{"id":1409,"date":"2026-08-30T22:53:57","date_gmt":"2026-08-30T12:53:57","guid":{"rendered":"https:\/\/childrensvoicesconference.csu.domains\/2026\/?p=1409"},"modified":"2026-09-01T13:23:27","modified_gmt":"2026-09-01T03:23:27","slug":"cvc2026-706","status":"publish","type":"post","link":"https:\/\/childrensvoicesconference.csu.domains\/2026\/cvc2026-706\/","title":{"rendered":"CVC2026-706 \u2013 Culturally responsive methods of assessing and diagnosing speech sound disorder in Lithuanian-Icelandic multilingual children: A converging evidence approach"},"content":{"rendered":"<div class=\"cvc-hero alignfull\"><span class=\"cvc-chip\">Presentation \u2013 CVC2026-706<\/span><\/div>\n<h1 class=\"wp-block-heading has-text-align-left\">Culturally responsive methods of assessing and diagnosing speech sound disorder in Lithuanian-Icelandic multilingual children: A converging evidence approach<\/h1>\n<div class=\"cvc-authors\">\n<p><strong>Z<\/strong><strong>ivile Vaisyte, <\/strong>University of Iceland, Iceland<\/p>\n<p><strong>Kathryn Crowe, <\/strong>University of Iceland, Iceland<\/p>\n<p><strong>Thora M\u00e1sd\u00f3ttir, <\/strong>University of Iceland, Iceland<\/p>\n<p><strong>Daiva Kairien\u0117,<\/strong> Vtyautas Magnus University, Lithuania<\/p>\n<\/div>\n<div class=\"ast-oembed-container \" style=\"height: 100%;\"><iframe title=\"CVC2026-706 Culturally responsive methods of assessing and diagnosing speech sound disorder in Lithu\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/3hdrIhHbub4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<p><strong>Background: <\/strong>The number of multilingual children in Iceland has been steadily increasing, placing greater demands on speech-language pathologists to provide reliable clinical diagnoses using appropriate assessment tools and methods. Lithuanian speakers are now the third-largest immigrant group in Iceland.<\/p>\n<p><strong>Aim: <\/strong>This study implemented culturally responsive methods to distinguish between Lithuanian-Icelandic children with speech sound disorder (SSD) and those with speech differences related to multilingualism who do not have SSD and can reach age-appropriate abilities without intervention.<\/p>\n<p><strong>Method\/approach:<\/strong> The speech production of 22 Lithuanian-speaking adults living in Iceland and 22 Lithuanian-Icelandic speaking children were analysed. Concerns about speech and intelligibility in both languages were also collected from children\u2019s parents and teachers. Traditional practices were followed and then a corrected analysis was performed, which did not consider mismatches due to crosslinguistic influences to be errors. A converging evidence approach was then used to make diagnostic decisions. Study approval was from V\u00edsindasi\u00f0anefnd and Si\u00f0anefnd h\u00e1sk\u00f3lanna um v\u00edsindaranns\u00f3knir.<\/p>\n<p><strong>Results\/findings: <\/strong>Using traditional analysis methods, seven children meeting the criteria for SSD compared to four children when using a culturally responsive approach<\/p>\n<p><strong>Conclusion: <\/strong>The results of this study provide initial guidelines for clinicians on which processes and speech features used by Lithuanian-Icelandic speaking children may result from typical crosslinguistic influences rather than SSD. The use of culturally responsive methods impacted diagnostic decision-making. These findings have important clinical implications for speech-language pathologists and other professionals working with both Lithuanian-Icelandic speaking children and multilingual children in general.<\/p>\n<p><strong>Implications for children and families: <\/strong>You will learn about how cross-linguistic processes influence speech development in multilingual children and why different assessment methods are necessary.<\/p>\n<p><strong>Implications for practitioners:<\/strong> You will learn about procedures to reduce the cultural bias embedded in traditional assessment methods when assessing multilingual children.<\/p>\n<p><strong>Funding: <\/strong>Menntaranns\u00f3knasj\u00f3\u00f0ur [219261-051].<\/p>\n<p><strong>Keywords<\/strong><strong>:<\/strong> multilingual, speech production, speech sound disorder, intelligibility, Icelandic, Lithuanian, speech-language pathology<\/p>\n<p><strong>This presentation relates to the following <\/strong><a href=\"https:\/\/sdgs.un.org\/goals\"><strong>United Nations Sustainable Development Goals:<\/strong><\/a><\/p>\n<ul class=\"cvc-sdgs\">\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal3\">SDG 3: Good Health and Well-being<\/a><\/li>\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal10\">SDG\u00a010: Reduced Inequality<\/a><\/li>\n<\/ul>\n<p class=\"wp-block-paragraph\">\n","protected":false},"excerpt":{"rendered":"<p>Zivile Vaisyte, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Thora M\u00e1sd\u00f3ttir, University of Iceland, Iceland; Daiva Kairien\u0117, Vtyautas Magnus University, Lithuania<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[44,53,1],"tags":[45,47],"class_list":["post-1409","post","type-post","status-publish","format-standard","hentry","category-childrens-communication","category-childrens-health-and-disability","category-presentations","tag-sdg-03","tag-sdg-10"],"_links":{"self":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/posts\/1409","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/comments?post=1409"}],"version-history":[{"count":3,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/posts\/1409\/revisions"}],"predecessor-version":[{"id":1729,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/posts\/1409\/revisions\/1729"}],"wp:attachment":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/media?parent=1409"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/categories?post=1409"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/tags?post=1409"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}