2024 Projects on Multicultural Activities

Enhancing Training in Cultural Responsiveness in Speech-Language Pathology Clinical Education: A Simulation-Based Approach to Gender Affirming Voice Services

Carmen Ana Ramos-Pizarro, University of the District of Columbia

Gender Affirming Voice Care (GAVC) delivered by trained speech-language pathologists (SLPs) can be transformative for gender-diverse individuals, representing a crucial aspect of their journey toward self-affirmation. However, providing competent care in this specialized area demands a level of expertise that extends beyond the curriculum covered in Voice Disorders Courses. While various educational initiatives aim to increase awareness of gender diversity and GAVC interventions, there remains a significant gap in translating theoretical knowledge into practical clinical skills. This project endeavors to bridge this gap by creating a virtual library of simulation-based scenarios tailored specifically for students beginning GAVC training. These meticulously crafted scenarios will teach culturally responsive practices in scenarios devoid of stereotypes, ensuring an authentic learning experience for students. Each scenario will include set-up instructions to implement as either low or high-fidelity simulations, pre-brief materials, suggested verbal responses, precise event timing for seamless execution, and debriefing instructions for clinical educators to facilitate students' self-reflection and clinical connections. By offering this resource free of charge, the project aims to support Communication Sciences and Disorders (CSD) programs in addressing the prevailing healthcare disparities in GAVC delivery and enhancing the competency of services provided by preservice clinicians to their vulnerable gender-diverse clients.

Improving Functional Communication by Multimodal Communication Treatment in Telepractice for Korean Speakers with Aphasia

Hyejin Park, University of Mississippi

The goal of the current project is to provide person-centered speech-language services to underserved populations – non-native English speakers with aphasia – who have been disregarded due to cultural and linguistic barriers in the U.S. The significant need highlights a treatment that meets the client’s need (improving their primary language for personal relationship) and that can be generalized to communicate with English speakers for daily activities. This project aims to determine (1) the effects of a Korean version of Multimodal Communication Treatment via telepractice (teleMCT-K), a functional aphasia treatment, to train people to repair their communication breakdown using various communication modalities, and (2) whether the increased use of non-verbal modalities improves English speakers’ comprehension.

Using a multiple-baseline single-subject design, four participants with aphasia, whose primary language is Korean (K-PWA), will receive 10 weeks of teleMCT-K. Participants will practice object names in five modalities (speaking, writing, drawing, gestures, and communication book). Their accuracy at word and phrase/sentence levels will be measured at pre- and post-tests. Furthermore, English speakers to determine their understanding of K-PWA’s nonverbal communication skills at the pre- and post-tests. Future studies will expand this treatment to other languages through support of a larger-scale grant.

Integrating Culturally Adaptation Principles in Cognitive Communication Rehabilitation

Yalian Pei, Syracuse University; Alaina Davis, Howard University

By leveraging the Psychotherapy Adaptation and Modification Framework (PAMF), the study proposes a two-phase approach under the Knowledge to Action (KTA) framework to improve cultural responsiveness of cognitive-communication therapy. Phase 1 involves a survey with vignette-based questions to adapt PAMF principles for cognitive-communication rehabilitation, focusing on understanding cultural nuances and enhancing client-SLP relationships among Asian and Black populations. Phase 2 will translate these adapted principles into professional development materials, including demonstration videos on motivational interviewing and problem-solving skills adapted for cultural relevancies for Asian and Black populations. Deliverables of this project include a set of cultural adaptation principles, rationale, written examples, and demonstration videos appropriate for Black and Asian communities in the context of cognitive-communication rehabilitation. Informativeness, clarity, and cultural relevance as perceived by both community partners and SLP clinicians will be assessed to ensure the deliverables are both practical and meet the needs of the community. The proposed activities aim to ultimately address the disparities in recovery outcomes among Black and Asian Americans with acquired brain injuries, attributed to misunderstandings and communication breakdowns in healthcare settings. The study’s findings will be disseminated through community events, a dedicated website, publications, and presentations at national conferences.

Research Initiative for Science Education in Communication Sciences and Disorders

Elizabeth Walker, University of Iowa

As a high-impact educational activity, undergraduate research experiences (UREs) can positively influence student retention and graduation rates. Underrepresented minorities (URMs) face unique barriers that limit their access to UREs and affect their career persistence. In communication sciences and disorders (CSD), URMs comprise about 33% of undergraduates and 25% of master’s students, with ~ 8% attrition at these levels. URMs’ career persistence can help reconcile the critical shortage in the CSD workforce and will benefit ASHA’s mission by increasing the diversity of ideas, perspectives, and lived experiences in CSD. Research Initiative for Science Education in CSD (RISE-CSD) seeks to improve academic and career persistence among URMs. To address this goal, three aims are proposed: Aim 1a. Provide academic support through intensive research-specific training; Aim 1b. Provide intellectual support via multiple levels of high-quality mentoring; Aim 1c. Provide cultural support through planned professional networking. The CSD department at the University of Iowa will conduct the proposed training program with faculty from diverse backgrounds, including underrepresented groups, all of whom have NIH-funded research programs on varied communication disorders across the lifespan. RISE-CSD contributes directly to ASHA’s mission of advancing science, fostering excellence in education, and advocating for accessible and quality care for all.