Culturally Responsive Practices in Speech, Language and Hearing Sciences

Second Edition

Yvette D. Hyter, Marlene B. Salas-Provance

Details: 440 pages, B&W, Softcover, 7" x 10"

ISBN13: 978-1-63550-650-1

© 2023 | Coming Soon

Release Date: 11/01/2021

For Instructors

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Price: $129.95

Available for purchase starting 10/01/2021

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.

A PluralPlus companion website with supplementary resources for students and instructors. For students, the website includes study guides for each chapter, flashcards for concepts used throughout the text, and suggestions for additional readings. For instructors, the website offers PowerPoint lecture slides outlining chapters and learning activities to use with students, designed to support class preparation and teaching the content in the text. Such learning activities include:

  • Case studies including decision making and planning for culturally responsive assessment and intervention processes
  • Journal prompts designed to strengthen critical and dialectical thinking
  • Identifying challenges and proposing solutions to providing culturally responsive speech-language pathology and audiology services
  • Exercises to facilitate clinical observations, ethnographic interviewing skills, and working with an interpreter

Foreword by Ida J. Stockman, PhD, CCC-SLP



Chapter 1. Introduction
Definition of Culture
Cultural Responsiveness

Opportunities for Reflection
Unconscious Bias

Building Blocks of this Textbook

Chapter 2. Definitions and Concepts
Learning Objectives
Key Concepts

Activity 2–1

The Contexts that Give Meaning to Culture and Cultural Responsiveness

Globalization and Its Multidimensional Effects
Changing Demographics Around the World
Health Disparities and the Goal of Health Equity
World Health Organization’s International Classification of Functioning Disability and Health (WHO-ICF) 
World Report on Disability

Defining Concepts

Essential Concepts and their Definitions
Activity 2–2

Critical Self-Reflection Questions
Chapter Summary
Extended Learning
Further Reading

Chapter 3. Theoretical Frameworks 
Learning Objectives
Key Concepts
Over-the-Counter Hearing Aids-A Problem or Solution?
Theory and Social Theory

Components of a Theory
Conceptual Frameworks

World Report on Disability
Meaning of Illness, Disease, and Disability
The Tip of the Iceberg
Dimensions of Culture (Hofstede)

Power Distance
Long-Term–Short-Term Orientation

Models from Disability Studies
Models from Speech, Language, and Hearing Sciences

The VISION Model
Proposed Pedagogical Frameworks
Salas-Provance’s (2021) Cultural Growth Profile Model
Hyter’s (2014, 2021) Conceptual Framework for Culturally Responsive and Sustainable Global Engagement

Chapter Summary
Extended Learning
Discussion Questions
Further Reading

Chapter 4. Culturally Responsive Practices Using a Human Rights Approach through a Social Justice Lens
Learning Objectives
Key Concepts
Cultural Responsiveness through a Social Justice Lens

Physical Violence
Structural Violence
Symbolic Violence
Manufactured Consent
Organization of Work
Macroaggressions and Microaggressions
Macroaggression Interventions   

Chapter Summary
Extended Learning
Discussion Questions
Further Reading

Chapter 5. Culture and Language
Learning Objectives
Key Concepts
Linguistic Relativity
Communication and Language
High-and-Low-Context Cultures
Language Variation

Social Networks
Communities of Practice
Bilingual Language Development
Theories about Second Language
African American English

Morphosyntactic Features of AAE
Lexicon of AAE
Pragmatic Characteristics of AAE

Written Language Variation
Language Politics
Linguistic Culture and Language Policy

Chapter Summary
Extended Learning
Further Reading
Appendix 5–1. Contextualized Timeline Chart

Chapter 6. Culture and Hearing
Learning Objectives
Key Concepts

Prevalence of Deafness and Hard of Hearing  

Cultural and Ethnic Differences and Hearing
Assessment and Intervention Across the Lifespan and Across Hearing Levels

Considerations for Assessment
Considerations for Intervention

Black American Sign Language (BASL)
Social Political Issues and Hearing

Due Process  
Disparity in Hearing Aid Purchase and Use
Environmental and Personal Factors

Models of Cultural Beliefs and Stigmas

Explanatory Models
Biopsychosocial Model
Health Beliefs Model

Health Literacy
Deaf Culture
Chapter Summary
Extended Learning
Further Reading

Chapter 7. Building Ethnographic Skills
Learning Objectives
Key Concepts

Activity 7–1


Ethnographic Methods

The Ethnographic Interview
Learning Through Observations

Analyzing Cultural Artifacts
Analyzing Documents

Chapter Summary
Extended Learning
Further Learning
Appendix 7–1. Ethnographic Participant Observation Form 
Appendix 7–2. Artifact Analysis Form

Chapter 8. Working with Interpreters
Learning Objectives
Key Concepts

Defining Interpreter

The Need for an Interpreter
Responsibilities of the Interpreter

Activity 8–1

Skills of the Interpreter
BID Interpreting Process
Risk Inherent in the Interpreting Process
Chapter Summary
Further Reading

Chapter 9. Culturally Responsive Assessment
Learning Objectives
Key Concepts
Culturally Responsive Assessment Practices

Activity 9–1
Activity 9–2

Appropriate Assessment Practices, Measures, and Tools 

Interview Protocol
Alternative Assessment Procedures
Modifying Norm-Referenced Tests
Dynamic Assessment
Holistic Assessments
Portfolio Assessments
Developing a New Screening and/or Assessment Measure

Speech Sound Assessment

Articulation and Phonological Assessments in the First Language
African American English
Fluency Disorders
Voice Disorders
Cleft Lip and Palate
Swallowing Disorders
Activity 9–3

Chapter Summary
Further Reading

Chapter 10. Culturally Responsive Intervention
Learning Objectives
Key Concepts
Culturally Responsive Intervention

Services to Bilingual Clients

Intervention Services for Children who Speak Language Variations with Language Disorders
Intervention Strategies for Adults from Various Cultural and Linguistic Backgrounds with Language Disorders
Intervention Strategies for Children with Speech Sound Disorders

Intervention Strategies for Persons who Stutter

Intervention Strategies for People with Voice Disorders
Intervention Strategies for People with Cleft Lip and Palate
Chapter Summary
Further Reading

Chapter 11. Culturally Responsive Research
Learning Objectives
Key Concepts
“Whose Knowledge Is It Anyway?”
History of Research with Communities of Color and Scientific Racism and Ableism
Culturally Responsive Research (CRR)
The Necessity of CRR

Research Compliance

Engaging in Culturally Responsive Research

Skills of CRR Researchers
Begin with a Theoretical Framework
Critical Consciousness
Political Consciousness
Sociocultural Approach
Biopsychosocial Model
Social Theory of Transformation (Praxis)
Researcher Team
Criteria for Inclusion/Exclusion of Research Participants
Research Purpose and Research Questions


Activity 11–1

Chapter Summary
Further Reading

Chapter 12. Global Engagement, Sustainability, and Culturally Responsive Practices
Learning Objectives
Key Concepts
Movement of People Around the World
International Documents, Guidelines, and Policies

UN Convention on the Rights of Persons with Disabilities
UN Millennium Development Goals
UN Sustainable Development Goals (2015 - 2030)
World Health Organization World Report on Disability (2011)
Building Resource Capacity in Uganda
A Human Rights Approach to SLHP Services

“Voluntourism” or Effective Volunteering?
Sustainable Practice
Chapter Summary
Extended Learning
Further Reading


Yvette D. Hyter

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.

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Marlene B. Salas-Provance

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.

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