Term
| Cultural Considerations 1-7 |
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Definition
1) Cultural groups have differing view of disability and intervention
2) Cultural groups hold diverse views of a woman's role in society
3) Cultural groups hold different views of familiar 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 the US
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 |
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Term
| Cultural Considerations 8-14 |
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Definition
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 may 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 |
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Term
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Definition
| The format of the test itself is somewhat threatening |
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Term
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Definition
| Directions could be misinterpreted somehow |
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Term
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Definition
| Asking a child to give a moral/ethical judgment that might be different for their culture |
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Term
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Definition
| Presuming Standard American English |
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Term
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Definition
| The test procedures are inconsistent with how the child is used to learning |
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Term
| Cultural misinterpretation |
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Definition
| The test/we negatively interpret a child's culturally appropriate behavior |
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Term
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Definition
| The test stimulus (picture, prompts) mismatch with what they've experienced |
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Term
| 6 possible culturally appropriate modifications |
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Definition
-Reword to match learning style/experience
-Give them additional/different test instructions
-Give more cues, repeat stim
-Lift time restriction
-Skip items children aren't experienced with
-Ask individuals to explain their incorrect answer |
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Term
| Why is it not appropriate to translate standardized assessments to reach a standard score? |
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Definition
-No 1:1 translation
-Not normed on target population
-Different paralinguistic aspects
-Could be multiple answers (vocab)
-Syntax, grammar, morphology differences |
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Term
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Definition
| Basic Interpersonal Communication Skills |
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Term
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Definition
| Cognitive Academic Language Proficiency |
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Term
| Tips for working with an interpreter |
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Definition
-Talk to the client, not the interpreter
-Pause frequently
-Remember that interpreters have varying amounts of ability
-Quick briefing beforehand
-Different dialects |
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Term
| 2 more alternative assessment approaches |
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Definition
1) Minimal Competency Score
2) Contrastive Analysis |
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Term
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Definition
| Regardless of dialect, there are certain language skills that all kids should be able to demonstrate |
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Term
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Definition
1) Become familiar with dialect
2) Collect language sample
3) Look for shared features & features that are different from SAE (contrastive)
4) Analyze: are these errors part of dialect? |
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Term
| Multicultural considerations for making a diagnosis |
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Definition
-Only make a diagnosis of a communication disorder if it is present in all of the client's languages
-Even if you don't have standardized information, there are some communication behaviors that are more likely to be present if there is a disorder |
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Term
| Multidisciplinary Assessment |
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Definition
-Multiple disciplines involved in a case, but working separately
-Own methodologies, assumptions
-What they're doing doesn't change based on other disciplines in team
-Meet to present findings |
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Term
| Interdisciplinary Assessment |
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Definition
-More interaction between disciplines
-Preferred practice
-Working together, but still from their own discipline-specific perspective
-More than the sum of its parts
-A discipline's ideas, the way they approach assessment, how they interpret assessment data, and goals and strategies they develop might change
-Shared decision making
-May be arena format |
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Term
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Definition
| All disciplines observing |
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Term
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Definition
-Crossing disciplinary boundaries
-i.e. social worker trained to do SLP and OT things
-Not much research about it |
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Term
| 4 benefits of interprofessional assessment |
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Definition
-More thorough and holistic view of child
-Can improve time efficiency
-Consistency in intervention
-Can decrease stereotypes about and attitudes toward other disciplines, improve ability to work with different perspectives |
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