Intelligibility Enhancement via Telepractice During COVID-19 Restrictions

Blake, HL

Intelligibility Enhancement via Telepractice During COVID-19 Restrictions

Blake, HL

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Publisher:: American Speech Language Hearing Association
Publication Type:: Journal Article
Citation:: Perspectives of the ASHA Special Interest Groups, 2020, 5, (6), pp. 1797-1800
Issue Date:: 2020-12-17

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Field	Value	Language
dc.contributor.author	Blake, HL
dc.date.accessioned	2022-04-20T00:44:59Z
dc.date.available	2022-04-20T00:44:59Z
dc.date.issued	2020-12-17
dc.identifier.citation	Perspectives of the ASHA Special Interest Groups, 2020, 5, (6), pp. 1797-1800
dc.identifier.issn	2381-4764
dc.identifier.issn	2381-473X
dc.identifier.uri	http://hdl.handle.net/10453/156484
dc.description.abstract	<jats:sec> <jats:title>Purpose</jats:title> <jats:p>Speech-language pathologists (SLPs) may be approached by multilingual speakers seeking to improve their intelligibility in English. Intelligibility is an essential element of spoken language proficiency and is especially important for multilingual university students given their need to express complex ideas in an additional language. Intelligibility Enhancement is an assessment and intervention approach that aims to improve the intelligibility of consonants, vowels, and prosody with multilingual speakers who are learning to speak English. This article describes the student-led delivery of Intelligibility Enhancement with multilingual clients in a university clinic using a telepractice model after restrictions were imposed due to the COVID-19 pandemic.</jats:p> </jats:sec> <jats:sec> <jats:title>Conclusions</jats:title> <jats:p>Telepractice offered an appropriate mode of service delivery that facilitated a high-quality, best practice, and continuous service to Intelligibility Enhancement clients while also permitting student SLPs' ongoing clinical education employing an increasingly utilized technology. Previous research demonstrated the effectiveness of the Intelligibility Enhancement Assessment and Intervention Protocols in increasing English intelligibility in multilingual university students. The modifications necessary to provide this intervention via telepractice in a student-led clinic not only offer a possible solution to supporting multilingual university students' English intelligibility during the COVID-19 pandemic but also will inform the understanding of SLPs providing similar interventions in the future.</jats:p> </jats:sec>
dc.language	en
dc.publisher	American Speech Language Hearing Association
dc.relation.ispartof	Perspectives of the ASHA Special Interest Groups
dc.relation.isbasedon	10.1044/2020_persp-20-00133
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Intelligibility Enhancement via Telepractice During COVID-19 Restrictions
dc.type	Journal Article
utslib.citation.volume	5
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Graduate School of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Graduate School of Health/GSH.Speech Pathology
utslib.copyright.status	open_access	*
dc.date.updated	2022-04-20T00:44:58Z
pubs.issue	6
pubs.publication-status	Published
pubs.volume	5
utslib.citation.issue	6

Abstract:

Purpose Speech-language pathologists (SLPs) may be approached by multilingual speakers seeking to improve their intelligibility in English. Intelligibility is an essential element of spoken language proficiency and is especially important for multilingual university students given their need to express complex ideas in an additional language. Intelligibility Enhancement is an assessment and intervention approach that aims to improve the intelligibility of consonants, vowels, and prosody with multilingual speakers who are learning to speak English. This article describes the student-led delivery of Intelligibility Enhancement with multilingual clients in a university clinic using a telepractice model after restrictions were imposed due to the COVID-19 pandemic. Conclusions Telepractice offered an appropriate mode of service delivery that facilitated a high-quality, best practice, and continuous service to Intelligibility Enhancement clients while also permitting student SLPs' ongoing clinical education employing an increasingly utilized technology. Previous research demonstrated the effectiveness of the Intelligibility Enhancement Assessment and Intervention Protocols in increasing English intelligibility in multilingual university students. The modifications necessary to provide this intervention via telepractice in a student-led clinic not only offer a possible solution to supporting multilingual university students' English intelligibility during the COVID-19 pandemic but also will inform the understanding of SLPs providing similar interventions in the future.

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http://hdl.handle.net/10453/156484