CSD 270: Exam 3 (culture, langauge, assessment, and treatment)

Innatist Theory

a theory that states that a second language (L2) is acquired unconsciously, similar to the acquisition of the first language (L1)

One-way Communication Theory

learning a second language requires clear input

Two-way Communication Theory

conversations in the second language must occur during meaningful activities

Second Language Acquisition: Stage 1

preproduction stage: the silent period, can last less than a month or up to 6 months, during child listens and may not speak

Second Language Acquisition: Stage 2

early production stage: the child may use one to two word utterances for a period, which could last 1 year

Second Language Acquisition: Stage 3

speech emergence stage: can take up to 3 years, and the child is using words more often, longer phrases, and more words overall

Second Language Acquisition: Stage 4

intermediate fluency stage: last for 3-5 years, a child begins to engage in social language communication

Second Language Acquisition: Stage 5

can occur over a 5-7 year period, and the child is fluent in the second language in all contexts

language is constantly

changing gradually or suddenly

languages eventually ___ when there are no more ___ of a language

die, speakers

Death of languages has consequences for our ability to maintain ____ and has implications in our relationship with our ____

cultural herirages, ecological context

At one time there were approximately 300 indigenous languages in the U.S., now there are____

150

Linguistic culture may contribute to the lifespan of a ____ depending on ____

language, how groups view how the language is used

Linguistic Culture

refers to the beliefs, values, and assumptions that people have about the languages that they speak and that others speak

Linguistic culture is maintained by

ideologies of the existence of standard and correct ways to speak and use languages

Language Policies

making decisions about language regarding whether multiple languages are being spoken in a society

what U.S. state has the highest percentage of Latina(o)s/Hispanics per capita

New Mexico (47% of its population, and an estimated 29% of the population over the age of 5 speaks Spanish at home)

Culturally Responsive Assessment Practices

assessment of bilingual children and adults, and those who speak language variations requires clinical skills specific to this population and their needs

In-depth Assessment for speech, language, hearing, and swallowing disorders include

important information for the assessment of culturally linguistically diverse populations and are documented well

Pre-Assessment Considerations before engaging in the assessment of person with a linguistic or cultural background different than your own, you should assess

you level of understanding of the culture and the bias you may hold regarding the culture

Cultural Growth Profile (CGP) Framework

consider where you fall in the hierarchy of cultural knowledge

Hierarchy of Cultural Knowledge (bottom to top)

stereotypical knowledge, peripheral communication knowledge, event knowledge, value knowledge

After assessing your cultural knowledge in the pre-assessment considerations, you should then

review the cultural context within which the patient, client, or student has lived and the language(s) spoken by them, how it has contributed to or framed the behaviors that you will observe in the assessment

Difficulties associated with learning English should ___ be consider ______________

NOT, speech or language disorders

By testing in the native language, the clinician is more likely to

recognize a true disorder

To effectively distinguish a second language difference from a communication disorder requires

a complex and multifactorial assessment process that includes assessment in both languages

It is also important to reconsider the well-established language variation (aka dialect) versus

disorder framework as that premise requires us to place WAE as the norm

Before testing, collect an

appropriate case history

An appropriate case history can

occur at bedside or at a formal setting in a clinic/office, engage in traditional direct question/specific answer questioning or in a conversational style

Begin interview by discussing issues related

to the family structure, beliefs, and traditions.

When discussing issues related to the family structure, beliefs, and traditions consider

asking about implicit cultural beliefs (gender roles, child-rearing practices, disability beliefs, or educational values) and make sure you are interviewing the appropriate family member(s) for that family dynamic

It is important to learn about a families' true state of belief or understanding through

a sensitive conversation, some people may follow professional requests without question due to an imbalance in power while others may nod in agreement during interview but may not agree or follow recommendations

Low-Context Culture: Communication

more words, spell things out, explain more, explicit, direct

High Context Culture: Communication

few words, assume common knowledge, indirect

Low-Context Culture: Family

individual, loosely defined family structure

High Context Culture: Family

small close-knit group, traditional

Low-Context Culture: Learning

individual orientation, focus on detail, speed rather than accuracy

High Context Culture: Learning

group learning, connectedness, accuracy

Low-Context Culture: Territory

compartmentalized, private, farther apart

High Context Culture: Territory

communal, shared space, standing close

When selecting appropriate tools, a standardized assessment requires

the test delivery protocol to be completed as specified in the test manual (any change to the testing delivery invalidates the examination)

When selecting appropriate tools, ask

is your client/patient's ethnic and/or language background represented in normative sample?

If you make modifications, they must be explained on your

diagnostic report and the test scores cannot be used in an official capacity

Criterion-references Test Measures

a person's performance against a priori criteria or standards

Examples of Criterion-Referenced Tests

a language sample analysis, mean length of utterance, percentage of stuttered syllables

Modifying Norm-Referenced Assessments

provide more prompts on certain parts of test, break-up testing (minutes, hours, days; if possible), have the child complete testing in a familiar environment, practice certain tasks several times before providing test items, allow for more time during the test, describe the function of unfamiliar items in the room, score the test as the scoring manual directs and then score the test again with the non traditional adjustments made

Narrative Assessments

where a child progressively completes narratives with supports or with the assistance of dynamic assessment methods

Ethnographic Assessments

where you gather information about the student or patient from several individuals or from documents (identify the settings, tasks, situations, and environments in which the patient, student, or client performs well)

Dynamic Assessments

occurs when you measure a child's performance before and after a teaching (mediation) component, it is identified through the work of Vygotsky

Zone of Proximal Development (ZPD)

depicts the distance between the level of task performance when teaching is provided and when teaching is not provided)

Mediation or the Mediated Learning Experience

way that learning is experienced as it is intentionally mediated by a parent, teacher, peer, siblings, or others, such as an slp

Holistic Assessment begins with

a clear understanding of contextual factors that influence values, perspectives, expectations of the people with whom we collaborate in care, utilize an ethnographic interview process

Some ways to determine the cultural and linguistic responsiveness of assessment tools is to

make sure there are "samples of students from different cultural and linguistic groups participating in all stages of the test development process" (Vining)

Portfolio Assessments include

the review of a person's performance-based assessments that have been gathered over a period of time (include oral and written language/reading samples)

In Portfolio assessments it's important to

have clear criteria to evaluate the materials and should be conducted in concert with observations of the child in contextualized settings (home w siblings, classroom w peers)

When developing a new screening measure, consider

linguistic/cultural aspects, language variations, cultural expectations

When developing a new screening measure, measurement items and materials should be

culturally responsive to reflect the students' real experiences

By using culturally responsive tools, we can provide

best practice and be more confident that people will not be over-identified for clinical or educational services or under-identified and dismissed without receiving appropriate treatment

During counseling, it is important to be

aware of personal limitations in this area and to be cognizant of the issues that would best be treated by a trained counselor, beware crossing professional boundaries

It has been noted that ethnically diverse groups use counseling service ____ often than other groups

less (views on the use of help-seeking behaviors may differ across cultures)

As a professional, it is important to be aware of the _____ to counseling

dynamics of honest relationships

Things to remember during assessment

be genuine, caring, and sensitive, leave biases, stereotypes, and generalizations at the door, preparation for assessing culturally diverse individuals may take greater time and effort to prepare, but the time and effort will be well spent and offer a solid assessment

Critical factors of culturally responsive intervention

using reflective practice to clearly understand and accept the cultural backgrounds of the individuals we work with, inclusion and recognition of the family caregivers in the intervention process

The intervention team includes

the therapist + the family + the student/client (must function as one unit to meet the goals of therapy)

Children with the following characteristics were at risk for needing SLHP services

black/african american, early low vocab (24 months), low birth weight, history of learning disability or maternal depression in family, a language other than english spoken at home

Underrepresentation of students of colors in speech, language, and hearing services may be due to

the hesitation of the parents of children of color to start the process which begins with a referral of their child for an evaluation

Individuals with stronger social and family support tend to be ___ compliant with treatment recommendations

more

________ of professionals may influence some cultural groups to rely on home remedies or practices and the use of an alternative network of health professionals

fear and mistrust

Under identification of racially, culturally, and linguistically diverse children

some SLHPs may easily dismiss a child with accented speech or dialectical variation, believing their speech is typical for their group and may under identify children speaking language varieties other than WAE in order to decrease the number of referrals of this group

critical skills that SLHPs should posses in order to appropriately enroll or exclude children for intervention services

the ability to accurately distinguish a language variation or language difference from a language disorder

Over identification of racially, culturally, and linguistically diverse children

common practice for diverse children, expressive referrals are based on the use of assessment practices that are not appropriate for their cultural or linguistic group, may also be based on low socioeconomic status backgrounds

It has been found that a greater number of children from low socioeconomic status backgrounds, from across all racial, ethnic, and linguistic groups, have

poor language skills with significantly smaller vocabularies compared to their peers

Children who are impoverished live in environments of

less language stimulation, chronic stress, poor nutrition, limited access to healthcare, mothers with limited education, and unstable family dynamics (all may slow their overall development)

5 areas that generalize across disorders that help provide culturally responsive intervention services

1. work with an interpreter in the intervention session

2. use materials in the appropriate language of the individual

3. begin your treatment session with neutral materials until you learn the preference of the patient, student, or client

4. culturally specific communication and pragmatic issues that must be addressed

5. the degree of importance placed on the process of intervention by individuals form different cultural groups

Initial questions to ask before beginning intervention

1. how would you like to be addressed

2. can i sit near you and is it ok if i pat your hand or give you a hug

3. would you like family/friend to be with you in the room

4. can i talk to your father/mother directly

5. tell me about your role in you family

Home-Health speech and language services

all individuals are protective of their home environment with its many culturally specific and socially determined rules, use cultural humility and cultural reciprocity

Best practice of home-health speech and language services

ask to enter, even if they are expecting you, be slow to enter, and ask where they want you to sit.

Cultural reciprocity is learning about and being able to

communicate the cultural values and beliefs of our professional practice so that we can explain them to others, name the cultural values and beliefs to those being served, partner with the client in developing intervention processes that synthesize these possibly divergent values and beliefs

Services to bilingual clients may require new _____ , you may

knowledge and skills, may work with an interpreter or make an appropriate referral for a bilingual professional if the treatment is provided in a language other than english

The bilingual approach

attention is given to common skills across the two languages

The cross-linguistic approach

only a specific aspect/error of either one language or the other is targeted

Kohnert's summary regarding bilingual children with language disorders (5)

1. bilingualism does not cause language disorders

2. reverting to monolingualism will not cure language disorders

3. bilingual children with language disorders can and do learn 2 languages, level of proficiency in languages will vary with the opportunities and experiences

4. level of proficiency in each of the languages ... will vary with the opportunities and experiences

5. monolingual children need one language to be successful in their communicative environments

6.bilingual children with language disorders need 2 languages to be successful in their communicative environments