WSU SLP 6460 week 7 person centered care & week 8 AAE/planning speech and language objectives

culturally responsive practice

ASHA requires that its members practice in a manner that considers each client’s/patient’s/caregiver’s cultural and linguistic characteristics and unique values so that the most effective assessment and intervention services can be provided

over 350 languages

are spoken in the US

tiers of culturally responsive practice

responsive meaning ongoing & evolving, includes

humility

self awareness

cultural knowledge

cultural reciprocity

successive language acquisition

second or third language is learned after the first language is already established

language variations/dialects

Spanish Influenced English, African American English, any language knowledge that influences the way someone produces English

AAE

African American English; various names, rule-governed; not all African Americans speak in this dialect; children may have both SAE and AAE, have to understand the rule system for the dialect; NOT a ‘substandard’ or ‘incorrect’ form of English (linguicism)

grammatical features of AAE

deletion of possessive marker with adjacent nouns, use of copula is not obligatory (zero copula); use of ‘be’ to mark habitual action; use of double negative

phonological features of AAE

minimal place of articulation shifts (baf for bath); deletion of final /l, r/; simplification of consonant clusters in the final position of words; weakening or omission of final stops

assessing culturally and linguistically diverse populations

use ethnographic interviewing techniques to gather case hx, emphasize the speech language sample, modify the standardized assessment; be aware of standardized assessment bias

assessment modifications for CLD (culturally linguistically diverse) children

give credit for biased items on the assessment, change biased items (pictures and linguistic features), allow additional time, allow alternative responses, eliminate biased items from the test, elicit responses by other means than the test, repeat test items to allow code-switching, cannot report normative data in this case

planning speech & language objectives

review the deficit areas noted from the assessment report; begin to write goals & objectives based on deficit areas; baseline testing (pre and post testing which match)

pretherapy criterion testing

short informal test that clinicians create focused on a specific goal of their therapy; where the client is starting out; same as the posttest; if score is 50-90% correct the client is already proficient and it doesn’t need to be addressed in therapy, 80% is considered passing

posttherapy criterion testing

short informal test that clinicians create focused on a specific goal of their therapy after their treatment is complete to see how well they have improved; same as the pretest

how to select language goals & objectives

determine what will increase child’s communicative effectiveness

ZPD

zone of proximal development (Vygotsky); the distance between a child’s current level of independent functioning and potential level of performance with help from clinician; target this zone when choosing goals

the goal of intervention

is not only to improve language or speech but to improve overall communication; quite important for children who may not reach adult levels of language and/or speech (ASD, MR/CI cognitive impairment)

how to select speech goals & objectives

keep in mind developmental norms; specific treatment approaches may determine what errors you target & when; cycles approach

long-term objectives

broad changes in communicative behavior that will be achieved during treatment; the exit criteria for speech & language therapy

short-term objectives

incremental steps that lead to attaining the long-term objectives; must be measurable (SMART), must include the do (what you expect client to do), condition (what environment you expect the do), criteria (how much accuracy you expect in the do); must be able to rationalize/support why you picked the goals

examples of Do portion

the child will name this, point to this, produce this sound, listening/following directions, etc

examples of Condition portion

with a clinician model, with minimal cuing, when presented with a story read aloud, given auditory and/or visual stimuli, etc

examples of Criteria portion

9/10 trials, 80% of the time, etc; determined based on pretherapy criterion test

how to formulate intervention plan

in the schools it might be an IEP; other places might be a treatment/therapy plan, plan of care/progress note; includes identifying info, diagnosis/severity, significant background info, objectives & procedures, prognosis, recommendations

implementing the intervention plan

you must be prepared for the sessions; writing lesson plans (LPs); LPs should include objectives & rationale for objectives, procedures, materials, what format & intervention approach you’ll implement