Computer-Based Spanish Phonetic Transcription Training for Bilingual Speech-Language Pathology Undergraduate Students

Abstract

Abstract Purpose: This study aimed to assess the prescence of a functional relation between a computer-based Spanish transcription training module and pre-service bilingual undergraduate speech language pathology students' Spanish phonetic transcription skills when transcribing word productions from a native Spanish speaker. Method: A multiple baseline, single-case design was used for data collection and analysis. Participants were bilingual (Spanish and English) undergraduate students and experienced in using the International Phonetic Alphabet (IPA) for phonetic transcription of American English. Participants were provided with a computer-based Spanish phonetic transcription training developed within the Teach-Model-Coach- Review (TMCR) framework. Changes in the dependent variable was measured across time and across condirions. Presence of a functional relation was assessed by visual analysis of the data and effect size measure was calculated using Percentage of Goal Obtained (PoGO). Results: There is a functional relation between a computer based Spanish transcription training and the pre-service bilingual undergraduate SLP students' Spanish phonetic transcription. Conclusions: The clinical implications are numerous due to the disparity of education for Spanish Transcription for speech-language pathologists (SLPs). These include the lack of quality training in Spanish Transcriptions and lack of bilingual SLPs and need from the population.