语言病理学家在美国与文化和语言不同的客户工作时的感知能力

IF 0.7 4区 医学 Q4 REHABILITATION
S. Parveen, S. Santhanam
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引用次数: 10

摘要

临床医生的感知能力决定了他或她获得临床结果并在具有挑战性的情况下坚持下去的能力。这项研究调查了337名言语语言病理学家(SLP)的感知能力,包括单语和双语,他们与美国文化和语言多样性(CLD)客户合作。结果表明,单语和双语SLP在向单语英语客户提供服务方面的能力水平相当。然而,双语SLP在与非英语客户合作的不同服务领域,包括言语和语言评估、应对具有挑战性的临床情况以及回答有关干预结果的问题时,其能力明显高于单语SLP。非英语使用者的语言一致性、意识以及对语言和文化期望的理解可能有助于克服沟通障碍,从而提高双语SLP的感知能力。本研究总结了CLD人群在提供服务方面持续存在的挑战,以及SLP职前培训的可能建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Speech-Language Pathologists’ Perceived Competence in Working With Culturally and Linguistically Diverse Clients in the United States
A clinician’s perceived competence determines his or her ability to attain clinical outcomes and persevere through challenging situations. This study examined the perceived competence of 337 speech-language pathologists (SLPs), including monolingual and bilingual, working with culturally and linguistically diverse (CLD) clients within the United States. Results indicated comparable competence levels of both monolingual and bilingual SLPs in their service delivery to monolingual English-speaking clients. However, bilingual SLPs reported significantly higher competency than monolingual SLPs while working with non-English-speaking clients in different areas of service delivery, including speech and language assessment, dealing with challenging clinical situations, and responding to questions regarding intervention outcomes. It is likely that language concordance, awareness, and understanding of linguistic and cultural expectations of non-English-speakers help surpass communication barriers leading to increased perceived competence among bilingual SLPs. This study summarizes persisting challenges in service delivery of CLD populations and possible recommendations for preservice training of SLPs.
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
27
期刊介绍: Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.
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