June 29, 2023

Just published: Multilingual speech acquisition by Vietnamese-English–speaking children and adult family members

JUST PUBLISHED: 

McLeod, S., Verdon, S., Margetson, K., Tran, V. H., Wang, C., Phạm, B., To, L., & Huynh, K. (2023). Multilingual speech acquisition by Vietnamese-English–speaking children and adult family members. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2023_JSLHR-21-00669

 Thank you to the whole team the authors and the following (see p. 42 for these acknowledgments) “The authors thank Katherine White, Holly McAlister, Craig Margetson, Olivia Richards, Jake Sheader, and Evelyn Sowter for assistance with data entry and analysis.” 

What a huge achievement to undertake this research and to see it published. This is the LONGEST article I have ever had published in my entire career. We did so much work! Now let’s see it assist speech pathologists, family members (and others) to support children’s speech.

ISB14 conference dinner at the NSW Art Gallery

 








June 28, 2023

Fascinating conversations and people at ISB14

I love face-to-face conferences for the lunch/coffee break conversations.

Some of the excellent conversations I have had have included with members of our Speech-Language-Multilingualism team and

  • Prof Leah Fabiano-Smith from the University of Pittsburgh  - https://www.shrs.pitt.edu/people/leah-fabiano-smith who works with children who speak Spanish and English
  • A/Prof Carmel O'Shannessy from ANU - https://researchers.anu.edu.au/researchers/o-shannessy-c who is just completing her ARC Future Fellowship working with children who speak Arrente and Warlpiri.
  • Prof Felicity Cox from Macquarie University - https://researchers.mq.edu.au/en/persons/felicity-cox who is working on her ARC Future Fellowship for the project Multicultural Australian English: The New Voice of Sydney and an ARC Discovery project grant for the project Child Language, Community Diversity and the Emergence of Sound Change
  • Prof Wigglesworth
  • Dr Robert Mayr from Cardiff University who is working with bilingual Spanish-English speaking children
  • Kate Jones from Western Sydney University - who is working on the OZI-Short Form 
    Holly McAlister, Prof Sharynne McLeod, A/Prof Carmel O'Shannessy

Kate Jones, Kate Margetson, Sharynne, Leah Fabiano-Smith, Holly McAlister




People with disability in Australia 2022 - Statistics about communication disability

IMPORTANT DATA FROM:
 

Australian Institute of Health and Welfare (2022) People with disability in Australia 2022, catalogue number DIS 72, AIHW, Australian Government.

https://www.aihw.gov.au/getmedia/3bf8f692-dbe7-4c98-94e0-03c6ada72749/aihw-dis-72-people-with-disability-in-australia-2022.pdf.aspx?inline=true

Australian Bureau of Statistics’ (ABS) 2018 Survey of Disability, Ageing and Carers (SDAC).

"Nearly one-third (32%) of people with disability – about 1.4 million or 5.7% of the Australian population – have severe or profound disability. This means sometimes or always needing help with daily self-care, mobility or communication activities, having difficulty understanding or being understood by family or friends, or communicating more easily using sign language or other non-spoken forms of communication (ABS 2019a)." (p. 26)

Of people with disability living in households who need help with at least one activity: • the need for help with cognitive or emotional tasks decreases with age (79% or 362,000 of those aged under 25, 45% or 422,000 of those aged 25–64, and 19% or 208,000 of those aged 65 and over) • those aged under 25 are more likely (41% or 187,000) to need help with oral communication than those aged 25–64 (5.9% or 55,000) or 65 and over (5.8% or 64,000) (p. 36)

Of the selected chronic conditions, stroke is associated with a high level of core activity limitation: • 42% (or 37,000) of people with stroke as their main condition have severe or profound core activity limitation • 17% (or 15,000) have mild or moderate core activity limitation • 39% (or 33,000) have no core activity limitations, but may still have disability not related to core activities. Of the selected chronic conditions, asthma is associated with the lowest level of core activity limitation: • 1.5% (or 13,000) of people with asthma as their main condition have severe or profound core activity limitation • 4.6% (or 38,000) have mild or moderate core activity limitation • 94% (782,000) have no core activity limitation, but may still have disability not related to core activities (Figure CHRONIC.3). (p. 96)

Not everyone with disability receives all the help they need from formal services. Common activities for which the need for formal assistance was unmet include: • cognitive or emotional tasks (40% or 286,000 people with disability, aged 64 and under, living in households who need formal assistance with that activity) • communication (38% or 86,000) • property maintenance (31% or 139,000) • household chores (31% or 124,000) • mobility (20% or 98,000) (ABS 2019). The reasons given for not receiving any or more help from an organised service with at least one activity include: • service costs too much (38% or 199,000 people with disability, aged 64 and under, with an unmet need for formal assistance) • did not know of service (18% or 95,000) • not eligible for service (16% or 84,000) • service does not provide sufficient hours (14% or 73,000) • unable to arrange service (14% or 72,000) • no service available (13% or 68,000) (ABS 2019). Reasons for not receiving any or more help from an organised service with at least one activity differ by remoteness. Among people with disability aged 64 and under, with an unmet need for formal assistance: • people living in Outer regional and remote areas are more likely (24% or 15,000) not to receive help due to no service being available than those living in Major cities (9% or 31,000) • people living in Inner regional areas are more likely (23% or 26,000) not to receive help due to not being eligible for service than those living in Major cities (14% or 49,000) and Outer regional and remote areas (15% or 9,000) • people living in Major cities are more likely (40% or 140,000) not to receive help due to service costing too much than those living in Outer regional and remote areas (27% or 16,000) (ABS 2019). (p. 133)

Household, Income and Labour Dynamics in Australia (HILDA) Survey

Difficulties experienced. Some people with disability experience difficulties at their school or educational institution, such as learning, fitting in socially and communicating. 

School students (primary and secondary). Not all school students (aged 5–18) with disability have difficulty at their school – more than one-third (36% or 135,000) do not. Some who have no difficulty have a schooling restriction (16% of school students with disability, or 61,000) while others do not (20% of school students with disability, or 76,000). This varies by disability group and remoteness: • More than 4 in 5 (81% or 122,000) students with psychosocial disability have difficulty at school compared with 3 in 5 (59% or 54,000) of those with physical disability. • More than two-thirds (69% or 59,000) of students living in Inner regional areas have difficulty compared with 3 in 5 (59% or 23,000) of those living in Outer regional and remote areas (ABS 2019). 

Of those who have difficulty at school, the most common experienced are: 

• learning difficulties (68% or 165,000) 

• fitting in socially (56% or 137,000) 

• communication difficulties (44% or 107,000) 

• intellectual difficulties (22% or 54,000) 

• sports participation (17% or 42,000) 

• difficulty sitting (15% or 37,000) (ABS 2019). (pp. 298-299)

Non-school students Not all non-school students with disability have difficulty at their educational institution – almost three-quarters (74% or 137,000) do not. Some with no difficulty have a nonschool educational restriction (19% of non-school students with disability, or 35,000) while others do not (53% of non-school students with disability, or 99,000). Of those who have difficulty, the most common experienced are: • learning difficulties (32% or 17,000) • fitting in socially (25% or 13,000) • communication difficulties (20% or 11,000) (ABS 2019).


References

ABS (Australian Bureau of Statistics) (2019) Microdata: disability, ageing and carers, Australia, 2018, ABS cat. no. 4430.0.30.002, ABS, AIHW analysis of TableBuilder data, accessed 14 October 2021. https://www.abs.gov.au/statistics/microdatatablebuilder/available-microdata-tablebuilder/disability-ageing-and-carers-australia

DSS (Department of Social Services) and MIAESR (Melbourne Institute of Applied Economic Social Research) (2019) The Household, Income and Labour Dynamics in Australia (HILDA) Survey, general release 18 (wave 17), doi:10.26193/IYBXHM, ADA Dataverse, AIHW analysis of unit record data, accessed 15 December 2021.


June 27, 2023

Child Language Teaching and Therapy editorial board meeting

Tonight I attended the 2023 editorial board meeting for Child Language Teaching and Therapy. I have been on the board since 2007. In 2022 there were over 130,000 downloads. The 2022 impact factor will be released tomorrow. In 2021 the impact factor was 0.912. There have been and will be a number of changes in impact factor methodology over the past few years - including that tomorrow the impact factors go from 3 decimal places to 1.

The meeting indicated that there continue to be manuscript submissions from across the world. 14 articles/323 pages were published in 2022 - there is a flexible page budget. In 2022 there was an 18% acceptance rate.

International Symposium on Bilingualism (ISB14) - presentations from CSU

There were three presentations from CSU at this week's International Symposium on Bilingualism (ISB14) at Macquarie University in Sydney:

  • Keynote - "Cross-linguistic perspectives on children’s speech development" - Sharynne McLeod
  • Workshop - "Home language maintenance: Connecting children, families and classrooms" - VietSpeech (Sharynne McLeod, Kate Margetson, Van Tran) and Little Multilingual Minds (Paola Escudero, Gloria Pino Escobar, Chloé Diskin-Holdaway)
  • Poster - "Speech sound development of Fijian school-aged children" - Holly McAlister, Suzanne Hopf & Sharynne McLeod

Holly McAlister presented her research

Sharynne's keynote

Dr Van Tran, Prof Sharynne McLeod, Dr Chloé Diskin-Holdaway,
Prof Paola Escudero, Dr Gloria Pino Escobar, Kate Margetson

VietSpeech superheros ready for the workshop
Kate Margetson, Sharynne McLeod, Van Tran

June 26, 2023

Keynote speaker at the International Symposium on Bilingualism (ISB)

I was honoured to be invited to be a keynote speaker at the International Symposium on Bilingualism (ISB) 26-30 June 2023, hosted by Macquarie University, Sydney, Australia (https://www.isb14.com/home). Over 550 people attended in person and online.

My presentation was titled "Cross-linguistic perspectives on children’s speech development" and is available here: https://youtu.be/mbMRPo73ERE


An artist in the audience painted me during my keynote!

International Symposium on Bilingualism (ISB) is a biennial conference on a wide range of issues concerning bi/multilingualism. Since its inaugural conference in 1997 at the University of Newcastle Upon Tyne, ISB has become the most significant conference in the field of bi/multilingualism. ISB has a strong focus on showcasing multidisciplinary research with a representation from a range of disciplines at every conference, including education, linguistics, neuroscience, psychology and sociology. The aim of ISB is to bring together bi/multilingualism researchers from all around the globe to advance the theoretical and applied research in bi/multilingualism, and to support bi/multilingualism practices in the community.

The conference theme of ISB14 is Diversity Now. The United Nations General Assembly has declared the period between 2022 and 2032 as the International Decade of Indigenous Languages to draw attention to the critical status of many Indigenous languages across the world and encourage action for their preservation, revitalisation, and promotion. As we move into this decade, ISB14 encourages work especially involving lesser studied bilingual communities and interdisciplinary work to tackle bilingualism across the life-span, cultures and societies. 

ISB14 Psycholinguistics Cognitive Effects of Bilingualism Neuroscience Interpreting & Translation Speech-Language Pathology Infant and Child Development Sociolinguistics Indigenous Languages Sociology Health Communication Education Phonetics and Phonology  



Dr Nan Xu Rattanasone - conference chair with Sharynne and Holly


June 23, 2023

Australia's Speech-Language Pathology Profession and Its Global Impact

JUST PUBLISHED 

McLeod, S., McGill, N., Baldac, S., & Mulcair, G. Australia's Speech-Language Pathology Profession and Its Global Impact. Perspectives of the ASHA Special Interest Groups. https://doi.org/doi:10.1044/2023_PERSP-22-00239

Purpose: The purpose of this article is to describe the speech-language pathology profession in Australia and its global impact. 

Conclusions: Australia is known for its international collaboration in research, advocacy, leadership in practice (clinical) education and training of the workforce, innovations in technology for service delivery, and global partnerships. In Australia, speech-language pathologists are known as speech pathologists who have expertise in providing assessment and intervention to optimize communication and swallowing for people across the life span. Speech Pathology Australia (SPA) is the peak professional body in Australia and was founded in 1949. Speech pathology is a self-regulating profession, and SPA is recognized by the Australian government as the body that sets and maintains the standards for the profession. Members can hold Certified Practising Speech Pathologist (CPSP) status if they meet annual recency of practice and continuing professional development requirements. Not all speech pathologists are members of SPA. SPA has approximately 14,000 members; half are employed in private practices where services may be funded by government-funded schemes, private health insurance, or self-funded by service users. Most SPA members are female and the majority only speak English, with Cantonese being the most common other language spoken. The Professional Standards for Speech Pathologists in Australia outlines the knowledge, skills, and attributes for entry-level and practicing speech pathologists. SPA hosts an annual national conference and produces two journals: International Journal of Speech-Language Pathology and Journal of Clinical Practice in Speech-Language Pathology. SPA have committed to cultural responsiveness and privileging the voices of Aboriginal and Torres Strait Islander Peoples and Communities, the First Peoples of Australia. SPA aspires to the provision of culturally safe speech pathology services for all people and supports the development of speech-language pathology in the Asia-Pacific region including Vietnam and Cambodia.


 

Early childhood voices: Children, families, professionals is almost finished

Early childhood voices: Children, families, professionals is almost finished and ready to send to Springer for publication.

We have 12 completed and copyedited chapters, 5 chapters with the copyeditor, one chapter and the front matter to be finalised. We are on track for submission by the end of June. Thank you Linda Mahony for your amazing organisation of this project. It has been a great project to pull together this truely international and interdisciplinary book with Linda, Andi Salamon and Jenny Dwyer. What a great outcome from our ECV2020 conference too. 

L. Mahony, S. McLeod, A. Salamon, & J. Dwyer (Eds.). Early childhood voices: Children, families, professionals. Springer.


June 22, 2023

Footprints in Time: Longitudinal Study of Australian Children (LSIC) team

 What a pleasure to be invited to catch up with the Footprints in Time: Longitudinal Study of Australian Children (LSIC) team at the Department of Social Services in Canberra and to meet visiting PhD student (Anita) who is working with Sami-speaking children in Norway.

As a result of this discussion I now have a FLoSse researcher page here - McLeod, Sharynne | FLOSSE | Longitudinal Studies (dss.gov.au).

 



June 21, 2023

Exciting conversations

Dr Anna Cronin, A/Prof Jane McCormack (ACU) and I are having exciting conversations with the Once Upon a Time Foundation about listening to children with childhood apraxia of speech (CAS) who are receiving speech intervention.

June 20, 2023

Marie Ireland is close to submitting her PhD

This morning Marie Ireland's supervisory team met to discuss her PhD. She is getting really close to submission. It was an exciting meeting.
Thanks Ruby for adding even more joy to our meeting!

June 19, 2023

Congratulations Caitlin Hurley - Morita Prize for research - 29th International Association of Paediatric Dentistry congress

Congratulations to Caitlin Hurley who was awarded the Morita Prize for research at the 29th International Association of Paediatric Dentistry congress in Maastricht. Her research is quite uniqe as she used her professional expertise in both dentistry and speech pathology by undertaking speech assessments with the children - then extracting their teeth! Here is Caitlin's response to receiving the award:
It was such a surprise to receive the Morita Prize for research at the 29th IAPD congress in Maastricht yesterday. The congress is the largest meeting of paediatric dentistry and was attended by over 1200 delegates representing over 78 countries! They had received over 500 abstracts, and so I was already honoured to have my poster selected to be one of around 30 to be considered for this prize. During the presentation the judges were very interested in the IPA transcription on the poster, and also asked me what's next... we will see! This award really does mean a lot to me, and I know that without yourself and Robert this would not have been possible. I've attached a photo from the opening ceremony, and another with Prof Figen Seymen, the incoming president of the association who presented the award.
(I am intrigued by the trombones and sousaphone at the opening ceremony!)

"The Sustainable Development Goals, Communication and You" - presentation at CSU

The Sustainable Development Goals, Communication and You 

Professor Sharynne McLeod, School of Education 

19 June 2023 1-2pm

The United Nations’ Sustainable Development Goals (SDGs https://sdgs.un.org/goals) “provides a shared blueprint for peace and prosperity for people and the planet, now and into the future” (UN, 2015). Each of the 17 SDGs impacts the world’s citizens and the United Nations encourages strong commitment by all stakeholders, to achieve these goals. Communication is central to the accomplishment of the SDGs and requires action from communication professionals, researchers, people with communication disability, their families and communities. This presentation will address the role of communication across the 17 SDGs by summarizing 36 papers published in a 2023 special issue of International Journal of Speech-Language Pathology (open access - https://www.tandfonline.com/toc/iasl20/25/1). The 36 papers were written by authors who work in Australia, Austria, Benin, Cambodia, Cameroon, Canada, China, Columbia, Denmark, Egypt, Ethiopia, Ghana, Greece, Iceland, India, Iraq, Ireland, Italy, Jordan, Kenya, Lebanon, Maldives, Mozambique, Nepal, New Zealand, Nigeria, State of Palestine, Peru, Philippines, Rwanda, Serbia, South Africa, Uganda, UK, USA, Vietnam. Innovations by communication professionals and researchers have focussed on poverty, hunger, health, education, work, innovation, climate, cities, land, oceans, justice, and partnerships. This research supports the international call for SDG 18: Communication for All. Communication for all is essential for the achievement of the SDGs and everyone has a role.
Professor Sue Green gave this insightful feedback

June 16, 2023

Sarah F's first visit to CSU Bathurst

Today was Sarah Faulks' first visit to CSU in Bathurst. It was lovely to show her around. Sarah is in her final year on the Albury campus. It has been such a joy to be her honours supervisor. Her research is going very well.

June 15, 2023

Bathurst speech pathology dinner

I really enjoy catching up with the Bathurst speech pathologists at their annual (and sometimes more frequent) dinner. The number of speech pathologists in Bathurst continues to grow and it was great to meet the new graduates and student speech pathologist.


 

June 14, 2023

Packing up my office for the past 20 years

It has been decided that our building at Charles Sturt University is going to be demolished because it contains asbestos. So, we all have to pack up our offices. 

I have been in my office for 20 years. I have enjoyed the meetings and events that have been held in my office and the commaraderie with my students and colleagues in my corridor and building. 

A lot of interesting books, documents and artefacts have been accumulated over the past 20 years. Some are easy to throw out, some are harder. Lots of things are still being used and will be transferred to my new office. I'm glad I will have lots of bookshelves as I have many children's speech resources from my ARC Future Fellowship purchased from all over the world in many different languages. Lots of memories of great people and events have been unearthed during the packing process.

My office for 20 years

A lot of boxes

Last meeting in my office - Friday 23rd June with Dr Helen Blake

Congratulations Dr Van Tran - Australian Linguistic Society Michael Clyne Prize

Congratulations to Dr Van Tran who receievd this wonderful announcement that she has been awarded the 2023 Australian Linguistic Society (ALS) Michael Clyne Prize (https://als.asn.au/alsgrant/details/6/michael_clyne_prize).

Here is the CSU News release: https://news.csu.edu.au/latest-news/national-linguistics-award-for-speech-pathology-researcher

The prize is awarded "for the best PhD or MA (Research) thesis with a focus on some aspect of immigrant bilingualism and language contact. The thesis must have been passed or the degree awarded at an Australian university. This Prize is jointly administered by the Australian Linguistic Society and the Applied Linguistics Association of Australia.

The winner will be awarded a $1,000 cash prize and a contribution of up to $500 to cover costs (e.g. travel, accommodation, conference registration) for the recipient to attend either ALS or ALAA to present a paper on the research. The recipient will be guaranteed a slot at their chosen conference. A summary of the thesis will be published in newsletters of both associations when the award is announced. The winner will be announced at the AGMs of each society"

Here is the email she received:

I am writing regarding your application for the 2023 ALS Michael Clyne Prize. I am delighted to be able to tell you that your application was successful, and you have been awarded the Prize. Your application was highly regarded by all on the panel, and you were unanimously ranked first among the applicants. Your thesis is a remarkable achievement of scholarship of the highest quality. We congratulate you on your work, and on the award of this Prize.

In 2022 Dr Van Tran was awarded the CSU Higher Degree by Research Thesis of the Year.


 

THE Impact Rankings 2023

THE (Times Higher Education) Impact Rankings 2023 were announced in June 2023 with Charles Sturt performing strongly at 79th worldwide. Charles Sturt is in the top 5% and remained in the top 100 out of 1,591 participating universities. 

For individual Sustainable Development Goals, Charles Sturt ranked in the 

  • top 1% for global partnerships towards the goals (SDG 17), 
  • top 3% for gender equality (SDG 5), 
  • top 5% for clean water and sanitation (SDG 6), and 
  • top 7% per cent for life on land (SDG 15).

June 13, 2023

Keynote presentation to XXXIII Congreso Internacional AELFA-IF Santander 2023

I have been invited to be a keynote speaker at XXXIII Congreso Internacional AELFA-IF Santander, Spain with my colleague Professor Julie Marshall from Manchester Metropolitan University to speak about "Communication and Swallowing Disability and the United Nations' Agenda 2030: Meeting the challenges of the next seven years"

Young children’s assent and dissent in research

This is a really useful article written by a new member of our Early Childhood Interdisciplinary Research (ECIR) Group

Huser, C., Dockett, S., & Perry, B. (2022). Young children’s assent and dissent in research: Agency, privacy and relationships within ethical research spaces. European Early Childhood Education Research Journal, 30(1), 48-62. https://doi.org/10.1080/1350293X.2022.2026432


Waiting for Speech Pathology - Summary of publications and websites

Frequently Nicole McGill and I are asked for copies of the work we have undertaken about waiting for speech pathology. Here is a summary Nicole sent recently: 

  1. • McGill, N., Crowe, K., & McLeod, S. (2020). “Many wasted months”: Stakeholders’ perspectives about waiting for speech-language pathology services. International Journal of Speech-Language Pathology, 22(3), 313-326. https://doi.org/10.1080/17549507.2020.1747541 
  2. • McGill, N., & McLeod, S. (2019). Aspirations for a website to support families’ active waiting for speech-language pathology. International Journal of Speech-Language Pathology, 21(3), 263-274. https://doi.org/10.1080/17549507.2019.1604802 
  3. • McGill, N., & McLeod, S. (2020). Waiting list management in speech-language pathology: Translating research to practice. Speech, Language and Hearing, 23(1). https://doi.org/10.1080/2050571X.2020.1716471
  4. • McGill, N., McLeod, S., Crowe, K., Wang, C., & Hopf, S. C. (2021). Waiting lists and prioritization of children for services: Speech-language pathologists’ perspectives. Journal of Communication Disorders, 91, 106099. https://doi.org/10.1016/j.jcomdis.2021.106099 
  5. • McGill, N., McLeod, S., & Hopf, S. C. (2021). Waiting list management: Professionals’ perspectives and innovations. Advances in Communication and Swallowing, 24(1), 5-19. https://doi.org/10.3233/ACS-210026 
  6. o There is also a recorded online lecture relating to this paper, available here: https://www.youtube.com/watch?v=m8FO1t1Rrfs 
  7. • McGill, N., McLeod, S., Ivory, N., Davis, E., & Rohr, K. (2021). Randomised controlled trial evaluating active versus passive waiting for speech-language pathology. Folia Phoniatrica et Logopaedica, 73(4), 335-354.https://doi.org/10.1159/000508830 
  8. • McLeod, S., Davis, E., Rohr, K., McGill, N., Miller, K., Roberts, A., Thornton, S., Ahio, N., & Ivory, N. (2020). Waiting for speech-language pathology services: A randomised controlled trial comparing therapy, advice, and device. International Journal of Speech-Language Pathology, 22(3), 372-386.https://doi.org/10.1080/17549507.2020.1731600 
  9. The Waiting for Speech Pathology website referred to in the articles can be accessed here: https://www.nsw.gov.au/health/wnswlhd/services/speech-pathology 
  10. A waiting list management self-paced learning program that is available on the Speech Pathology Australia Learning Hub: https://learninghub.speechpathologyaustralia.org.au/speechpathologyaust/1706-waiting-list-management-in-speech-pathology 

June 12, 2023

Emeritus Professor Lindy McAllister has been appointed as a Member of the Order of Australia

I am so proud of my colleague Emeritus Professor Lindy McAllister who has been appointed as a Member of the Order of Australia (AM) in the 2023 King’s Birthday Honours List today for her outstanding achievements and contributions to speech pathology in Australia and Vietnam.

Here is my summary of her immense contribution to the world:

Professor McAllister is a visionary and an enabler who has changed the profession of speech pathology in Australia and internationally. Throughout her career, Lindy has changed the profession of speech pathology/speech and language therapy throughout the world in seven ways. 

1. Leading, envisioning and enacting change for the profession of speech pathology in Australia and internationally 

a. Mutual Recognition Agreement. During her term as President of Speech Pathology Australia, Lindy not only undertook the extensive duties required of the role, but also initiated the Mutual Recognition Agreement between the speech pathology professional associations in Australia, US, UK, Canada, New Zealand and Ireland and initiated dialogue with South Africa and countries in South-East Asia. 

b. Competency Based Occupational Standards for Speech Pathologists – Entry Level (CBOS). Lindy initiated CBOS for Speech Pathology Australia, a core document for entry to the profession of speech pathology (for university students), accreditation of university courses, assessment of overseas qualified speech pathologists, and re-entry program for speech pathologists wishing to return to practice after a career break. Subsequently other health professions in Australia and other speech pathology associations across the world have used CBOS documentation to develop their own. 

c. Competency Assessment in Speech Pathology (COMPASS). Following on from Lindy’s PhD in clinical education, then leadership in clinical education at The University of Sydney, Lindy envisioned a competency-based tool designed to validly assess the performance of speech pathology students in their clinical education placements. Over many years, and through Lindy’s mentoring and encouragement of many individuals, COMPASS® was developed using evidence-based educational principles. It has been psychometrically validated as part of a 4-year national collaborative research program. It is now a landmark tool used by Speech Pathology Australia and in other speech pathology programs including in Scotland. 

d. Code of Ethics. Lindy formalised the Code of Ethics for Speech Pathology Australia in the 1990s. She brought a depth and wealth of knowledge and expertise, that was captured in her co-authorship of the book Ethics in Speech and Language Therapy (Wiley-Blackwell). She has continued to work with Speech Pathology Australia to revise the Code of Ethics and formalise the Ethics Board for ~20 years. 

2. Innovations in Clinical Education. Lindy’s extensive research and scholarship, vision, and innovations in clinical education have informed and standardised clinical education for speech pathology across Australia. Her final paid employment was as Professor of Work Integrated Learning in the Work Integrated Learning (WIL) Unit of the Faculty of Health Sciences at The University of Sydney. She led a team of more than 30 academics and administrative staff who manage student placements in all the Faculty courses. She has informed the establishment of clinical education programs in many universities including Charles Sturt University and The University of Melbourne. In 2016 Lindy was an invited keynote speaker at the New Zealand Speech-language Therapists’ Association National Conference when they celebrated their 65th anniversary. The theme was Enhancing Lives Through Partnership and there were over 200 participants. 

3. Enabling and mentoring generations of speech pathology professionals, academics and leaders. An example of the significance of her mentorship is that she is acknowledged in the speeches of almost every elected Fellow and Life Member at Speech Pathology Australia award ceremonies. Lindy’s students, including PhD graduates now are now head of speech pathology programs. Lindy’s ex-PhD student, A/Prof Jane McCormack is the Assistant Deputy Head, School of Allied Health and the National Course Coordinator of the Speech Pathology Program at Australian Catholic University (largest speech pathology program in Australia). A/Prof Sarah Verdon has been taught and mentored by Lindy, and now is the Discipline Lead of Speech Pathology at Charles Sturt University. 

4. Establishing the first non-metropolitan speech pathology program in Australia. In 1999 Prof. McAllister commenced the speech pathology program at Charles Sturt University in Albury, developing a curriculum that created brave and resourceful speech pathologists with a client- and community-centred focus. Graduates from this program now are working in rural and remote locations across Australia and the world (e.g., Vanuatu), as well as changing practice in metropolitan areas. 

5. Establishing the speech and language therapy profession in Vietnam. For the past 20 years Lindy has been involved in speech pathology in Vietnam as a volunteer, supporting Australian speech pathology students’ fieldwork placements, then in 2008 as a Founding Director of Trinh Foundation Australia to create sustainable speech therapy services in Vietnam. She has worked together with Trinh Foundation Australia, key people in Vietnam and over 200 volunteers from Australia and other countries to 

a. establish the first fulltime two-year courses in Speech and Language Therapy in Vietnam at Pham Ngoc Thach Medical University in Ho Chi Minh City (2010-2012 and 2012-2014). 

b. establish the one-year training course in Paediatric Speech and Language Therapy (2014-2015). 

c. establish continuing professional development and training in medical universities 

d. establish the Masters and Bachelor courses in Speech and Language Therapy in two universities in Ho Chi Minh City and Da Nang 

e. co-author journal articles and conference papers with people from Vietnam. For example, “Practice innovations from the emerging speech-language pathology profession in Vietnam: Vignettes illustrating indigenised and sustainable approaches” by Nguyen Thi Ngoc Dung, Le Khanh Dien, Christine Sheard, Le Thi Thanh Xuan, Trà Thanh Tâm, Hoàng Văn Quyên, Le Thi Dao, and Lindy McAllister 

f. Lindy was awarded a medal from the People’s Committee of Ho Chi Minh City for services to Speech Therapy and Education in Vietnam (2014) 

g. Lindy has also consulted, evaluated and advised on curricula for other courses in Malaysia, Kuwait and Ghana. 

6. Establishing the qualitative research paradigm within the field of speech pathology throughout the world. The speech pathology profession traditionally has used quantitative methods in research. Lindy went against tradition and undertook her PhD using qualitative research. Since then, she has worked to establish qualitative research as a mainstream paradigm within the speech pathology profession. As well as publishing many papers and supervising many higher degree students using this paradigm, she has co-authored two landmark texts in the field on the topic: Qualitative Research in Communication Disorders (2019) and Analysing Qualitative Data in Communication Disorders Research (2022). “Plan your qualitative research project” was a free workshop for speech pathologists held at The University of Queensland in 2019. It was the first time that a large group of speech pathologists came together to discuss qualitative research. 

7. Undertaking scholarly work to support social justice and equity for people with communication disabilities. Lindy has written numerous books, chapters, journal articles and reports that are highly cited and implemented in practice. 

Recognition. Lindy’s contributions to the speech pathology profession have seen her receive the following awards: 

  • Fellow of Speech Pathology Australia (1995) 
  • Eleanor Wray Award for Outstanding Contribution to the Profession (Speech Pathology Australia, 2002) 
  • Elizabeth Usher Memorial Award and Address (Speech Pathology Australia, 2006) “Pioneering in professional practice: Creating your own frontiers and crossing those established by others” 
  • Life Member of Speech Pathology Australia (2006). This is the highest level of recognition the Association bestows. Lindy was the 23rd Life Member and SPA has over 12,000 members. 
  • Honorary Fellow of the Royal College of Speech and Language Therapists (RCSLT, UK) (2021). This honour is rarely offered to non-members. 

To conclude, Professor Lindy McAllister is an exceptional person. She is a visionary and an enabler who has changed the profession of speech pathology in Australia and internationally. She values the contribution of all those around her, establishes networks, scaffolds and mentors others, then is happy when they receive accolades for work based on her original ideas and mentorship. She consistently maximises the potential of those around her to promote communication for all.

 Here are the accolades recognising her immense contribution: 

June 8, 2023

ECIR Impact grant for Belinda Downey

Congratulations Belinda Downey on receiving the 2023 Early Childhood Interdisciplinary Research (ECIR) Impact Grant that will buy out 1 day/week of your teaching so that you will be able to publish papers from your PhD. We look forward to working with you on making sure that your excellent work is shared with many people.



June 6, 2023

Preparing for the International Clinical Phonetics and Linguistics Association (ICPLA) panel

This evening colleagues from across the world met online to prepare our panel presentation at the International Clinical Phonetics and Linguistics Association (ICPLA) 4-7 July 2023, Salzburg, Austria https://icpla2023.plus.ac.at/ 

Title: Children’s speech development in 70+ languages and dialects 

Organisers: Sharynne McLeod, Charles Sturt University and Helen L. Blake, University of Technology, Australia 

Presentations: 

  1. Children’s speech development: Cross-linguistic considerations – Sharynne McLeod, Helen L. Blake, Australia; Kathryn Crowe, Iceland and Australia 
  2. Danish children’s speech development – Marit Carolin Clausen, Denmark 
  3. Dutch children’s speech development – Anniek van Doornik, Ellen Gerrits, Paula Fikkert, Mieke Beers, The Netherlands 
  4. English English children’s speech development – Robert Mayr Rachael-Anne Knight, Sally Bates, Yvonne Wren, and Sara Howard, United Kingdom 
  5. Irish English – Joan Rahilly, Jill Titterington, United Kingdom 
  6. Scottish English children’s speech development –James M. Scobbie, Joanne Cleland, Eleanor Lawson, Sonja Schaeffler, Scotland, UK 
  7. Canadian French children’s speech development – Andrea MacLeod, Daniel Bérubé, Susan Rvachew, Canada; Francoise Brosseau-Lapré, USA 
  8. Swiss French children’s speech development – Margaret Kehoe, Nathalie Niederberger, Switzerland 
  9. German children’s speech development – Annette Fox-Boyer, Sigrun Lang, Germany 
  10. Standard Greek children’s speech development – Areti Okalidou, Greece; Elena Babatsouli, USA 
  11. Cypriot Greek children’s speech development – Kakia Petinou, Cyprus; Elena Babatsouli, USA; Spyros Armostis, Cyprus 
  12. Hungarian children’s speech development – Krisztina Zajdó, Hungary 
  13. Jamaican Creole children’s speech development – Karla N. Washington, Canada; Kathryn Crowe, Iceland and Australia; Melanie Basinger, Joseph Farquharson, USA 
  14. Laki children’s speech development –Akram Ahmadi, Zahra Malmir, Iran; Michelle Pascoe, South Africa; Talieh Zarifian, Marjan Larimian, Iran 
  15. Maltese children’s speech development – Helen Grech, Malta 
  16. Norwegian children’s speech development – Kristian E. Kristoffersen, Nina Gram Garmann, Hanne Gram Simonsen, Norway 
  17. European Portuguese children’s speech development – Maria João Freitas, Marisa Lousada, Ana Margarida Ramalho, Portugal 
  18. Swedish children’s speech development – Sofia Strömbergsson, Inger Lundeborg Hammarström, Sweden



ECIR meetings

Today I hosted two ECIR meetings. The first was to welcome new members and the second was to continue our collaborative research analysing the Children Draw Talking Global Online Gallery. What an exceptional group of interdisciplinary researchers who work with children, families and professionals.

ECIR Children Draw Talking research meeting

ECIR welcome to new members


New ECIR blog

We have just begun a blog for the Early Childhood Interdisciplinary Research Group:

https://earlychildhoodinterdiscresearch.blogspot.com/

Here is the first blog entry 

Welcome to the Early Childhood Interdisciplinary Research (ECIR) Group Blog at Charles Sturt University in Australia. 

• ECIR is a transformative research program promoting social justice for children, families and practitioners within early childhood 

• We build capacity for engaging in transformative research within our group and with other researchers. 

We are funded by a Charles Sturt University Sturt Scheme grant from 2022-2024 and have approximately 40 interdisciplinary members who are educators, nurses, speech pathologists, physiotherapists, psychologists, linguists, and data scientists. Our members are academics, adjuncts and research higher degree students at Charles Sturt University. Find out more about us here: 

ECIR: https://earlychildhoodresearch.csu.domains 

CRO: https://researchoutput.csu.edu.au/en/organisations/early-childhood-research-group

June 5, 2023

Writing ethics applications takes a long time

Today two of my research higher degree students submitted their ethics applications. Writing ethics applications takes a long time - we have been working on these for months. Each section requires a lot of discussion and thinking. I am really pleased about this. It means that we have considered as many aspects as possible about our research. It means that our research will be as good as it possibly can be. Now we wait to see if there are changes recommended by the ethics committee before we proceed with our research.



The Benefits of Multilingualism - Prof Paola Escudero

Prof Paola Escudero shared the following presentation with us in a meeting today paola.escudero@westernsydney.edu.au 

The Benefits of Multilingualism MARCS Babylab Webinar: The Benefits of Multilingualism Watch the Webinar https://www.westernsydney.edu.au/babylab/research/the_benefits_of_multilingualism 

Here are the links provided with thie presentation:

Useful Resources MARCS Babylab. Register to take part in research studies https://westernsydney.edu.au/babylab/get_involved/register 

MARCS Babylab homepage https://www.westernsydney.edu.au/babylab 

Debunking common myths about raising bilingual children https://theconversation.com/debunking-common-myths-about-raising-bilingual-children-50592 

Little Multilingual Minds http://www.dynamicsoflanguage.edu.au/lmm/ 

Don’t be afraid to pass your first language, and accent, to your kids. It could be their superpower https://theconversation.com/dont-be-afraid-to-pass-your-first-language-and-accent-to-your-kids-it-could-be-their-superpower-143093 

Grandparent/child video calls are vital during COVID-19. Here are simple ways to improve them https://theconversation.com/grandparent-grandchildren-video-calls-are-vital-during-covid-19-here-are-simple-ways-to-improve-them-141534 

Saturday School of Community Languages https://saturdaycl-h.schools.nsw.gov.au 

At-Risk Learners and Bilingualism: Is It a Good Idea? https://www.colorincolorado.org/article/risk-learners-and-bilingualism-it-good-idea 

OZI-SF Infant Vocabulary Checklist (online checklist for parents of Australian children aged 12-30 months): BabyLab | Infant Vocabulary Checklist (https://surveyswesternsydney.au1.qualtrics.com/jfe/form/SV_0xgwnvlr1frHWDz

BabyLab OZI-SF Checklist Information (https://westernsydney.edu.au/babylab/research/infant_vocabulary_checklist)

Prof Paola Escudero: paola.escudero@westernsydney.edu.au

Diversity, Equity and Inclusion framework for Speech Pathology Australia

I have been invited to be on a focus group to work with Speech Pathology Australia on their new Diversity, Equity and Inclusion framework.

Here is the invitation Over the past 12 months, Speech Pathology Australia (SPA) has been working with Diversity Partners to develop a Diversity, Equity and Inclusion (DEI) framework. The framework will include the commitments and aspirations of Speech Pathology Australia to support diversity, equity and inclusion across the profession. The framework will guide and support Speech Pathology Australia with future implementation of DEI initiatives, as well as providing guidance to members to increase their understanding of Diversity, Equity and Inclusion issues within the speech pathology profession and inform practice. Initial consultation with key stakeholders was undertaken in 2022 and an advisory committee was formed to support the project planning. Diversity Partners undertook a literature review and have drafted the structure of a DEI framework for Speech Pathology Australia. Diversity Partners will now hold focus group discussions with key groups, including internal stakeholders and staff and external stakeholders, to gather feedback on the draft and to inform next steps. We are seeking your input by requesting you consider attending a focus group. 

 

June 4, 2023

Congratulations Dr Helen Blake - I look forward to working with you

Congraulations to Dr Heleh Blake who has just received news that she has been awarded a University of Technology Sydney Researcher Capability Development Support 2023 grant in the Graduate School of Health. I Her project is titled ”Research Promotion Plan: Developing a Multilingual Research Network” and she has applied to be mentored by me. I am an Adjunct Professor at UTS in addition to my role at CSU. I am excited to be mentoring Helen as well as learning from her.

June 1, 2023

Checking page proofs takes a long time

I have been checking page proofs for the following manuscripts. The copyeditors and typesetters have done a good job - but there are many tiny things that need to be corrected prior to publication:

JSLHR-21-00669
Status:In Production
Authors:Sharynne McLeod, Sarah Verdon, Kate Margetson, Van H. Tran, Cen Wang, Ben Phạm, Lily To, Kylie Huynh
Title:Multilingual Speech Acquisition by Vietnamese-English–Speaking Children and Adult Family Members
Actions:

There are no pending actions for this manuscript.

PERSP-22-00239
Status:In Production
Authors:Sharynne McLeod, Nicole McGill, Stacey Baldac, Gail Mulcair
Title:Australia’s Speech-Language Pathology Profession and Its Global Impact

Chapters in "Early childhood voices: Children, families, professionals"

I have been finalising chapters for inclusion in the following edited book that is being written to profile papers from the Early Childhood Voices 2020 conference. 

BOOK

L. Mahony, S. McLeod, A. Salamon, & J. Dwyer (Eds.). Early childhood voices: Children, families, professionals. Springer. 

CHAPTERS 

  1. Downey, B., Letts, W., & McLeod, S. (2023). Sustainable leadership approaches to retain early childhood educators. 
  2. Mahony, L., McLeod, S., Salamon, A., & Dwyer, J. (2023). Why the voices of young children matter. 
  3. McLeod, S., Crowe, K., & McCormack, J. (2023). When are speech sounds learned and why is this important for children to be heard? 
  4. McLeod, S., Gregoric, C., Cumming, T., & Downey, B. (2023). Refusing to silence early childhood voices: Establishing the Early Childhood Voices Conference. 
  5. Tran, V. H., McLeod, S., Verdon, S., & Margetson, K., & Pham, B. (2023). Vietnamese-Australian families: Children’s language competence and home language maintenance. 
  6. Washington, K. N., Wright Karem, R., Deutenberg, C., McLeod. S., & Schwartz, C. (2023). Jamaican children’s drawings of talking in Jamaican Creole and English.

SDGs podcast for Speech Pathology Australia

Prof Julie Marshall and I were interviewed by Nathan Cornish-Raley for a Speech Pathology Australia podcast in the Speak Up series. We were interviewed about the special issue of the International Journal of Speech-Langauge Pathology focussing on the Sustainable Development Goals. The episode has just been released on Soundcloud: https://soundcloud.com/speechpathologyaustralia/un-sustainable-development-goals-how-speech-pathologists-can-support-peace-and-prosperity-s05e18

Here are some of Nathan's excellent questions that we discussed:

  • You received a lot of submissions on this topic: 36 articles. Did you think you would get that type of a response? What does that tell us about how speech pathologists see themselves and communication positioned in global, sustainable development?
  • Can you give us an overview of the 17 SDGs? How did they come to be and what is next for them? · There’s an emphasis throughout the work on global partnerships and co-constructing change with local communities or people with lived experience
  • Were there any “lessons-learned” about partnerships and multi-directional learning that stood out to you? · What were some of the things you discovered, or interesting perspectives on sustainability that you found during this project? 
  •  There is an international call for an additional Sustainable Development Goal: SDG 18: Communication for All. Tell us about this. Where does it fit within this sustainable development? What movement has already happened in this space? How can speech pathologists help move this forward?