March 6, 2015

Congratulations Sarah - PhD Submission

Today Sarah Verdon submitted her PhD titled "Embracing Diversity – Creating Equality: Supporting the speech, language, and communication of culturally and linguistically diverse children". Her PhD comprises a series of 9 papers and an exegesis:
Lisa McLean (Faculty of Education Research and Graduate Studies Office) receiving Sarah's PhD

  1. Paper 1: Verdon, S., McLeod, S., & Winsler, A. (2014). Linguistic diversity among Australian children in the first five years of life. Speech, Language, and Hearing, 17(4), 196203. doi: 10.1179/2050572814Y.0000000038
  2. Paper 2: Verdon, S., McLeod, S., & Winsler, A. (2014). Language maintenance and loss in a population study of young Australian children. Early Childhood Research Quarterly, 29(2), 168–181. doi: 10.1016/j.ecresq.2013.12.003
  3. Paper 3: Verdon, S., & McLeod, S. (2015, early online). Indigenous language learning and maintenance among young Australian Aboriginal and Torres Strait Islander children. International Journal of Early Childhood, 47(1). doi: 10.1007/s13158-015-0131-3
  4. Paper 4: Verdon, S., McLeod, S., & McDonald, S. (2014). A geographical analysis of speech-language pathology services to support multilingual children. International Journal of Speech-Language Pathology, 16(3), 304316. doi:10.3109/17549507.2013.868036
  5. Paper 5: Verdon, S., McLeod, S., & Wong, S. (2015). Reconceptualising practice with multilingual children with speech sound disorders: People, practicalities and policy. International Journal of Language and Communication Disorders, 50(1), 4862. doi: 10.1111/1460-6984.12112
  6. Paper 6: Verdon, S. (2014). Understanding the world through ethnography: The experience of speech-language pathology practice in culturally and linguistically diverse settings. Journal of Clinical Practice in Speech-Language Pathology 16(3), 110116.
  7. Paper 7: Verdon, S., McLeod, S., & Wong, S. (2014). Supporting culturally and linguistically diverse children with speech, language, and communication needs: Overarching principles, individual approaches. Manuscript in submission December 2014.
  8. Paper 8: Verdon, S., Wong, S., & McLeod, S. (2015). Shared knowledge and mutual respect: The importance of collaboration when engaging with culturally and linguistically diverse families.
  9. Paper 9: Verdon, S. (2015, in press). Enhancing practice with culturally and linguistically diverse families: Six key principles from the field. Journal of Clinical Practice in Speech-Language Pathology, 17(1).
Sharynne and Sarah with her PhD.
Sarah's cheer squad and fellow PhD students: Wei Dong, Helen Blake, Ben Pham and Minh


Australian Children's Commissioner comes to Bathurst

Last night, Megan Mitchell, the National Children's Commissioner spoke in Bathurst. She outlined the importance of the UN Convention on the Rights of the Child (signed by Australia in 1990) and the four guiding principles of the Convention
  1. Non-descrimination (Article 1)
  2. Best interests of the child (Article 3)
  3. Survival, development and protection (Article 6)
  4. A voice (Article 12)
Much of the work that my students and I undertake refers back to these guiding principles (especially 4).
She stated that a good advocate for children is:
  • Child-centred
  • Helpful
  • Informed
  • Loud
  • Determined   
Her presentation was followed by a panel discussion
National Children's Commissioner in Bathurst

Services for people with communication disability in Fiji: Barriers and drivers of change


The following journal article has just been accepted for publication and will be included in Suzanne's PhD.
Hopf, S. C. & McLeod, S. (2015, in press). Services for people with communication disability in Fiji: Barriers and drivers of change. International Electronic Journal of Rural and Remote Health Research, Education, Practice and Policy.
Here is the abstract:
The World Report on Disability calls upon all nations to “remove the barriers which prevent [people with disabilities] from participating in their communities; getting a quality education, finding decent work, and having their voices heard” (p. 5). People with communication disability (PWCD), as a consequence of their atypical communication, may be more likely to be excluded from society, and denied their basic human rights than other people with disability (Wickendon, 2013). Fiji, a multicultural and multilingual nation in the south-western Pacific Ocean has limited services for PWCD. Service providers in Fiji include disability care workers, special education teachers, traditional healers, and a small number of visiting volunteer speech-language pathologists. This paper outlines the historical and current barriers to, and drivers of change for service development for PWCD in Fiji.
Five barriers to service development for PWCD in Fiji were identified. (1) A major structural barrier is the small population size to develop appropriate infrastructure including professional education programs. (2) Geographical barriers include the dispersed geography across 300 islands, low population density, the rural-urban divide, and risk of disaster via cyclones and flooding. (3) Linguistic diversity, while culturally important, can present a barrier to the provision of quality services that are available in the languages spoken by PWCD. (4) The cultural barriers include historical political instability that has become more stable due to the recent democratic elections. The social climate impacts development of services that are appropriate for different dominant cultural groups. (5) Finally, financial barriers include the low gross domestic product, low financial security and low human development index; however, the financial outlook for Fiji is steadily improving due to the change in political stability.  
Three levels of drivers of change were identified. Macro-level drivers included Fiji’s endorsement of international policy and increased globalisation (e.g., tourism). Meso-level drivers of change included: receipt of foreign aid and support from international non-government organisations (NGOs), development of disability inclusive legislation and policy within Fiji, and strengthening of government policies that support disabled people’s organisations. Micro-level drivers of change included: establishment of disabled people’s organisations by consumers, adoption of disability inclusive policy and procedures by service providers, and changes in the perceptions of disability within the general community.
Fijian prevalence data confirms that there is an underserved population of PWCD in need of specialist services. Significant advocacy work in the disability field by Fijian and international disabled people’s’ organisations has led to the Fiji government signing international policy (e.g., Convention on the Rights of Peoples with Disabilities, CRPD); inclusion of disability rights in national legislation (e.g., 2013 Constitution of Fiji Islands); and localised policy and practice documentation (e.g., inclusive education policy by the Fiji Islands Ministry of Education). Continued service development is required if Fijians with communication disability (FWCD) are to have their needs met. The drivers of change at all levels are positioned well to overcome current barriers to change; however, a coordinated approach including macro-, meso-, and micro-level drivers is required to ensure the future development of adequate services for PWCD in Fiji.

March 3, 2015

Welcome Helen

Today was Helen Blake's first day as a PhD student at Charles Sturt University. Within minutes of alighting from her car she had met the Vice Chancellor Andy Vann and the Acting Deputy Vice Chancellor Lesley White. She will be working on a thesis considering intelligibility of non-native speakers of English. Welcome Helen!
Vice Chancellor Andy Vann, Helen Blake, Acting Deputy Vice Chancellor Lesley White

March 1, 2015

The many endings of a PhD

Sarah Verdon is almost ready to submit her PhD. She met with her supervisory team last week to finalise the overall exegesis and the last of nine journal articles that she will submit as a part of her thesis.

Submission of a PhD is only the beginning of the end. Here are some more phases: Receiving and responding to the examiners' reports. Submission of the revised thesis. Receipt of the letter to say the revisions have been accepted. Graduation. Calling yourself Dr! Best wishes Sarah for the end(s) of your PhD.
Sharynne, Sarah, and Sandie discussing Sarah's exegesis

Alignment with the World Health Organization

The board members of the International Association of Logopedics and Phoniatrics (of which I am one) have just received the following notification from the World Health Organization:
"In accordance with exchanges between our organizations last year, the WHO Executive Board reviewed the report of our collaboration at its 136th session. I am pleased to inform you that the Board decided to maintain the International Association of Logopedics and Phoniatrics in official relations with the World Health Organization. In making its decision, the Board commended the continuing dedication of the organization you represent in support of the work of WHO... I would like to take this opportunity to convey my thanks to the International Association of Logopedics and Phoniatrics for its work with WHO. I hope that our activities continue to be as fruitful."
Dr Gaudenz Silberschmidt
Director for Partnerships and Non-state Actors
Office of the Director-General

February 27, 2015

Year 1 Fijian children's speech, language and literacy

Suzanne Hopf (my PhD student) is in the final phase of collecting data with year 1 students in  Fijian school. She has interviewed and worked with 36 year 1 children, parents, and their teacher. Last year she worked with 40 year 4 children in the same school. We are excited that we will soon be able to commence data analysis to document the skills of these multilingual children.
Suzanne with translator Mrs Salaseini Sauqaqa at the school in Fiji during our Skype meeting

February 25, 2015

Sound Start Study commences the final year of data collection

2015 is the final year of data collection for the Sound Start Study, funded by an Australian Research Council Discovery Grant. Most of the team were able to meet in Sydney on Wednesday 25th February to plan for the final year of data collection, data analysis, and papers and presentations we will write.
In 2014 there were 584 4- to 5-year-old children who were participants in stage 1 (total of 853 for 2013 + 2014). It is a big project, and we are looking forward to finding out the results of our randomized controlled trial regarding whether Phoneme Factory Sound Sorter is an effective first-phase intervention for preschoolers with speech sound disorders.
 
Sound Start Study team: Elise Baker, Sarah Masso, Sharynne McLeod, Kate Crowe, Charlotte Howland (Jane McCormack, Yvonne Wren, Sue Roulstone)

 

February 24, 2015

Child Language Teaching and Therapy editorial board meeting

This evening between 11:30pm and 12:30am I attended (via teleconference) the Child Language Teaching and Therapy editorial board meeting that was held in London. It is interesting to learn about the international reach of the journal, the number of views and downloads, and the impact of podcasts and vodcasts on the number of downloads of a particular journal article.

Footprints in time: Wave 5 report

Sarah Verdon and I were invited to write an article for the Australian Government's report on wave 5 data from the Longitudinal Study of Indigenous Children. It has just been published, and here is the reference and summary:

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.
Indigenous Australian children in Footprints in Time included in the current article were culturally and linguistically diverse. Many were multilingual with some speaking up to seven languages. Most of the children spoke English (with all of the children speaking English by Wave 4). One-fifth of children spoke an Indigenous language, and the percentage slightly increased over the four waves of data. Indigenous Australian children have rich cultural and linguistic traditions and their speech and language competence is promoted through family and community experiences, including book reading and telling stories. Almost all primary carers wanted their children to learn an Indigenous language at school in some capacity. Primary carers were concerned about children’s speech and language competence at similar rates as reported for all Australian children. While some children were receiving speech pathology services, others were unable to, or did not plan to access services. Encouraging Indigenous children’s speech and language competence is an important endeavour for families, communities and society to support children to grow up strong.
The full report is here

Speech Pathology Australia national webinar

Today Sarah Verdon and I presented a 90 minute webinar for Speech Pathology Australia titled: Enhancing practice with children and families from culturally and linguistically diverse backgrounds
Details of the webinar are here
Here is the abstract:
This event explores the growing cultural and linguistic diversity of Australian families and what it means for speech pathologists wishing to engage in culturally appropriate practice. The event is designed to support speech pathologists to work with multilingual children. The aim of the event is to promote a holistic and collaborative approach to engaging in effective practice with children and families from diverse backgrounds. General principles and resources for assessment and intervention will be supplemented with specific examples from different languages and contexts.
Here is some feedback we received after the presentation:

“I wanted to pass on my thanks for your accomplished, informative, relevant and seamless presentation. I learned so much. I loved your natural, engaging style, and sharing your experiences in addition to your research and extensive resources.”

February 23, 2015

The 2015 academic year begins

Today was orientation day and the beginning of the 2015 academic year.
This year my PhD students and postdoctoral scholars are:
  • Sarah Masso (PhD)
  • Suzanne Hopf (PhD)
  • Ben Pham (PhD)
  • Helen Blake (PhD)
  • Sarah Verdon (who willl soon submit her PhD and transition to being postdoctoral scholar)
  • Kate Crowe (postdoctoral scholar)
 It was a lovely day to celebrate the commencement of the year with colleagues and commencing students.
Vice Chancellor Andrew Vann, Ben Pham, Sharynne
Brendon, Sharynne, Ben Pham, Dr Graham Daniel
Dr Sandie Wong, Sharynne, Dr Sarah McDonagh

February 13, 2015

Congratulations Sarah Verdon

Sarah Verdon has just received news that she is a finalist in the NSW/ACT Young Achiever Awards in the Australian National University Science Leadership Category. Congratulations Sarah!
The winner will be announced on 21st March. The other finalists are: Adrian Dudek, Ethan Butson, and Dr Michael Bowen. More information about the award is here

February 9, 2015

Working near Washington DC at the ASHA headquarters

I am an international representative on the American Speech-Language-Hearing Association Ad Hoc Committee on the International Classification of Functioning, Disability and Health. This week I have been working with the committee at the ASHA headquarters that are located near Washington DC.  The meeting has been very collegial and enthusiastic, generating many plans for resources, presentations, and publications to facilitate ASHA's membership's use of the ICF within speech-language pathology and audiology practice. The day before the meeting I was able to visit the famous places in Washington DC.
ASHA ICF committee: Backrow L-R: Sharynne, Holly Wise (PT), Tammy Hopper, Mary Hildebrand (OT), Lemmietta McNeilly, Pam, Bob Burkard, Sandi Gillam. Front row: Candace Vickers, Janet Brown, Donna Smiley, Jean-Pierre Gagne
Sharynne at ASHA in Rockville
The White House from the Washington Monument
ASHA headquarters: The White House for American speech-language pathologists and audiologists