This document discusses considerations for assessing culturally and linguistically diverse children for speech and language impairment. It outlines 9 cultural parameters that may impact assessment, including individualism vs collectivism and views of time and space. The assessment process should involve gathering information from various sources and using both formal and informal assessment tools in a culturally sensitive manner. Informal measures like language samples can provide more naturalistic data, while formal tests require consideration of the student's cultural background relative to test norms. Analysis of assessment results must account for potential language differences versus disorders.
Child Abuse was and continues to be, one of the most heinous crimes designed and perpetuated by human beings against some of the most vulnerable and defenceless sections of the community. It is a malaise on a society that prides itself on the rule of law, democracy and the various freedoms enshrined in the Constitution. Globally, it has been recognised and seen as a particularly burdensome challenge, and numerous instruments, 1 from the Geneva Declaration of the Rights of the Child of 1924 to the United Nations 2 Convention on the Rights of the Child and the The Stockholm Declaration and Agenda for 3 Action have called upon nation States to create and enhance Child Protection Systems to ensure that “in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world”.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Child Abuse was and continues to be, one of the most heinous crimes designed and perpetuated by human beings against some of the most vulnerable and defenceless sections of the community. It is a malaise on a society that prides itself on the rule of law, democracy and the various freedoms enshrined in the Constitution. Globally, it has been recognised and seen as a particularly burdensome challenge, and numerous instruments, 1 from the Geneva Declaration of the Rights of the Child of 1924 to the United Nations 2 Convention on the Rights of the Child and the The Stockholm Declaration and Agenda for 3 Action have called upon nation States to create and enhance Child Protection Systems to ensure that “in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world”.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Presented by Markus Ihalainen, from the Center for International Forestry Research (CIFOR), at the World Agroforestry Centre (ICRAF) in Nairobi, Kenya, on August 29, 2017.
Basic Parenting information for Filipino parentsLovie Quemado
A basic parenting information for Filipino parents. It includes their rights, obligations and liabilities as parents as stated in PD 603 or the child and youth welfare code. It also includes the rights of children and the personality theories that could help parents understand the behavior of their children in each life stage.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
Presented by Markus Ihalainen, from the Center for International Forestry Research (CIFOR), at the World Agroforestry Centre (ICRAF) in Nairobi, Kenya, on August 29, 2017.
Basic Parenting information for Filipino parentsLovie Quemado
A basic parenting information for Filipino parents. It includes their rights, obligations and liabilities as parents as stated in PD 603 or the child and youth welfare code. It also includes the rights of children and the personality theories that could help parents understand the behavior of their children in each life stage.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
We would like to invite everyone to participate in our Quiz „Political Facts in your mind“, Samantha Bornheim and Lukas Wieczorek prepared for our seminar. It provides you with interesting numbers and facts on the situation of children of war today.
Breaking down language and cultural barriers in tourism by providing entertaining, educational, and engaging stories using GPS tour systems on buses, boats, trains, trolleys, and trams.
The follow-up to "What's Wrong With Kids These Days" — this one, especially, will probably make no sense if you weren't in my class. Sorry! (Hopefully I'll record audio for it one day.)
MUGNA- is the outcome of a regional and national planning process involving the various NCCA sub-commissions with the end view of expanding the contributions of culture to national growth and development . Towards a Sustained Cultural Development of Negros Island
#National Commission for Culture and the Arts (NCCA), Negros Cultural Foundation for the Negros Island, YATTA. #For 2016, six cities/ towns of Negros Island have been selected for its pilot run, namely DUMAGUETE, BAIS & AMLAN,CALATRAVA, KABANKALAN AND MURCIA.
Cultural Considerations when working with Culturally and Linguistically Diver...Bilinguistics
This presentation reviews the importance of culture and identifies nine parameters of culture. You will learn how to facilitate culturally familiar environments to maximize success in treatment.
The Ten Key Factors:
- Timing (Windows of Opportunity)
- Aptitude
- Motivation
- Strategy
- Consistency
- Opportunity and support (home, school, community)
- Linguistic and historic relationship between languages
- Siblings
- Gender
- Hand-use as a reflection of cerebral dominance for languages
- …and…?
Cultural and language Considerations for Working with InterpretersBilinguistics
Identify cultural issues when working with students and families from other cultures. Understand procedures for working and collaborating with interpreters during family interactions, speech and language assessment, and treatment. Finally learn to provide interpreters with appropriate vocabulary and scripts in Spanish that are culturally sensitive to explain the ARD/IEP paperwork and processes to parents.
Ethical Considerations for Culturally and Linguistically Diverse Populations ...Bilinguistics
Successfully navigate contentious situations when confronted with an ethical dilemma. Learn about the origin of ethics, how professions address ethical issues, and dissect intriguing case studies supplied by speech pathologists.
Have you ever had an ethical question or dilemma arise? Or do you work with clients who speak a language other than English and have concerns about how ethical the services are that they receive? In this presentation we consider the ASHA Code of Ethics, its relation to multicultural populations, and numerous case studies of SLPs in the field.
Collaborating with Educational Diagnosticians in the Referral and Evaluation ...Bilinguistics
Work effectively with other special education professionals who are testing students for learning disabilities. Learn to improve your referrals, improve the interactions on your campus, and reduce the amount of testing time that results in no qualification.
This presentation is a collaborative conversation between a speech pathologist and a educational diagnostician (LSSP Licensed Specialist in School Psychology in Texas). We discuss the similarities and differences between Receptive Language Delay and Difficulties with Listening Comprehension and between Expressive Language Delay and Difficulties with Oral Expression. We then explore reasons why we may obtain (apparently) conflicting testing results. Data from a research study sheds light on the commonalities among referrals that were most appropriate.
How Phonology in Bilingualism Contributes to Over Identification: A Case StudyBilinguistics
Find out which phonological processes to address in English when students are bilingual.
We have all seen comparisons of Spanish to English that help us work with children across languages. But what do we focus on in our English-only therapy with children who speak Spanish in other contexts such as with friends or at home?
This course presents a rare comparison of Monolinguals in English to Bilinguals in English to help us figure out what we should be focusing on to improve speech and move children off our caseload.
Identify Appropriate Articulation Targets for Second-Language LearnersBilinguistics
Improve articulation therapy with English-language learners by identifying appropriate targets. Easily use common tools such as Venn Diagrams and the Goldman-Fristoe Test of Articulation to differentiate between true sound errors and second-language influences. In this presentation we will explore 12 languages including Spanish, Mandarin-Chinese and Vietnamese.
Breaking Into the Classroom: Speech Service Delivery in the SchoolsBilinguistics
Learn how to break into the classroom and contribute significantly to the literacy and academic achievement of students with communication disorders.
Approximately 70% of speech-language pathologists use a pull-out model (ASHA, 2012). However, we are missing crucial opportunities to improve our relationships with teachers, have our therapy map directly over academic goals, and reduce our therapy planning by using the content and materials that teachers are developing each week. Break into your school’s classrooms and reap these rewards.
Language Intervention for School-age Children with Down SyndromeBilinguistics
Down Syndrome has unique cognitive, sensory, and physiological characteristics. Learn how to use a multi-modal approach to improve the intervention you give to children with Down Syndrome.
Appropriate, successful intervention can be provided for children with Down syndrome by understanding how the disorder impacts communication. This course includes a review of language development in individuals with Down syndrome, a discussion of evidence-based treatment methods, and a modified elementary level lesson plan to demonstrate successful intervention.
An Easier Referral Process : Improved Data, Collaboration, and ReferralsBilinguistics
Reduce the time you spend on the referral process and simultaneously improve your referrals and your relationship with teachers.
Successful speech referral processes can be quickly and easily implemented. This research-based case study profiles how to 1) achieve successful referrals while 2) reducing workload and 3) improving professional relationships. This presentation explains the step-by-step process that made this transition possible and profiles free online referral documents to begin immediately.
Phonological Development in Spanish-English Bilingual ChildrenBilinguistics
Find out how the phonology sounds system develops in bilingual children based on the results of our study of 198 children. At the end we share downloadable phonology developmental charts and other great resources.
Turn Your Ideas into Products and Move the Field Forward Bilinguistics
Speech-language pathologists frequently create and re-create materials to meet their clients’ needs. We showcase both successful speech product creations and failures to help SLPs turn their efforts and expertise into valuable products. We share ways to explore needs of the field, implement a project plan, and get your product to the market.
Overcoming Behavioral Roadblocks in Speech-Language InterventionBilinguistics
Challenging behaviors can impede progress in speech therapy. We will discuss the evaluation of behaviors that impact communication development and provide research-based intervention strategies to guide speech-language pathologists in developing effective treatment plans. We will include case studies of clinical interventions that improve communication in children with behavioral needs.
Effective Educational Strategies That Take Poverty into ConsiderationBilinguistics
From an educational standpoint, it is imperative to understand the behavioral and academic outcomes of those living in low-socioeconomic environments. Participants will gain effective strategies to use as educators and walk away energized and ready to tackle the new school year. This session will provide current statistical information based on Texas to improve how we serve children living in poverty.
Connections Between Bilingualism, Cognition, and Academic AchievementBilinguistics
Current Challenges in Assessment, Models of Bilingualism (Proficiency, Cognition), and Theory to Practice.
The intent of this presentation is to highlight common challenges we face in all types of assessment with bilingual children, discuss the reason for the challenges, and discuss ways to overcome the challenges
Is There an App for That? – Modifying iPad Applications for Diverse PopulationsBilinguistics
iPads are changing the way we provide therapy. We will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
This course will focus exclusively on iPad apps and will not include information on other similar or related apps for other tablets.
The iPad was introduced in 2010. It has been integrated into every sphere of our world and is changing the way speech-language pathologists provide therapy. The Ipad has the potential to increase motivation, learning, and meaningful communication outcomes for the children we serve. In this presentation, we will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
Technology plays a prominent role in society and is changing how information is shared and acquired. Research shows that using computer technology during speech therapy sessions motivates and engages children (Cochran, 2005). Additionally, children with special needs demonstrate interest in the animation, sound output, physical accessibility, and predictability involved in using computer technology (Cochran, 2005). As a result, children who use computer technology in therapy demonstrate fewer behaviors that detract from therapy’s effectiveness and subsequently retain more of what they have learned (Cochran, 2002).
Research on sociocultural theory indicates that effective therapy depends on knowledgeable mentors providing children with tools to mediate learning from their experiences within their zone of proximal development. Eventually, the children will internalize the tools provided to mediate their own experiences (Westby & Atencio, 2002). Because computer technology is changing the way children experience the world, some speech-language pathologists are creating such mediated learning experiences through iPad applications with promising results.
Slideshare are these errors due to language influenceBilinguistics
Taking into account speech, language, and culture, we aim to provide educators with a solid framework and information about many languages to support their understanding of speech and language development in English Language Learners. We explore Spanish, Russian, Vietnamese, and other languages to help SLPs support English Language Learners.
Both linguistic and cultural knowledge are critical when working with families and children from different language backgrounds (Goldstein, 2012).
Our goal in exploring the most commonly spoken languages in the United States is to enhance our understanding of patterns common to English language learners with different native languages. Our framework for analyzing errors provides parents, teachers, and other educators with the process they need to determine whether language production errors are indicative of language impairment or are the result of the normal process of language acquisition with more than one language. It is a very simple framework—if sounds/structures exist in both languages, they should not be affected in second language production. If sounds/structures do not exist in both languages, we expect transfer of skills or features from one language to another.
The Kids Are the Easy Part. I Have to Work with Other Professionals, Too?!Bilinguistics
You’re a communication expert. Why is it often so challenging to communicate productively with colleagues and parents? Because you’re human, and effective communication, like any other acquired skill, must be explicitly learned. We will identify strategies to foster colleague interactions and discuss simple skills to resolve adversarial situations. Join us as we discuss proven and productive relationship-building approaches that help communication-savvy individuals collaborate more effectively with others.
Here is a great review of fluency for SLPs. It includes information regarding assessment and treatment, as well as consideration when working with bilingual students who have fluency disorders.
Social Thinking & Theory of Mind: Putting it all togetherBilinguistics
You will find out what Social Thinking is, what Theory of Mind (ToM) is, and how they are related. You will learn what skills must be in place so ToM can develop. You will also will be able to list and describe various social communicators, and select appropriate therapeutic interventions.
Using the Spanish Battelle Developmental Inventory-2: A case for clinical jud...Bilinguistics
This presentation describes the limitations of the Spanish Edition of the BDI-2, as well as the appropriate use of test norms. It identifies how language differences affect test results and describes how cultural differences can influence test results. Methods for supplemental or alternative assessments are also addressed.
Bilingual Evaluations: Writing the FIE report for Bilingual StudentsBilinguistics
The cultural diversity of our caseloads is growing exponentially. Correctly identifying children with speech and language disorders is made easier by understanding how to use 1) the referral process, 2) the interview process, 3) formal assessment, 4) alternative assessment, and 5) reporting procedures to reduce our work and create truly rich data to confidently diagnose a child.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Survey of Techniques for Maximizing LLM Performance.pptx
Cultural Competency and Evaluation of Children from Diverse Backgrounds
1.
2. Learner Objectives
• Describe formal and informal measures for
testing culturally and linguistically diverse
children
• Describe the concept of difference versus
disorder
• Discuss the use of standardized tests when a
student is not represented in the normative
sample
• Identify red flags for speech and language
impairment in culturally and linguistically
diverse children
3. Texas Public School Demographics:
48%
34%
14%4%
2009 Snapshot
• Vietnamese
• Chinese
(Mandarin)
• Arabic
• Urdu
4. Why study culture?
• Between 1990 and 2000 the Latino
population increased by 57.9 percent.
(Salas-Provance, Erickson, and Reed, 2002).
• Clients from culturally and linguistically
diverse backgrounds comprise almost 35% of
speech-language pathologists’ caseloads
across employment settings (ASHA survey,
2000).
• Unfamiliarity of culture can lead to under-
referral, over-referral, inappropriate
diagnosis and service delivery
6. Nine Cultural Parameters
1. Individualism versus
collectivism
2. Views of time and space
3. Roles of men and
women
4. Concepts of class and
status
5. Values
6. Language
7. Rituals
8. Significance of work
9. Beliefs about health
From: Tomoeda & Bayles, 2002
7. Individualism vs. Collectivism
• A culture is termed individualistic when great
value is placed on individuals and their rights
and decisions.
• Members of individualistic societies may tend to
have more casual relationships.
• A culture is collectivistic when great value is
placed on the group and membership in the
group.
• These societies form close ties between individuals
and reinforce extended families.
1.
8. View of Time and Space
• Time
• How strictly a culture adheres to a schedule
• Emphasis on punctuality
• Event oriented
• Space
• Personal space and how much distance between
conversational partners is required for individuals
to feel comfortable.
2.
9. Roles of Men and Women
• Gender roles vary across cultures and influence
many areas, including:
• Education
• Ownership
• Choice of profession
• Decision-making authority in the family.
(Tomoeda & Bayles, 2002)
3.
10. Concepts on Class and Status
• What determines an individual’s societal
position and place of respect varies across
cultures (Tomoeda & Bayles, 2002).
• Wealth often plays a large part in the
determination of class.
• Socioeconomic class may result in even greater
group dissimilarities than country of origin.
4.
11. Values
• A cultural group’s values are manifested in it’s
view of the relationship of man to nature and of
human beings to other human beings, the
importance of ancestors and of the environment,
and the degree of materialism (Tomoeda & Bayles, 2002).
5.
13. Language
• The influence that the pragmatics of a language
has on interpersonal communication.
• The amount of information conveyed through
setting or context differs among cultures,
ranging from high to low context.
• High-context cultures
• context is crucial to communicate meaning
• a culturally competent provider would be especially
aware of nonverbal aspects of communication, such
as eye contact, gestures, space, use of silence, and
touch.
• Low-context cultures
• Meaning is conveyed primarily through words
6.
14. Rituals
• Rituals or ceremonies are conventional ways of
commemorating significant historical events or
life changes and renewing commitment to
shared values.
• Weddings
• Births
• Deaths
• Religious worship
• Daily rituals including meals and daily routines
(Tomoeda & Bayles, 2002)
7.
15. Significance of Work
• This parameter refers to the importance of work
in a culture and how it is defined by the
members of the culture (Lynch & Hanson, 2004).
8.
16. Beliefs about Health
• Illness and disabilities are viewed differently
across cultures.
• In many cultures, someone with a disability may
be seen as special or holy, or they may be seen as
bewitched.
• Illness may be thought to occur when an
individual is out of harmony with nature or the
universe, and a spiritualist, folk healer, herbalist,
or witch doctor may be chosen over Western
medical professionals to provide health care.
9.
19. Difference vs. Disorder
• Language Difference: deviation from the
mainstream language that can be accounted
for by a person’s cultural and/or linguistic
experiences
• Language Disorder: difficulty with the
underlying ability to learn and process
language adequately. Therefore, it is
observed in both or all languages spoken
21. Determining Speech-Language
Impairment in Bilinguals
Low
English
Low
English
Spanish
OK
Spanish
OK
NormalNormal
English
OK
English
OK
Low
Spanish
Low
Spanish NormalNormal
Low
English
Low
English
Low
Spanish
Low
Spanish
Impaired
Or
Language
Loss
Impaired
Or
Language
Loss
24. • Medical records
• School referral documents (e.g., RTI data, parent
& teacher information, language survey)
• Academic records
• Parent/Caregiver Interview
25. • This information source is essential
• According to Westby, Burda, and Mehta (2003),
the SLP should use ethnographic interviewing
(vs. traditional interviewing). This includes:
• Focus on use vs. meaning
• Use of open-ended questions
• Restate vs. interpret
• Summarize & clarify
• Avoid the use of multiple questions, leading
questions, and ‘why’ questions
26. • Determine language(s) of assessment
• Determine whether interpreter is to be used-
make arrangements
• Research the characteristics of the language(s)
• Research the cultural background- but do not
assume, generate more questions than answers
• Assessment tools
27. • Detailed language history is crucial
• Crucial components:
Time- past & present
Who
Where/contexts
Input & output
Dialect
Subjective information
• Home Language Surveys
28. Understand all stages of the process:
• Selecting interpreter
• Preparing for the assessment
• Use of interpreter during the evaluation
• After the session
See: http://www.asha.org/practice/multicultural/issues/interpret.htm
29. • Wikipedia
• Google search
• Textbooks
• Bilingual Language Development and Disorders in
Spanish–English Speakers (Goldstein, 2011)
• The International Guide to Speech Acquisition (McLeod,
2007)
• Knowledgeable people- speakers of the language
• ASHA Multicultural Affairs- Phonemic Inventories
• The Speech Accent Archive: http://accent.gmu.edu
• www.speechpathologyceus.net resources
• Ethnomed.org
30. Assessment Tools:
Issues
• Bilinguals:
• perform better on different test items than
monolinguals (Peña & Bedore, 2000)
• have unique organizational, structural &
processing capacities (Bialystok, 1987)
• are artificially disadvantaged when compared to
monolingual standards (Grosjean, 1989)
• “Bilingualism is like random chaos for
psychometrics” -- Richard Figueroa
31. Assessment Tools:
Important Information
• Clearly defined standardization sample (size,
SES, etc.)
• Is the test valid and reliable for the population?
• Test-Retest reliability
• Inter-examiner reliability
• Item analysis during test construction
• Concurrent validity with other valid
methods
• Predictive validity
32. Assessment Tools:
Additional Considerations
• Does the examinee come from a background similar to
participants in the test standardization sample?
• Direct Translation?
• Does the sampling method assess the student’s language
skills effectively? Description versus Test Scores.
• Assessment in a contextually embedded or contextually
reduced situation?
• Does the scoring system effectively capture the student’s
abilities? Analysis of answers may provide more useful
information than “correct” or “incorrect.
33. Pros and Cons of
Formal and Informal Tests
Pros Cons
Formal Efficient
Provide scores
Insufficient
Can lead to
misdiagnosis if used
alone
Informal More naturalistic
Less biased
Little normative data
SOLUTION: Use various assessment methods, recognizing differences
in cultural appropriateness
35. Language Sample
• Conversation, narrative language
• Allows for observation of naturalistic, functional,
and culturally-appropriate language
• Provides more data to compare to formal testing
information
36. Dynamic Assessment
• Emphasizes the learning process rather than experience
• Interactive and process-oriented
• Process gives the child learning experiences, strategies,
opportunities to show their learning ability
• Observe how the child learns, what the child needs to learn,
how much investment is necessary to produce change
• Transfer of learning/generalization may be predictive of
ability
• Relates directly to intervention
• Children with true language disorders have poor language
learning ability
(Pena & Quinn, 1992)
37. Test Modifications
• More practice examples
• Experience relevant to content of the question
• Reword or expand instructions
• Additional time to respond
• Test beyond the ceiling
• Record any relevant information during testing
• Take note of dialect/language differences-do not
score as incorrect
• Allow student to explain answers
(Kayser, 1995)
39. Analysis of Results
Can you report the test scores?
How do you interpret errors?
TYPICAL
ERRORS
SECOND-
LANGUAGE
INFLUENCE
ATYPICAL
ERRORS
40. • Phonemic inventory, accuracy, and patterns
• Functional intelligibility- we have expectations for this
• Word-level skills, connected speech, and stimulability
• “Universals”- common sounds throughout languages
of the world, complexity
• Error analysis is essential
• Vacuum produced as “tatuum” vs. “bacuum”
TYPICAL
ERRORS
SECOND-
LANGUAGE
INFLUENCE
ATYPICAL
ERRORS
42. Spanish
CV Dominated
Few words ending in
Cs
Few allowable
phonemes as final Cs
(only l, n, d, s, r)
English
More clusters
Many words ending in
Cs
Many allowable
phonemes final Cs
For more
Information
like this, get
Difference or
Disorder.
43. Articulation Errors
• 3-year-old who is 75% intelligible
• A 6-year-old who has not mastered “B” in
both of the languages she speaks and it is
a high frequency sound
• A 5-year-old speaker of another language
substitutes “SH” for “CH” when speaking
English and his native language does not
have this sound
TYPICAL
ERRORS
ATYPICAL
ERRORS
SECOND-
LANGUAGE
INFLUENCE
44. Language Errors
• Overgeneralization of past tense rule
• Daddy goed to the store
• Pronoun error, copula omission
• Her said, “Clifford nice”
• Third person present tense for past tense
• E.g., Yesterday he jump.
TYPICAL
ERRORS
ATYPICAL
ERRORS
SECOND-
LANGUAGE
INFLUENCE
45. • Difficulty learning both languages, even
• with adult assistance
• Family history of language/learning disabilities
• Slower development than siblings
• Idiosyncratic error patterns
• Language performance unlike others with
similar cultural/linguistic experiences
• Difficulty interacting with peers
• Difficulty with language in many routines
ATYPICAL
ERRORS
Click to visit www.bilinguistics.com
46. Possible Sources of Misdiagnosis
• Insufficient data
• Consideration of academic instruction vs. learning problem
• Assumptions of proficiency in L1
• Child may choose not to communicate with you in L1
• Taking results at face value, score comparison in L1 and L2
• Assumption that giving directions in L1 will help a child
who has received academic instruction in English
• Asking a child to speak about experiences from L1 context
in L2
• Expecting vocabulary to be equivalent in L1 and L2
(Adapted from Langdon, 2008)
47. Reporting Procedures
• Detailed case history and sources of information
• Detailed language background
• Report adaptations and modifications
• Language of testing/use of interpreter
• Report norms when appropriate; Do not report
if not valid:
▫ Normed on speakers outside U.S. or speakers of a
different language group
▫ Test was translated or adapted
• Discussion of findings in terms of difference vs.
disorder
50. American Speech-Language-Hearing Association. (2000). Omnibus Survey: Caseloads for speech-
language pathologists. Rockville, MD: Author.
Bennett, M.J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In
R.M. Paige (Ed.), Education for the Intercultural Experience (2nd ed.). (109–135). Yarmouth, ME:
Intercultural Press.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York:
Cambridge University Press.
Cooper, E.B., & Cooper, C.S. (1998). Multicultural Considerations in the Assessment and Treatment of
Stuttering. In D. Battle (Ed.), Communication disorders in multicultural populations (2nd ed.). (pp.247-
274).
Delgado-Gaitan, C. (1994). Socializing young children in Mexican-American Families: An
intergenerational perspective. In P. Greenfield & R. Cocking (Eds.), Cross-cultural roots of minority
child development (55-86). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Finn, P., & Cordes, A.K. (1997). Multicultural identification and treatment of stuttering: a continuing
need for research. Journal of Fluency Disorders, 22, 219-236.
Goldstein, B. (2011, ed.), Bilingual language development and disorders in Spanish-English speakers
(2nd ed.). Baltimore, MD: Brookes Publishing.
Grosjean, F. (1989). Traitement du langage et de la parole. Bureaux et Systèmes, 6, 18-21.
References
51. Hofstede, Geert (2001). Culture consequences (2nd ed.). London: Sage.
Iglesias, A. (2002). Latino Culture. In D. Battle (Ed.), Communication disorders in multicultural
populations (p. 179-202). Boston: Butterworth-Heinemann.
Kayser, H. +112. Bilingualism, myths, and language impairments. In H. Kayser (Ed.) (+112) Bilingual
Speech-language Pathology. San Diego: Singular Publishing, +:2–34;.
Langdon, H.W.. (2008) Assessment and intervention for communication disorders in culturally and
linguistically diverse populations . Book. Clifton, NY: Cengage, (2008).
Leith, W.R. (1986). Treating the stutterer with atypical cultural influences. In K.O. St. Louis (Ed.), The
atypical stutterer (p.9). New York: Academic Press, Inc.
Lynch, E.W., & Hanson, M.J. (2004). Developing cross-cultural competence: A guide for working
with children and their families (3rd ed.). Baltimore: Brookes.
Madsen, W. (1974). The Mexican-Americans of South Texas (2nd ed.). Fort Worth: Harcourt Brace.
Maestas, A.G., & Erickson, J.G. (1992). Mexican immigrant mothers’ beliefs about disabilities.
American Journal Speech-Language Pathology, 1, 5-10.
References continued
52. Mahendra, N., Ribera, J., Sevcik, J.R., Li – Rong, R.A., Cheng, L., McFarland,D.E., Deal – Williams,
V.R., Garrett, D., Riquelme, L.F., Salisbury, T., Schneider, W., Villanueva, A. (January 22, 2006). Why
is yogurt good for you? Because it has live cultures. Retrieved February 22, 2006, from
http://www.asha.org.
McLeod (2007) The international guide to speech acquisition (pp. 345-356). Clifton Park, NY:
Thomson Delmar Learning.
Moxley, A., Mahendra, N., & Vega-Barachowitz, C. (2004). Cultural competence in health care. The
Asha Leader, pp. 6-7, 20-22.
Peña, E., Bedore, L., & Rappazzo, C. (2003). Comparison of Spanish, English and bilingual children's
performance across semantic types. Speech, Language, and Hearing Services in Schools, 34, 5–16.
Peña, E., & Quinn, R. (1997). Task familiarity: Effects on the test performance of Puerto Rican and
African American children. Language, Speech, and Hearing Services in Schools, 28, 323–332.
Powell, D.R., Zambrana, R., & Silva-Palacios, V. (1995). Including Latino fathers in parent education
and support programs: Development of a program model. In R. E. Zambrana (Ed.), Understanding
Latino families. Thousand Oaks, CA: Sage.
Ramirez, M., & Price-Williams, D. (1974). Cognitive styles in children: Two Mexican communities.
InterAmerican Journal of Psychology, 8, 93-101. C
References continued
53. Robayo, M. I. (2003). Latinos/Hispanics. Retrieved April 8, 2006, from
http://www.uncg.edu/csr/kaleidoscope/latinos-hispanics/latinos.hispanics/
Rodriguez, B.L., & Olswang, L.B. (2003). Mexican-American and Anglo-American mothers’ beliefs and
values about child rearing, education, and language impairment. American Journal of Speech-Language
Pathology,12, 452-462.
Salas-Provance, M.B., Erickson, J.G., & Reed, J. (2002). Disabilities as viewed by four generations of one
Hispanic family. American Journal of Speech-Language Pathology, 11, 151-162.
Samora, J. (1963). Conceptions of health and disease among Spanish-Americans. American Catholic
Review, 24, 314–323.
Suárez-Orozco, M.M., & Páez, M.M. (2002). Latinos: remaking America. Berkeley: University of California
Press.
Tomoeda, Cheryl K. & Bayles, Kathryn A., (2002, April) Cultivating Cultural Competence in the Workplace,
Classroom, and Clinic. Asha Leader, 7, p 4-5.
Trotter, R.T. (1981). Remedios caseros: Mexican-American home remedies and community health
problems. Social Science and Medicine, 15B, 107-114.
References continued
54. References continued
Trumbull, E., Rothstein-Fisch, C., & Greenfield, PM (2000). Bridging cultures in our schools: New
approaches that work. San Francisco: Wested.
Vega, W.A. (1995). The study of Latino families. In R.E. Zambrana (Ed.), Understanding Latino
families: Scholarship, policy, and practice (3-17). Thousand Oaks, CA: Sage Publications, Inc.
Watson, J.B., & Kayser, H. (1994). Assessment of bilingual/bicultural children and adults who
stutter. Seminars in Speech and Language, 15, 149-164.
Zuniga, M.E. (2004). Families with Latino roots. In E.W. Lynch & M.J. Hanson (Eds.), Developing
cross-cultural competence: A guide for working with children and their families (179-218).
Baltimore: Paul H. Brookes Publishing Co.
Editor's Notes
DISCLAIMER
http://speechpathologyceus.net/courses/cultural-considerations-for-speech-therapy/These factors can profoundly influence the interactions between clinicians and their clients and, therefore, can significantly affect the practice of speech-language pathology (Tomoeda & Bayles, 2002).
Interdependence is highly valued in some cultures and the well-being of the group is more important than that of the individual.What implications do individualism and collectivism have on assessment?-Families may be hesitant to agree to an assessment for children that exhibit disorders, believing that the child will develop speech and language in his or her own time.-It may be important to involve extended family members in the assessment process, when asking about the child’s communication interactions, and when sharing the results of the evaluation. -In a collectivistic culture, family members may provide assistance in ways that may be considered “cheating” so that the individual is performing more like the group.Do you feel that your family more greatly values a. independence or b. care and concern for others?If your son were receiving a speech evaluation, would you be more offended if you were told that he should interact more with other children or that he is too “clingy” with the family? If you were to be inadvertently insulted by someone based on your own cultural beliefs, what would it sound like?
This parameter refers to how strictly a culture adheres to a schedule. Some cultures emphasize punctuality, while others are more event-oriented. For the latter group, beginning a new event is determined by the completion of the previous event, rather than by a schedule. This parameter also refers to personal space and how much distance between conversational partners is required for individuals to feel comfortable (Tomoeda & Bayles, 2002).Americans are not typically event-oriented but are concerned with time. Being late can be considered rude or disrespectful. Whereas, other cultures can perceive tardiness as giving priority to a more urgent situation. Some cultures require less personal space to feel comfortable. A European American may require two to three feet of personal space. This could be considered as cold, unfriendly, or as a method to demonstrate superiority.What implications do time and space have on assessment?-This parameter influences clients’ timely arrival for scheduled appointments, their comfort with pre-specified duration of sessions, and their expectation to be accommodated if they miss or cancel a session. Clinicians should be aware that event-oriented cultures will not view arriving late to be rude or disrespectful. Therefore, tardiness should not be taken as a personal offense nor should it be interpreted as a lack of interest in the assessment.-Consider the affect that the client’s mode of transportation may have on arrival time. -Clinicians that value punctuality working with event-oriented cultures can try scheduling sessions 15 minutes earlier.-It’s also important to keep in mind the possibility of reduced personal space with some cultures. Family members may position themselves closer to each other or to the clinician than he or she is accustomed. When meeting a family for the first time, start with a handshake and be aware that with increased familiarity this greeting may change.Do you consider yourself punctual? Is this at odds with your family’s habits? (Are you always late/early for Thanksgiving dinner?)Does punctuality or the lack of it in your family/coworkers/yourself bother you? How do you successfully deal with this difference?
An example of one dynamic is: male supremacy (machismo) with maternal submissiveness (marianismo). In these roles, the male is the head of the household and the figure that makes the final family decisions. The female may put family needs ahead of her own personal desires and often has exclusive domain over child rearing.Higher education and increased immigration are affecting these roles.What implications do male/female roles have on assessment? -As clinicians, we most often interact with a mother when meeting to discuss a child’s evaluation. -However, in meetings where a decision needs to be made that will affect a course of treatment, it is suggested that both parents be encouraged to attend.-Also, keep in mind that while interacting with both parents, it may be important to address questions and information to the father. -As a female clinician, interactions with males in some cultures may be different. For example, an Arabic male may not feel comfortable shaking hands with a female. Did your parents/grandparents have definite roles at home? Do you believe in these roles or reject them? Would/do/did these roles influence your impression of people when working together or dating? How would you respond to a parent who compliments your evaluation because they didn’t “know a man/woman could do this job?”
What determines an individual’s societal position and place of respect varies across cultures. Wealth often plays a large part in the determination of class in many cultures. Socioeconomic class may result in even greater group dissimilarities than country of origin. For example, a person from Mexico of low socioeconomic status could share more in common with a poor Peruvian farmer than a member from the Mexican middle class. Formal education and higher education degrees are also sources of respect in the Latino community (Robayo, 2003).If a culture is class conscious, members of different social classes may not socialize together. Because of this concern with class and status, individuals may be particularly attentive to good hygiene and physical appearance. Many cultures are concerned with maintaining, and ultimately improving their social class status. (i.e., immigration) (Robayo, 2003).In Japanese culture, class and status plays an important role in language and how you address one another. Therefore, when meeting a new person business cards are exchanged to establish societal position prior to greeting one another. What implications do class and status have on assessment? -It is important for clinicians to consider the sensitivity that many people of that culture have toward social class and status and their concern with maintaining and/or improving their status.-The Latino culture is typically more formal than that of mainstream American culture.-In some Asian cultures, formal third-party introductions that include names, titles, professional roles, and clinical responsibilities are important for establishing status.-In non-western cultures conversation may flow from the person of higher prestige to lower prestige, rather than having equal back and forth conversation. This may result in the clinician posing a series of questions rather than holding a conversation with the family.What value do you give to education?What value do you give to wealth? Are these two concepts connected for you?Do these ideas influence your thoughts of another person?How do you think a therapist’s beliefs about class and status could affect the degree to which they feel that a child is impaired?
An example of values in the Latino culture may include: (1) “familismo,” or the ultimate importance of the family relationship(2) “respeto,” treating authority figures such as parents, elders, and priests with respect(3) “personalismo,” a personal (vs. impersonal) interest in a relationship (Tomoeda & Bayles, 2002).What implications do values have on assessment?-In some cultures, one way that children are expected to exhibit respect is by generally remaining quiet in the presence of adults.-Sensitivity regarding a cultural group’s values is important for all stages of the evaluation process, but especially in sharing evaluation results. For example, for speakers of Arabic eloquent and creative use of language is highly valued. A language disorder can therefore mean social penalty. Clinicians should be particularly sensitive about how the results of the evaluation are presented to these families.-By including parents’ values in the assessment planning process, clinicians can build collaborative relationships with the parents that are positive and effective. In one word, what would your mother and/or father put the most value on (e.g., respect)?How would you react during an evaluation if your client told you that this value (e.g., respecting adults) was “the dumbest thing she ever heard of?”
Is the American English-speaking culture high-context or low-context?The American English-speaking culture is a low-context culture, while the Latino Spanish-speaking culture is a high-context culture (Tomoeda & Bayles, 2002).For example, a study of Latino children found that, compared to other ethnic groups, these children had a higher sensitivity to nonverbal communication and indicators of feelings.In high-context cultures, communication is focused more on the relationship and interaction, rather than being task-oriented.High vs. low context cultures usually work on a continuum. For example, a Texan and New Yorker may both be low-context cultures, but the New Yorker may use less pauses and be more explicit and to the point than a Texan. Some examples of low-context cultures include: Northern American, Australian, English, Irish, and German. Examples of high-context cultures include: Arab, Chinese, French Canadian, Greek, Indian, Thai, Italian, and Russian.What implications do language have on assessment?-Clinicians should consider that with high-context culture information is frequently conveyed through setting or context in addition to or even in place of verbal communication.Is it appropriate to say hello to a stranger? Do your family members talk with their hands? Are you more clear or less clear in an email rather than in person? With a low-verbal client, do you focus on increasing his words more, increasing his gestures more, or relying on both equally?Have you ever thought during an evaluation that a child may be more communicative because she is using one strategy over another?
Some examples of common celebrations and holidays in other cultures include:Kwanzaa- an African American celebration that takes place from December 26th to January 1st. The purpose of this holiday is to celebrate the strength of family and unity. Lunar New Year- an important holiday for many Asians. In China, the Lunar New Year is usually celebrated in February. Cambodians and Laotians celebrate in the fifth month of the lunar calendar, which usually occurs in April.Ramadan- a Muslim month-long observation in which family members (including children to some extent) are expected to fast as a demonstration of dedication and self-control. What implications can rituals or ceremonies have on assessment?-Clinicians should consider holidays and celebrations or daily rituals (important meals or prayers) when scheduling assessments to avoid conflicts. -Care should be taken when selecting assessment pictures and activities so as not to include items that are culture dependent. -Festivities can also be included in the language sample elicitation to make the activity more meaningful and motivational for the child. What traditional holidays did you grow up celebrating (e.g., Easter, Ramadan, Yom Kippur)?What would your family’s reaction have been if one of your parents’ bosses demanded that they work that day?Example: Assuming you had an Islamic client, what may be the repercussions of scheduling evening therapy or a food activity during Ramadan?
Americans are largely defined by their work, but people in many other cultures are defined by the groups they are members of and their role in the community. In some families, there is an expectation that children will take up work roles within the family, such as childcare, helping with chores, or actually working with other family members. These responsibilities may stem from economic necessity.What implications do work roles have on assessment?-Children from other cultures are sometimes expected to work within or outside of the home.-This requirement may involve these children in activities and settings that clinicians do not usually associate with their young clients.-It is important for clinicians to inquire about and be aware of their young clients’ activities in order toappropriately assess that client’s communicative needs.When you meet someone new, what do you ask them? If you are talking with someone new about their job, would you ask how much money they make?If someone were to ask you to describe yourself, would you include what you do for a living?If you asked someone to describe himself and he did not mention a job, would you question whether there are difficulties or if he was unemployed?
In some cultures, a close relationship between religion and illness can be common. A disability may be seen as related to God’s will and might affect a family’s motivation to address change.However, many of the studies on health beliefs have centered on rural and/or low socio-economic status. Thus, it is possible that the religion/illness relationship is more related to socioeconomic factors, rather than culture.What are the implications of beliefs about health on assessment?-Parents’ beliefs about the cause(s) of speech and language disorders can determine whether or not they will seek out assistance.-A culture that views disability in a different way may not have the appropriate vocabulary in their language for describing disabilities. For example, in some Native American languages, the word for “disability” does not exist. Instead, they may use words like “incomplete” or “slow.”How closely have you followed suggestions from your doctor, physical therapist, dentist, etc?Should every disease have an explanation, even if not yet known, or are there some things we just can’t understand?Do you routinely believe medical professionals or do you seek second opinions?How could you get a family that has never been compliant to follow through with take-home therapy? Are you offended if a family does not follow through with your suggestions?
Your family has relocated from the U.S. to France for work-related reasons. You plan on living in France for 3-5 years. Your child is four years old at the time of the move. You enroll your child in a preschool, and over the next year, he acquires conversational fluency in French. By the end of first grade, his teacher expresses concern with your child’s lack of attention, trouble following directions, and poor academic performance. He is referred to the special education team and diagnosed as having an expressive and receptive language delay that is affecting his academic performance. He is put into another classroom deemed more appropriate for meeting his language needs. The teacher recommends that your family consistently use French in the household rather than English to foster his academic success.
*Barring cognitive issues.Top 2 that are normal on this model—one is typical (i.e., big E or big S)Small SE from bottom of previous model represents the bottom line on this model
These are the types of behaviors that authors of tests are often trying to get information about.
This is a process, happens in phases/stages (e.g., certain info is gathered before assessment to guide the rest of the process)Use open-ended questions rather than dichotomous questions that trigger a yes or no responseRestate what the client says by repeating the client's exact words; do not paraphrase or interpretSummarize the client or parent's statements and give them the opportunity to correct you if you have misinterpreted something they have saidAvoid asking multiple questions back-to-back and/or multipart questionsAvoid leading questions that tend to orient the person to a particular responseAvoid using "why" questions because such questions tend to sound judgmental and may increase the client's defensiveness
This is a process, happens in phases/stages (e.g., certain info is gathered before assessment to guide the rest of the process)SEE FEB COMMUNICOLOGIST ARTICLE
Consistency of clinical data
Identify an area of weaknessChoose an approach:Test-Teach-RetestTask/stimulus variability: modification of the context or the way the stimulus is presented, presented in a more naturalistic wayGraduated prompting (stimulability/trial therapy)From: Laing & Kamhi, 2003
If child has limited book/picture experience, allow the child to name real objectsObserve memory, sequencing, (attention span); often with disordersOn receptive vocabulary tests, have the child name the picture and point to the picture to determine appropriateness of test labelOmit items you expect the child to miss due to language or culture
SPLIT into 2 slides?
In depth language history over the phoneResearched Farsi sound system & language characteristics- compare & contrast with Englishan interpreter was arrangedAssess in BOTH, child is bilingual, has had exposure to both languages and we need a complete picture
Could the scores be reported from the English portion of testing on the OWLS?
Could the scores be reported from the English portion of testing on the OWLS?
Errors not expected for her age & language background. No considered age appropriate or cross-linguistic influence. Although we don’t have norms for Farsi, we make an assumption that a 7 year old speaker of Farsi should understand verb tenses. Also, anecdotal information from parent and interpreter support this assumption.
Difficulty with velars (Farsi & English)= ATYPICAL for age & language background (UNEXPECTED ERRORS)Difficulty with: R, TH, NG (English) = Accounted for by language background & age (EXPECTED ERRORS)