CSDS 116 Module 6 Exam

Culture

Shared beliefs, traditions, and values of a group od people that are used to define their social identity

Race

the classification that distinguishes groups of people based on physical characteristics, such as skin color; concerned with a person’s biological attributes

Ethnicity

the social definition of groups of people based on shared ancestry and culture; includes race AND customs, nationality, language, and heritage

Primary language

The language the child learned first and used most frequently in the early stages of language development

Dominant Language

The language spoken most proficiently by the child at the current time

Language proficiency

the child’s level of skill in the use of a particular language

simultaneous bilingualism

two languages are attained at the same time from infancy

sequential bilingualism

Children learn a first language (L1) and then are exposed to a different language (L2) at a later time

Cultural Humility

defined as “having an interpersonal stance that is other-oriented rather than self-focused, characterized by respect and lack of superiority toward an individual’s cultural background and experience.”

Characteristics of the expert model

A medical model

Professionals diagnose, prescribe, treat

Family members listen and obey!

Little opportunity for input and participation among family members

Little consideration of household routines, family values, and cultural differences

But, there is still much to be said about the medical model that is good!

Reasons for the shift from the expert model to family-centered service delivery (FCD)

Precipitated by:

The law!

The disability rights movement

Research regarding:

Resiliency and coping theory

A more positive viewpoint regarding families of children with severe disability

Characteristics of the alternative viewpoint emphasizing family resiliency

some families of children with severe disability appear to not only survive, but to thrive

A growing body of evidence that the ability of families to adapt to the needs of their children with disabilities is the rule, not the exception

Some researchers have taken it a step further, and investigated benefits of having a child with a severe disability in the family

The role of daily family routines in assessment and treatment procedures

The family routine as a unit of analysis in diagnosis and treatment

Professionals should build on strengths; on what the family might already be doing that is working for them

How families adapt their daily routines to accommodate their children with severe disabilities

Possible clashes some from different cultural backgrouns might have with FCD

Tendency of some families who are culturally & linguistically diverse (CLD) to:

Adhere to strict, non-egalitarian hierarchical familial and societal structures

Emphasize importance of the group over the individual

Practice styles of parenting that diverge from those accepted by “mainstream” Americans

Considerations for family centered assessment and treatment

very little research to guide us

But, emerging research indicates we should:

Observe daily family routines

Observe and document the family’s strengths and incorporate those strengths into individualized intervention programs

Components of family-centered assessment

Put down those checklists!

Forget about standardized testing! (O.K., I know you can’t, but wish you could!)

Use your powers of observation to:

Identify how the child communicates in the home setting

Identify existing parental styles of interaction that may aid speech and language development

Seek out, note, and act upon parental input

Factors making it more likely that a family-centered plan of intervention will be sustained

They are embedded in daily family routines (this is supported by emerging research)

They reflect parental input

They are congruent with the family’s cultural beliefs and values

They capitalize on already-existing strengths in parent-child interactions (the last three bullets are in need of further research!)

The most common primary language among students who are English language learners (ELLs)

Spanish

ASHA’s definition of cultural competency, and reasons for why SLPs and audiologists should be culturally competent

To respond to demographic changes

To eliminate health status disparities

To improve service quality and health outcomes

To meet legal mandates

To gain a competitive edge

To decrease the likelihood of liability/malpractice

Why we should be culturally competent

Because it's the right thing to do!!

You are going to be a better person, with a more global outlook

Suggestions for how to become more culturally competent

Read

Talk

Set goals that take family values into consideration

Ask students to share aspects of their culture with you and other students

Learn some basic communication skills in the students' language

Learn to pronounce and use students’ actual names rather than just “Americanized” versions of those names

The four steps of the model for cultural reciprocity

Identifying the cultural bases for a professional’s interpretation of a student’s (or client’s, or patient’s, or family’s) difficulties

Discovering whether or not the family shares the basis for this interpretation

Acknowledging any cultural differences that may be revealed and explaining the cultural bases for the professional’s interpretation

Determining ways to adapt the professional’s interpretations to the value system of the family through discussion and collaboration

Suggestions for modifications in treatment for children from multicultural populations

Treat, when possible, in the primary language, particularly in the earlier grades

Target basic English vocabulary at the level appropriate to the child

Target functional communication in the classroom (e.g., asking for help, requesting items, rituals of politeness and social interaction)

Teach vocabulary to ELL students through multiple exposures and active engagement in learning new words

The three phases for working with interpreters

Briefing, Interaction, Debriefing

Briefing

An initial consult with the interpreter/translator (IT); some training may be necessary

Interaction

The actual event – professionals should sit respectfully while the interpreter is speaking to the client or parent

Debriefing

A post-session discussion of how it went

Rules of Etiquette when working with interpreters

When speaking, the SLP should look at the family members and not at the interpreter.

It is never permissible to say to the interpreter, “Tell them. . .”

The SLP should speak in short sentences, pausing often to allow the interpreter to interpret the message.

The SLP should not speak in professional jargon that the interpreter may not be able to adequately interpret.

While the interpreter is relaying the message to the family members, the SLP and any other professional people present should sit silently and respectfully; no “sidebar” conversations

Ways in which cultural differences can influence delivery of speech and language

When assessing and treating, remember that there may be differences in:

An overall philosophy of life (e.g., individualism vs. collectivism, locus of control, etc.)

Views regarding disability and responsibilities of family members

Social conventions regarding adult/child interactions

Social conventions regarding parent/professional relationships

Family hierarchical structure

About Dr. Werner’s Study

conducted a longitudinal study following 698 infants on the island of Kauai which lead to her theory of resiliency

Ethnocentrism

the belief that one’s way of life and view of the world are inherently superior to others’ and are more desirable.

Essentialism

defines groups as “essentially” different, with characteristics “natural” to a group

Assimilation

the process of someone in a new environment totally embracing the host culture

Acculturation

the integration of the host culture with the native culture to varying degrees