9/23 - Multicultural Considerations

Question 1

What are the pragmatic social rules that guide communicative behaviors in a culturally sensitive manner? – BOOK

Answer 1

1. Cultural groups have differing views of disability and intervention
2. Cultural groups hold diverse views of a woman’s role in society
3. Cultural groups hold different views of familial authority
4. Names and titles you will use during communicative exchanges may vary among different cultures.
5. Certain cultural groups may be uncomfortable with many of the case history and interview questions that are often asked in some settings in the U.S.
6. Certain cultural groups may be uncomfortable with some of the testing practices we traditionally use.
7. Individual achievement is viewed differently among cultural groups
8. Cultural groups hold differing views about a child’s behavior in the company of adults
9. Cultural groups maintain different views about the use of eye contact in communication.
10. Cultural groups view time differently
11. Different cultural groups express disapproval in varying ways
12. Perceptions of personal space vary across cultures
13. Certain cultural groups expect varying amounts of small talk before engaging in the business at hand
14. Some cultural groups harbor generalized mistrust of other cultural groups

Question 2

What are the pragmatic social rules that guide communicative behaviors in a culturally sensitive manner? – LECTURE

Answer 2

1. Differing veiws of disability/intervention
2. Women’s role in society
3. Familial history
4. Names & titles used
5. Case history may be uncomfortable
6. Testing practices may be uncomfortable
7. Individual achievement viewed differently
8. Child’s behavior in the company of adults
9. Use of eye contact
10. Time
11. Disapproval
12. Personal Space
13. Small talk
14. Be aware that here is a mistrust of others’ cultures

Question 3

What are the sources that can be used in determining the normal speech-language patterns & development of a given language?

Answer 3

• Other professionals
• Interpreters
• Teachers
• Community members from the same culture
• Knowledge of dialects

Question 4

What are the normal patterns of second language acquisition?

Answer 4

1. Interference/transfer: Information from the first language transfer to second language
2. Fossilization: Specific second language errors become ingrained even after the speaker has achieved a high level of second language proficiency.
3. Interlanguage: Develops a personal linguistic system while attempting to produce the target language. It is consistently changing as the speaker becomes more proficient in the second language.
4. Silent period: Period of time when a second language learner is actively listening and learning but speaking little
5. Code-switching: Unknowingly alternates between two languages (Harms says it is also knowingly)
6. Language loss: Decline in a speaker’s first language proficiency while a second language is being learned

Question 5

What is normal acquisition of second language dependent on?

Answer 5

Continued development and proficiency of the first language

Question 6

What is a desirable alternative to a standardized test?

Answer 6

Authentic Assessment

Question 7

What are the two types of tests used in planning and completing the assessment?

Answer 7

• Standardized tests

- Authentic assessment

Question 8

Why are standardized tests always inappropriate to use for culturally and linguistically diverse clients?

Answer 8

• They are culturally biased
• Favor the mainstream, white culture
• Inappropriate to modify a standardized test by directly translating the assessment tasks
• There may not be direct translation for certain words or concepts or salient words from client background

Question 9

Why is the authentic assessment such a favorable tool?

Answer 9

It allows for evaluation of behaviors in real-life situations contexts

Question 10

What does the authentic assessment allow clinicians to determine?

Answer 10

Whether a client’s functional communicative abilities are adequate to meet the demands of different communication situations.

Question 11

What are the steps when planning and administering an evaluation?

Answer 11

1. Us culturally appropriate assessment material
2. Test in the clients dominant language and in English
3. Collect multiple speech-language samples
4. Use narrative assessment
5. Focus on the client’s ability to learn rather than focusing on what that client already knows
6. Be prepared to modify your assessment approach as you learn more about the client’s abilities
7. Consult with other professionals such as physicians and teachers
8. Consult with an interpreter
9. Be sensitive when meeting with a client or caregiver in an interview situation

Question 12

While making a diagnosis what is important to determine a difference between?

Answer 12

• Communicative disorder/delay

- Communicative difference

Question 13

What are some behaviors that may indicate actually a disorder vs a difference?

Answer 13

1. Nonverbal aspects of language are appropriate
2. Not adequately able to express their needs
3. No verbal interaction with peers
4. Sporadic responses to a peer
5. Replace speech with gestures
6. Peers can’t understand client
7. Difficulty conveying and organizing thoughts
8. May give inappropriate responses
9. Poor topic maintenance
10. Word finding difficulties

Question 14

What are some guidelines to follow when selecting an interpreter?

Answer 14

• Choose one who won’t deviate from whats being said
• Choose one proficient in English & language of client
• Avoid using family/ family friends as interpreters
• Look at parent/client when asking questions or giving information & when interpreter is translating
• Use brief sentences while using normal rate of speech…. then pause