Washington Karla N, Crowe Kathryn, McLeod Sharynne, Margetson Kate, Bazzocchi Nicole B M, Kokotek Leslie E, van der Straten Waillet Pauline, Másdóttir Thora, Volhardt Marc D S
Department of Speech-Language Pathology, University of Toronto, Ontario, Canada.
Department of Communication Sciences and Disorders, University of Cincinnati, OH.
Lang Speech Hear Serv Sch. 2025 Jul 16;56(3):469-487. doi: 10.1044/2025_LSHSS-24-00099. Epub 2025 May 23.
Identification of speech sound disorder (SSD) in children who are multilingual is challenging for many speech-language pathologists (SLPs). This may be due to a lack of clinical resources to accurately identify SSD in multilingual children as easily as for monolingual children. The purpose of this article is to describe features of multilingual speech acquisition, identify evidence-based resources for the differential diagnosis of SSD in speakers of understudied language paradigms, and demonstrate how culturally responsive practices can be achieved in different linguistic contexts.
Examples of different approaches used to inform accurate diagnosis of SSD in 2- to 8-year-old multilingual children are described. The approaches used included (a) considering adult speech models, (b) completing validation studies, and (c) streamlining evidence-informed techniques. These methods were applied across four different language paradigms in countries within the Global North and Global South (e.g., Jamaican Creole-English, Jamaica; Vietnamese-English, Australia; French and additional languages, Belgium; Icelandic-Polish, Iceland). The culturally responsive nature of approaches in each cultural/linguistic setting is highlighted as well as the broader applicability of these approaches.
Findings related to dialect-specific features, successful validation of tools to describe functional speech intelligibility and production accuracy, and the utility of different techniques applied in the diagnosis of SSD are outlined.
Culturally responsive methods offer a useful framework for guiding SLPs' diagnostic practices. However, successful application of these practices is best operationalized at a local level in response to the linguistic, cultural, and geographic context.
对于许多言语语言病理学家（SLP）而言，识别多语言儿童的言语声音障碍（SSD）具有挑战性。这可能是由于缺乏临床资源，难以像识别单语言儿童那样轻松准确地识别多语言儿童的SSD。本文的目的是描述多语言言语习得的特征，识别针对研究较少的语言范式使用者进行SSD鉴别诊断的循证资源，并展示如何在不同语言背景下实现具有文化适应性的实践。
描述了用于准确诊断2至8岁多语言儿童SSD的不同方法示例。所使用的方法包括：（a）考虑成人言语模型；（b）完成验证研究；（c）简化循证技术。这些方法在全球北方和南方国家的四种不同语言范式中应用（例如，牙买加克里奥尔语 - 英语，牙买加；越南语 - 英语，澳大利亚；法语及其他语言，比利时；冰岛语 - 波兰语，冰岛）。强调了每种文化/语言环境中方法的文化适应性以及这些方法更广泛的适用性。
概述了与特定方言特征、描述功能性言语可懂度和发音准确性的工具的成功验证以及应用于SSD诊断的不同技术的效用相关的研究结果。
具有文化适应性的方法为指导SLP的诊断实践提供了一个有用的框架。然而，这些实践的成功应用最好在地方层面根据语言、文化和地理背景进行实施。
