Special Interest Group 17 - Global Issues in Communication Sciences and Related Disorders

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Interprofessional Practice in an International World: 2020
Format(s): SIG Perspectives
First, Krishnan, Sundaram, Sreekumar, Thammaiah, and Mitra describe the development and execution of the Speech, Language, and Hearing Sciences in India service learning study abroad program. It includes the perspectives of the faculty leader from the United States and of the faculty and staff from the community partner organizations in India. In the next article, Ramkissoon and Pillay discuss service learning and audiology services in Africa. They highlight health professions engaging in service learning via international humanitarian health care or study abroad programs toward an improved sense of civic responsibility, an aspect that has been inadequately analyzed in hearing health care. Then, Gill, Peele, and Wainscott review the progress made in the treatment and education of persons with disabilities in Zambia, identifying barriers that have hindered change, initiatives that have facilitated positive changes, and initial steps toward the establishment of the profession of speech-language pathology. Despite the challenges of limited resources, understanding of disabilities, and cultural and social barriers, many policies have been adopted and laws passed to protect the rights of those with disabilities. Finally, ASHA Past President Elise Davis-McFarland concludes with a pivotal article, “Ethics in International Practice.” The author states that there is a lack of credible information on the number of people in Majority World countries who have communication and swallowing disorders, but there is evidence of a need for communication therapy services in those countries. She discusses the requirements for the exercise of autonomy, beneficence, nonmaleficence, and justice in international practices as well as considering the relationship between cultural authenticity and ethically provided services. The author also reviews the codes of ethics of several Majority World and Minority World speech-language therapy associations and their requirements for the ethical practices that must be adhered to beyond their members’ national borders.
History and Collaborative Efforts in  the International Cluttering Association
Format(s): SIG Perspectives
These Perspectives (SIG 17) articles present a collaborative initiative of the Committee of International Representatives of the International Cluttering Association. Reichel et al., discuss the initiative that began with the Inaugural Joint World Congress in Japan in 2018. Van Zaalen and Reichel present and discuss the auditory-visual feedback training methodology. Gosselin and Ward affirm that cluttering is a fluency disorder that is mainly characterized by an abnormally rapid or irregular rate of speech. Their pilot study expanded the evidence base by using a Stroop Task to investigate attention performance in people with cluttering. Hilda Sønsterud discuss the term working alliance as an important concept in cluttering and stuttering therapy and describe the degree to which the therapy dyad is engaged in collaborative, purposive work.
Global Initiatives: Considerations for Best Practice
Format(s): SIG Perspectives
These Perspectives (SIG 17) articles discuss different aspects of international practice, including work with immigrant and refugee families. Baigorri, Crowley, and Bukari provide a service delivery model for speech-language pathologists (SLPs) and professionals working in low-and middle-income countries. Chakraborty, Schwarz, and Vaughan discuss a major consideration for ASHA to cultivate cultural sensitivity and competence in its largely female (95.30%), monolingual (93.46%) and white (92.10%) workforce. Chu et al., discuss the challenges that SLPs face when providing speech and language therapy in Malaysia and issues that need to be addressed for continued growth of this profession. Maldonado, Ashe, Bubar, and Chapman explore the experiences of monolingual, American, English-speaking SLPs and Clinical Fellows who worked with immigrant and refugee families within a preschool context. Staley et al., consider the literature on international student placements to contextualize and describe a 10-year relationship which enabled speech language pathology students in their final year of study at a Canadian university to complete a 10-week clinical placement with a non-governmental organization in Kenya.
Perspectives, SIG 17, Vol. 3, Part 2, 2018
Format(s): SIG Perspectives
Blake and McLeod describe the International Classification of Functioning, Disability, and Health (ICF’s) purpose, development, contents, and coding. This article discusses the framework used by speech-language-pathologists and audiologists in practice and research to investigate body structures/functions and restrictions these may place on an individual’s ability to participate in activities. McNeilly confirms the need for ICF to become an integral part of clinical preparation providing insight regarding functional clinical outcomes of individuals, maximizing habilitation and rehabilitation outcomes. Ma discusses how the ICF is used to support clinical research, practice and education in Hong Kong with the hope of more global efforts by researchers and clinicians. Papathanasiou describes the principles of the ICF framework, encouraging the early introduction to students, using a framework for course curriculum, clinical competencies, and interprofessional education. Enderby discusses how the ICF is used to develop an outcome measurement approach, Therapy Outcome Measure, with application in a research study.
Perspectives, SIG 17, Vol. 3, Part 1, 2018
Format(s): SIG Perspectives
The authors showcase five concepts of international service. Randazzo and Garcia discuss sustainable practices used in an international services model describing an interprofessional services delivery model for service provision in a resource-poor, rural Cambodia. Plumb and Willis examine students’ perceptions of study abroad between Auburn University, the United Kingdom, and Ireland. Campos, Skiados, and Flynn author a discussion of the status of male speech-language pathologists in international speech-language pathology associations, including a review of male recruitment efforts. de Diego-Lazaro authors a description of measuring cultural competencies in speech and language pathology students, introducing the Cultural Awareness and Competence Scales, a new tool to assess cultural awareness. Harten, Franca, Boyer, and Pegoraro-Krook describe the international alliances developed to better equip students and professionals with skills for practicing in a changing world. Waterston, Duttine, Roman, and Caesar provide an update to The American Speech-Language-Hearing Association- Pan American Health Organization/World Health Organization (ASHA-PAHO/WHO) partnership with a description of the WHO Rehabilitation 2030 initiative in The ASHA-PAHO Partnership: Progress, Future Plans and connecting to WHO Rehabilitation 2030.

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