Ariana Tarkington
SPLP 540
JJ screener
3. What impact may the client’s cultural and linguistic variables have on the delivery of
effective care?
JJ’s ethnicity and his use of African American dialect were some variables that
influenced the delivery of effective care. Being aware of these cultural and linguistic
variables were crucial during the assessment of the CELF-5 screener. Since most of
the screener responses reflect Mainstream American English (MAE), I had to
interpret data carefully. I read the CELF-5 manual before administering to familiarize
myself with how dialectical scoring works. Misinterpreting test scores based on
dialectical differences can be avoided by using the CELF-5 dialectical scoring. If I
didn’t account for linguistic differences, then the risk of JJ failing this screener would
be high. I read his complete referral to deliver effective care and learned about
primary concerns and difficulties. I understood that JJ has trouble following
directions, not because of behaviors, but because of his inability to organize thoughts
and trouble with comprehension. This piece of information was essential to assume
best efforts from JJ in comprehension tasks. Additionally, checking my own bias
helped me to be mindful and respectful when encountering other cultural variables
throughout the screening process.
4. What cultural humility, cultural responsiveness, and cultural competence
approach(es) were helpful in addressing culture and language in your interaction with
this client/patient/student?
Cultural humility, responsiveness, and competence all helped guide my interaction
with JJ by ensuring I respected his identity and provided equitable care that was also
affirming. I used cultural humility to self-reflect on why JJ may have avoided some
tasks, by saying “I don’t know”, instead of assuming it was a behavior. Cultural
humility was also important in learning a new skill, in this case dialectical scoring,
which I may use in the future. I used cultural competence to gain more knowledge on
JJ’s use of African American dialect to help me understand his language and culture.
Recognizing JJ’s dialectical differences was essential for interacting with him and
providing a safe space. Finally, I used cultural responsiveness by making sure the
scoring was done correctly. Instead of pathologizing a difference in language I used
the manual to guide me. Using all these lifelong processes is important to be able to
respond to a diverse population. We can improve the quality of services and avoid
misdiagnosis when we use these tools that bring cultural awareness.
SPLP 540
JJ screener
3. What impact may the client’s cultural and linguistic variables have on the delivery of
effective care?
JJ’s ethnicity and his use of African American dialect were some variables that
influenced the delivery of effective care. Being aware of these cultural and linguistic
variables were crucial during the assessment of the CELF-5 screener. Since most of
the screener responses reflect Mainstream American English (MAE), I had to
interpret data carefully. I read the CELF-5 manual before administering to familiarize
myself with how dialectical scoring works. Misinterpreting test scores based on
dialectical differences can be avoided by using the CELF-5 dialectical scoring. If I
didn’t account for linguistic differences, then the risk of JJ failing this screener would
be high. I read his complete referral to deliver effective care and learned about
primary concerns and difficulties. I understood that JJ has trouble following
directions, not because of behaviors, but because of his inability to organize thoughts
and trouble with comprehension. This piece of information was essential to assume
best efforts from JJ in comprehension tasks. Additionally, checking my own bias
helped me to be mindful and respectful when encountering other cultural variables
throughout the screening process.
4. What cultural humility, cultural responsiveness, and cultural competence
approach(es) were helpful in addressing culture and language in your interaction with
this client/patient/student?
Cultural humility, responsiveness, and competence all helped guide my interaction
with JJ by ensuring I respected his identity and provided equitable care that was also
affirming. I used cultural humility to self-reflect on why JJ may have avoided some
tasks, by saying “I don’t know”, instead of assuming it was a behavior. Cultural
humility was also important in learning a new skill, in this case dialectical scoring,
which I may use in the future. I used cultural competence to gain more knowledge on
JJ’s use of African American dialect to help me understand his language and culture.
Recognizing JJ’s dialectical differences was essential for interacting with him and
providing a safe space. Finally, I used cultural responsiveness by making sure the
scoring was done correctly. Instead of pathologizing a difference in language I used
the manual to guide me. Using all these lifelong processes is important to be able to
respond to a diverse population. We can improve the quality of services and avoid
misdiagnosis when we use these tools that bring cultural awareness.
