The Social Validity of Telepractice among Spanish-Speaking Caregivers of English Learners: An Examination of Moderators

Authors

  • Lisa Fitton School of Communication Science & Disorders, Florida State University, Tallahassee, Florida http://orcid.org/0000-0003-0524-7339
  • Kristina N. Bustamante School of Communication Science & Disorders, Florida State University, Tallahassee, Florida
  • Carla Wood School of Communication Science & Disorders, Florida State University, Tallahassee, Florida

DOI:

https://doi.org/10.5195/ijt.2017.6227

Abstract

The purpose of the present paper was to examine the social validity of telepractice as a service delivery model for Spanish-speaking families of English learners. Quantitative survey methodology was employed to examine 79 caregivers’ opinions regarding telepractice and to obtain background information about participants’ home environments. Findings revealed that approximately 46% of the participant sample reported being interested in their children receiving services via telepractice. Caregivers reported limited familiarity with telepractice as an option, but were likely to express interest if their child had an identified speech or language disorder or if they were interested in increased access to Spanish language support for their children. In conclusion, although telepractice is not universally accepted among Spanish-speaking families, it appears to be a promising service delivery model. It is recommended that service providers offer thorough information and address common myths when considering telepractice as a service delivery model for families.

Keywords: Bilingualism, Minority language, Telehealth, Telepractice

  

References

American Speech-Language Hearing Association. (n.d.). Telepractice. [Practice Portal]. Retrieved May, 2017 from www.asha.org/Practice-Portal/Professional-Issues/Telepractice

American Speech-Language-Hearing Association. (2012). 2012 schools survey. Survey summary report: Number and type of responses, SLPs. Retrieved from http://www.asha.org/uploadedFiles/Schools-2012-SLP-Frequencies.pdf

American Speech-Language-Hearing Association. (2016). Code of ethics [Ethics]. Retrieved from http://www.asha.org/Code-of-Ethics/

Arias, M.B., & Morillo-Campbell, M. (2008). Promoting ELL parental involvement: Challenges in contested times (Policy brief). East Lansing, MI: Great Lakes Center for Education Research and Practice.

Baharav, E., & Reiser, C. (2010). Using telepractice in parent training in early autism. Telemedicine Journal and E-health, 16(6), 727-731. https://doi.org/10.1089/tmj.2010.0029

Bedore, L. & Peña, E.D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism, 11, 1-29. https://doi.org/10.2167/beb392.0

Buysse, V., Castro, D.C., West, T., & Skinner, M.L. (2004). Addressing the needs of Latino children: A national survey of state administrators of early childhood programs: Executive summary. Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Bivariate correlation and regression. Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.) (pp.19 - 63). Mahwah, NJ: Lawrence Erlbaum Associations, Inc.

Cosentino de Cohen, C., Deterding, N., & Chu Clewell, B. (2005). Who’s left behind? Immigrant children in high and low LEP schools (Policy Report). Washington, DC: Urban Institute.

Croux, C., & Dehon, C. (2010) Influence functions of the Spearman and Kendall correlation measures. Statistical Methods & Applications, 19(4), 497-515. https://doi.org/10.2139/ssrn.1585216

Forducey, P.G. (2006). Speech telepractice program expands options for rural Oklahoma schools. The ASHA Leader, 11, 12-13. https://doi:10.1044/leader.SCM.11102006.12

Geurin, A. (2009). Get the facts about telepractice. Communicologist: An Official Publication of the Texas Speech-Language-Hearing Association, 35(5), 18. Retrieved from http://viperdev3.wyomingnetwork.org/_pdf/Communicologist/102009.pdf

Grogan-Johnson, S., Gabel, R., Taylor, J., Rowan, L., Alvares, R., & Schenker, J. (2011). A pilot exploration of speech sound disorder intervention delivered by telehealth to school-age children. International Journal of Telerehabilitation, 3(1) 31-42. https://doi.org/10.5195/ijt.2011.6064

Guiberson, M., & Atkins, J. (2012). Speech-language pathologists’ preparation, practices, and perspectives on serving culturally and linguistically diverse children. Communication Disorders Quarterly, 33(3), 169-180. https://doi.org/10.1177/1525740110384132

Hernandez, D.J. (2004). Demographic change and the life circumstances of immigrant families. Foundation for Child Development, 14(2), 17-47. https://doi.org/10.2307/1602792

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).

Jackson, C. W., Leacox, L., & Callender, M. F. (2010). Challenges to early intervention for English language learners: Perceptions of service providers. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 3(1), 77-97. Retrieved from http://www.pluralpublishing.com/journals_ECS.htm

Justice, L. M., & Ezell, H. K. (2000). Enhancing children’s print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. https://doi.org/10.1044/1058-0360.0903.257

Kobak, K.A., Stone, W.L., Wallace, E., Warren, Z., Swanson, A., & Robson, K. (2011). A web-based tutorial for parents of young children with autism: Results from a pilot study. Telemedicine Journal and e-health, 17(10), 804-808. https://doi.org/10.1089/tmj.2011.0060

Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions. Journal of Communication Disorders, 43, 456-473. https://doi.org/10.1016/j.jcomdis.2010.02.002

McCullough, A. (2001). Viability and effectiveness of teletherapy for pre-school children with special needs. International Journal of Language and Communication Disorders, 36(Suppl. 1), 321-326. https://doi.org/10.3109/13682820109177905

McConnochie, K.M, Wood, N.E., Kitzman, H.J., Herendeen, N.E., Roy, J., & Roghmann, K.J. (2005). Telemedicine reduces absence resulting from illness in urban child care: Evaluation of an innovation. Pediatrics, 115(5), 1273-1282. https://doi.org/10.1542/peds.2004-0335

Montrul, S. (2012). Bilingual background questionnaire for Spanish/English speakers. Los Angeles, CA: National Heritage Language Resource Center.

Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning (2nd Ed). Baltimore, MD: Brookes.

Pew Research Center. (2016). Hispanic trends: Statistical portrait of Hispanics in the United States. Retrieved from http://www.pewhispanic.org/2016/04/19/statistical-portrait-of-hispanics-in-the-united-states-key-charts/

Pham, G. (2012). Addressing less common languages via telepractice: A case example with Vietnamese. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 19(2), 77-83. https://doi.org/10.1044/cds19.3.77

Roberts, J., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practice in preschool children’s language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48, 345-359. https://doi.org/10.1044/1092-4388(2005/024)

Theodoros, D. (2012). A new era in speech-language pathology practice: Innovation and diversification. International Journal of Speech-Language Pathology, 14(3), 189-199. http://dx.doi.org/10.3109/17549507.2011.639390

Tucker, J. K. (2012). Perspectives of speech-language pathologists on the use of telepractice in schools: The qualitative review. International Journal of Telerehabilitation, 4(2), 47-60. https://doi.org/10.5195/ijt.2012.6102

U. S. Census Bureau. (2014). FFF Hispanic Heritage Month 2015. Retrieved from https://www.census.gov/newsroom/facts-for-features/2015/cb15-ff18.html

U.S. Census Bureau. (2015). Detailed languages spoken at home and ability to speak English for the population 5 years and over for United States: 2009-2013 [Data file]. Retrieved from https://www.census.gov/data/tables/2013/demo/2009-2013-lang-tables.html

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse (2013, January). Evidence review protocol for intervention for English language learners, Version 2.2. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/ReferenceResources/wwc_ell_protocol_v2.2.pdf

Vismara, L.A., Young, G.S., & Rogers, S.J. (2012). Telehealth for expanding the reach of early autism training to parents. Autism Research and Treatment, 2012, 1-12. https://doi.org/10.1155/2012/121878

Waite, M. C., Theodoros, D. G., Russell, T. G., & Cahill, L. M. (2010). Internet-based telehealth assessment of language using the CELF-4. Language, Speech, and Hearing Services in Schools, 41, 445-458. https://doi.org/10.1044/0161-1461(2009/08-0131)

Wiley, T. G., Garcia, D. R., Danzig, A. B., & Stigler, M. L. (2014). Language policy, politics, and diversity in education. Review of Research in Education, 38, vii-xxiii. https://doi.org/10.3102/0091732x13512984

Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214. https://doi.org/10.1901/jaba.1978.11-203

Downloads

Additional Files

Published

2017-11-20

How to Cite

Fitton, L., Bustamante, K. N., & Wood, C. (2017). The Social Validity of Telepractice among Spanish-Speaking Caregivers of English Learners: An Examination of Moderators. International Journal of Telerehabilitation, 9(2), 13–24. https://doi.org/10.5195/ijt.2017.6227

Issue

Vol. 9 No. 2 (2017)

Section

Research

License

Authors who publish with this journal agree to the following terms:

  1. The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
  2. Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
  3. The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
    1. Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
    with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
  4. The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
  5. Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
  6. Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
  7. The Author represents and warrants that:
    1. the Work is the Author’s original work;
    2. the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
    3. the Work is not pending review or under consideration by another publisher;
    4. the Work has not previously been published;
    5. the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
    6. the Work contains no libel, invasion of privacy, or other unlawful matter.
  8. The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.

Revised 7/16/2018. Revision Description: Removed outdated link.