Culturally Responsive Practices in Speech, Language, and Hearing Sciences, Second Edition

Culturally Responsive Practices in Speech, Language, and Hearing Sciences, Second Edition provides an innovative perspective on cultural competence 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. The purpose of this essential textbook is to facilitate the creation of knowledge and the development of attitudes and skills that lead to culturally responsive practices. The text presents a conceptual framework to guide readers toward cultural competence 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. This information will help students and professionals build their own conceptual framework for providing culturally and linguistically responsive services and engaging with others globally. 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 to facilitate students' and professionals' knowledge and skills regarding culturally and linguistically responsive practices * Journal prompts and discussion questions that challenge 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, cultural competence, and global engagement in order 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, and study guides, flashcards, and additional readings for students.

Table of Contents:
Foreword by Ida J. Stockman, PhD, CCC-SLP Preface Acknowledgements Reviewers Chapter 1. Introduction Chapter 2. Definitions and Concepts Chapter 3. Theoretical Frameworks Chapter 4. Culturally Responsive Practices Using a Human Rights Approach through a Social Chapter 5. Culture and Language Chapter 6. Culture and Hearing Chapter 7. Building Ethnographic Skills Chapter 8. Working with Interpreters Chapter 9. Culturally Responsive Assessment Chapter 10. Culturally Responsive Intervention Chapter 11. Culturally Responsive Research Chapter 12. Global Engagement, Sustainability, and Culturally Responsive Practices Index

About the Author :
Yvette D. Hyter, PhD, CCC-SLP, ASHA Fellow, is Professor Emerita of Speech, Language, and Hearing Sciences at Western Michigan University in Kalamazoo. Dr. Hyter's research focuses on the influences of culture on communication development with emphasis in pragmatic language and social 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 for students and community members in West Africa and in the U.S. Midwest about causes and consequences of globalization on systems, policies, and practices; and has published articles underscoring the need for conceptual frameworks guiding practice in culturally responsive and globally sustainable ways, articles on the impact of childhood trauma on language and communication and served in national and international leadership positions regarding global practice, diversity, inclusion, and equity. 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 developed and taught graduate courses on Multicultural Issues and Interpreter Skills for the speech-language pathologist. She has traveled worldwide with a medical team serving children with lip and palate and providing professional education to team and community members in these countries. She has led teams of graduate students to provide bilingual clinical services in Lima, Peru.