Term
| CLD populations historically include what? |
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Definition
| native americans, hispanics, and african americans (also asians) |
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Term
| what is the largest ethnic group in the US? |
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Definition
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Term
| by 2030, what is the projected population going to look like? |
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Definition
| 60% white and 40% diverse racial and ethnic groups |
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Term
| what are the four major clinical issues confronting SLPs and AuDs when providing services to CLD populations? |
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Definition
1. bilingualism and second language acquisitions
2. assessment
3. treatment
4. paraprofessionals and interpreters |
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Term
| what is the average salary for a SLP? |
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Definition
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Term
| what is the average region of employment? |
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Definition
| middle atlantic (NJ, NY, PA) |
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Term
| what is our recent focus dealing with bilingualism? |
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Definition
| internationally adopted children -- they will most likely lose their first language, it's unknown how they develop english, more likely to learn english if adopted before one year |
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Term
| Some test instruments include a small percentage of CLD populations, but once the means are calculated, this only serves to do what? |
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Definition
| lower the norms and not appropriately assess the CLD groups. |
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Term
| is it appropriate to use english tests with a population that's different from the norm group? |
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Definition
| you can use these tests - but you can't report the scores |
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Term
| if the test instrument is translated, does it compromise the test's reliability and validity? |
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Definition
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Term
| how can you adapt a test instrument? |
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Definition
1. make the contents and tasks more culturally familiar to the client
2. re-administer the test and allow more response time, reword instructions, provide more examples, have the child explain the "error " responses, go beyond the test ceiling
3. don't report the scores
4. describe the performance of the individual and compare it to known developmental norms for a particular population |
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Term
| what are ways to assess a CLD student? |
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Definition
| systematic observations, ethnographic interviewing of the family, published questionnaires for parents/teachers, reviewing supporting documents from other agencies, and dynamic assessment |
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Term
| a dynamic assessment includes what kind of protocol? |
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Definition
| test-teach-retest protocol for observing and evaluating the learning process of a child or adult from a CLD background |
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Term
| how does a dynamic assessment work? |
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Definition
| you assess the child's abilities, teach a session, then retest to see if the child is learning correctly |
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Term
| what does a dynamic assessment allow you to make an inference of? |
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Definition
| the child's learning potential and their learning strengths |
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Term
| what are three considerations when planning therapy for CLD clients? |
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Definition
1. The clinician and client’s cultural backgrounds and how these might influence the clinical process
2. The individual’s bilingualism and need for the first language (Research suggests that a bilingual curriculum is better than teaching only in English)
3. Ensuring the content of therapy is culturally sensitive and would facilitate learning |
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Term
| what are four effective ways to gather information about other cultures? |
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Definition
1. Learn through books, the arts, and technology
2. Talking and working with individuals from the culture who can act as cultural guides and mediators
3. Participating in the daily life of another culture
4. Learning the language of another culture |
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Term
| T/F: Interpreting for another individual is a learned skill and not an ability that comes naturally. |
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Definition
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Term
| T/F: Interpreting requires an ability to stay emotionally uninvolved with the discussions, maintain confidentiality and neutrality, accept the clinicians authority, and be able to work with other professional staff. |
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Definition
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