About The Book
Culturally Responsive Practices in Speech, Language, and Hearing Sciences, Second Edition provides an innovative perspective on cultural responsiveness in the field of communication sciences and disorders. It is imperative for clinicians and scientists to be aware of diverse aspects of globalization: how these aspects may affect their own knowledge, strengths, biases, and interventions, as well as the relationships between the communities, families, and individuals with whom they partner in care. This essential textbook will facilitate the creation of knowledge and the development of attitudes and skills that lead to culturally responsive practices. The text presents conceptual frameworks to guide readers toward cultural responsiveness by becoming critically engaged users of culturally responsive and globally engaged practices. The text is focused on speech, language, and hearing, but also draws from theoretical frameworks in other disciplines for an interprofessional, transdisciplinary, and macro practice perspective, and is appropriate for other allied health professions.
New to the Second Edition
- Reorganized chapters and text for a greater flow of information.
- Updated throughout to reflect the current state of research.
- A thoroughly revised chapter on Culturally Responsive Practices using a Human Rights Approach through a Social Justice Lens (Chapter 4)
- Material on Culture and Hearing (Chapter 6) has been updated and expanded
- Key terms are now bolded throughout the text.
- Content has been edited to be more concise for increased readability and comprehension.
- New reflection focus with thought cloud graphic noted to target these areas throughout the book.
Key Features
- Case studies facilitating knowledge and skills regarding culturally and linguistically responsive practices
- Journal prompts and discussion questions challenging individuals to use critical and dialectical thinking
- Real-life activities that can be completed inside or outside the classroom or therapeutic setting
- Suggested readings from the current literature in cultural and linguistic responsiveness and global engagement to build knowledge and skills, and to influence student attitudes
- A PluralPlus companion website with supplementary PowerPoint lecture slides, case studies, exercises, and activities for instructors, as well as study guides, flashcards, and additional readings for students.
From the Foreword
“…This textbook reflects thoughtful consideration of the pedagogical strategies needed to support efficient reader comprehension, retention, and application of information to professional practices. There is consistency across chapters in the format of the information. Each chapter begins with its learning objectives and highlights the key concepts to be learned; it ends with a summary of main points. The written text is clarified and supplemented by the use of tables, figures, graphic symbols and illustrations, textbox highlights, and recommended audio-video media. At the end of each chapter, additional activities and readings are recommended for continued self-exploration ofmaterial. This attention to pedagogical details should have the effect of reducing or at least moderating the information load in a learning experience. …Hyter and Salas-Provance use brief narratives of real and hypothetical cases to connect readers with likely situations outside of the instructional context. One or more such vignettes or scenarios anchor each chapter and can be used for group discussion and individual introspection. …This book offers readers a comprehensive yet condensed coverage of the multicultural issues that are relevant to the CSD professions. Its fresh approach launches our field into a new era of textbook modeling on multicultural issues. We are fortunate that Dr. Yvette D. Hyter and Dr. Marlene B. Salas-Provance have had the vision and energy to create a second edition of their textbook for students, teachers, and scholars in communication sciences and disorders and related fields.”
—Ida J. Stockman, PhD, CCC-SLP, Professor Emerita, Department of Communication Sciences and Disorders, Michigan State University
About The Authors
Yvette D. Hyter, PhD, CCC-SLP, ASHA Fellow, is Professor Emerita of Speech, Language, and Hearing Sciences at Western Michigan University in Kalamazoo, focuses on the influences of culture on communication development with emphasis in social pragmatic communication in children who speak African American English and children with histories of maltreatment. She developed a social pragmatic communication assessment battery for young children. Dr. Hyter has expertise in culturally responsive and globally sustainable practices; co-teaches study-abroad courses about causes and consequences of globalization on systems, policies, and practices; has published articles underscoring the need for conceptual frameworks guiding practice in culturally responsive and globally sustainable ways; and served in national and international leadership positions regarding global practice, equity, diversity, and inclusion. Currently Dr. Hyter is the owner of Language and Literacy Practices, LLC. through which she provides culturally and linguistically responsive, and trauma informed assessments, interventions and educational consultations in the U. S. and around the world.
Marlene B. Salas-Provance, PhD, MHA, CCC-SLP, ASHA Fellow, NAP Fellow, is Professor and Vice Dean at the Arizona School of Health Sciences at A.T. Still University. She received ASHA’s Certificate of Recognition for Special Contributions in Multicultural Affairs and ASHA’s Certificate of Recognition for Outstanding Contributions in International Achievement. She is past Coordinator of ASHA’s Special Interest Group 14, Communication Disorders and Sciences in CLD Populations; past President of the Hispanic Caucus; was a founding steering committee member and coordinator of ASHA’s Special Interest Group 17, Global Issues in Communication Sciences and Related Disorders; and past member of ASHA’s Multicultural Issues Board. Dr. Salas-Provance is President and CEO of Bilingual Advantage, Inc., a medical interpreter training company. She has traveled worldwide with a medical team serving children with cleft lip and palate and providing professional education to team and community members. She has led teams of graduate students to provide bilingual clinical services in Lima, Peru.
Table of Contents
Foreword by Ida J. Stockman, PhD, CCC-SLP
Preface
Acknowledgments
Reviewers
Chapter 1. Introduction
Definition of Culture
Cultural Responsiveness
Opportunities for Reflection
Unconscious Bias
Building Blocks of this Textbook
References
Chapter 2. Definitions and Concepts
Learning Objectives
Key Concepts
Activity 2–1
The Contexts that Give Meaning to Culture and Cultural Responsiveness
Globalization and Its Multidimensional Effects
Changing Demographics Around the World
Health Disparities and the Goal of Health Equity
World Health Organization’s International Classification of Functioning Disability and Health
World Report on Disability
Defining Concepts
Essential Concepts and their Definitions
Activity 2–2
Critical Self-Reflection Questions
Chapter Summary
Extended Learning
Further Reading
References
Chapter 3. Theoretical Frameworks
Learning Objectives
Key Concepts
Over-the-Counter Hearing Aids––A Problem or a Solution?
Theory and Social Theory
Components of a Theory
Conceptual Frameworks
World Report on Disability
Meaning of Illness, Disease, and Disability
The Tip of the Iceberg
Dimensions of Culture (Hofstede)
Power Distance
Uncertainty Avoidance
Individualism–Collectivism
Masculinity–Femininity
Long-Term–Short-Term Orientation
Indulgence–Restraint
Models from Disability Studies
Models from Speech, Language, and Hearing Sciences
The VISION Model
Proposed Pedagogical Frameworks
Salas-Provance’s (2021) Cultural Growth Profile Model
Hyter’s (2021) Pathway for Responsive and Sustainable Engagement
Chapter Summary
Extended Learning
Discussion Questions
Further Reading
References
Chapter 4. Culturally Responsive Practices Using a Human Rights Approach Through a Social Justice Lens
Learning Objectives
Key Concepts
Cultural Responsiveness Using a Human Rights Approach
Cultural Responsiveness Through a Social Justice Lens
Equity
Intersectionality
Power
Physical Violence
Structural Violence
Symbolic Violence
Manufactured Consent
Privilege
Organization of Work
Macroaggressions and Microaggressions
Microinterventions
Macrointerventions
Chapter Summary
Extended Learning
Discussion Questions
Further Reading
References
Chapter 5. Culture and Language
Learning Objectives
Key Concepts
Linguistic Relativity
Communication and Language
High-and-Low-Context Cultures
Language Variation
Social Networks
Communities of Practice
Bilingual Language Development
Theories about Second Language
African American English
Morphosyntactic Features of AAE
Lexicon of AAE
Pragmatic Characteristics of AAE
Written Language Variation
Language Politics
Linguistic Culture and Language Policy
Chapter Summary
Extended Learning
Further Reading
References
Appendix 5–1. Contextualized Timeline Chart
Chapter 6. Culture and Hearing
Learning Objectives
Key Concepts
Prevalence of Deafness and Hearing Disability
Cultural and Ethnic Differences and Hearing
Assessment and Intervention Across the Lifespan and Across Hearing Levels
Considerations for Assessment
Considerations for Intervention
Bilingualism
Black American Sign Language
Social Political Issues and Hearing
Due Process
Disparity in Hearing Aid Purchase and Use
Environmental and Personal Factors
Audism
Models of Cultural Beliefs and Stigmas
Explanatory Models
Biopsychosocial Model
Health Beliefs Model
Stigma
Health Literacy
Deaf Culture
Chapter Summary
Extended Learning
Further Reading
References
Chapter 7. Building Ethnographic Skills
Learning Objectives
Key Concepts
Activity 7–1
Ethnography
Ethnographic Methods
The Ethnographic Interview
Learning Through Observations
Analyzing Cultural Artifacts
Analyzing Documents
Chapter Summary
Extended Learning
Further Reading
References
Appendix 7–1. Ethnographic Participant Observation Form
Appendix 7–2. Artifact Analysis Form
Chapter 8. Working with Interpreters
Learning Objectives
Key Concepts
Defining “Interpreter”
The Need for an Interpreter
Responsibilities of the Interpreter
Activity 8–1
Skills of the Interpreter
BID Interpreting Process
Risk Inherent in the Interpreting Process
Chapter Summary
Further Reading
References
Chapter 9. Culturally Responsive Assessment
Learning Objectives
Key Concepts
Culturally Responsive Assessment Practices
Activity 9–1
Activity 9–2
Appropriate Assessment Practices, Measures, and Tools
Interview Protocol
Alternative Assessment Procedures
Modifying Norm-Referenced Tests
Dynamic Assessment
Holistic Assessments
Portfolio Assessments
Developing a New Screening and/or Assessment Measure
Speech Sound Assessment
Articulation and Phonological Assessments in the First Language
African American English
Fluency Disorders
Voice Disorders
Cleft Lip and Palate
Swallowing Disorders
Activity 9–3
Counseling
Chapter Summary
Further Reading
References
Chapter 10. Culturally Responsive Intervention
Learning Objectives
Key Concepts
Culturally Responsive Intervention
Services to Bilingual Clients
Intervention Services for Children who Speak Language Variations with Language Disorders
Intervention Strategies for Adults from Various Cultural and Linguistic Backgrounds with Language Disorders
Intervention Strategies for Children with Speech Sound Disorders
Intervention Strategies for People Who Stutter
Intervention Strategies for People with Voice Disorders
Intervention Strategies for People with Cleft Lip and Palate
Telepractice
Chapter Summary
Further Reading
References
Chapter 11. Culturally Responsive Research
Learning Objectives
Key Concepts
“Whose Knowledge Is It Anyway?”
History of Research with Communities of Color and With Scientific Racism and Ableism
Culturally Responsive Research (CRR)
The Necessity of CRR
Research Compliance
Engaging in CRR
Skills of CRR Investigators
Begin with a Theoretical Framework
Critical Consciousness
Political Consciousness
Sociocultural Approach
Biopsychosocial Model
Social Theory of Transformation (Praxis)
Research Team
Criteria for Inclusion/Exclusion of Research Participants
Research Purpose and Research Questions
Imagine
Activity 11–1
Chapter Summary
Further Reading
References
Chapter 12. Global Engagement, Sustainability, and Culturally Responsive Practices
Learning Objectives
Key Concepts
Movement of People Around the World
International Documents, Guidelines, and Policies
UN Convention on the Rights of Persons with Disabilities
UN Millennium Development Goals
UN Sustainable Development Goals (2015 – 2030)
WHO and World Bank World Report on Disability (2011)
PRECEDE-PROCEED Model
Building Resource Capacity in Uganda
A Human Rights Approach to SLHP Services
“Voluntourism” or Effective Volunteering?
Sustainable Practice
Chapter Summary
Extended Learning
Further Reading
References
Index
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