based research for multilingual individuals; neurodiverse individuals; and Black, Indigenous, and people of color communities. ASHA and researchers alike can show commitment to DEI by addressing this problem from multiple approaches.

Spanish-Speaking Mothers' Experiences of School-Based Speech Therapy.

PURPOSE: Spanish-speaking families are a growing population that speech-language pathologists must be prepared to work with. To provide culturally responsive intervention, speech-language pathologists (SLPs) must understand the perspectives of Spanish-speaking caregivers when providing intervention. These values and experiences may differ from those of monolingual, mainstream culture. Understanding the impact of the COVID-19 pandemic on these experiences is also important. In this qualitative study, we explore the experiences of Spanish-speaking mothers whose children have received school-based speech-language intervention and the impact of the COVID-19 pandemic. METHOD: We interviewed five Spanish-speaking mothers who were identified as having bilingual children who had or were currently receiving speech therapy, all through the public school system. The mothers participated in a semistructured interview to share their experiences with their children receiving intervention. We analyzed the transcripts through interpretative phenomenological analysis to identify salient themes among participants. All research team members reviewed and agreed upon themes to ensure credibility. RESULTS: The findings revealed six group experiential themes: (a) lack of services and frustration with and barriers to accessing services, (b) greater improvements in English compared with Spanish, (c) bilingual speech therapy has positive effects on children and Spanish-speaking mothers, (d) family involvement in speech therapy is highly important, (e) family stress related to speech difficulties, and (f) pandemic negatively impacted children's socialization and learning. DISCUSSION: The results are discussed in the context of equity. Through understanding the experiences of Spanish-speaking mothers, SLPs can work to ensure service levels comparable with those of monolingual children and support bilingual acquisition.

A cross-linguistic approach to treating speech sound disorders in bilingual children.

The present study explores generalisation of production skills across languages when treating speech sound disorders in bilingual children. Early work suggests that treating shared sounds across languages may facilitate cross-linguistic generalisation. Thus, selecting shared sounds across languages as targets may have clinical advantages. In this study, we asked if cross-linguistic generalisation can be facilitated for targets using shared sounds in bilingual children with phonological delays from Spanish (L1) into English (L2) when treating only the L1. Two Spanish-English bilingual children between the ages of 5;0-5;3 with speech sound disorders participated in an intervention with shared sounds as targets. Each child received two sessions per week of therapy that included both linguistically-based and motor-based approaches. Accuracy of targets was assessed within and across languages using a single-subject case design. Results show increased accuracy of targets and generalisation of sounds across languages when treatment was administered only in the L1. Specific growth varied per target and child. The implications affect how we select treatment targets in bilingual children. Future studies should explore additional ways to select targets to increase generalisation of skills and replicate with additional participants.

A Complexity Approach to Promoting Within- and Cross-Language Generalization in Bilingual Children With Phonological Delays.

PURPOSE: The purpose of this study was to explore the effects of generalization when treating complex targets with shared sounds in Spanish for a 5-year-old Spanish-English bilingual child with a phonological delay. METHOD: Two complex clusters (/fl/ and /fɾ/) and one additional target (/l/) were chosen for treatment. Intervention sessions were held in Spanish over the course of 1 year on a weekly basis. The accuracy of the treated and untreated targets was monitored using a single-subject case design and was assessed using visual analysis. RESULTS: The accuracy of the production of treated targets increased upon administering the intervention. Accuracy also increased for untreated /fl/ targets in Spanish and English, /l/ in English, and untreated /fɾ/ clusters in Spanish. CONCLUSIONS: The results suggest that choosing complex targets consisting of shared sounds helps promote the generalization of skills within and across languages. Future studies should examine the outcomes of selecting additional forms of complex targets for bilingual children.