Effects of a Computer-Based Transcription Training on Clinicians' Accuracy in Identifying Spanish Dialectal Features: A Multiple-Baseline Single-Case Design.

Saved in:

Bibliographic Details
Title:	Effects of a Computer-Based Transcription Training on Clinicians' Accuracy in Identifying Spanish Dialectal Features: A Multiple-Baseline Single-Case Design.
Authors:	Campos, Ahmed Rivera¹ a.r.campos@tcu.edu, Rivera Pérez, Jean F.¹, Mascorro, Kassandra¹, Bou, Nydia²
Source:	American Journal of Speech-Language Pathology. May2026, Vol. 35 Issue 3, p1081-1099. 19p.
Subject Terms:	Articulation disorders, Dialects, Qualitative research, Human services programs, Educational outcomes, Content analysis, Confidence, Multilingualism, *Computer assisted instruction, Descriptive statistics, Sound recordings, Spanish language, Conceptual structures, Phonetics, Confidence intervals
Abstract:	Purpose: The current preliminary study examined the effects of a computerbased training program designed to improve the accuracy of bilingual speechlanguage pathology clinicians in identifying dialect-specific phonetic features and distinguishing dialectal differences from speech sound disorders across various Spanish dialects. Method: A single-case multiple-baseline design across six bilingual Spanish- English graduate students was employed. The training intervention utilized the Teach-Model-Coach-Review instructional framework across two modules focused on dialectal feature identification and accurate classification of dialectal differences versus disorders. Data were graphed and analyzed for the presence of a functional relation between variables. Participants also provided qualitative feedback on the program's feasibility, usability, and relevance for clinical practice. Results: All participants showed significant improvement from baseline to intervention in accurately identifying dialectal phonetic features (Tau-U = 1.00, p < .01) and differentiating dialectal differences from disorders (Tau-U = 1.00, p < .05). These improvements were maintained over the maintenance period. Qualitative analyses indicated that participants felt increased comfort, confidence, and clinical preparedness after training. Conclusion: Findings support the efficacy of structured, computer-based dialectal training to enhance critical diagnostic skills among bilingual Spanish- English speech-language pathology clinicians by enhancing assessment accuracy and reducing the risk of misdiagnosis in Spanish-speaking clients. [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

Description
Abstract:	Purpose: The current preliminary study examined the effects of a computerbased training program designed to improve the accuracy of bilingual speechlanguage pathology clinicians in identifying dialect-specific phonetic features and distinguishing dialectal differences from speech sound disorders across various Spanish dialects. Method: A single-case multiple-baseline design across six bilingual Spanish- English graduate students was employed. The training intervention utilized the Teach-Model-Coach-Review instructional framework across two modules focused on dialectal feature identification and accurate classification of dialectal differences versus disorders. Data were graphed and analyzed for the presence of a functional relation between variables. Participants also provided qualitative feedback on the program's feasibility, usability, and relevance for clinical practice. Results: All participants showed significant improvement from baseline to intervention in accurately identifying dialectal phonetic features (Tau-U = 1.00, p < .01) and differentiating dialectal differences from disorders (Tau-U = 1.00, p < .05). These improvements were maintained over the maintenance period. Qualitative analyses indicated that participants felt increased comfort, confidence, and clinical preparedness after training. Conclusion: Findings support the efficacy of structured, computer-based dialectal training to enhance critical diagnostic skills among bilingual Spanish- English speech-language pathology clinicians by enhancing assessment accuracy and reducing the risk of misdiagnosis in Spanish-speaking clients. [ABSTRACT FROM AUTHOR]
ISSN:	10580360
DOI:	10.1044/2025_AJSLP-25-00316