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Evaluation ViewAttendees 7

Clinical Round Table

Culture / Ethnicity / Race

Linguistic and Cultural Considerations in Evaluating Families with Limited English-Proficiency: A Bilingual Spanish-Language Case

Clinical Round Table 8 - Linguistic and Cultural Considerations in Evaluating Families with Limited English-proficiency: A Bilingual Spanish-language Case

Saturday, November 16, 2024
8:30 AM – 10:00 AM EST
Location: Franklin Hall 10, Level 4, Downtown Marriott
Earn 1.5 Credit
Keywords: Culture, Multicultural Psychology, Assessment
Recommended Readings:

Salinas, C. M., Edgar, V. B., & Puente, A. E. (2015). Barriers and practical approaches to neuropsychological assessment of Spanish speakers. In Minority and cross-cultural aspects of neuropsychological assessment (pp. 247-276). Psychology Press.

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Bauer, A. M., & Alegría, M. (2010). Impact of patient language proficiency and interpreter service use on the quality of psychiatric care: a systematic review. Psychiatric Services, 61(8), 765-773.

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Delgado-Romero, E. A., De Los Santos, J., Raman, V. S., Merrifield, J. N., Vazquez, M. S., Monroig, M. M., ... & Durán, M. Y. (2018). Caught in the middle: Spanish-speaking bilingual mental health counselors as language brokers. Journal of Mental Health Counseling, 40(4), 341-352.


 


 

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Spanish-speaking families in the U.S. report language as a barrier to behavioral health service utilization (Bridges et al., 2012). With limited access to Spanish-fluent providers, interpreters, and language-congruent tools, Latinx/e clients experience challenges receiving linguistically and culturally responsive testing and accurate diagnoses (Zuckerman et al., 2014). In this clinical roundtable, we will provide a case example of an autism assessment with a preverbal Hispanic boy, his monolingual father (Spanish) and bilingual mother (Spanish, limited English). Panelists will discuss ethical, language, and cultural considerations, including dual-language testing with the Autism Diagnostic Observation Schedule-2 (ADOS-2). We will use this case to discuss the assessment of preverbal and bilingual children, especially in settings with limited interpreter and Spanish-language services. Further, we plan to discuss assessment of multilingual families in training clinics and the utility of cultural modifications in developing a testing battery. An important point of this panel is to discuss the roles of student clinicians, supervisors, and training directors in providing linguistically appropriate care and the role of advocacy in advancing services for minoritized communities.

Learning Objectives:

At the end of this session, the learner will be able to:
  1. Describe a case study of a dual language assessment on a preverbal Hispanic child with autism spectrum disorder and global developmental delay.
  2. Describe barriers faced in rural community settings when assessing multilingual families, especially in the context of training clinics.
  3. List cultural considerations and recommendations for trainees and supervisors working in community health settings with bilingual families.
  4. Trainees will reflect upon their own potential cultural barriers to care with their clients and apply practice recommendations discussed.
  5. Supervisors and providers will reflect upon their own advocacy efforts and culturally-informed assessment practices in community settings.