July 7, 2020

Children’s rights in the time of COVID-19

Tonight I attended the webinar, “Children’s rights in the time of COVID-19," hosted by Child Rights Connect, Centre for Children's Rights at Queen’s University Belfast, University of Edinburgh, the Childhood & Youth Studies Research Group and World Vision International. The webinar took place via Zoom on Tuesday July 7 at 9AM in New York, 2PM in London, 3PM in Brussels... and 11PM in Sydney! It began with an inspiring statement by Nomundari from Mongolia - representing children across the world.

Family holidays

Holidays with family is important and this location is special.

July 3, 2020

Mentoring senior staff

As part of my CSU Senior Research Fellowship I have the honour of mentoring senior staff in the university. Topics include promotion applications, PhD completions, etc. I love it! Here is a photo from my meeting with A. Prof Branka Krivokapic-Skoko today.
Meeting 2 with A. Prof Branka Krivokapic-Skoko
Here is an example from earlier this week in the UK (https://speakingmylanguages.blogspot.com/2020/07/external-mentor-for-good-to-great-scheme.html)

Multilingual Children's Speech page views in June 2020

The Multilingual Children's Speech website continues to be a resource for the world.
In June 2020 there were 4,857 page views (3,781 unique page views):
Some interesting images from the Google analytics reports are below:

July 2, 2020

FOAE: Beyond 2021


At today's Faculty of Arts and Education Forum Dean John McDonald outlined our new strategic plan for Beyond 2021: https://staff.csu.edu.au/manage-my-employment/sustainable-futures/faculty/arts-ed
We are to be "unified, agentic, enterprising".

Planning Early Childhood Voices - A virtual flipped pop-up conference

The Early Childhood Research Group are planning a virtual flipped pop-up conference titled "Early Childhood Voices". Many great ideas were discussed today.
Planning team - Tamara Cumming, Sharynne McLeod and Nicola Ivory

July 1, 2020

extIPA acknowlegments

extIPA stands for "Extensions to the IPA for the Transcription of Disordered Speech" and the current version is dated 2015 @ICPLA

This evening I was checking the most recent extIPA chart and found that I was mentioned in the acknowledgments for my suggestions regarding the revisions to the extIPA.
Ball, M. J., Howard, S. J., & Miller, K. (2018). Revisions to the extIPA chart. Journal of the International Phonetic Association, 48(2), 155-164. doi:10.1017/S0025100317000147




External mentor for "Good to Great" scheme

Dr Julie Marshall is one of 20 people from Manchester Metropolitan University (UK) to be selected for the "Good to Great" scheme aimed to develop leadership skills, research collaborations, new skills and knowledge. I have been appointed as Julie's external mentor as part of the scheme. We had our first official meeting today, where we discussed Julie's alignment with the United Nations including her important work with UNHDR in Rwanda. Here is a paper that Julie and colleagues wrote in 2018 that I presented as part of my speech at COSP12 at the United Nations in 2019:

Marshall, J., & Barrett, H. (2018). Human rights of refugee-survivors of sexual and gender-based violence with communication disability. International Journal of Speech-Language Pathology, 20(1), 44-49. doi:10.1080/17549507.2017.1392608

June 29, 2020

VietSpeech Study 2 Writing Retreat


This week the VietSpeech team are having a writing retreat to analyse and write up papers from Study 2. The VietSpeech grant was announced in 2017 (see here) and we have been working on it since 2018. We have finished Study 1 and are also working on Studies 3 and 4.

This week the following people are meeting together virtually:
  • Sharynne McLeod (Bathurst)
  • Sarah Verdon(Albury)
  • Van Tran (Sydney)
  • Audrey (Cen) Wang (Bathurst)
  • Ben Pham (Ha Noi, Vietnam)
  • Kate Margetson (Sydney)
  • Katherine White (Sydney)
  • Holly McAlister (Albury)
Some highlights:
  • The diversity of our team and the richness of discussions
  • Theoretical and clinical discussions about "What is correct speech?" 
  • Discussions about considering both directions of cross-linguistic transfer 
  • Cameo appearances from our children, pets, and others
Monday morning's meeting
Holly discussed similarities between Fiji English and Vietnamese English
(and shared Hopf, McLeod and Geraghty)
Van created venn diagrams during Tuesday's discussion about "what is correct speech
Wednesday morning's meeting
Van taught us how to cook chokos and to cut up oranges in a Vietnamese way
(and to eat them with salt and chilli)
Ben gave many insights from Vietnam - and told us of her successful national grant (congratulations!)
Kate and Katherine created a form that clinicians could use to compare cross-linguistic vs developmental mismatches
Thursday morning meeting
Writing, thinking, talking, writing...
Friday's meeting - with Sadie studying the figure very carefully
Friday's meeting

June 26, 2020

Health and Wellbeing in Childhood - Third Edition

My copy of Health and Wellbeing in Childhood - Third Edition has just arrived in the mail. It is so new it is not even on the Cambridge University Press website yet.

Here are the chapters I have co-authored with Jane McCormack:
  • McCormack, J. & McLeod, S. (2020). Classifying health and wellbeing: Applying the International Classification of Functioning, Disability and Health to early years learners. In S. Garvis & D. Pendergast (Eds). Health and wellbeing in childhood (3rd ed.) (pp. 20-34). Melbourne, Australia: Cambridge University Press. 
  • McCormack, J. & McLeod, S. (2020). Communication development. In S. Garvis & D. Pendergast (Eds). Health and wellbeing in childhood (3rd ed.) (pp. 132-153). Melbourne, Australia: Cambridge University Press. 
They have been substantially updated since the second edition - and the chapter on communication development includes case studies based around children's drawings.

Early Childhood Research Group planning meeting

Today Dr Tamara Cumming came over for an Early Childhood Research Group planning meeting (applying physical distancing during the COVID-19 restrictions). We had a brilliant brainstorming time inspired by our recent meeting with the Executive Dean who asked us to undertake "edgy, bolshy, noisy research that is not vanilla". We have been allocated 100 hours to work with Dr Nicola Ivory and Prof Philp Hider, our SubDean Research is supportive of our ideas. Watch this space.


Find an expert

Charles Sturt University has just added me as an expert on their website: https://news.csu.edu.au/experts/ It is an honour to be highlighed amongst my esteemed colleagues.

June 25, 2020

Highlights for the Annual Faculty of Arts and Education Research Report

I have been asked to provide some highlights from the past year for the Annual Faculty of Arts and Education Research Report. Here are my personal highlights (I haven't included working with my wonderful research students and SLM team or my publications):

Awards 
 Presentation at the United Nations 
  • Professor Sharynne McLeod presented at the Convention on the Rights of Persons with Disabilities (COSP12) at the United Nations in New York (June 2019) 
o People With Communication Disabilities Speak Up For Inclusion and Participation - UN Web TV (90 minutes) Wednesday, June 12, 2019, 8:15 am – 9:30 am http://webtv.un.org/watch/people-with-communication-disability-speak-up-for-inclusion-and-participation-how-the-implementation-of-the-crpd-and-the-sdgs-can-support-this-right-cosp12-side-event/6047514452001/
o CSU media release https://news.csu.edu.au/latest-news/charles-sturt-expert-advocates-at-un-for-communication-rights.
o Link to International Communication Project media release: According to the ASHA Director of Public Relations, the ICP media release was picked up by 160 outlets worldwide and had an audience reach of 73 million.
o The presentation was based on a special issue of guest edited by Professor Sharynne McLeod: Communication rights special issue of International Journal of Speech-Language Pathology (IJSLP). Her introductory article "Communication rights: Fundamental human rights for all" has been viewed 14,806 times to date with an altmetric score of 169. 
 Grants
  • Professor Sharynne McLeod and Dr Sarah Verdon (CSU) have been undertaking the following Australian Research Council (ARC) Discovery Grant (2018-2020): Australian children's speech and language competence (DP180102848). https://www.csu.edu.au/research/vietspeech/overview 
  • Professor Sharynne McLeod and Nicole McGill (CSU) worked with local speech pathologists to complete the following NSW Health Translational Research Grant (2017-2019): Waiting for speech pathology: Device versus advice. The NSW Health investigators on the team were: Emily Davis, Katrina Rohr, Angela Roberts and Katherine Miller o They won the Speech Pathology Australia National Conference Best Research Poster Award, have published three journal articles, and have developed a free parent website as part of the grant: https://wnswlhd.health.nsw.gov.au/our-services/speech-pathology

June 24, 2020

Cultural and linguistic diversity in NSW Department of Education schools (2019)

Here is some interesting information from the NSW Department of Education about linguistic diversity in schools in 2019
https://www.cese.nsw.gov.au/publications-filter/schools-language-diversity-in-nsw-2019
  • "In March 2019, 64.1% of students enrolled in NSW government schools came from homes where English was the only language spoken. More than a third (35.9%) of students came from homes where languages other than English were spoken" 
  • "There are 240 different language backgrounds of LBOTE [language backgrounds other than English] students at NSW government schools" 
  • "Government preschools enrolled 2,050 students from language backgrounds other than English in 2019, representing 51.3% of all government preschool enrolments" 
  • "In March 2019 68.9% of LBOTE students were from the nine largest languages and language groups. There were at least 5,000 students in each of these languages/language groups" 
  • "The largest single language of LBOTE students in March 2019 was Arabic (39,793 students), followed by Mandarin (27,396 students) and Vietnamese (16,854 students). Two European language backgrounds, Greek and Spanish, also featured in the largest language backgrounds, with 8,004 and 7,985 students enrolled respectively" 

https://mcusercontent.com/3452dd17dc6f9eb39197fbfe1/images/9661a3a2-d467-4d89-98ab-3348aea6c3a6.jpg

Congratulations Kate - 50 journal articles published!

Today Kate Crowe reached an impressive milestone: she has (co)authored 50 published peer-reviewed journal articles. It has been an honour to collaborate with her on paper number 50 - and a number of other papers as well.

Evaluating children in U.S. public schools with speech sound disorders: Considering federal and state laws, guidance, and research

The following manuscript was accepted for publication today:
Ireland, M., McLeod, S., Farquharson, K., & Crowe, K. (2020, in press June). Evaluating children in U.S. public schools with speech sound disorders: Considering federal and state laws, guidance, and research. Topics in Language Disorders.

This paper was a wonderful collaboration with colleagues in the US resulting from our discussions about how to apply the speech acquisition normative data published in McLeod and Crowe (2018) and Crowe and McLeod (2020) to the US context regarding eligibility for services.

Here is the abstract
More than half of U.S. speech-language pathologists (SLPs) currently practice in the school setting and 92.6% of SLPs who work in schools provide services focused on children’s speech sound production (articulation and/or phonology). This paper describes evaluation and eligibility requirements for children with speech sound disorders (SSDs) in the United States focusing on four sources of information: (1) federal requirements, specifically the Individuals with Disabilities Education Act (IDEA), (2) state and local requirements and guidance, (3) other sources of guidance (e.g., from professional associations), and (4) research. To be eligible to receive services under IDEA, three conditions must be met: (1) the student has an impairment, (2) that impairment results in an educational impact, and (3) the student requires specially designed instruction to make progress. Civil rights and diversity (cultural, linguistic, and gender) within these contexts are also considered. Case examples are provided to highlight eligibility criteria and to guide SLP practice. The information and examples provided in this article will enable SLPs in the United States to navigate IDEA evaluation and eligibility requirements to ensure children with speech sound disorders who are eligible under IDEA receive appropriate services.

Digital Photography for Researchers

Today I attended an interesting workshop run by Paul Willis from Charles Sturt University titled "Digital Photography for Researchers". Paul has worked for 10 years on the ABC Catalyst program, and is an adjunct Associate Professor in paleontology at Flinders University.



June 20, 2020

The German Intelligibility in Context Scale: First ICF-CY based assessment of intelligibility in children with speech-sound disorder in Germany

The following paper has just been published:

Neumann, S., Schäuble, L., & McLeod, S. (2020). Skala zur Verständlichkeit im Kontext (ICS-G) - Erstes deutsches ICF-CY-basiertes Assessment zur Verständlichkeit von Kindern mit Aussprachestörungen [The German Intelligibility in Context Scale (ICS-G) - First ICF-CY based assessment of intelligibility in children with speech-sound disorder in Germany]. Forum Logopädie, 34(4), 24-28.

https://www.dbl-ev.de/service/zeitschrift-forum-logopaedie/aktuelle-ausgabe/


Here is the abstract in German and English:
Zusammenfassung
Die Implementierung der ICF-CY nimmt kontinuierlichen Einzug in die sprachtherapeutische Forschung und Praxis. In diesem Rahmen werden ICF-CY-basierte Diagnostikmaterialien und Therapiekonzepte benötigt. Für Kinder mit Aussprachestörungen spielt dabei insbesondere die Einschätzung deren Verständlichkeit eine wichtige Rolle, da diese in direktem Zusammenhang mit erfolgreicher Interaktion sowie kommunikativer Partizipation steht. Die ins Deutsche übersetzte Skala zur Verständlichkeit im Kontext (ICS-G) ist ein Fragebogen für Sorgeberechtigte, der die Verständlichkeit von Kindern mit Aussprachestörungen im sozial-interaktiven Kontext im Kindergarten- bzw. Vorschulalter einzuschätzen vermag. Der vorliegende Beitrag stellt die autorisiert übersetzte und validierte deutsche Version ICS-G ausführlich dar.
Summary
The ICF-CY is implemented more and more in speech and language research and therapy. In this framework, ICF-CY based diagnostic tools and therapy concepts are needed. Especially the assessment of intelligibility is very important regarding children with speech-sound disorder (SSD) given that it is directly associated with successful interaction and communicative participation. The German Intelligibility in Context Scale (ICS-G) is a proxy report questionnaire for caregivers rating the intelligibility in context of preschool children with SSD. The present paper presents the authorized translated and validated German version of the ICS in a detailed manner.
 

June 17, 2020

CSU Sustainable Futures

Charles Sturt University has been running a number of Town Hall meetings - attended by >600 staff to work through the impact on the university sector of bushfires, COVID-19, and other issues. Today's meeting outlined the: (1) change management proposal, (2) course and subject optimisation process as well as the (3) the organisational review to develop a "financially and academically sustainable future" to "deliver excellence".

June 16, 2020

Learning Communities at Speech Pathology Australia

Today I discussed the new Learning Communities hub with Maree Brown from Speech Pathology Australia (SPA). Some of the new Learning Communities platforms are:
  • Live Online: A site where learners meet over 3 weeks with a preworkshop activity then two live 2-hour workshops
  • Communities of Practice
I look forward to working with SPA on these initiatives.

Faculty research group leaders meeting

Today I attended the Faculty of Arts and Education Research Group Leaders Meeting.
Dr Tamara Cumming and I are the leaders of the Early Childhood Research Group. The Faculty has the following research groups:
  1. Early Childhood  Research Group
  2. STEM Education Research Group
  3. Professional Practice, Learning and Education Group
  4. Libraries Research Group
  5. Environmental & Social Justice Research Group
  6. Critical Indigenous Studies Group

June 15, 2020

International meeting on partnerships between low- and middle-income and high-income countries

This afternoon I attended a meeting with 16 participants from across the world on the topic of collaboration between low- and middle-income and high-income countries to develop communication disability services. The conversation was led by Julie Marshall (UK/Uganda), Karen Wylie (Australia/Ghana), and Shakalia Dada (South Africa). The meeting was attended by people who live and work in countries as diverse as Australia, Fiji, Ghana, Malaysia, South Africa, Uganda, UK, and Vietnam.

Congratulations Audrey!

Congratulations to Dr Cen (Audrey) Wang who has just learned that she passed the National Psychology Exam which is one of the steps to becoming an accredited psychologist.

June 10, 2020

Congratulations Anna on your PhD submission

Today Anna Cronin submitted her PhD. Her thesis is titled: "Toddlers with Cleft Palate: Enhancing Communication through Holistic Child- and Family-Centred Practice". It was submitted as a series of two encyclopaedia entries, one book chapter, four journal articles and an exegesis. Anna was in Brisbane and was cheered on by her supervisory team: myself in Bathurst, Dr Sarah Verdon in Albury, members of the Speech-Language-Multilingualism team (in Shepparton, Sydney, Newcastle), her family and friends and received congratulatory messages from Sydney, Iceland, and Fiji. Her PhD scholarship was from Charles Sturt University.
The moment of submission
Congratulations Anna and best wishes for your examination!
Here is Anna's abstract:
Cleft palate with or without cleft lip (CP±L) is one of the most common congenital conditions affecting children across the world. Although high quality surgical and specialist multidisciplinary intervention for children with CP±L is available in many countries, this condition continues to impact children’s speech, early expressive language, feeding, middle ear function, appearance, and daily life. This thesis considered the views of international specialist speech-language pathologists (SLPs) working with toddlers with CP±L primarily in medical settings, as well as educators, families and toddlers with CP±L using a holistic child- and family-centred model. Demands resulting from diagnosis and intervention often have a significant impact, so families were given control and agency over their stories with the goal of informing and ultimately transforming SLPs’ practice. The thesis is innovative, theoretically driven, purposeful and sequential in its approach to recommending a shift in the way SLPs approach practice with children with CP±L.
The research presented in this thesis, known as the Toddlers with Cleft Palate Study, consisted of two parts presented as a series of seven publications: two encyclopaedia entries, one book chapter and four journal articles. Three theoretical frameworks underpinned the thesis: International Classification of Functioning, Disability and Health (ICF-CY; WHO, 2007), Convention on the Rights of the Child (United Nations, 1989), and family-centred practice (Dunst, 2002; Espe-Sherwindt, 2008). Combining these lenses provided unique insights and enabled holistic consideration of toddlers with CP±L, their rights, and their families’ experiences. Part One of the thesis provided definitions and outlined current practices with toddlers with CP±L. Drawing on the literature, the encyclopaedia entries outlined common craniofacial conditions and the impact of CP±L on speech. In the Toddlers with Cleft Palate Study 1: Specialist SLPs’ Perspectives, semi-structured interview data from the author’s Churchill Fellowship visits with six international specialist SLPs were analysed using directed content analysis framed by the ICF-CY. The findings indicated the ICF-CY had utility in describing specialist SLPs’ practice and that specialist SLPs do consider all components and contextual factors of the ICF-CY. However, there was less focus on Activities and Participation than on Body Structures and Functions and Environmental Factors (e.g., health services and geographic location).
Part Two of the thesis examined toddlers with CP±L and their families’ lived experiences, and how SLPs could best support them in the early years of life. A literature review outlined recommendations for supporting young children’s speech, language and communication to uphold their human rights in transnational early childhood education and care contexts. An innovative, ethnographic methodology was taken in the Toddlers with Cleft Palate Study 2: Toddlers’ and Families’ Experiences. This study involved observation, collection of speech and language data, interviews, photos, video data, and researcher reflection with seven toddlers with CP±L, 13 parents, and 12 significant others (e.g., educators and grandparents) around Australia. Speech and language data were evaluated to present a tutorial outlining a holistic communication protocol for SLPs to use with toddlers with CP±L. Interview data and 84 artefacts from the study (18 interviews, 29 videos, one extended audio recording of a mealtime, seven photos contributed by families, seven case history questionnaires, 18 field notes, four research reflections) were analysed inductively and revealed three themes in families’ experiences of raising toddlers with CP±L: the impact on the whole child, family strength and support, and family isolation and trauma.
The findings of the two parts of the study were synthesised to present how generalist SLPs working with toddlers with CP±L could learn from clients and their families and best support them in their early years, representing a shift away from the traditional professional-centred medical model of treatment. Overall, there were three main findings from the thesis: (1) having CP±L affects many aspects of toddlers’ lives and development, not just their speech, (2) children and families’ voices should be privileged in co-creating the intervention journey in collaboration with professionals, and (3) non-specialist medical, allied health, and education professionals need to understand that the impact of CP±L extends beyond speech, and know how to support toddlers and families holistically. The thesis contributes to the literature on the impact of CP±L on toddlers and their families and is significant in terms of its ethnographic methodology and shift towards a collaborative, family-centred approach to speech-language pathology practice. 
The following papers have been published to date (more to come):
  • Cronin, A., & McLeod, S. (2019). Craniofacial anomalies. In M. J. Ball & J. S. Damico (Eds.), The SAGE encyclopedia of human communication sciences and disorders (pp. 515-519). Thousand Oaks, CA: SAGE Publications. 
  • Cronin, A., & McLeod, S. (2019). Cleft lip and palate: Speech effects. In M. J. Ball & J. S. Damico (Eds.), The SAGE encyclopedia of human communication sciences and disorders (pp. 348-351). Thousand Oaks, CA: SAGE Publications. 
  • Cronin, A., McLeod, S., & Verdon, S. (2020). Applying the ICF-CY to specialist speech-language pathologists’ practice with toddlers with cleft palate speech. The Cleft Palate-Craniofacial Journal. Advance online publication.doi:10.1177/1055665620918799 
  • Cronin, A., McLeod, S., & Verdon, S. (in press). Holistic communication assessment for young children with cleft palate using the ICF-CY. Language, Speech, and Hearing Services in Schools.

CSU Research Fellows and our alignment with SDGs

I am one of six CSU Senior Research Fellows and there are also nine CSU Research Fellows (2018-2020). This week we launched a website documenting our research and its alignment to the United Nations Sustainable Development Goals (SDGs).
Here is some more information about our Research Fellowships: https://www.csu.edu.au/division/deputyvc/rdi/strategic-funding

May 29, 2020

Providing feedback to the World Health Organization

Today I submitted feedback about proposals to the International Classification of Functioning, Disability and Health (ICF) to the World Health Organization on behalf of 24 speech-language pathologists from across the world (UK, US, Fiji, The Netherlands, Iceland, Australia, etc.).  We plan to provide more feedback when new proposals are welcomed.

APSSLH Executive Council Members Meeting

Today I attended the APSSLH Executive Council Members Meeting. We discussed issues including the delay of our conference that was to be held in Hong Kong (due to COVID-19). The last conference was held in Japan in 2017. We also discussed changes to committee members' terms of office that are linked to the conference dates. The current committee members are below:

The timezones for our meeting were:
Some of the timezones for the APSSLH Meeting (+ New Zealand)

Vietlish vowels and consonants

This morning our VietSpeech team discussed data from Study 2 regarding our Vietnamese-Australian adults' production of English vowels to create a list of Vietlish vowels (we also discussed some consonants). That is, vowels that align with Vietnamese pronunciations that are used in English words. We will use this to assist with our VietSpeech analyses of children's speech and with differential diagnosis between children with typically developing speech and children with speech sound disorder.

Dr Ben Pham and Dr Van Tran have Vietnamese as their first langauge and have studied linguistics and phonetics. Kate Margetson and Sharynne McLeod have English as their first language and have studied speech-language pathology. Ben, Van and Kate have lived in Vietnam for different lengths of time, while Sharynne has visited on a number of occasions to teach speech sound disorders to Vietnamese university students. We came to the task with rich and different expertise. It was a fun morning.
Dr Ben Pham (HNUE, Vietnam), Dr Van Tran, Prof Sharynne McLeod and Kate Margetson (CSU)
Here are some Vietnamese references that use the term "Vietlish"

May 28, 2020

Vietnamese Masters students' thesis proposals

Congratulations to all of the 14 Masters students at HO CHI MINH CITY MEDICINE AND PHARMACY UNIVERSITY who submitted their thesis proposals today. Dr. Ben Phạm and I have been supervising Ms Vấn and Ms Hằng. Their thesis titles are as follows:
  • Phạm Thị Vấn: Speech Sound Characteristics of Children With Speech Sound Disorders in Northern Vietnam
  • Nguyễn Thị Hằng: Speech Intelligibility of Children with Speech Sound Disorders in Northern Vietnam
Next week they will have 15 minutes to present their proposal orally and 30 - 45 minutes to receive feedback from the committee. Then they will be able to begin the research.

May 26, 2020

Research on a small budget: Free longitudinal data

One of the largest costs of undertaking research is data collection. The Australian Government’s Department of Social Services has been collecting longitudinal data on thousands of Australians for many years. While a lot of the data are numerical, requiring quantitative techniques, they also collect textual data that can be analysed using qualitative techniques. Data sets for up to 10,000 people  (adults or children) are available for free. Here is information from their website (https://www.dss.gov.au/about-the-department/national-centre-for-longitudinal-data):
The NCLD provides access to new release of data for our four longitudinal studies through the Australian Data Archive Dataverse(link is external) platform. Dataverse provides no cost data access and allows authorised data users to download the datasets to their password-protected PC, secure network or approved cloud.
All four NCLD studies are now available on Dataverse:
Additionally, the Australian Government provides access to national census data.

Researchers from CSU's FOAE who have been publishing research using these studies include: Amy Macdonald, Graham Daniel, Sharynne McLeod, Audrey Wang, Michelle Brown and our HDR students and colleagues. Here are some of our papers:

  1. Blake, H. L., Bennetts Kneebone, L., & McLeod, S. (2017). The impact of oral English proficiency on humanitarian migrants’ experiences of settling in Australia. International Journal of Bilingual Education and Bilingualism, Advance online publication. doi:10.1080/13670050.2017.1294557
  2. Blake, H. L., McLeod, S., Verdon, S., & Fuller, G. (2018). The relationship between spoken English proficiency and participation in higher education, employment and income from two Australian censuses. International Journal of Speech-Language Pathology, 20(2), 202-215. doi:10.1080/17549507.2016.1229031
  3. Brown, M. I., Wang, C., & McLeod, S. (2019). Reading with 1-2 year olds impacts later academic achievement at 8-11 years. Manuscript in submission.
  4. Harrison, L. J., & McLeod, S. (2010). Risk and protective factors associated with speech and language impairment in a nationally representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research, 53(2), 508-529. doi:10.1044/1092-4388(2009/08-0086
  5. Harrison, L. J., McLeod, S., Berthelsen, D., & Walker, S. (2009). Literacy, numeracy, and learning in school-aged children identified as having speech and language impairment in early childhood. International Journal of Speech-Language Pathology, 11(5), 392-403. doi:10.1080/17549500903093749
  6. McCormack, J., Harrison, L. J., McLeod, S., & McAllister, L. (2011). A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years. Journal of Speech, Language and Hearing Research, 54(5), 1328-1348. doi:10.1044/1092-4388(2011/10-0155
  7. McLeod, S. (2011). Cultural and linguistic diversity in Australian 4- to 5-year-old children and their parents. ACQuiring Knowledge in Speech, Language, and Hearing, 13(3), 112-119.
  8. McLeod, S., & Harrison, L. J. (2009). Epidemiology of speech and language impairment in a nationally representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research, 52(5), 1213-1229. doi:10.1044/1092-4388(2009/08-0085)
  9. McLeod, S., & Verdon, S. (2015). Longitudinal patterns of language use, diversity, support, and competence. In Department of Social Services. (Ed.), Footprints in Time: The Longitudinal Study of Indigenous Children. Report from Wave 5 (pp. 66-70). Canberra, Australia: Commonwealth of Australia.
  10. McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507-517. doi:10.1016/j.ecresq.2018.07.004
  11. McLeod, S., Harrison, L. J., Whiteford, C., & Walker, S. (2016). Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school. Early Childhood Research Quarterly, 34, 53-66. doi:10.1016/j.ecresq.2015.08.005
  12. McLeod, S., Verdon, S., & Bennetts Kneebone, L. (2014). Celebrating young Indigenous Australian children's speech and language competence. Early Childhood Research Quarterly, 29(2), 118-131. doi:10.1016/j.ecresq.2013.11.003
  13. Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., & Harrison, L. J. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485-502. doi:10.1080/10888438.2018.1482901
  14. Verdon, S., & McLeod, S. (2015). Indigenous language learning and maintenance among young Australian Aboriginal and Torres Strait Islander children. International Journal of Early Childhood, 47(1), 153-170. doi:10.1007/s13158-015-0131-3
  15. Verdon, S., McLeod, S., & Winsler, A. (2014a). Linguistic diversity among Australian children in the first 5 years of life. Speech, Language and Hearing, 17(4), 196–203. doi:10.1179/2050572814Y.0000000038
  16. Verdon, S., McLeod, S., & Winsler, A. (2014b). Language maintenance and loss in a population study of young Australian children. Early Childhood Research Quarterly, 29, 168-181. doi:10.1016/j.ecresq.2013.12.003
  17. Wang, C., Harrison, L. J., McLeod, S., Walker, S., & Spilt, J. L. (2018). Can teacher–child relationships support human rights to freedom of opinion and expression, education and participation? International Journal of Speech-Language Pathology, 20(1), 133-141. doi:10.1080/17549507.2018.1408855

Peer review

I appreciate the peer review process as it enriches our research and the quality of the presentation/publication of our research. As a result, I try to agree to peer review requests if I have time. If I don't have time, I try to recommend someone else who may be suitable.
So far, in 2020 I have undertaken (or am in the process of finalising) a number of reviews, including for:
GRANTS 
• Australian Research Council (Future Fellowship, Discovery, DECRA)
• Speech Pathology Australia
• Charles Sturt University - Faculty of Arts and Education
JOURNAL ARTICLES 
• Folia Phoniatrica et Logopedia
• Clinical Linguistics and Phonetics
• International Journal of Speech-Language Pathology
• Language and Speech
• International Journal of Early Childhood
• Speech, Language, Hearing
CLASSIFICATIONS 
• World Health Organization (ICF2020)

May 25, 2020

Speech Pathology Australia Annual General Meeting and Awards Ceremony

Tonight I virtually attended the Speech Pathology Australia Annual General Meeting and Awards Ceremony . We were meant to have this at our National Conference that would have begun last night in Darwin, but was postponed until 2021 due to COVID-19. There were 132 attendees and 6 panelists (SPA Board).
Congratulations to the City of Adelaide for their Community Contribution Award for their commitment to communication access.
Congratulations also goes to:
  • Cathy Clark - Service to the Association Award
  • Dr Robyn O'Halloran - Elinor Wray Award
  • Jennifer Peach - Elinor Wray Award
  • Dr Hilary Johnson - Life Member
  • Prof Pamela Snow - Life Member

May 20, 2020

Sustainable Development Goals SDGs and CSU

Today I attended the Faculty of Arts and Education Research and Graduate Studies Committe and Prof. Jason White from the Research Office celebrated our Times Higher Education (THE) Impact Rankings regarding our alignment with the UN Sustainable Development Goals (SDGs). CSU achieved a total score of 87/100. We were ranked 61 of 766 institutions and participated in 12/17 SDGs. Our top ranked SDG was SDG10 Reduced Inequalities where we were 4th in the world.

Prof Jason White, Research Office

May 19, 2020

ICF-Australia Interest Group

Today I attended the ICF-Australia Interest Group online meeting chaired by Richard Madden from the University of Sydney and attended by people across Australia, in the US and Greece.
The topics included:
  • Merging ICF and ICF-CY into ICF2020 that will be uploaded into a new electronic format
  • Request for comments about recommended changes to ICF (including recommendations to Chapter 3 - Communication) (Catherine Sykes)
  • Mapping SDGs onto ICF is underway (Brooke MacPherson)
  • ICHI for medical and surgical interventions will be finalised in 2020. ICHI for functioning will be the next focus, followed by public health.
In the section about news from the Interest Group, I was able to mention the following publications:
  1. Cronin, A., McLeod, S., & Verdon, S. (2020, in press May). Holistic communication assessment for young children with cleft palate using the ICF-CY. Language, Speech, and Hearing Services in Schools
  2. Cronin, A., McLeod, S., & Verdon, S. (2020, in press February). Applying the ICF-CY to specialist SLPs’ practice with toddlers with cleft palate speech. The Cleft Palate-Craniofacial Journal. Advance online publication https://doi.org/10.1177/1055665620918799 
  3. Blake, H. L., & McLeod, S. (2019). Speech-language pathologists’ support for multilingual speakers’ English intelligibility and participation informed by the ICF. Journal of Communication Disorders, 77, 56-70. doi:10.1016/j.jcomdis.2018.12.003

I was also able to make a number of suggestions regarding recommended changes to the ICF and will followup on this in the next week.

Here are some resources recommended during the meeting:
Catherine Sykes demonstrating how to use the ICF Update Platform
Dr. Rune Simeonsson

Randomised controlled trial evaluating active versus passive waiting for speech-language pathology

The following manuscript has been accepted for publication today:

McGill, N., McLeod, S., Ivory, N., Davis, E., & Rohr, K. (2020, in press May). Randomised controlled trial evaluating active versus passive waiting for speech-language pathology. Folia Phonatrica et Logopedia.

 It is part of Nicole McGill's PhD (congratulations Nicole) and is the companion to the following paper that was undertaken as part of the NSW Health Translational Research Grant Scheme (TRGS):

McLeod, S., Davis, E., Rohr, K., McGill, N., Miller, K., Roberts, A., Thornton, S., Ahio, N., & Ivory, N. (2020, in press February). Waiting for speech-language pathology services: A randomised controlled trial comparing device, advice, and therapy. International Journal of Speech-Language Pathology. Advance online publication https://doi.org/10.1080/17549507.2020.1731600

Here is the abstract:
Introduction: High demand for speech-language pathology means children sometimes wait over 12 months for services, missing out on timely support. Waiting can be a time of stress, concern, and powerlessness for caregivers. Provision of information via a website may support families and encourage active waiting.
Objective: To compare children’s speech, intelligibility, language, and literacy outcomes, and caregivers’ satisfaction and empowerment in active versus passive waiting conditions. Methods: Ninety-seven preschool-aged children referred to a community health speech-language pathology service, Australia, were screened for eligibility. Eligible children (n = 42) with speech/language difficulties were randomly allocated to (a) active waiting (provision of a purpose-built website; n = 20), or (b) passive waiting (control group; n = 22). Pre- and post-assessments (after 6 months on a waiting list) were completed with children and caregivers by a speech-language pathologist blinded to group allocations.
Results: Intention to treat (n = 36) and per protocol analyses (n = 30) were conducted to measure group differences in child and caregiver outcomes at post-assessment using one-way ANCOVA, controlling for baseline scores. There were no statistically significant differences between groups for children’s speech, intelligibility, language, and literacy, or caregivers’ empowerment and satisfaction. Children in both groups made minimal gains over 6 months.
Conclusions: Provision of an active waiting website did not lead to statistically significant change in child or caregiver outcomes, and children in both groups made little progress over a 6-month period. Early speech-language pathology intervention delivered with appropriate dosage is needed to optimise children’s outcomes. Until timely and effective speech-language pathology intervention can be provided for all who need it, provision of early assessments may be beneficial. There remains a need for effective ways to support children and families on waiting lists.

May 18, 2020

Continuation of postdoctoral scholarship until the end of 2020

Late last week it was confirmed that Dr Michelle Brown will be able to continue as my postdoctoral scholar (0.4FTE) until the end of 2020. The Deputy Vice Chancellor (Research and Engagement) enabled me to reallocate some of my travel funds from my Senior Research Fellowship that can no longer be used due to COVID-19 restrictions, to employing Michelle for the remainder of the year. This is great news as her StoryBabies research is going so well, and we have so many grants, papers, presentations and analyses to complete and submit in that timeframe.

Elements in phonological intervention: A comparison of three approaches using the Phonological Intervention Taxonomy

We have just finalised the page proofs for the following book chapter that will be published very soon:

Baker, E., McCauley, R. J., Williams, A. L., & McLeod, S. (2020). Elements in phonological intervention: A comparison of three approaches using the Phonological Intervention Taxonomy. In E. Babatsouli & M. J. Ball (Eds.) On under-reported monolingual child phonology (pp. 375-399). Bristol, UK: Multilingual Matters.

Here are the details about the book: http://www.multilingual-matters.com/display.asp?isb=9781788928946

The chapter was written as part of Prof. Rebecca McCauley's visit to CSU in 2018.
 

May 12, 2020

University of Iceland Science and Innovation Prize

Congratulations to Dr. Jóhanna Einarsdóttir, Dr Thora Masdottir (Þóra Másdóttir), Dr Kate Crowe, Þóra Sæunn Úlfsdóttir, Kriselle Jónsdóttir, Ewa Czaplewska, and Sigurgrimur Skúlason who received a University of Iceland Science and Innovation Prize (Vísinda- og nýsköpunarverðlaun Háskóla Íslands) in the category Society tonight (9pm Australian time).
https://english.hi.is/university/the_universitys_science_and_innovation_award
Here is the description of the event from Jón Atli Benediktsson, Rector of the University of Iceland:
The University of Iceland Science and Innovation Prizes will be presented on Tuesday 12 May...The prizes, previously called the University of Iceland Applied Science Prize, are now awarded for the 22nd time. The competition is run as a collaboration between the University of Iceland, the New Business Venture Fund, Árnason|Faktor, Innovation Center Iceland and the Technology Transfer Office Iceland.
A total of 38 valid applications were submitted this year, which is a record number. Prizes will be awarded for the best ideas in four categories: Health, Technology and Progress, Society, and the Motivational Prize. An overall competition winner will also be selected from among the prize recipients in the above categories.
Due to current restrictions on mass gatherings and the two metre rule, only the prize recipients and the evaluation committee will physically attend this year, but the ceremony will be live-streamed online: https://livestream.com/hi/visindaognyskopunarverdlaunhi
On this occasion, Martin Ingi Sigurðsson, professor at the Faculty of Medicine, will also give a talk on the project that medical student Halldór Bjarki Ólafsson completed under his supervision, which won the President of Iceland's Innovation Award at the beginning of the year.