Perspectives on Fluency in Culturally And Linguistically Diverse Populations

COMMUNICOLOGISTan official publication of the

texas speech-language-hearing association

december 2014 • volume no. 41, issue no. 6

SPOTLIGHT: • Investment Today Allows for a Bright Tomorrow

• Have You Heard? Audiology Is Active in TSHA! • TSHA’s Accomplishments in 2014

http://www.ebshealthcare.com/

WWW.TXSHA.ORG DECEMBER 2014 • COMMUNICOLOGIST • 3

4 ExecutiveBoardReport:InvestmentTodayAllowsforaBrightTomorrow5 TSHA2014-2015FinancialAdvisoryCommitteeMembers6 ExecutiveBoardReport:HaveYouHeard?AudiologyIsActiveinTSHA! TSHA2014-2015VicePresidentforAudiology7 TSHAConventionScholarshipstobeAwarded8 PrimarilyPAC:TheOnlyWaytoHaveFriendsIstobeOne10 TSHA’sAccomplishmentsin201411 TSHA:ALove,aPassion,aBond12 CLDCorner:PerspectivesonFluencyinCulturallyandLinguisticallyDiversePopulations16 TheTexasSpeech-Language-HearingFoundation: SupportingGoalsandDreams17 TSHARegionalSeminarGrants:2014CallforProposals

From left to right, top row: Cameron Curtis, Judy Rudebusch, Peggy Kipping, Sherry Sancibrian, Kathy Clapsaddle, Rebecca Linke, Larry Higdon, Michelle Mendietta, Melanie McDonald, Mark Hanna, and Lori Colletti; bottom row: Tiffany Cruz, Lindsey Lee, Candance Hicks, Shannon Butkus, Erin Bellue, Robyn Martin, and Margarita Limon-Ordonez

december 2014 • contents

DECEMBER 2014 • COMMUNICOLOGIST • 4 WWW.TXSHA.ORG

Time. Talent. Creativity. Money.These are the things that 5,700 speech-language pathologists and

audiologists consistently invest in the Texas Speech-Language-Hearing Association (TSHA). TSHA’s mission is to empower members to pro-vide the highest-quality life-changing care for individuals with com-munication and related disorders. In order to achieve our mission and maintain a strong, thriving association, we need investors. An invest-ment is time, energy, or money spent now in the hope of some future

benefit. Investors give or devote themselves intentionally to something in order to yield an advantage, dividends, or improved position in the future.

The two major areas of responsibility for the TSHA President-Elect are the finances and strategic plan of the association. There is nice symmetry there. Both areas are de-fined by investment. The 2014-2015 Financial Advisory Committee (FAC) is a group of thoughtful, experienced, questioning TSHA members: Denise Barringer, Melinda Corwin, Jan Lougeay, Bobbie Kay Turkett, Cherry Wright, Rebecca Yates, and Jessica Valles (student member). The FAC is charged with overseeing TSHA’s financial invest-ments as well as providing close review of the proposed budget prior to approval by the Executive Board. TSHA’s investment policy specifies that in order to manage in-vestment risk and optimize investment returns, the investment funds will be divided into two separate investment pools: the Long-Term Reserve Fund and the Short-Term Reserve Fund. TSHA’s Long-Term Reserve Fund is doing well with a diversified port-

folio. At its September 2014 meeting, the FAC reviewed several large one-time expenditures and authorized use of funds from the Short-Term Reserve Fund if needed. The largest looming expenditure represents an investment now for a brighter future. TSHA has made a commitment to fund $300,000 during two years to jumpstart the loan repayment program authorized (but not funded) during the last legislative session. If funds are withdrawn from the Short-Term Re-serve Fund to cover large one-time expenditures such as the loan repayment program, the FAC strongly recommends an intentional savings plan to replace those Short-Term Reserve Funds. Past investments created the financial assets currently available for use. We need to continue the practice of intentional investment.

A second key area of responsibility for the President-Elect is oversight of TSHA’s Strategic Plan. The current Strategic Plan is in effect from April 2014 to December 2016. At the late January Executive Board meeting each year, time and attention are invested in review of the Strategic Plan, progress toward meeting TSHA’s priorities, and verification that the allocation of resourc-es matches the priorities. We make consistent and intentional investments in each of the five priorities in the Strategic Plan:

• TSHA will support governance that empowers volunteers to engage in leadership activities at all levels of the association.

• TSHA will provide state-of-the-art programming in order to educate members in a dynamic professional climate.

• TSHA will maintain a well-respected legislative presence and continue to be a resource about speech-language pathology and audiology issues.

Investment Today Allows for a Bright Tomorrow By: Judy Rudebusch, EdD, CCC-SLP, President-Elect

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Judy Rudebusch

“In order to achieve our mission and

attain a strong, thriving

association, we need investors.”


TSHA 2014-2015 Executive BoardMelanie McDonald • [email protected] Judy Rudebusch • [email protected] Candace Hicks • Vice President for [email protected] Robyn Martin • Vice President for Educational and Scientific [email protected] Bellue • Vice President-Elect for Educational and Scientific [email protected] Margarita Limon-Ordonez • Vice President for Professional [email protected] Michelle Mendietta VP for Public Information & [email protected] Kathy Clapsaddle • Vice President for Research and [email protected] Linke • Vice President-Elect for Research and [email protected] Lori Colletti • Vice President for Social and Governmental [email protected] Shannon Butkus • Vice President-Elect for Social and Governmental [email protected] Mark Hanna • Legal and Legislative [email protected] Larry Higdon • Director of Government [email protected] Sherry Sancibrian • Texas Speech-Language- Hearing Foundation [email protected] Kipping • Publications Board [email protected] Lindsey Lee • Graduate Student [email protected] Tiffany Cruz • Graduate Student [email protected] Cameron Curtis • Executive [email protected] Jillian Blair • TSHA CE [email protected] Gustafson • ASHA CE [email protected] State Office 2025 M Street, NW, Suite 800Washington, DC 20036Phone: 855-330-TSHA (8742)[email protected] • www.txsha.org

State Board of Examinersfor Speech-LanguagePathology and Audiology1100 W. 49th St.Austin, TX [email protected]

• TSHA will educate and inform speech-language pathologists and audiologists, li-censed assistants, policymakers, the public, and related professionals about the value of services provided by the professions.

• TSHA will have dynamic mechanisms to promote the highest-quality services for individuals with communication and related disorders.

At the September 2014 Executive Council meeting, a framework to support and en-courage volunteer and leader development in TSHA was established (as part of the Strategic Plan’s first priority). There are four strands of effort related to connecting vol-unteers within TSHA and developing, nurturing, and sustaining leaders. Each of these efforts is an investment in TSHA and a bright future.

• Volunteer Development: Lynn Flahive serves as the coordinator for volunteer development and works with a committee of former TSHA Vice Presidents to match volunteers with activities, task forces, and committees within TSHA.

• Leadership Development: Lauren Mathews is the chair of this committee working on a continuum of activities and training to develop future TSHA leaders.

• Nurturing Leaders: Donise Pearson is leading a subcommittee of the Leader-ship Development Committee to develop mechanisms for nurturing and encouraging young leaders in TSHA.

• Sustaining Leaders: Gina Glover is the chair of the Past Vice Presidents Village (PV²). One of the activities of this committee is to sustain active engagement of expe-rienced TSHA leaders in the association.

Each of these committees is interconnected. The Volunteer Development and Past Vice Presidents Village (PV²) are under the purview of the TSHA President. The Lead-ership Development Committee and Nurturing Leaders Subcommittee are under the purview of the Vice President for Research and Development. The President-Elect/Past President serves as the facilitator/encourager for maintaining open lines of com-munication and coordination among these four strands of effort that are focused on developing access to volunteer and leadership opportunities in TSHA.

Time. Talent. Creativity. Money. Wise investments for a bright TSHA future. H

TSHA 2014–2015 Financial Advisory Committee Members Judy Rudebusch, [email protected]

Denise [email protected]

Melinda [email protected]

Jan [email protected]

Bobbie Kay [email protected]

Jessica Valles (student member)[email protected]

Cherry [email protected]

Rebecca [email protected]

mailto:[email protected]





















http://www.txsha.org











It is an exciting time to be an audiologist in the Texas Speech-Language-Hearing Association (TSHA)! At the business meeting held at the annual TSHA Convention in March 2013, the new Vice President of Audiology position was approved. I had the honor of being elected to serve as the first Vice President of Audiology, serving as an elect in 2013-2014 and beginning my term in July 2014. I look forward to identifying the needs of the audiology constituency and working with other vice presidents to engage audiologists in the Association.

One important development is the recent approval of a committee un-der the Vice President of Audiology. I am excited to introduce the Audiol-

ogy Advisory Committee co-chairs and members to you. The co-chairs are Kathleen Everson, AuD, and Allyson Womack, AuD. Dr. Everson is an educational audiologist for the Fort Worth Independent School District. Dr. Womack is an audiologist for the University Health System in San Antonio. The committee members also come from diverse backgrounds. Brenda Cross, AuD, currently serves as chairperson for the Department of Communication Disorders at West Texas A&M University. Amanda Rodriguez, AuD, is an audiologist who is completing her PhD program at Texas Tech University Health Sciences Center. George Whitaker, AuD, is a clinical audiologist at Scott and White Healthcare and also serves as the head of audiology education at that facility. The committee includes two students; Katie Sanders is a third-year AuD student at the Univer-sity of North Texas, and Tyler Hawthorne is a junior at the University of Texas at Austin. These committee co-chairs and members bring diverse backgrounds, expertise, and experiences that will strengthen our ability to move forward in promoting audiology within TSHA.

The Audiology Advisory Committee has been working on goals for the upcoming year. These goals include areas such as increasing audiology presence on the TSHA website, increasing au-diology membership for professionals and students within TSHA, and promoting the member benefits of being an audiologist within TSHA. We will also continue working on the audiology presence and course offerings at the annual TSHA Convention. I look forward to reporting to the TSHA membership on the progress in these areas in the future!

As an audiologist, a future audiologist, or a speech-language pathologist who works with au-diologists, please help us get the word out that audiologists are active in TSHA and that TSHA is working to engage audiologists within the Association. How can you be active? First, if you are not a current member, please consider joining TSHA and encouraging friends and coworkers to be part of this organization. Consider attending the TSHA 2015 Convention in March. Last year, the Convention had well-attended presentations in areas such as balance, noise-induced hear-ing loss, and pediatric amplification. In the summer, consider submitting a Call for Papers to present at the TSHA 2016 Convention, or let me know of ideas you have for potential presenters of interest to audiologists. You can also volunteer; it is an honor for me to work with the vol-unteers on the Audiology Advisory Committee, and I look forward to meeting new volunteers!

I would love to hear from you. Feel free to contact me at [email protected] with questions or ideas related to audiology in TSHA. H

Have You Heard? Audiology Is Active in TSHA! By: Candace Bourland Hicks, PhD, CCC-A, Vice President for Audiology

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Candace Bourland Hicks

Vice President for Audiology Candace [email protected]

Audiology Advisory Committee Co-Chairs Kathy [email protected]

Allyson Womack [email protected]

TSHA 2014-2015 Vice President for Audiology






By: Becky Gonzalez, MS, CCC-SLP, Convention Scholarship Committee Chair

TSHA CONVENTION SCHOLARSHIPS TO BE AWARDED

We are excited to announce that three scholarships will be awarded to Texas Speech-Language-Hearing Association (TSHA) members to attend the TSHA 2015 Convention in San Antonio on March 19-21! The scholarships can be applied toward travel, lodging, registration fees, and/or meals, not to exceed $1,000. To be eligible for one of the scholarships, an individual must be an active or associate TSHA member in good standing, must have been a TSHA member for at least three consecutive years, and must be an individual whose employer is not providing funding to attend Convention. The recipients will be expected to provide a copy of their CEU log following Convention

and share how the scholarship advanced their professional practice by writing a short article for the Communicologist.

To apply, complete the application form found on the TSHA website and submit a one-page, double-spaced essay of 250 words or less stating how attending the TSHA Convention will further your professional development and why the scholarship is needed. Also, include a letter of recommendation, not to exceed 250 words, that supports the merits of awarding a scholarship to you. Please submit applications to [email protected] by January 5. Winners will be notified by January 30. It’s time to apply! H

311 Introduction to Pediatric NDT

Marcia Stamer, MH, PT, C/NDT March 7-8, 2015 Dallas, TX November 7-8, 2015 Houston, TX

320 Brain Gym ® Introduction Susan Owens, MS, OTR April 10, 2015 Houston, TX 325 The Pediatric Brain

Janine Wiskind, MS, OTR/L, CBIS November 13-14, 2015 Houston, TX

ALSO LIVE On-Line Webinars 2 hours of CEU’s $49

Pediatric Feeding Courses

304 AEIOU: Integrated Approach to Peds FeedingNina Ayd Johanson, M.S., CCC-SLP, CEIM, CHHP July 10-11, 2015 Dallas (Addison), TX

306 Pediatric Feeding and Swallowing Disorders Krisi Brackett, MS, SLP/CCC February 20-21, 2015 Dallas, TX

The approved 2014-2015 TSHA Annual Budget is available for review at www.txsha.org


www.txsha.org

www.motivationsceu.com

www.motivationsCeu.com


HThe Texas Speech-Language-Hearing Association (TSHA) Political Action Committee (PAC) works hard

to support our friends in the legislature and to foster new friendships. TSHA PAC contributions allow us the opportunity to thank our friends in the legislature for their consideration of issues affecting Texans with communication challenges. The TSHA PAC made $20,500 in contributions to legislators this past year in an effort to show our appreciation for their support of speech-language pathologists and audiologists and our consumers.

The TSHA PAC appreciates its speech-language pathology and audiology friends who have supported its efforts by being part of the TSHA PAC $200 Club. The following are members of the TSHA PAC $200 Club for 2014:

PRIMARILY PAC THE ONLY WAY TO HAVE FRIENDS IS TO BE ONE

By: Bobbie Kay Turkett, MS, CCC-SLP, TSHA PAC Chair

Tsambika Bakiris Denise Barringer Tanya BensonBuffy Boger Anne Bramlett Marguerite BurtisShannon Butkus Corrie Cavada

Jennifer ColeLori Colletti Karen Dowling Pamela FerwornKeri Gonzalez Tori Gustafson Mark HannaLarry Higdon

Ann Higdon Judith KellerDebra L. Kerner Pamela Laing Margarita Limon-OrdonezMelanie McDonald Martha McGlothlin Michelle Mendietta

Julie Noel Donise Pearson Lani Popp Judy Rudebusch Sherry Sancibrian Bobbie Kay TurkettCherry Wright

During its fundraisers at the TSHA 2014 Convention, the TSHA PAC raised a little more than $6,500. The TSHA PAC is greatly appreciative of all of our friends’ contributions throughout the year and hopes that every TSHA member will make a contribution to the TSHA PAC at the TSHA 2015 Convention in San Antonio. Please stop by the TSHA PAC Booth to make your contribution and support your TSHA PAC.

The TSHA PAC Board is composed of a chair, vice-chair, 13 voting members, and a student representative. The TSHA President (Melanie McDonald), Vice President for Social and Governmental Policy (Lori Colletti), Director of Governmental Affairs (Larry Higdon), and TSHA Legal and Legislative Council (Mark Hanna) sit on the board in an ad-visory capacity. Bobbie Kay Turkett is the TSHA PAC Chair and the TSHA PAC Treasurer. The voting members of the TSHA PAC Board are Tsambika Bakiris, Corrie Cavada, Suzanne Crow, Heather Fuller-Jones, Keri Gonzalez, Debra L. Kerner, Suzanne Oglesby, Victoria

Parker, Donise Pearson, Max Pell, Allyson Womack, Alisa Woods, and student representative Rolando Vasquez.

The TSHA PAC raised $6,000 at the Executive Council meeting in September from TSHA leaders and friends who see how important it is to support legislators who have supported and befriended TSHA. The TSHA PAC is very appreciative of this support from the leaders of the TSHA.

The TSHA PAC Board is looking forward to another successful year and would like to challenge each TSHA member to make a PAC contri-bution. The TSHA PAC is successful in making contributions to our leg-islative friends due to the contributions of TSHA members and friends. There is no contribution too small. Every contribution adds up and allows the TSHA PAC to thank more of our legislative friends. Make it another successful year and support the TSHA PAC, which is fighting for you, your patients, and your professions! H

TSHA 2014-2015 Executive Board Meeting Dates

u January 29-30, 2015Executive Board & Strategic Planning

Austin, Texas

u March 19-21, 2015 Annual Convention • Executive Board Meeting

San Antonio, Texas

u June 18-20, 2015 Executive Board & Budget Meeting

Granbury, Texas

Using the SATPAC Approach to Remediate Speech Sound Disorders.5 ASHA CEUs • Thurs., Feb. 19– Houston, Fri, Feb. 20-Dallas

Presented by: 2011 ASHF Award Winner - Stephen Sacks, M.A., CCC-SLP http://www.ashfoundation.org/recipients/Rolland-J -Van-Hattum-Award-Recipients/Description: Learn how to use the SATPAC Approach to systemati-cally remediate /r/ and /s/ sounds in a fraction of the time. Recent peer-reviewed studies with the /s/ sound showed two-thirds of the students were remediated in 2 ½ to 3 hours of therapy timeWorkshop Price: $79, with SATPAC Program $179 (Group discounts)Registration and/or Information: http://satpac.com/workshops/sacks-workshopEmail: [email protected] Website: http://www.satpac.com

http://www.ashfoundation.org/recipients/Rolland-J

http://satpac.com/workshops/sacks-workshop




Cathy Binger, Ph.D., CCC-SLPCathy Binger, Ph.D., CCC-SLP, is an associate professor at the University of New Mexico who specializes in augmentative and alternative communication (AAC). She has been a speech-language pathologist for 20 years and has expertise in building functional communication skills with children who use AAC. Dr. Binger is an active researcher who focuses on evaluating the effectiveness of intervention programs designed to enhance the language skills of children who use AAC. Her work also focuses on developing partner instruction programs – that is, programs designed to teach educators and families how to communicate more effectively with children who use AAC. In addition to her research, Dr. Binger teaches graduate level courses in AAC at the University of New Mexico. Dr. Binger has co-authored books and book chapters as well as numerous research articles in both peer-reviewed journals and clinician-oriented newsletters.

Charles Haynes, EdD, CCC-SLPBorn in Caracas, Venezuela, Dr. Haynes served as a teacher, Research Coordinator and Director of Speech-Language Services at the Landmark School from 1979-1991, where he and colleagues developed one of U.S.’s first language-based curricula for children with dyslexia and expressive language impairments. In 1991 Dr. Haynes and colleagues in the Graduate Program in Communication Sciences and Disorders at MGH Institute of Health Professions designed and established coursework and placements that offer the option of dual teacher certification in both Speech-Language and in Reading. He has been Principal or Co-Principal Investigator on over $1,100,000 of grants at the Institute and on over $3,500,000 of externally funded studies in the Middle East, where he is helping colleagues to develop diagnostic and intervention tools for spoken and written Arabic. He has chaired or co-chaired several international conferences for the International Dyslexia Association (IDA) and currently serves on the Global Partners Committee of IDA’s Board of Directors. He serves on the Editorial Board for the Arabic Journal of Applied Psycholinguistics and as an invited reviewer for several reading and speech-language journals. He is co-author of From Talking to Writing: Strategies for Scaffolding Narrative and Expository Expression, Second Edition, due out in Spring 2015.

Mary R.T. Kennedy, Ph.D., CCC-SLPMary R.T. Kennedy, Ph.D., CCC-SLP, is Professor of Communicative Sciences & Disorders at Chapman University, Orange, CA. Dr. Kennedy has many years of clinical and research experience with adults with acquired brain injury. She has 60+ publications and technical reports on topics related to communication disorders, executive dysfunction, metacognition, self-regulation, and evidence-based practice. She is co-chair of the Academy of Neurologic Communication Disorders & Sciences, TBI practice guidelines committee and served on the Institute of Medicine/Dept of Defense committee that reviewed cognitive rehabilitation (2011). She is co-chair of the inaugural TBI topics committee for the ASHA National Convention, 2014. Dr. Kennedy currently conducts outcomes and intervention research with college students with brain injury using a dynamic coaching model and runs the NeuroCognitive-Communication Lab (www.neurocognitivelab.com).

TSHA20 5

SAN ANTONIO HENRY B. GONZALEZ CONVENTION CENTERMarch 19-21, 2015

59THANNUAL CONVENTIONA N D E X H I B I T I O N

REACHING NEW HEIGHTS

MAJOR SPEAKERS VISIT www.txsha.org TO REGISTER

Registration for the 59th Texas Speech-Language-Hearing Association Annual Convention & Exhibition is OPEN!

http://www.neurocognitivelab.com


www.txsha.org


Here are just a few of the amazing accomplishments that your Texas Speech Language-Hearing Association (TSHA) has achieved over the course of 2014 on behalf of TSHA members.

By: Norma L. Reyes, MA, CCC-SLP, Membership Committee Chair

TSHA’s Accomplishments in 2014

• TSHA’s website has been revamped! The new website is the most user-friendly version to date. The website allows members, guests, and consumers quick access to a plethora of information, from publications and practice resources to news, alerts, policy, and advocating. Be sure to visit www.txsha.org soon!

• TSHA has a new logo! With so many changes brewing, it’s only fair that the TSHA emblem also receive a hip, new style. Be sure to visit the website for a glimpse!

• TSHA continued to partner with Courtesy Associates to create a stronger organization for its members. Their resources and hard work allow TSHA to continue growing outside the box by developing a progressive strategic plan leading to a brighter future.

• The Student Loan Repayment Program for school-based speech-language pathologists and audiologists has hit the ground running. TSHA is proud to announce that the Higher Education Coordinating Board initiated the rule-writing process and applications are now being accepted!

• The Public School Advisory Joint Committee developed a series of 10 training modules, called the Director Series, for the purpose of educating special education directors about issues related to speech-language pathology in the public schools.

• The Texas School Public Relations Association (TSPRA) recognized the Region 13 Educational Service Center with the Silver Star Award for the TSHA Speech-Language Pathology-Assistant Guide-Module 5 for “distinguished achievement in the category of computerized presentation/more than 30,000 students.”

As you all can see, TSHA has been hard at work for its members, and we’re not planning on slowing down any time soon. Stay tuned for more exciting changes! H


www.txsha.org/matt_learns_to_read


By: Tiffany Marie Cruz, BS, Graduate Student Representative

There are not enough words to describe my affinity to my future profession as a speech-language pa-

thologist (SLP). One of the main reasons I decided to become Greek and join the sisterhood of Delta Zeta was because my sorority’s philanthropy is speech and hearing. By attending conventions and undertaking hun-dreds of community service hours with my sorority, my love for the field of speech-language pathology grew every time. I developed a strong bond with my sisters because we shared the same love for our organization. I never thought I would experience that feeling again—until I joined the Texas Speech-Language-Hearing Association (TSHA).

Tears of joy rolled down my face when I was selected as the newest graduate student representative for TSHA this summer. I could not be-lieve how fortunate and honored I was to serve on the Executive Board (EB). I developed a long-term goal to join TSHA two years ago when I attended the Oscar Mauzy Leadership Conference (OMLC). However, I did not realize that my goal had arrived in my life so suddenly. It was at OMLC where I witnessed TSHA’s strong sibling-like bond and met many wonderful SLPs. Moreover, it was not until Sep-tember 18, 2014, that I realized my true love for TSHA.

As I hesitantly boarded the plane to attend the first TSHA EB meeting in Dallas, I wanted to fly back to McAllen, my small hometown, because I was very ner-vous. It was not until I arrived at the hotel and encoun-tered Lindsey Lee, the other student representative, that I knew everything was going to be fine. Lindsey was like my big sister and guided me every step of the way.

When I arrived at the EB meeting and met the other members, I was welcomed with open arms. As the meeting progressed throughout the day, I realized the EB is amazing and does so much for our professions. One of the dis-cussions that stood out to me from this meeting was the stu-dent loan repayment bill. It is in-credible to know TSHA is work-ing hard to achieve this and keep our profession thriving. If this does not show love and support in our field, I do not know what else does. Moreover, I was dum-founded at the amount of time and effort that took place to plan everything for TSHA from the social media page to our annual conven-tion. It is incredible to learn that every person on the board is a volunteer

and devoted three days away from their busy lives to come together for one purpose.

After being in the meeting all day, the EB went out to have dinner at a restaurant. It was during this time that I opened up and shared a closer bond with several of the members. We exchanged laughs and experiences but most importantly memories. At this point, I came to the realization that TSHA creates a bond because of our mutual enthusiasm about our professions. Furthermore, it was during this moment that I knew I was right where I belonged.

The next day, I met the Execu-tive Council for TSHA and was astonished by how many more volunteers there were supporting the organization. Everyone at the Council meeting was so enthusi-astic, and I felt a special connec-tion to everyone in the room. I met great people who serve in the

council, ranging from young volunteers to past presidents to past student representatives.

My first experience at a TSHA event was remarkable and life-changing. I see myself involved in TSHA for a long time and even returning to the EB as a professional. I would like to thank Gina Glover for contributing to my involvement in TSHA. Moreover, I also want to thank Keri Gonzalez for reducing my fear of flying and believing in me when I was hesitant

about attending my first meeting. She has helped me make one of the best decisions

of my life.In essence, TSHA is like

a sisterhood and a broth-erhood in which all of its members share the same enthusiasm for their pro-fession and support for the mission of the organiza-tion. I found my commit-ment and I am blessed to be part of TSHA. My first meeting rekindled my enthusiasm for belonging to an organization and volunteering. I encourage every professional and student

in Texas to become part of TSHA and to volunteer. Come join our bond and share our passion for our professions. H

TSHA: A LOVE, A PASSION, A BOND

TSHA after-dinner selfie with Melanie McDonald, Lori Colletti, Lindsey Lee, Peggy Kipping, Judy Rudebush, Michelle Mendietta, Larry Higdon, and Sherry Sancibrian

Tiffany Cruz at the EB meeting

From left to right, top row: Cameron Curtis, Judy Rudebusch, Peggy Kipping, Sherry Sanci-brian, Kathy Clapsaddle, Rebecca Linke, Larry Higdon, Michelle Mendietta, Melanie Mc-Donald, Mark Hanna, and Lori Colletti; bot-tom row: Tiffany Cruz, Lindsey Lee, Candance Hicks, Shannon Butkus, Erin Bellue, Robyn Martin, and Margarita Limon-Ordonez

TSHA memories with Tiffany Cruz, Lindsey Lee, Lori Colletti, Judy Rudebush, Larry Higdon, and Bethany Feinstein


The CLD Corner was created in an effort to provide information and respond to questions on cultural and linguistic diversity. Questions are answered by members of the TSHA Cultural and Linguistic Diversity (CLD) Committee. Members for the 2014-2015 year include Brittney Goodman, MS, CCC-SLP (co-chair); Raul Prezas, PhD, CCC-SLP (co-chair); Amanda Ahmed, MA, CCC-SLP; Mary Bauman, MS, CCC-SLP; Phuong Lien Palafox, MS, CCC-SLP; Alisa Baron, MA, CCC-SLP; and student representative Ryann Akolkar. Submit your questions to [email protected] and look for responses from the CLD Committee on TSHA’s website and in the Communicologist.

As the nation’s population continues to transform, speech-language pathologists (SLPs) face

challenges and important decisions regarding the assessment and treatment of diverse individu-als. The pattern of an increasing number and proportion of minorities in Texas and across the United States (Oswald, Coutinho, and Best, 1999; United States Census Bureau, 2014) is also leading to changes in practitioners’ caseloads (LeBlanc, Whites, Vandenberghe, and Primus, 2012). As a result, SLPs are being called upon to provide services to a more culturally diverse population. Although culturally appropriate services are needed in all areas, fluency disorders occur across all cultures and languages (Van, Maes, and Foulon, 2001) and require the consid-eration of multiple factors, including family dynamics, personal relationships, listener attitudes, quality of life, and personal motivation (Swartz, Gabel, Hughes, Irani, 2009). Differences in culture and language exist as well as differences in cultural beliefs regarding stuttering. Many practitioners are faced with challenges regarding how to best identify, assess, and treat fluency-related concerns when multicultural and second-language acquisition variables are present. This article explores perspectives from three professionals who specialize in the area of fluency dis-orders. Interview questions were presented to Dr. Antonio L. Ellis, Dr. Kia Johnson, and Tricia Krauss-Lehrman targeting areas related to assessment, cultural beliefs, developmental versus disordered stuttering, and other areas. It is our hopes that these interview questions and responses will provide additional insight into the perspectives of SLPs in regards to serving culturally and linguistically diverse populations in the area of fluency.

Dr. Antonio L. EllisCollege of Charleston School of Education, Health, and Human Performance

1. How do you utilize interviews/questionnaires to receive insight into cultural beliefs about stuttering that affect the client?

As an educator and a researcher who has conducted several qualitative studies, I believe that the best way to utilize interviews and questionnaires to receive insight into cultural be-liefs is to ask semi-structural open-ended questions. In addition, the questions should always be non-biased, including inclusive language. These interviews and questionnaires should be used as assessment tools to assist the speech and language therapists in aiding the client. The data

CLDcorner

PersPeCtives on FLuenCy in CuLturaLLy anD LinguistiCaLLy Diverse PoPuLations

By:TSHACulturalandLinguisticDiversity(CLD)Committee

“Therearemultiplefactorstoconsiderwhen

workingwithculturallyandlinguistically

diverseclientswhostutterandtheirfamilies.”



collected from using these instruments should not be used to classify or marginalize the client in any way.

2. Please provide a brief example of how cultural factors impact the beliefs and emotions for clients receiving fluency therapy.

Each client brings their cultural experiences and beliefs with them to fluency therapy. Understanding the cultural factors of clients can be a key component to improving fluency. For example, in some cul-tures, people believe that stuttering is symbolic of dishonestly, ner-vousness, or shyness, while other cultures believe that stuttering is a sign of a mental disability. Therefore, if the client believes that these societal opinions about stuttering are true, it can directly impact their self-esteem, causing them to constantly have feelings of shame and discomfort. Unfortunately, this is only one aspect of shame. If the cli-ent has other feelings of insecurity based on negative perceptions of their socioeconomic status, weight, sexual orientation, race, height, etc., this will also have an effect on the individual in fluency therapy. To this extent, it is vital that speech and language therapists develop a close-knit professional relationship with clients. Most people who are speech-impaired experience discomfort with talking on the phone. However, clients should feel as if talking to their therapists on the phone is a judgment-free zone. Speech-language pathologists should feel a sense of obligation and duty to be cultural myth-busters regard-ing the widespread public assumptions about speech and language impediments.

3. How do you utilize generalization with bilingual clients in fluency therapy?

There are many suggestions for promoting generalization main-tenance with bilingual clients; however, little evidence shows that these suggestions actually make a difference. Even with a number of treatment studies with bilingual children in the past decade, none have been designed to actually test specific transfer and maintenance strategies. I will continue to research the utilization of generalizations and its relationship to bilingual clients in fluency therapy.

Kia Noelle Johnson, PhD, CCC-SLPAssociate Professor, Department of Communication Sciences and DisordersUniversity of Houston

1. What is the best approach when the clinician observes significant differences in the disfluency frequencies in the two languages?

When a clinician observes a significant difference in the amount and type of disfluencies presented by a bi-lingual individual in two languages (L1 and L2), it is imperative to answer the question of whether or not the difference observed is a secondary effect to second language acquisition or contributable to

developmental stuttering (or another fluency disorder). Typically with developmental stuttering in bilingual individuals, a significant number of disfluencies are present in both languages. However, a sig-nificant difference in disfluencies between the two languages could be attributable to second language acquisition. The best approach to answering this question is to conduct a comprehensive assessment of all aspects of speech and language, including fluency. Specifically—in addition to fluency—the clinician should examine (formally and/or informally) vocabulary, language, articulation, and academic per-formance (for school-age children) in both languages.

It is important to keep in mind that a noticeable imbalance between proficient use of L1 versus L2 can cause an increase in disfluencies, particularly as an individual attempts to plan and produce speech and language in L2 and/or switch between the two languages. Thus, as-sessing all areas of speech and language should provide evidence for the clinician to determine if language acquisition is the foundation of the disfluent speech.

In addition to formal and informal assessment of speech and lan-guage, the clinician should ensure that a speech sample is obtained in both L1 and L2 in a similar manner. Compare the frequency and type of disfluencies from a conversational speech sample in both lan-guages; compare a narrative speech sample in both languages. For example, the clinician wants to be sure that the differences in the amount of disfluencies presented are not the result of comparing a conversational sample in L1 to a narrative sample in L2.

2. How do you utilize interviews/questionnaires to receive in-sight into cultural beliefs about stuttering that affect the client?

It is safe to assume that those individuals we see for concerns with developmental stuttering will arrive with thoughts about what causes their stuttering. Often this is influenced by one’s own cultural beliefs, but that is not always the case. To gather information, I prefer to simply include the following question on the intake form and in the interview: “What do you think causes your stuttering?” If there are any cultural beliefs, this question allows the individual to provide you with that information.

3. Please provide a brief example of how cultural factors impact the beliefs and emotions for clients receiving fluency therapy.

There are individuals from some cultures who believe that commu-nication disorders result from their behavior in a previous life and the disorder is a consequence of fate. Thus, therapy to alter or eliminate the disorder would be frowned upon. For another brief example, some cultures believe that communication disorders result from a curse being placed on them by another individual. Thus, the individual may feel as though treatment should come from a spiritual leader and not a speech-language pathologist.

4. How do you utilize generalization with bilingual clients in fluency therapy?

For bilingual clients, I suggest beginning therapy in their primary


language when possible. This allows them to focus on their fluency disorder in the language in which they are most comfortable. This will assist with generalization to L2.

5. What are key features of true stuttering to distinguish children with fluency disorders from children with developmental stuttering in the CLD population?

When attempting to distinguish a child with a fluency disorder from a child presenting with disfluencies resulting from second lan-guage acquisition, key features to look for would be how their fre-quency and type of disfluencies compare across languages as well as how proficient they are in other areas of speech and language. As stated in my response to the first question, if the child is actually presenting with [true] stuttering you should expect to see consistently high amounts of stuttering-like disfluencies across samples re-gardless of language. One would also not expect to see significant differences in other areas of speech and language across L1 and L2. Alternatively, if one sees a significant difference in the frequency and type of disfluencies presented across languages as well as significant differences in language proficiency across L1 and L2, this would suggest a greater concern with second language acquisition rather than fluency.

Tricia Krauss-Lehrman, MMS, CCC-SLP, BCS-FCertified/Licensed Speech- Language PathologistBoard-Certified Specialist-Fluency 1. What should an SLP consider when doing an assessment on someone who they suspect has a stuttering problem and who is also bilingual?

If evaluating a child, it is important to get an idea of language skills in the native language as well as in English in order to really under-stand the relationship between the individual’s fluency level and their language proficiency. In addition, it is important to observe or inquire about how fluency in the two languages compares. This is much easier to achieve when evaluating older children, adolescents, and adults be-cause they are usually good reporters of how much they stutter in the different languages they speak. Again, understanding how proficient the individual is in each of the languages would be important. Also, exploring whether the disfluency being reported is in fact stuttering rather than normal or linguistic nonfluency is crucial in making an ac-curate diagnosis and in determining treatment recommendations.

2. How do you determine when a client is using code-switching to avoid stuttering versus code-switching due to language?

I am not aware of a way to determine this except to ask the individual or the parents in the case of a young child. There are

questionnaires that explore internal behaviors such as expectancy and avoidance behaviors, which might be useful with older children, adolescents, and adults in helping to tease this out.

3. Please provide a brief example of how cultural factors impact the beliefs and emotions of clients receiving fluency therapy.

My experience has been that individuals and families from differ-ent cultural backgrounds may hold beliefs that impact their attitude about therapy and the prognosis for making significant changes. In a number of cultures I have encountered, stuttering is seen as a flaw and is considered a sign of weakness and imperfection. This often leads to individuals going to great lengths to hide their stuttering from others. Individuals from cultures with these beliefs are often resistant to any discussion of stuttering modification techniques or being more open about stuttering, which makes it much harder to address and reduce the fear they have of stuttering. In the case of children, parents may be more likely to want a “cure” and not hear me when I talk about the potential outcome of therapy being an ability to manage the stuttering.

4. What conditions may indicate a fluency problem associated with limited English proficiency rather than chronic stuttering?

When an individual exhibits primarily normal disfluencies, such as word and phrase repetitions, interjections, and revisions, it is sug-gestive of difficulties managing the demands of English rather than a true motor/speech-based fluency disorder like stuttering. When these are the types of disfluencies noted rather than sound and syllable repetitions, prolongations, and blocks, limited English proficiency is more likely the issue rather than chronic stuttering.

5. What are key features of true stuttering to distinguish children with fluency disorders of the CLD population?

In addition to analyzing the types of disfluencies present, it would be important to observe any secondary behaviors, struggle, and avoidance behaviors that are often key features of true stuttering. It would also be helpful to use some of the questionnaires that have been developed for use with children to explore some of the internal behaviors often as-sociated with stuttering that are not necessarily characteristic of fluency disorders related to limited English proficiency.

SummaryAs highlighted in the responses to the interviews above, there are

clearly multiple factors to consider when working with culturally and linguistically diverse clients who stutter and their families. Building and developing relationships between the client, the family, and the professional from the beginning cannot be overstated. Understand-ing a family’s cultural beliefs regarding stuttering is critical and may best be acquired through open-ended questions that reduce cultur-al bias and allow clients to describe the situation using their own words. It is also important to educate our families and dispel common misconceptions or myths that may exist (e.g., that a “cure” exists


for stuttering). Many clients who stutter may try to hide disfluent behaviors due to other factors, including cultural beliefs/attitudes. For our bilingual populations, it is critical to assess in both languages and compare data across languages to differentiate factors of second-language acquisition, normal disfluencies, and disorder.

Every experience we have is interpreted through our own cul-tural lens that shapes our personal perspectives and beliefs. These beliefs impact our attitudes and the decisions we make. It is the hope of the Texas Speech-Language-Hearing Association Cultural

and Linguistic Diversity Committee that the perspectives presented above will provide additional insight regarding cultural vari-ables and culturally based strategies specific to fluency. We would like to thank Dr. Antonio L. Ellis, Dr. Kia Johnson, and Tricia Krauss-Lehrman for participating and providing their knowledge and expertise. In addition, we would love to hear your perspectives on fluency in culturally and linguistically diverse populations. If you are interested, please send us an email at bgoodman.speech@ gmail.com. H

References LeBlanc, L., Whites, M., Vandenberghe, A., & Primus, K. (2012, November). Cultural-linguistic diversity trends in speech-language

pathologists’ caseloads. Poster Presentation at the Annual American Speech-Language-Hearing Convention, Atlanta, GA.Oswald, D., Coutinho, M., & Best, A. (1999). Ethnic Representation in Special Education: The influence of school related economic

and demographic variables. Journal of Special Education, 194-206.Swartz, E., Gabel, R., Hughes, S., & Irani, F. (2009). Speech-language pathologists’ responses on surveys on vocational stereotyping

(role entrapment) regarding people who stutter. Contemporary Issues in Communication Science and Disorders, 36, 157-165.United States Census Bureau. (2014). State and County Quick Facts. Retrieved from

http://www.quickfacts.census.gov/qfd/states/48000.html. Van, B., Maes, E., & Foulon, S. (2001). Stuttering and Bilingualism. 179-205.

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Celebrating our

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• Executive Board Report: It’s All About Relationships! • A Complete Recap of the TSHA 2014 Convention • 2014 TSHA Presidential GIFT

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april 2014 • volume no. 41, issue no. 2

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texas speech-language-hearing association june 2014 • volume no. 41, issue no. 3

SPOTLIGHT:

• Executive Board Report: It’s All About Relationships!

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• 2014 TSHA Presidential GIFT

TSHA 2014 Convention

Preserving the Past, Embracing the FutureDo you miss having a printed version of the Communicologist to thumb through and share?

http://www.quickfacts.census.gov/qfd/states/48000.html


Supporting the goals and dreams of others—isn’t that what speech-language pathologists and audiologists do every day when they provide services to individuals with communication disorders? Another way to help others achieve their goals and dreams is by donating to the Texas Speech-Language-Hearing Foundation (TSHF). Here is one story of Foundation dollars at work.

Jeremy Donai, PhD, CCC-AUD: “Receiving the Lear Ashmore Award from the TSH Founda-tion during my doctoral studies was a tremendous help to my research as a PhD student. With the award, I was able to purchase much-needed equipment to further my research agenda and complete my dissertation studies. In December 2013, I was awarded my PhD from Texas Tech University Health Sciences Center (TTUHSC) with an emphasis in speech perception. A few months prior, I accepted a faculty position at West Virginia University. While my family and I were sad to leave West Texas and the wonderful people at TTUHSC, relocating to the Mountain State brought us closer to family. My children are ecstatic to spend time with both sides of their family. Currently, I am pursuing an ambitious research agenda and still using the equipment pur-chased with the TSHF funds. I am extremely grateful to the Foundation for funding my research early on in my academic career.”

Interested in helping the Foundation? You can:• Shop at the Foundation Silent Auction during the TSHA 2015 Convention• Buy a ticket to the Foundation Luncheon (Friday, March 20), where TSHA and TSHF honorees will be recognized

during the TSHA 2015 Convention• Make a donation on the TSHF website at www.tshfoundation.org. H

The Texas Speech-Language-Hearing Foundation: Supporting Goals and Dreams

Jeremy Donai

By: Sherry Sancibrian, MS, CCC-SLP, BCS-CL, TSH Foundation President, and Jeremy Donai, PhD, CCC-AUD

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The deadline for online applications for Texas Speech-Language-Hearing Association (TSHA) Regional Seminar Grants is January 31. If your association or organization hosted a continuing education (CE) seminar in the past year, please submit an application online. The purpose of the grant is to allow regional associations, other local associations, or stu-dent organizations (such as the National Student Speech-Language-Hearing Association [NSSLHA]) to defray expenses incurred in providing a regional seminar for speech-lan-guage pathologists and/or audiologists. Grant recipients are awarded $500 for supporting the TSHA mission of education and the advancement of the professions of audiology and speech-language pathology. For more information, please visit www.txsha.org and click on the link for the Regional Seminar Grants to access the online application. Guidelines

1. Grant submissions are retroactive to seminars hosted December 2013 through December 2014.

2. The seminar must pertain to audiology, speech-language pathology, or a professionally related topic.

3. The seminar must offer continuing education credits.4. Proposals must be submitted online.

Instructions for SubmissionThe submission must include:• Association information• Contact information• Topic/title of seminar• Date of seminar• Location of seminar• Target audience• Estimated number of attendees• Budget for seminar• Educational objectives/goals of seminar• Abstract of seminar content (no more than 50 words)• Presenter’s name and affiliation• Program summary and description (no more than 70 words)• Brochure or flyer advertising the seminar

For further information, contact TSHA Regional Seminar Grants Committee Chair Gloria Macias-DeFrance at [email protected]. H

TSHA Regional Seminar Grants:2014 Call for ProPosals

By: Michelle Mendietta, MS, CCC-SLP, Vice President of Public Information and Marketing, and Gloria Macias-DeFrance, MA, CCC-SLP,

Regional Seminar Grants Committee Chair



Perspectives on Fluency in Culturally And Linguistically Diverse Populations

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