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There are several issues which should be taken into consideration when attempting to design an intervention program for the culturally/linguistically different client. As with assessment, there are a number of cross-cultural communication and learning style differences that can impact on the intervention process. Differing cross-cultural views of health and disorder as well as differing beliefs as to what constitutes the most appropriate treatment approach for addressing various conditions can also play a role. Finally, when working with the bilingual or nonstandard English client, clinicians must also determine the most appropriate language of intervention.
The specific topics which are addressed by the readings referenced in this factsheet include:
- Guidelines for determining the most appropriate language of intervention with bilingual and nonstandard English speaking clients;
- Cultural factors that impact on the intervention process;
- Implementing a culturally appropriate intervention program;
- Selecting culturally sensitive materials and activities.
Abudarham, S. (1987). Speech therapy for the child with a dual language system and/or background--Management issues in bilingualism. In S. Abudarham (Ed.), Bilingualism and the bilingual: An interdisciplinary approach to pedagogical and remedial Issues. Berkshire, UK: NFER-NELSON.
American Speech-Language-Hearing Association. (1985). Clinical management of communicatively handicapped minority language populations. Asha, 27(6) , 29-32.
American Speech-Language-Hearing Association. (1983). Position paper: Social dialects and Implications of the position on social dialects. Asha, 25 (9) , 23-27.
Cheng, L. (1989). Intervention strategies: A multicultural approach. Topics in Language Disorders, 9(3) , 84-93.
Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56 , 18-36.
Gutierrez-Clellen, V.F., Pena, E., & Quinn, R. (1995) Accommodating cultural differences in narrative style: A multicultural perspective. Topics in Language Disorders,15(4).
Kiernan, B. & Swisher, L. (1990). The initial learning of novel English words: Two single-subject experiments with minority language children. Journal of Speech and Hearing Research, 33(4) , 707-716.
Miller, N. & Abudarham, S. (1984). Management of communication problems in bilingual children. In N. Miller (Ed.), Bilingualism and language disability. San Diego, CA: College-Hill Press.
Perozzi, J. (1985). A pilot study of language facilitation for bilingual, language-handicapped children: Theoretical and intervention implications. Journal of Speech and Hearing Disorders, 50 , 403-406.
Perozzi, J. & Sanchez, M. (1992). The effect of instruction in L1 on receptive acquisition of L2 for bilingual children with language delay. Language, Speech, and Hearing Services in Schools, 23(4) , 348-352.
Roseberry-McKibbin, C. (1995). Multicultural students with special language needs: Practical strategies for assessment and intervention. Oceanside, CA: Academic Communication Associates.
Van Kleeck, A. (1994). Potential cultural bias in training parents as conversational partners with their children who have delays in language development. American Journal of Speech-Language Pathology, 3(1) , 67-78.
Compiled by the Multicultural Issues Board May 1996
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