PURPOSE Spanish-speaking families are a growing population that speech-language pathologists must be prepared to work with. To provide culturally responsive intervention, speech-language pathologists (SLPs) must understand the perspectives of Spanish-speaking caregivers when providing intervention. These values and experiences may differ from those of monolingual, mainstream culture. Understanding the impact of the COVID-19 pandemic on these experiences is also important. In this qualitative study, we explore the experiences of Spanish-speaking mothers whose children have received school-based speech-language intervention and the impact of the COVID-19 pandemic. METHOD We interviewed five Spanish-speaking mothers who were identified as having bilingual children who had or were currently receiving speech therapy, all through the public school system. The mothers participated in a semistructured interview to share their experiences with their children receiving intervention. We analyzed the transcripts through interpretative phenomenological analysis to identify salient themes among participants. All research team members reviewed and agreed upon themes to ensure credibility. RESULTS The findings revealed six group experiential themes: (a) lack of services and frustration with and barriers to accessing services, (b) greater improvements in English compared with Spanish, (c) bilingual speech therapy has positive effects on children and Spanish-speaking mothers, (d) family involvement in speech therapy is highly important, (e) family stress related to speech difficulties, and (f) pandemic negatively impacted children's socialization and learning. DISCUSSION The results are discussed in the context of equity. Through understanding the experiences of Spanish-speaking mothers, SLPs can work to ensure service levels comparable with those of monolingual children and support bilingual acquisition.

中文翻译：

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西班牙语母亲的学校言语治疗经历。


目的 西班牙语家庭的人口不断增长，语言病理学家必须做好与之合作的准备。为了提供文化响应干预，言语病理学家 (SLP) 在提供干预时必须了解西班牙语护理人员的观点。这些价值观和经验可能与单语言主流文化不同。了解 COVID-19 大流行对这些体验的影响也很重要。在这项定性研究中，我们探讨了孩子接受学校言语干预的西班牙语母亲的经历以及 COVID-19 大流行的影响。方法 我们采访了五位讲西班牙语的母亲，她们被确定有双语孩子，她们都在公立学校系统接受过或正在接受言语治疗。母亲们参加了半结构化访谈，分享她们的孩子接受干预的经历。我们通过解释性现象学分析来分析记录，以确定参与者中的显着主题。所有研究团队成员都审查并商定了主题，以确保可信度。结果 调查结果揭示了六组体验主题：(a) 缺乏服务以及获得服务的挫败感和障碍，(b) 与西班牙语相比，英语有了更大的进步，(c) 双语言语治疗对儿童和西班牙语使用者有积极影响母亲们，(d) 家庭参与言语治疗非常重要，(e) 与言语困难相关的家庭压力，以及 (f) 大流行对儿童的社交和学习产生负面影响。讨论 结果是在公平的背景下讨论的。 通过了解西班牙语母亲的经历，SLP 可以努力确保服务水平与单语儿童的服务水平相当，并支持双语习得。