Strategies Utilized by Speech-Language Pathologists to Effectively Address the Communication Needs of Migrant School-Age Children.

BACKGROUND/AIMS: The number of migrant children referred to speech-language pathologists (SLPs) is increasing in the United States. SLPs need to be competent in distinguishing between a language disorder and language differences associated with children who are learning English as a new language. METHODS: SLPs need to acquire the knowledge, skills, and cultural attitudes to evaluate language of bilingual children to competently assess and intervene with linguistically diverse children and families. Often children separated from their biological parents at the border are placed in foster homes, and the foster parents often do not have essential information regarding the children's developmental history to share with the SLP. The children described in this article include school-age children in the United States who are learning to speak English as a second language and are migrants. RESULTS: This article presents the difficulties faced when working with children learning a new language, effective strategies used with this population, and some of the resources available in the United States for children and families. CONCLUSION: This article highlights some challenges SLPs experience, assessment protocols used in different states and local school districts, successful strategies that involve working with interpreters, and varied service delivery options.

Patient Safety in Audiology.

There is a need to educate audiologists, physicians, and other clinicians about patient safety in audiology. This article addresses the many aspects of patient safety and the applicability to the practice of audiology in health care. Clinical examples of strategies to build a culture of patient safety are provided.

Using the International Classification of Functioning, Disability and Health Framework to Achieve Interprofessional Functional Outcomes for Young Children: A Speech-Language Pathology Perspective.

The International Classification of Functioning, Disability and Health (ICF) framework is an excellent tool to facilitate the writing of functional goals for children who exhibit communication disorders and other developmental problems that require services from professionals in multiple therapeutic areas. The holistic view of children provides each professional with an approach that integrates how one's specific health conditions and contextual factors influence a child's functioning and participation in daily activities. This allows the interprofessional team to view the child as a person, recognizing how one need influences another within his or her environment.

Educating globally conscious speech-language pathologists for collaborative professional practice.

Speech-language pathologists (SLPs) practicing in the US are facing significant changes in reimbursement, billing and practice in both health care and educational settings. Health care professionals need to convey and demonstrate the value of their services, measure functional patient outcomes and assess patient satisfaction. Documentation procedures for patient and student progress are changing, becoming more abbreviated and electronic. The content of curricula in accredited graduate programs and professional development programs for maintenance of certification for SLPs will need modifications to address the myriad of changes in clinical practice. University programs that design interprofessional education opportunities for students in speech-language pathology programs and educate students in other health professional programs, e.g. physical therapy, occupational therapy, nursing and pharmacy, will help practitioners who are prepared to engage in collaborative practice with other health care professionals in hospitals, schools and community-based environments. The American Speech-Language-Hearing Association (ASHA) is actively engaged in several initiatives to facilitate interprofessional education for graduate students, faculties and practicing professionals. Individuals and families with communication disorders in the US represent an array of cultures, and SLPs need to be prepared to work effectively with individuals from different cultural and linguistic backgrounds.

Prologue: Managing dysphagia in the schools.

PURPOSE: This prologue introduces the clinical forum, "Managing Dysphagia in the Schools," and informs the reader of the scope of the included articles. METHOD: The contributing authors are introduced and a brief summary is provided for each of the 10 articles that make up the forum. CONCLUSION: The articles address a broad range of issues, with specific reference to children with dysphagia in school settings. There are comprehensive reviews of legislation, ethical issues, cultural issues, motor learning, medically fragile conditions, severe neuromuscular impairments, and autism spectrum disorder. In addition, there are systematic observations and research that address a model public school dysphagia program, school-based speech-language pathologists' perceptions of competency, family perceptions of school programs, and a program for implementing transition from tube to oral feeding.

Epilogue: Managing dysphagia in the schools.

PURPOSE: This epilogue summarizes the contribution of the articles in the clinical forum, "Managing Dysphagia in the Schools" and discusses future trends in pediatric dysphagia and the need for clinical practice and research. METHOD: The contribution of each of the 10 articles that make up the forum is summarized briefly. CONCLUSION: This clinical forum provides a discussion of numerous issues that need to be considered by clinicians working with children who exhibit swallowing and feeding problems and their families in school settings. Current and future challenges exist for clinicians, children, and families dealing with dysphagia. Discussion of current issues and strategies for successful treatment outcomes are provided.

HIV and communication.

UNLABELLED: The human immunodeficiency virus (HIV) continues to plague many countries across the globe, including the United States, Africa, China and India. Children and adults have been infected with HIV, and both populations can present with communication disorders that coexist with the presence of the virus. The purpose of this paper is to present an overview of HIV and a discussion of the types of conditions that impact communication in both pediatric and adult populations. Persons living with HIV may present with disorders in the areas of language, phonology, voice and swallowing. Given the advances in pharmacological management of HIV, speech-language pathologists need to be knowledgeable of how medications can impact communication and swallowing. Also, since HIV crosses the blood-brain barrier and impacts all aspects of an infected person's life, speech-language and hearing professionals need to be members of the interdisciplinary teams that assess and manage patients living with HIV. Specific information regarding communication disorders in the pediatric population and research issues that warrant continued investigation will be addressed. LEARNING OUTCOMES: The reader will become aware of the ways in which a speech-language pathologist or audiologist may become involved with a patient infected with HIV or AIDS. The reader will learn the specific manners in which HIV and AIDS may affect the speech, language, hearing, and swallowing of pediatric and adult patients, as well as the appropriate intervention philosophies.