Culturally Consistent Treatment for Late Talkers

Abstract

The authors discuss cultural influences on clinical interactions when treating late talkers, 2-to 3-year-old children with primary language delays. They use the literature to examine the cultural relevance of core components of early language treatment and propose alternative professional actions in the cases of cultural mismatches. Alternative actions include triadic or multiparty treatments, the inclusion of siblings or others, more structured tasks or group settings for language training, and shaping of culturally congruent directive language techniques. Also discussed is the need for an emphasis on social language use and professional clarity regarding links between early child language ability and later achievements in order to motivate treatment.

Assessing the Effects of a Parent-Implemented Language Intervention for Children With Language Impairments Using Empirical Benchmarks: A Pilot Study

“…By collecting information about each family, a clinician is better able to customize intervention to the individual needs of the family. Wing et al (2007) have provided recommendations for adapting common language support strategies for different cultural groups. For example, older siblings may be used to model language targets, or language may be taught in additional routines that are of higher priority to the family (e.g., social greetings).…”

Effects of the Teach-Model-Coach-Review Instructional Approach on Caregiver Use of Language Support Strategies and Children's Expressive Language Skills

“…Although further research on teaching strategies that are most effective for nonmainstream cultures is needed, these teaching procedures and EMT language support strategies might be adapted to fit the individual needs of families from different cultural backgrounds. Wing et al (2007) provided recommendations such as using older siblings to model language targets or teaching language in additional routines that are of higher priority to the family (e.g., social greetings). Wing et al (2007) provided recommendations such as using older siblings to model language targets or teaching language in additional routines that are of higher priority to the family (e.g., social greetings).…”

Parent Programs for Latino Families with Young Children: Social, Cultural, and Linguistic Considerations

“…See Wing and colleagues for suggestions on incorporating multiple participants in language facilitation strategies. 60…”

“…SLPs may also wish to teach families how directives can be utilized to further child language skills. 60 Moreover, interventions may benefit when participants are able to speak in the language of their choosing. Families should not be persuaded to use only English but rather supported in their use of both languages as naturally occurs in many of these homes.…”