Offered for 1 undergraduate or graduate credit.
Office Hours: By Appointment
Provide current evidence-based information about diagnosing and remediating communication disorders in individuals who have multicultural issues.
Purpose of Course and Professional Standards
The American Speech-Language-Hearing Association (ASHA) recognizes that speech-language pathologists play a critical role in screening, diagnosing, and enhancing the communication development and quality of life for children, adolescents, and adults with multicultural differences. SLPs need particular knowledge and skills to provide culturally and linguistically appropriate services in our professions. This purpose of this course is to present current evidence-based methods for assessing and providing intervention to this population of students/clients.
By the completion of the course, students will be able to
- Describe procedures to assess 22 areas of speech and language and methods to score each area.
- Develop and use a diagnostic profile for a foreign-accented client to help prioritize and plan goals.
- Identify language universals that cross cultures during the first two years of life.
- Describe at least 1 method that can be used to lessen cultural influence on behaviors observed in the public school for 10 cultural continuums presented.
- List 8 research-based best practices in the evaluation, assessment, and diagnosis of language disorders in a student who is a second language learner.
- List second language filters which must be applied to interpreting test information prior to diagnosis of language delay or disorder.
- Identify 3 steps in implementing best practices.
- Identify SLP roles and responsibilities and core documents and legislation that guide SLP practice for CLD students.
- Identify stages and characteristics of second language acquisition, characteristics of CLD students, and stages of acculturation and their influence on language learning.
- List 5 best practice classroom support techniques and strategies for students who are ELL.
- Describe 2 distinct levels/stages of second language acquisition and their characteristics
- Compare and contrast Spanish and English articulation and phonology.
- State key components of phonological development and disorder in bilingual children.
- Describe how to determine language(s) of intervention for a bilingual Spanish-English child.
This course will be delivered online. If you have registered for this course by October 15th, you must complete all coursework by the following November 15th to receive credit for fall semester. If you have registered for this course by February 15th, you must complete all coursework by the following May 1 to receive credit for spring semester. If you have registered by May 1, complete by July 31st to receive summer semester credit.
Description of Required Resources
This course is delivered online. To access course materials, you must register with www.SpeechPathology.com if you are not already a member of their library. There is a one-time $99 fee for course materials; this fee allows you access to the library and any live events for up to a year. A computer with hard-wired internet access is recommended.
Students must review the following 15 hours of course materials at SpeechPathology.com. These 15 hours of course study complete the hours required for one university credit.
|4045||Jomar Lococo, M.S., CCC-SLP||The Effect of Cultural Influences Upon Classroom Behavior||1 hour|
|3825||Amee P. Shah, Ph.D., CCC-SLP||Comprehensive Assessment of Foreign-Accented Speech: Test Battery and Model for Assessment||1 hour|
|3658||Jomar Lococo, M.S., CCC-SLP||Eight Best Practices in Assessing the Second Language Learner: Part I||1 hour|
|3674||Jomar Lococo, M.S., CCC-SLP||Eight Best Practices in Assessing the Second Language Learner: Part II||1 hour|
|3505||Toya, A. Wyatt, Ph.D., CCC-SLP||Speech and Language Development, Assessment, and Intervention with Bilingual Children||2 hours|
|3351||JoAnn Wiechmann, M.A., CCC-SLP; Deborah Balfanz, M.S., CCC-SLP||ARtIC Lab: A Bilingual Intervention Approach to Articulation Concerns||2 hours|
|3186||Elenny Tuleta, M.A., CCC-SLP||Supporting Understanding of Cultural and Linguistic Diversity (CLD) Issues for the School SLP: Fundamentals and Resources Part I||2 hours|
|3187||Elenny Tuleta, M.A., CCC-SLP||Supporting Understanding of Cultural and Linguistic Diversity (CLD) Issues for the School SLP: Fundamentals and Resources Part II||2 hours|
|3315||Elenny Tuleta, M.A., CCC-SLP||Supporting Understanding of Cultural and Linguistic Diversity (CLD) Issues for the School SLP: Fundamentals and Resources Part III. Classroom Support, Intervention, and Therapy||2 hours|
|4784||Christina Elke Gildersleeve-Neumann, Ph.D., CCC-SLP||Treatment of Speech Sound Disorders in Bilingual Spanish-English Children||1 hour|
Take and pass the multiple-choice exam for each course. The exams are provided to you at www.speechpathology.com. SpeechPathology.com records course completion and exam scores in a transcript and provides the transcript as a PDF file. At the completion of all courses/exams, email your PDF transcript to me (you are given the option to export your transcript as a PDF file at the transcript page at www.speechpathology.com).
In addition, you must complete a three-page reflection on what you knew before the course, what you wanted to know on the topic of multicultural issues, and what you have learned from the course. Use double spacing and 12-point font. Include at least three citations in APA format in your paper and list them in your reference list. (Refer to the grading rubric.)
Take and pass the multiple-choice exam for each course. The exams are provided to you at www.speechpathology.com except where indicated. SpeechPathology.com records course completion and exam scores in a transcript and provides the transcript as a PDF file. At the completion of all courses/exams, email the PDF transcript to me (you are given the option to export your transcript as a PDF file at the transcript page at www.speechpathology.com).
Complete a three-page reflection on what you knew before the course, what you wanted to know on the topic of multicultural issues, what you have learned from the course, and specifically how you will apply the new knowledge to your school setting (or potential work setting). Use double spacing and 12-point font. Include citations in APA format in your paper and list them in your reference list.
Write a response to each of three questions specific to multicultural issues. Include citations (in APA format) in your responses and list the citations in your references at the end of each question. Your responses should total 3 pages in all (12-point font double spaced; approximately 1 page per response). Choose three questions from the following (TBD):
- Describe at least three best practice classroom support methods and strategies you will apply in your work setting on behalf of students who are English language learners.
- Discuss how the stages and characteristics of second language acquisition and stages of acculturation influence a student’s language learning if he or she is learning English as a second language.
- A 5-year-old-bilingual Spanish-English child is referred to you for a communication evaluation. Describe assessment issues you will consider for this bilingual child and what your assessment plan might look like.
- Describe the roles and responsibilities of a speech-language pathologist regarding students who are culturally and linguistically diverse; describe core documents and legislation that can guide your practice.
- Several approaches to intervention have been presented in this course. Describe at least three intervention principles relevant to students who are ESL that you will apply to your practice.
- Compare and contrast key components of phonological development for Spanish and English speakers and compare and contrast the characteristics of an articulation/phonological disorder in a bilingual child.