Module 12: Assessment in Culturally Linguistic Diverse Populations Flashcards
Cultural Competence for SLPs:
begins with an ?
-communication and language are?
tendency to view one’s own experiences/beliefs/values as
helpful tips:
understand people do not need to
people can agree to
the more you know about ? the more metacognitive you can be about ?
awareness and understanding of your own experiences and biases
intrinsically linked
best
- think, feel, act in same way to agree/cooperate
- be different, celebrate their own cultures
-your own culture/assumptions/attitudes
beware of biases:
typical reactions to ?
assumption of?
-most people assume
ethnocentrism:
assumption of universality
- culture is linked to how people
- people can assume they ?
mental representations:
-…v…
bias: a preference for the
discrimination: a purposeful sorting of ?
prejudice:
- a judgment based on ?
- exists in spite of
- often based on?
unfamiliar cultures
superiority
-their way is the better way
-members of one cultures are convinced theirs is the right one and that it is the norm
- view the universe and meaning of life
- know what someone else is thinking
- stereotypes vs. prototypes
- sifting out based on bias
- emotions or other factors, but not facts
- facts and is typically negative
- suspicion, fear and or contempt
how SLP's can be culturally competent? 7 ways: 1. learn and use the name of the culture that is 2. do not use 3. do not make 4.avoid terms that carry a ? 5. be aware of and avoid language that is? 6. become knowledgable about the 7. develop a sense of an individual ?
preferred by the person
generic terms/descriptions of race to refer to culture
assumptions about language based on race
negative connotation to describe agroup
color-symbolic or ethnoculturally specific and supports sterotypes
nonverbal aspects of other cultures
in relation to the group and how their role may vary between and among cultures
collecting a case history in CLD populations: ethnographic interview approach: -what questions -restate -summarize the client/parent's ? -avoid -avoid -avoid using
-open-ended
-what the client says
client/parents statements and give opportunity for correction
-asking multiple questions back-to back and multi-part questions
-leading questions that orient toward a specific response
-why questions
Ethnographic interview approach:
- age of
- language used
- length of
- language of
- progress in receiving?
- …. performance
- languages used
- language acquisition
- at home and at school/work
- exposure to each language
- choice with peers
- english as a second language services or adult english language learning classes
- academic performance
- languages used within the family
accommodations vs. modifications:
accommodations:
- do not impact ?
minor adjustments to assessments that do not compromise the standardization procedure
-standardization, standard scores, or interpretation of data
modifications: altering the the
- DO impact
- be sure to acknowledge this in both?
include:
- … or providing
- providing additional
- allowing time for
- skipping
- asking the student for
- using alternate
administration process on which the test was standardized (changing difficulty level of tasks, invalidating norm-referenced scores)
- impact standardization, standard scores, and interpretation of data
- written and oral reports
- rewording/additional test instructions
- cues or repeating stimuli when not permitted
- responses on timed subtests
- items that are inappropriate for student
- explanation of correct/incorrect responses
- scoring rubrics
Time when working with an interpreter is appropriate:
when the certified SLP or audiologist on staff does not have the ?
when an individual who needs services speaks a language that is
when there are no trained professionals readily available with ?
recommended competence to provide services to speakers with limited english proficiency
uncommon for his or her local area
proficiency in language that would permit the use of alternative strategies
