This paper exhorts communication specialists to look beyond English language knowledge by providing evidence to disrupt the unsubstantiated belief that there are few assessment and intervention resources for supporting multilingual children's speech. The Multilingual Children's Speech website https://www.csu.edu.au/research/multilingual-speech/home has curated 1337 (mostly free) resources for supporting multilingual children's speech acquisition, assessment, and intervention in 131 of the world's languages and dialects (86 languages). Specifically, there are 658 speech acquisition studies in 55 languages, 423 speech assessment resources in 77 languages, and 178 speech intervention resources in 21 languages. This free website includes links to assessment tools, intervention manuals, journal articles, books, chapters, theses, and video recordings for 16 of the top 20 most spoken languages in the world and many minority languages, Indigenous languages (e.g. Māori, Samoan, Sesotho, Setswana, Warlpiri, isiXhosa, Zapotec, isiZulu) and languages and dialects impacted by colonisation and slavery (e.g. African American English, Fiji English, Jamaican Creole, Tok Pisin). Only 17.95% of the resources are about English, with 51.68% about 39 other Indo-European languages, and 30.37% about 46 languages belonging to 15 non-Indo-European language families. Previous analyses of curated knowledge about children's development in psychology and linguistics have found a WEIRD bias 'Western, Educated, Industrialized, Rich, and Democratic societies'; however, only 29.07% of the languages included on the Multilingual Children's Speech website are WEIRD. While only 1.23% of the 7000 world languages are represented on the website, these assessment and intervention resources will continue to grow due to ongoing work of multilingual communication specialists across the globe.

Several frameworks - including Hart's Ladder of Participation, Shier's Models for Participation and the Lundy Model - have been developed to support children's genuine participation as researchers. These child-focused participatory action research (C-PAR) frameworks claim to increase children's capacity to share their thoughts and opinions to change their lives and communities. This narrative review involved systematic database searches to identify application of these key C-PAR frameworks and the extent of child participation by children with diverse communication abilities, particularly within the field of speech and language therapy research. Thirty three papers were identified for descriptive analysis. Children included in these studies were aged between 2 and 18 years. Children were from Australia, Belgium, Denmark, Jamaica, the Republic of Ireland, Sweden, the United Kingdom and the United States. Most studies included children with speech, language and communication needs (n = 32, 96.99%) and one paper (3.03%) included children with a swallowing disorder. Most studies (n = 26, 78.79%) consulted children at the data collection stage, often using visual supports, but fewer papers also involved children at other stages of the research process (n = 7, 21.21%). Of these 33 papers, only four (12.12%) directly applied one of the C-PAR frameworks. Within speech and language therapy research, we can mature in our practice of involving children with diverse communication needs in all stages of a research project, to support their genuine participation as researchers.

The Pacific Islands encompasses a linguistically and culturally diverse geographical region. Most Pacific Island countries have few speech-language pathology services. In Pacific Islander diaspora communities around the world these children may seek support from speech-language pathologists (SLPs) where these children are among a cultural and/or linguistic minority. This study aimed to identify if children with Pacific Islander heritage are accessing speech-language pathology services in English-speaking countries, and to seek SLPs' perspectives on the provision of culturally responsive speech-language pathology services for these children and their families. This mixed methods study collected quantitative and qualitative data via an online survey, answered by 57 SLPs and assistants in English-speaking countries (Australia, Aotearoa, Canada, United States, United Kingdom). Qualitative responses were analysed thematically using the Principles of Culturally Responsive Practice (Verdon et al., 2015). Almost half (47%) of participants had provided communication support for children with Pacific Islander heritage. Participants reported varying approaches to providing culturally responsive services for Pacific Islander children and families, including collaboration with families and cultural support workers and using dynamic and/or informal assessment practices, usually in English. Participants identified a lack of culturally and linguistically appropriate assessment and intervention resources to support these children and their families. Further development of culturally and linguistically appropriate communication assessment and intervention resources, in collaboration with Pacific Islander communities, is essential to support culturally responsive speech-language pathology services for children with Pacific Islander heritage.

Abstract Bilingual Vietnamese-English speakers predominantly live in Vietnam, Australia, Canada, the United States, and New Zealand. There are four main Vietnamese dialects and many English dialects. Standard Vietnamese has 23 consonants, and many English dialects have 24 consonants. Vietnamese and English share 16 consonants, and many vowels, although overlap varies according to dialects. Vietnamese has 13 unshared consonants and uses tone to differentiate meaning. English has eight unshared consonants and frequently uses consonant clusters. While Vietnamese and English use Modern Latin Alphabet, graphemes and phonemes do not always match. Vietnamese also uses diacritics for tone markings in their orthography. There is one major study of bilingual Vietnamese-English-speaking children’s speech acquisition, and case studies. Speech assessments used with bilingual Vietnamese-English-speaking children include the Vietnamese Speech Assessment, Intelligibility in Context Scale, and Speech Participation and Activity Assessment of Children. Interventions include VietSpeech SuperSpeech.

PURPOSE:Hanen programs® have been used by clinicians to support caregivers of young children with communication needs to learn optimal ways to respond in everyday interactions and facilitate child-oriented strategies that promote interaction and language. This review aimed to evaluate peer-reviewed literature regarding Hanen programs® for children with speech, language, and communication needs regarding the credibility, nature, quality, scope of the research, and outcomes of the research findings. METHOD:The Preferred Reporting Items for Systematic reviews and Meta-Analysis protocol was used. Of 196 papers documenting Hanen interventions, 57 papers met inclusion criteria. Studies were synthesized and evaluated to rate (a) credibility/levels of evidence; (b) nature of existing research: efficacy, effectiveness, and perceived effectiveness; (c) quality of the studies; (d) scope of evidence; and (e) outcomes for each Hanen program® for children with speech, language, and communication needs. RESULTS:Credibility: Studies of Hanen programs® were reviews (7%), randomized controlled trials (17.5%), nonrandomized controlled trials and mixed methods (31.6%), case-control or cohort studies (26.3%), qualitative reviews (1.8%), or employed qualitative methods (15.7%). Nature: The majority were efficacy studies (57.9%), others were perceived effectiveness (24.6%), and others were effectiveness studies (8.8%). Quality: Few studies were rated as high quality. Scope: Most studies related to two Hanen programs® (It Takes Two to Talk® and More Than Words®) conducted across 11 countries (Canada, the United States, Spain, Turkey, Republic of Ireland, the Netherlands, the United Kingdom, Australia, Hong Kong, Singapore, and Malaysia), and a few studies evaluated adaptations of Hanen programs® (e.g., telehealth). The studies reported on dyad interactions; child language, behavior, and autism; and caregiver perceptions, stress, and self-efficacy. Outcomes: Evidence supporting significant communication outcomes for different programs exists; however, mixed results demonstrate a variety of language, interaction, acceptability, feasibility, and maintenance outcomes. CONCLUSIONS:A range of evidence supports the use of Hanen programs® in its original format, with acceptability reported by families from target communities (e.g., middle-class families) and educators (e.g., Westernized countries). Effectiveness studies in real-world contexts conclude that future research could evaluate content flexibility and adaptations to meet a diversity of families and communities. A precision family initiative has been suggested to shift future research from "Does Hanen work?" to "How can Hanen-based intervention optimize outcomes for individual families?"

Abstract The Oxford Handbook of Speech Development in Languages of the World presents a paradigm shift in the world’s knowledge of children’s speech development. It provides a transformative solution for how disciplines can reduce disparities and overcome traditional English- and Western-centric biases. The Handbook includes research from 172 international authors writing about 49 languages and 26 dialects across six languages (including knowledge not previously translated into English and from traditionally marginalized groups). This chapter discusses the importance of everyone’s right to communicate without distinction of language, the benefits of multilingualism and international collaborations to build diverse interdisciplinary knowledge. It outlines how to use the Handbook’s curated data to enable readers’ identification of common and unique elements of children’s speech development across languages and dialects. It also outlines the chapter architecture of the Handbook, explaining the consistent template across chapters that enables comparison of languages, conventions, assessments, interventions, and terminology. It explains the rights-based, transformative social justice approach that has been taken throughout the Handbook to create language maps and resources (e.g., terminology and pronunciation guides). Ultimately, this chapter can be used to support communication specialists to learn from the expertise of the Handbook’s authors to make a difference in children’s lives across the world.

Objective(a) Provide reference data for the Intelligibility in Context Scale (ICS) for children born with cleft lip and/or palate and (b) compare ICS scores: between cleft types; with typically developing and normative samples; and across ages 3- and 5-year-old children.DesignLongitudinal prospective cohort study.SettingQuestionnaire data from the Cleft Collective.ParticipantsThree-year-old (n = 928) and 5-year-old children (n = 795) born with cleft lip and/or palate.Main Outcome Measure(s)ICS - parent-reported measure using a 5-point Likert scale to indicate how intelligible their child is with seven different communication partners.ResultsMedian scores for children born with cleft lip only were higher (4.14, 95% CI = 4.00-4.14 for 3-year-olds; 5.00, 95% CI = 4.29-5.00 for 5-year-olds) than those born with any form of cleft palate (3.71, 95% CI = 3.57-3.86 for 3-year-olds; 4.14, 95% CI = 4.14-4.29 for 5-year-olds). Scores for children born with cleft lip only aligned with studies comprising typically developing children and normative samples, whereas those born with any form of cleft palate did not. Children born with cleft palate and a diagnosed syndrome scored lower than those born with non-syndromic cleft palate. For children who had data at both ages, 75.4% showed improvement over time, 14.3% stayed the same and 10.3% scored lower at age 5.ConclusionReference data are now available for children with the major cleft subtypes which can be used for comparison in clinical settings. These data show how children born with cleft compare with the non-cleft population and change over time.

Recognition that children's views should be respected has increased since the United Nations' publication of the Convention on the Rights of the Child. This study explored whether preschool children's drawings and descriptions of themselves "talking to someone" differed for children with speech sound disorder (SSD) compared to children with typically developing speech. Participants were 78 children matched for age and sex and divided into two groups (SSD and Typical) based on percentage of consonants correct on the Diagnostic Evaluation of Articulation and Phonology. The SSD group was significantly more likely to self-report some difficulty talking but did not differ from the Typical group on how they felt about their talking or on developmental maturity for drawing human figures. Analyses applying a focal points approach showed a significant difference in participants' portrayal of "body parts" but no difference for "facial expressions," "talking and listening," "relationships and connections" (number of people and conversational partner/s) and "sense of self." Children with SSD were more likely to accentuate ears in their drawings, while typically developing children were more likely to accentuate hands. In sum, drawing and describing "talking" did not differentiate SSD and typically developing children, but enabled understanding of how individual children conceptualize and represent communication with others.

Mục tiêu: Nghiên cứu khảo sát mức độ dễ hiểu lời nói của trẻ từ 4 đến 5 tuổi có rối loạn âm lời nói (RLALN) tại một số tỉnh miền Bắc Việt Nam, sử dụng thang đo tính dễ hiểu theo ngữ cảnh tiếng Việt (ICS-VN). Phương pháp: Nghiên cứu được thực hiện trên 51 trẻ. Dữ liệu thu thập từ người chăm sóc qua bảng hỏi và đánh giá trực tiếp trẻ bằng ICS-VN, sàng lọc thính lực, đánh giá chức năng vùng miệng (OMA), và bài đánh giá lời nói tiếng Việt (VSA). Kết quả và kết luận: Điểm trung bình ICS-VN của nhóm trẻ là M = 3.6 (SD = 0.6). Đối tượng giao tiếp quen thuộc đánh giá trẻ dễ hiểu hơn so với người ít quen. Điểm ICS-VN có mối tương quan âm với độ tuổi trẻ nói từ đầu tiên có nghĩa (r = -0.49, p < 0.001).

BACKGROUND:Children with speech sound disorders (SSD) are at higher risk of communication breakdown, but the impact of having an SSD may vary from child to child. Determining the severity of SSD helps speech-language therapists (SLTs) to recognise the extent of the problem and to identify and prioritise children who require intervention. AIMS:This study aimed to identify severity factors for SSD in order to develop a multifactorial Speech Sound Disorder Severity Construct (SSDSC) using SLTs' views and the International Classification of Functioning, Disability and Health (ICF). METHOD:In an explorative five-staged qualitative study, the research question was answered: 'How do SLTs determine the severity of SSD in children?'. A total of 91 SLTs from The Netherlands participated in data collection and analysis. The iterative process included three different qualitative research methodologies (thematic analysis [TA], constructivist grounded theory [CGT] and content analysis [CA]) to ensure validation of the results by means of method triangulation. RESULTS:SLTs considered nine themes: intelligibility, speech accuracy, persistence, the child's perception, impact, communicative participation, concomitant factors, professional point of view, and environmental factors. The themes were summarised in three main severity factors: (I) Speech accuracy, (II) The child's perception of the impact of their speech, and (III) Intelligibility in communication. Other severity factors were concomitant factors and impact. Expertise and support were identified as facilitators or barriers that may worsen or relieve the severity of SSD. CONCLUSIONS:This study highlights the need for SLTs to rethink how they think about severity as a simplistic construct reflecting only speech accuracy. It is recommended that a broader holistic approach to measuring severity is adopted. WHAT THIS PAPER ADDS:What is already known on the subject Although there are several proposals aiming to define the severity of SSD, the extent to which these align with clinical practice is not well understood. In recent years, speech accuracy and other factors such as intelligibility have been suggested as possible indicators of SSD severity. Flipsen et al. (2005) concluded that experienced clinicians evaluated the number, type and consistency of speech errors as well as intelligibility, considering articulatory competence at both the segmental and whole word level when determining severity. Enderby et al. (2013) developed ICF-based Therapy Outcome Measures (TOMs), including a TOM for phonological disorder. Although there is evidence in the literature that multiple factors should be considered when determining severity, there is still no clear guidance on this. In this discussion, the perspective of SLTs is an important contribution to the development of a measure of severity, but is lacking in the known literature. What this paper adds to the existing knowledge As a first step, this study examines SLT's perspectives on how they define and measure severity of SSD, and determines how those views align with the ICF in order to develop a severity construct that can be further tested and validated. Using the views of SLTs and the ICF, this qualitative study resulted in the multifactorial SSDSC. What are the potential or actual clinical implications of this work? The practical experience of SLTs, combined with what is known from the literature, provides insight into the different factors that may contribute to severity of SSD. These factors may be considered in developing a measure of SSD severity in the future.

PURPOSE:The aim of this study was to longitudinally investigate parent-reported children's speech and language in early childhood as an early indicator of Indigenous Australians' school-age educational outcomes. METHOD:Participants were 1,534 children from the Longitudinal Study of Indigenous Children (LSIC) whose parents reported on expressive and receptive speech and language concern (SLC) at 3-5 years using the Parents' Evaluation of Developmental Status. A total of 467 children (30.4%) were identified as having SLC, of whom 308 had only expressive SLC, 65 had only receptive SLC, and 81 had both expressive and receptive SLC. Educational outcomes included (a) National Assessment Program-Literacy and Numeracy (NAPLAN) tests (Grade 3, 8-9 years), (b) teacher-reported literacy and numeracy on the Academic Rating Scale (ARS; 8-9, 9-10 years), and (c) research officer-administered Progressive Achievement Tests in Reading (PAT-Reading; 6-7, 7-8, 8-9, 9-10 years) and Progressive Achievement Tests in Mathematics (PAT-Maths; 8-9, 9-10 years). RESULTS:After controlling for covariates (child age, sex, having hearing problems, having a disability, speaking an Indigenous language, parent education, family life events, community socioeconomic status, and remoteness), SLC was associated with significantly lower scores on all NAPLAN subtests (Reading, Writing, Spelling, Grammar, Numeracy), teacher-rated ARS for Language and Literacy (9-10 years), and PAT-Reading (6-7 years) and PAT-Maths (9-10 years). Subgroup comparisons indicated that children with both expressive and receptive SLC had the poorest outcomes on NAPLAN and ARS subtests. CONCLUSION:Parental reporting of Indigenous Australian children's SLC in early childhood is an important early indicator of education outcomes at school, indicating the importance of families throughout a child's trajectory of learning and development.

PURPOSE:The Speech Assessment of Children's Home Language(s) (SACHL) offers a new, evidence-based clinical protocol for speech-language pathologists (SLPs) to assess speech in unfamiliar languages. This study used implementation science to investigate SLPs' current multilingual speech assessment practices, determine the prospective acceptability of the SACHL, and compare current confidence to prospective confidence with the SACHL. METHOD:The Consolidated Framework for Implementation Research and the Theoretical Framework of Acceptability were used to explore innovation deliverers' (SLPs and student SLPs) prospective acceptability of the innovation (SACHL). Attendees at in-person and online SACHL presentations were invited to participate. A total of 360 participants responded to an online questionnaire exploring current practices, transcription skills, confidence, and acceptability of the SACHL. Statistical tests compared attendees at different presentations, SLPs and student SLPs, and monolingual and multilingual participants. RESULTS:The majority of participants indicated low current confidence in assessing multilingual children. Most SLPs assessed, transcribed, and analyzed multilingual children's speech in English but rarely or never applied these practices in children's home language(s). The majority of participants rated the SACHL as being culturally responsive, well designed, and easy to understand and that it could increase diagnostic accuracy. There were concerns around the time burden in using the SACHL. Most (87.45%) indicated they would like to use the SACHL in clinical practice, and there was a statistically significant improvement between current confidence and prospective confidence. SUPPLEMENTAL MATERIAL:https://doi.org/10.23641/asha.30716981.

Sourcing and including the views of children in speech and language therapy aligns with Articles 12 and 13 of the United Nations Convention on the Rights of the Child. This research explored the perspectives of 30 children (3;9-8;7 years) with childhood apraxia of speech regarding their experiences of Dynamic Temporal and Tactile Cueing intervention. Children lived in the United States or Australia and had engaged in one of three intervention studies exploring: delivery by their parent or speech and language therapist; delivery in high or low dose; and delivery in massed or distributed format. Children shared their perspectives of intervention through drawing a picture of themselves during intervention, describing their drawings, and identifying emojis responding to questions about intervention. Five focal points were identified in the drawings: Place (73.33%: environment, intervention materials, and transitions), People (73.33%: body parts and facial expressions, relationships and connection, and sense of self), Activity (20.00%: words, talking, and listening), Emotion (53.33%: positive and negative), and Not Talking (6.67%). Many participants felt happy about 'speech practice' ( 62.50%) and who did speech practice with them ( 62.50%) but were divided in how they felt about the number of times ( 33.3%) and the length of time ( 29.17%) of speech practice. Children's perspectives can be considered when designing and delivering intervention.

PURPOSE:The purpose of this study is to determine how children from across the world draw themselves talking and to apply an interdisciplinary analysis to understand children's perspectives to improve delivery of services. METHOD:Participants were 200 children from 24 countries who submitted a drawing of themselves talking to someone using the Early Childhood Voices Drawing Protocol. Drawings were uploaded to Charles Sturt University's Children Draw Talking Global Online Gallery. The participants were 2-12 years old (M = 6.13) and spoke 23 languages, and 28.5% of caregivers reported concerns about their children's talking. A 16-member interdisciplinary research team analyzed the drawings using descriptive, developmental, focal point, meaning-making, and systemic functional linguistics transitivity analysis frameworks. RESULTS:Children could draw themselves talking. The participants' age and ability to draw a human figure were strongly correlated. Most participants reported they felt happy about talking and drew themselves talking to one or more conversational partners, with focal points that included body parts and facial expressions, talking and listening, proximity to others, relationships and connections, and positivity and vibrancy. The cultural-historical meaning-making analysis identified 10 themes: relationships, places, actions, natural elements, human-made elements, cultural experiences, logical thinking, emotion, imagination, and concepts. The systemic functional linguistics transitivity analysis identified 71 processes, 134 participants, and 48 circumstances indicating richness in the children's depictions of talking. CONCLUSIONS:Children across the world can use drawing to communicate who they talk to (e.g., friends, family, animals, professionals), when and where they talk (e.g., outside, at home), what they talk about (e.g., toys, animals, friends, family), and how they feel about talking (e.g., happy). These insights promote understanding of children's communication and inform how children's insights can be included in assessment and intervention.

The retention of educators is foundational to the provision of high-quality early childhood education and care (ECEC), yet the sector continues to face significant workforce challenges. This study explores how organisational climate and leadership influence collaborative practice and, in turn, educator retention. Using a constructivist grounded theory (CGT) approach, data were collected through focus groups and interviews with 34 educators across diverse service types in the Northern Territory, Australia. In accordance with CGT, analysis revealed two core categories—‘struggle’ and ‘hope’—reflecting the impact of workplace relationships on collaborative practice. In ECEC settings where communication was limited and psychological safety was lacking, participants described resistant behaviours and horizontal violence, which contributed to educator stress and attrition. Conversely, environments that fostered open communication, reflective practice, and trusting relationships enabled collaborative practice that supported educator wellbeing and retention. The findings suggest that intentional leadership and an organisational climate that embodies ‘care’ are essential for cultivating collaboration, enhancing job satisfaction, and improving workforce stability. This paper proposes that ‘building connection builds retention,’ highlighting the importance of relational and reflective practices in sustaining the ECEC workforce.

The Sustainable Development Goals (SDGs) represent a global agenda for achieving a sustainable future for people and the planet to inform decision and policy making at all levels. Children should have a significant voice in shaping the world they will inherit; indeed, SDG 17 is focussed on partnership for the goals. The aim of the present study was to investigate which SDGs are depicted in children's drawings of themselves talking to provide researchers and policy makers insights into their perceptions about, and solutions for, the SDGs. The Children Draw Talking Global Online Gallery (https://www.csu.edu.au/research/childrens-voices-centre/research/childrens-voices) included 200 drawings from children from 24 countries. Children aged 2-12 years responded to the online prompt 'draw yourself talking' and submitted their drawing and explanation. A 15-member interdisciplinary research team analysed the drawings to determine their alignment with the seventeen SDGs. Most of the 200 drawings (n = 191, 95.5%) could be coded with at least one SDG. Overall, there were 359 representations of SDGs coded across the data set of 200 drawings. Many children included green public spaces and housing (SDG 11), education (SDG 4), and decision-making (SDG 16) while others portrayed reducing inequality (SDG 10) and addressing poverty (SDG 1). This research demonstrated that children may be implicitly aware of factors related to the Sustainable Development Goals across their lives and provides an exemplar of how children's voices could be included using arts-based methods.

PURPOSE:This study aims to improve our knowledge of how young children with speech sound disorders (SSD) perceive their own speech and communication in comparison with typically developing (TD) children and how these perceptions relate to parental judgment of communicative participation, intelligibility in different contexts, and an expert measure of children's speech accuracy (percentage of consonants correct in syllable initial position [PCCI]). METHOD:Participants were 111 Dutch-speaking children (48-89 months old): 65 with SSD and 46 who were TD. Children's self-reports on the Dutch version of the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (KiddyCAT-NL) were compared (a) between SSD and TD groups and (b) with the parents' ratings. Parents' ratings were obtained from two parental questionnaires: Focus on the Outcomes of Communication Under Six-34: Dutch (FOCUS-34NL) measuring communicative participation and the Intelligibility in Context Scale: Dutch (ICS-NL). The KiddyCAT-NL, FOCUS-34NL, and ICS-NL outcomes were also compared with (c) speech accuracy measured by speech-language pathologists (SLPs) as the PCCI using the picture-naming task of the Computer Articulation Instrument. RESULTS:Statistical analysis revealed that young children in the SSD group perceived their speech and communication differently than children in the TD group. Only in the SSD group was there a moderate positive correlation between speech accuracy and intelligibility in context and only a weak correlation with the child's perception of speech and communication. Parents' and children's perceptions were weakly correlated. CONCLUSIONS:Information on children's perception of their own speech is complementary to information obtained from the parents and SLPs' formal assessment of speech accuracy. To fully understand the impact of SSD, it is therefore important to actively elicit and include children's perspectives on speech and communication.

PURPOSE:Typically developing multilingual children's speech may include mismatches and phonological patterns that are atypical in monolingual peers. One possible reason for mismatches is cross-linguistic transfer, when structures unique to one language are used while speaking another language. This study explored cross-linguistic transfer in Vietnamese-English-speaking children's and adults' speech at phoneme and syllable levels. METHOD:Children (n = 66) aged between 2;0 and 8;10 (years;months) and adult family members (n = 83) completed single-word speech assessments in Vietnamese and English. Cross-linguistic transfer of nonshared consonants was analyzed in terms of frequency, patterns, and direction of transfer. Syllable structure patterns in English consonant clusters (cluster reduction, cluster simplification, epenthesis) were identified, as consonant clusters do not occur in Vietnamese. RESULTS:Cross-linguistic transfer of nonshared consonants occurred in most children's speech at least twice (75.76%, n = 66), tended to happen when the target was nonshared and occurred at a low frequency. During Vietnamese speech assessment, 21.82% of children's and 26.30% of adults' mismatches were due to cross-linguistic transfer of English consonants. During English speech assessment, 2.84% of children's and 24.33% of adults' mismatches were due to cross-linguistic transfer of Vietnamese consonants. Direction of cross-linguistic transfer was significantly associated with children's age and language proficiency. Bidirectional cross-linguistic transfer only occurred in the youngest children (2;6-4;5). English consonant clusters were impacted by syllable structure patterns for both children (35.76%) and adults (22.95%), indicating these mismatches in Vietnamese-English-speaking children's speech may be due to development, cross-linguistic transfer of Vietnamese syllable structure to English, and/or ambient phonology. CONCLUSIONS:Cross-linguistic transfer occurred in Vietnamese-English-speaking children's and adults' speech. These findings highlight the importance of assessing multilingual children's speech in each language, considering interaction between languages, and identifying reasons for mismatches to ensure accurate diagnosis. SUPPLEMENTAL MATERIAL:https://doi.org/10.23641/asha.29955113.

PURPOSE:Identification of speech sound disorder (SSD) in children who are multilingual is challenging for many speech-language pathologists (SLPs). This may be due to a lack of clinical resources to accurately identify SSD in multilingual children as easily as for monolingual children. The purpose of this article is to describe features of multilingual speech acquisition, identify evidence-based resources for the differential diagnosis of SSD in speakers of understudied language paradigms, and demonstrate how culturally responsive practices can be achieved in different linguistic contexts. METHOD:Examples of different approaches used to inform accurate diagnosis of SSD in 2- to 8-year-old multilingual children are described. The approaches used included (a) considering adult speech models, (b) completing validation studies, and (c) streamlining evidence-informed techniques. These methods were applied across four different language paradigms in countries within the Global North and Global South (e.g., Jamaican Creole-English, Jamaica; Vietnamese-English, Australia; French and additional languages, Belgium; Icelandic-Polish, Iceland). The culturally responsive nature of approaches in each cultural/linguistic setting is highlighted as well as the broader applicability of these approaches. RESULTS:Findings related to dialect-specific features, successful validation of tools to describe functional speech intelligibility and production accuracy, and the utility of different techniques applied in the diagnosis of SSD are outlined. CONCLUSIONS:Culturally responsive methods offer a useful framework for guiding SLPs' diagnostic practices. However, successful application of these practices is best operationalized at a local level in response to the linguistic, cultural, and geographic context. SUPPLEMENTAL MATERIAL:https://doi.org/10.23641/asha.29090000.