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Barriers and Facilitators to Assessment Practices in Linguistically Diverse Children: A Preliminary Application of Theoretical Domains Framework.

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Title: Barriers and Facilitators to Assessment Practices in Linguistically Diverse Children: A Preliminary Application of Theoretical Domains Framework.
Authors: NoorAli, Sabreen1 sabreenn@uoregon.edu, De Anda, Stephanie1, Cycyk, Lauren M.1, Starlin, Sara2
Source: American Journal of Speech-Language Pathology. May2025, Vol. 34 Issue 3, p1154-1175. 22p.
Subject Terms: *Speech therapists, *Intellect, *Emotion regulation, *Focus groups, *Occupational roles, *Psychological burnout, *Qualitative research, *Content analysis, *Family roles, *Confidence, *Goal (Psychology), *Anxiety, *Multilingualism, *Children, Treatment of communicative disorders, Reinforcement (Psychology), Research funding, Optimism, Occupational adaptation, Professional identity, Judgment sampling, Thematic analysis, Sound recordings, Attitudes of medical personnel, Conceptual structures, Intention, Job stress, Psychosocial factors, Health care rationing, Professional competence
Geographic Terms: Oregon
Abstract: Purpose: Linguistically diverse children face health disparities in special education services in part due to limited linguistic responsivity in communication assessment practices. This study uses the first application of the Theoretical Domains Framework (TDF) to reveal the various factors that affect the implementation of linguistically responsive practices and their respective barriers and facilitators. Method: Two focus groups were conducted in Oregon with a total of nine speech-language pathologists, most of whom were multilingual. A deductive and inductive analytical approach in a two-stage process was employed, whereby barriers and facilitators were deductively coded using TDF domains (content analysis) and analyzed for subthemes within each domain as well as barriers and facilitators for each domain. Barriers and facilitators were summarized across overarching themes. Results: A total of 33 themes were extracted from all the domains. The most commonly coded TDF domains in the focus group transcript were knowledge (69%), beliefs about consequences (48%), and environmental context and resources (33%). The overarching themes identified across domains were related to the role of family, flexibility and adaptability, limitations of assessment tools, need for help through experts, research and training, and approach to language differences. Conclusions: The findings from this study offer a precise initial characterization of the barriers and facilitators to linguistically responsive communication assessment of children from birth to age 5 years. Future research should focus on supporting facilitators while eliminating barriers to ensure equitable service provision for all children. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Barriers and Facilitators to Assessment Practices in Linguistically Diverse Children: A Preliminary Application of Theoretical Domains Framework.
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  Data: <searchLink fieldCode="AR" term="%22NoorAli%2C+Sabreen%22">NoorAli, Sabreen</searchLink><relatesTo>1</relatesTo><i> sabreenn@uoregon.edu</i><br /><searchLink fieldCode="AR" term="%22De+Anda%2C+Stephanie%22">De Anda, Stephanie</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Cycyk%2C+Lauren+M%2E%22">Cycyk, Lauren M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Starlin%2C+Sara%22">Starlin, Sara</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. May2025, Vol. 34 Issue 3, p1154-1175. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Speech+therapists%22">Speech therapists</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellect%22">Intellect</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Occupational+roles%22">Occupational roles</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+burnout%22">Psychological burnout</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Family+roles%22">Family roles</searchLink><br />*<searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br />*<searchLink fieldCode="DE" term="%22Goal+%28Psychology%29%22">Goal (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+of+communicative+disorders%22">Treatment of communicative disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement+%28Psychology%29%22">Reinforcement (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Optimism%22">Optimism</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+adaptation%22">Occupational adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Sound+recordings%22">Sound recordings</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+of+medical+personnel%22">Attitudes of medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Job+stress%22">Job stress</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Health+care+rationing%22">Health care rationing</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Linguistically diverse children face health disparities in special education services in part due to limited linguistic responsivity in communication assessment practices. This study uses the first application of the Theoretical Domains Framework (TDF) to reveal the various factors that affect the implementation of linguistically responsive practices and their respective barriers and facilitators. Method: Two focus groups were conducted in Oregon with a total of nine speech-language pathologists, most of whom were multilingual. A deductive and inductive analytical approach in a two-stage process was employed, whereby barriers and facilitators were deductively coded using TDF domains (content analysis) and analyzed for subthemes within each domain as well as barriers and facilitators for each domain. Barriers and facilitators were summarized across overarching themes. Results: A total of 33 themes were extracted from all the domains. The most commonly coded TDF domains in the focus group transcript were knowledge (69%), beliefs about consequences (48%), and environmental context and resources (33%). The overarching themes identified across domains were related to the role of family, flexibility and adaptability, limitations of assessment tools, need for help through experts, research and training, and approach to language differences. Conclusions: The findings from this study offer a precise initial characterization of the barriers and facilitators to linguistically responsive communication assessment of children from birth to age 5 years. Future research should focus on supporting facilitators while eliminating barriers to ensure equitable service provision for all children. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184981767
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1044/2024_AJSLP-24-00256
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      – Code: eng
        Text: English
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    Subjects:
      – SubjectFull: Speech therapists
        Type: general
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Emotion regulation
        Type: general
      – SubjectFull: Focus groups
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      – SubjectFull: Occupational roles
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      – SubjectFull: Psychological burnout
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      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Family roles
        Type: general
      – SubjectFull: Confidence
        Type: general
      – SubjectFull: Goal (Psychology)
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Treatment of communicative disorders
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      – SubjectFull: Reinforcement (Psychology)
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      – SubjectFull: Research funding
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      – SubjectFull: Health care rationing
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      – SubjectFull: Professional competence
        Type: general
      – SubjectFull: Oregon
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      – TitleFull: Barriers and Facilitators to Assessment Practices in Linguistically Diverse Children: A Preliminary Application of Theoretical Domains Framework.
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              Text: May2025
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