ASHA Learning Pass

This session is a clinical tutorial that uses cases examples to integrate the practices of language sample analysis and fluency assessment. It focuses on the implementation of fluency codes in narrative retell language samples. Speakers provide information on how to identify and accurately code specific types of disfluencies within a narrative retell language sample. The tutorial provides clinicians with practical tools to use in particular narrative retell language samples to assess fluency and language production skills in bilingual and monolingual children.

This course is a recorded session from the 2021 ASHA Convention Virtual Library (session 2160V).

Content disclosure: This project focuses on the tool "Systematic Analysis of Language Transcripts (SALT)" to assess fluency in narrative retell language samples.

Learning Outcomes
You will be able to:

• Discuss current best practices for fluency assessment in preschool and school-age bilingual and monolingual children 
• Distinguish between stuttering-like and typical disfluencies in bilingual and monolingual children 
• Evaluate fluency codes within the context of language sample analysis

Presenter Information

Svenja Gusewski, PhD, CCC-SLP (Presenting Author), is an Assistant Professor in the Communication Disorders Department at Southern Connecticut State University. She received her doctoral degree in Communication Sciences and Disorders at The University of Texas at Dallas. Dr. Gusewski’s research focuses on bilingual language and literacy development. She is also interested in establishing research-practice partnerships in the New Haven Community.

Financial Disclosures:

• No financial relationships relevant to the content of the session

Nonfinancial Disclosures:

• No nonfinancial relationships relevant to the content of the session

Natalia Camacho, BS (Presenting Author), is a doctoral student in Speech, Language, and Hearing Sciences at The University of Texas at Dallas. Her research interests are bilingual language acquisition and language disorders in Spanish-English-speaking children and methods to improve assessment and services to this population

Financial Disclosures:

• No financial relationships relevant to the content of the session

Nonfinancial Disclosures:

• No nonfinancial relationships relevant to the content of the session

Raúl Rojas, PhD, CCC-SLP (Presenting Author), is an Associate Professor at University of Texas at Dallas, School of Behavioral and Brain Sciences, Callier Center for Communication Disorders. Dr. Rojas’ research focuses on child language from a longitudinal and processing perspective, specifically dual language development in typically developing children and in children with language impairments. He has provided bilingual (Spanish-English) speech-language pathology services in multiple settings, including schools and early intervention.

Financial Disclosures:

• This work was funded in part by an ASHA Office of Multicultural Affairs Research Grant

Nonfinancial Disclosures:

• Familiar with the SALT Software Team, having co-developed the ability for SALT to analyze Spanish and Spanish-English language samples

Farzan Irani, PhD, CCC-SLP (Presenting Author), is an Associate Professor in the Department of Communication Disorders at Texas State University. He has published and presented on treatment effectiveness in stuttering, telepractice, and psychosocial and multicultural aspects of stuttering and other communication disorders.

Financial Disclosures:

• This work was funded in part by an ASHA Office of Multicultural Affairs Research Grant

Nonfinancial Disclosures:

• No nonfinancial relationships relevant to the content of the session

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by March 9, 2028.

Program History and CE Information

Content origination date: November 2021
End date: March 9, 2028