Ch 2 - Quiz 1 Flashcards
(24 cards)
What is cultural competence
Having the needed level of knowledge and skills to provide
Effective services to a client from a cultural group
ASKED acronym
A=Awareness
S=Skill
K=knowledge
E=Encounter
D=Desire
Conceptual model for gaining cultural competence
What to know BEFORE assessment
- Client’s culture
- Normal communicative development of the culture
- Personal history of client
Facts about specific cultural groups
- Have differing views of disability and intervention
- Hold diverse views of women’s roles in society
- Different views of familial authority
- Names and titles used may vary among different cultures
- Case history and interview questions may be uncomfortable for some cultural groups
- Some cultural groups uncomfortable with testing practices
More facts regarding specific cultural groups
- Individual achievement treated differently
- Differing views about child’s behavior in company of adults
- Use of eye contact differs
- Time viewed differently
- Express disapproval differently
- Personal space treated differently
- Small talk before business expectations differ
- May have generalized mistrust of other cultural groups
How to collect info from client’s cultural background
- Interview members
- Observe members in naturalistic setting
- Ask client about culture
- Consult other professionals
- Read professional literature
- Read classical literature from client’s culture
- Research online
Things to consider when collecting case history
- Collect orally
- If limited English may not understand questions or be able to write responses
- May be intimated or offended by personal nature of questions
- May need to establish rapport before asking questions
- May need an interpreter
How can a clinician determine the presence of a communication disorder vs. difference
normal communication patterns of client’s culture
Where to get normal communication patterns info
- Other professionals
- Interpreters
- Teachers who have taught same culture and age
- Client’s family members
- Community members of same culture
What is a dialect?
Variations in grammatical and phonological rules
Adhered by identifiable groups of people
Normal processes of second language acquisition
Transfer - behaviors from L1 transferred to L2
Fossilization - specific L2 error ingrained after high level of proficiency is attained in L2
Silent Period - 3-6 month period of time while learner is actively listening and learning but little speaking
Interlanguage - develops personal linguistic system while attempting to produce L2 targets
Language loss - decline in L1 proficiency while L2 is being learned
Code-Switching - speakers alternate between 2 languages within same utterance or discourse
2 stages of proficient L2 acquisition
Basic interpersonal communication skills (BICS)
Cognitive academic language proficiency (CALP)
How long does it take BICS to develop?
2-3 years
How long does it take CALP to develop?
5-7 years
What is normal acquisition of L2 dependent on?
Continued development and proficiency of L1
Why can’t use traditional assessment with cultural clients
- Standardized tests are culturally biased
- Items and/or images may be unfamiliar to client’s native language
- Modifying standardized tests by translating assessments is not appropriate
Takeaways for CLD assessment
- Use culturally appropriate materials
- Test in dominant language and English - helps determine if disorder or difference
- Collect multiple speech-language samples
- Use narrative assessment
- Focus on ability to learn not what they know
- May need to modify assessment approach as learn more about client’s abilities
- Consult with other professionals
- Consult with interpreter
- Be sensitive when meeting in an interview situation
How can a client be legally and ethically diagnosed with a language disorder
When they demonstrate difficulties in ALL of their languages
If difficulty is ONLY in one language then it is a difference, not a disorder
Guidelines for selecting an interpreter
- Proficient in English and client’s L1 language - including dialect
- Experienced and trained in cross-cultural communication
- Training and is knowledgeable about issues relevant to SLP
- Do not use a child as interpreter
- Do not use family members
Sources to find interpreter
- Professional interpreters
- Other professionals and staff members in same work setting
- Community members from client’s cultural group
- Other parents
What is the 3 phase process of working with an interpreter?
Briefing
Interaction
Debriefing
What is briefing
Occurs prior to client meeting
Review agenda and meeting purpose, clarify expectation and discuss sensitive issues
Discuss technical info
Train interpreter to administer test
Allow interpreter to practice
What is interaction
Introduce client and interpreter and explain assessment process
Clinician remains in room for entire assessment
Observe client and interpreter and provide needed guidance to interpreter
Talk to client not interpreter
Use brief sentences at normal rate and pause for interpretation
What is debriefing?
Occurs between clinician and interpreter
After assessment
Discuss difficulties
Ask about impressions of client’s skills and culture
Review assessment info
Plan follow-up meeting or additional testing, if needed
Provide additional training, if needed
