![]() ![]() Results: When looking across the experiences of the clinicians in the district, the three themes that emerged from the data were systemic obstacles, professional obstacles, and supports. Constant comparative analysis was utilized to analyze focus group and exit slip data. Additionally, initial and final focus group and exit slip data following the PLC were collected to inform the discussion topics of the PLC and gather final impressions. The participants engaged in group discussions and activities alongside their peers to address self-identified areas of support and need. Method: Twenty-three bilingual speech-language pathologists met in a PLC over the course of 5 months, with a total of four sessions that were a mix of in person and virtual. Supplemental Material: The purpose of this study was to identify and define the support needs of bilingual speech-language pathologists working in one urban school district and to investigate the experiences of the clinicians engaged in a professional learning community (PLC) format within their public school system. However, given the attested reliability and validity for CD, reference data of CD from the ENNI database can be used for evaluating children's difficulties with complex syntax and monitoring their change over time. Conclusions: The finding on diagnostic accuracy did not support the use of CD for identifying children with LI between ages 4 and 9 years. The diagnostic accuracy of CD scores, as revealed by sensitivity, specificity, and likelihood ratios, was poor. In addition, the correlation coefficients for the split-half reliability and concurrent criterion validity of CD scores were all significant at each age level, with the magnitude ranging from small to large. Children with TL produced higher CD scores than those with LI at each age level. Results: CD scores increased significantly between ages 4 and 9 years in children with TL and those with LI. The split-half reliability, concurrent criterion validity, and diagnostic accuracy were evaluated for CD by age. CD was computed from the narrative samples. ![]() Narrative samples were collected using a story generation task, in which children were asked to tell stories based on six picture sequences. Method: Participants in the ENNI database included 300 children with typical language (TL) and 77 children with language impairment (LI) between the ages of 4 0 (years months) and 9 11. Purpose: This study provided reference data and examined psychometric properties for clausal density (CD i.e., number of clauses per utterance) in children between ages 4 and 9 years from the database of the Edmonton Narrative Norms Instrument (ENNI). Information about ASD should be disseminated through community outreach, home– school connections, and pediatricians, who remain pivotal in informing Hispanic immigrant families. Immigrant families should be encouraged to communicate in the home language with their children. Professional training and parent education are needed to facilitate early identification of ASD. Conclusions: Hispanic immigrant mothers raising children with autism were often challenged by immigration status, economic hardship, and advice against using Spanish with their children. The mothers believed that exposure to 2 languages would increase their children’s language difficulties. A lack of awareness about autism influenced social isolation, and autism was viewed as temporary and associated with fear or sadness. Results: A total of 3 thematic categories emerged: stigmatization and social isolation, preconceptions about developmental milestones and autism, and mothers’ reluctance to speak Spanish with their children. Method: In-depth 3-part phenomenological interviews and thematic analyses were conducted with 22 Hispanic immigrant mothers of preschool children with ASD. ![]() The following 3 aspects were explored: (a) the families’ social environments, (b) cultural beliefs on development and autism, and (c) perceptions of bilingualism influencing language choices. Purpose: This study aimed to understand the experiences of raising a child with autism spectrum disorders (ASD) in a group of Hispanic immigrant mothers. ![]()
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