Encyclopedia of Autism Spectrum Disorders

Living Edition
| Editors: Fred R. Volkmar

Culturally Responsive Assessment of Language and the Challenge Within Standardized Tests

  • Julie BenderEmail author
  • Erin Gelinas
  • Nicole Fischer
  • Barbara Cook
Living reference work entry
DOI: https://doi.org/10.1007/978-1-4614-6435-8_102537-1


Cultural responsiveness is an aspect of quality assessment and education that requires being aware of the cultural differences that may affect one’s knowledge and consciously adapting to ensure that each child is being accurately assessed and is being taught in a way that is both relevant and effective with respect to their culture (Gay 2000).

Historical Background

Practitioner competence in the use of cultural responsiveness would result in quality assessment and indicate being aware of the cultural differences that may affect performance, thus lead to consciously adapting evaluation protocols to ensure that each child is being accurately assessed in a way that is both accepting and respectful of their culture (Paul et al. 2018). Evaluation protocols that include assessment batteries that are not culturally responsive have the potential to overdiagnose language disorders in individuals who are culturally diverse (Paul et al. 2018). Culturally diverse children may have...

This is a preview of subscription content, log in to check access.

References and Reading

  1. Alkhamra, R., & Al-Jazi, A. (2016). Validity and reliability of the Arabic Token Test for children. International Journal of Language & Communication Disorders, 51(2), 183–191.CrossRefGoogle Scholar
  2. Chambers, N., Stronach, S. T., & Wetherby, A. M. (2016). Performance of South African children on the Communication and Symbolic Behavior Scales-Developmental Profile (CSBS DP). International Journal of Language & Communication Disorders, 51(3), 265–275.CrossRefGoogle Scholar
  3. Danesco, E. (1997). Parental beliefs on childhood disability: Insights on culture, child development and intervention. Journal of Disability, Development and Education, 44, 41–52.CrossRefGoogle Scholar
  4. DiSimoni, F. (1978). Token Test for Children. Austin: PRO-ED.Google Scholar
  5. DiSimoni, F., McGhee, R., & Ehrler, D. (2007). The Token Test for Children-second edition. Austin: PRO-ED.Google Scholar
  6. Gallardo, G., Guàrdia, J., Villaseñor, T., & McNeil, M. (2011). Psychometric data for the Revised Token Test in normally developing Mexican children ages 4–12 years. Archives of Clinical Neuropsychology, 26(3), 225–234.CrossRefGoogle Scholar
  7. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.Google Scholar
  8. Gibson, D. D. (2007). Racial disparities in the age of diagnosis of autism spectrum disorder: Examining factors that may contribute to delayed diagnosis in African-American children. Praxis, 7, 34–38.Google Scholar
  9. Glennen, S. (2015). Internationally adopted children in the early school years: Relative strengths and weaknesses in language abilities. Language, Speech, and Hearing Services in Schools, 46(1), 1–13.CrossRefGoogle Scholar
  10. Horton-Ikard, R., & Weismer, S. (2007). A preliminary examination of vocabulary and word learning in African American toddlers from middle and low socioeconomic status homes. American Journal of Speech-Language Pathology, 16(4), 381–392.CrossRefGoogle Scholar
  11. Losen, D. J., & Orfield, G. (Eds.). (2002). Racial inequity in special education: The Civil Rights Project at Harvard University. Cambridge, MA: Harvard Education Press.Google Scholar
  12. Mandell, D., Ittenbach, R., Levy, S., & Pinto-Martin, J. (2007). Disparities in diagnoses received prior to a diagnosis of autism spectrum disorder. Journal of Autism and Developmental Disorders, 37, 1795–1802.CrossRefGoogle Scholar
  13. Miller, E., Webster, V., Knight, J., & Comino, E. (2014). The use of a standardized language assessment tool to measure the language development of urban Aboriginal preschoolers. International Journal of Speech-Language Pathology, 16(2), 109–120.CrossRefGoogle Scholar
  14. Paslawski, T. (2005). Clinical Evaluation of Language Fundamentals, fourth edition (CELF-4): A review. Canadian Journal of School Psychology, 20(1–2), 129–134.CrossRefGoogle Scholar
  15. Paul, R., Norbury, C., & Gosse, C. (2018). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating. St. Louis: Elsevier.Google Scholar
  16. Pearson, B. Z., Jackson, J. E., & Wu, H. (2014). Seeking a valid gold standard for an innovative, dialect-neutral language test. Journal of Speech, Language, and Hearing Research, 57(2), 495–508.  https://doi.org/10.1044/2013_JSLHR-L-12-0126.CrossRefPubMedGoogle Scholar
  17. Ren, Y., Rattanasone, N., Wyver, S., Hinton, A., & Demuth, K. (2016). Interpretation of errors made by Mandarin-speaking children on the Preschool Language Scales-5th edition Screening Test. Australian Journal of Educational and Developmental Psychology, 15, 24–34.Google Scholar
  18. Roberts, J., Medley, L., Swartzfager, J., & Neebe, E. (1997). Assessing the communication of African American one-year-olds using the Communication and Symbolic Behaviour Scales. American Journal of Speech-Language Pathology, 6, 59–65.CrossRefGoogle Scholar
  19. Robinson, G., & Norton, P. (2012). How does your state represent? African Americans on speech-language caseloads. Paper presented at the American Speech-Language-Hearing Association Convention, Atlanta.Google Scholar
  20. Roseberry-Mckibbin, C., & Eicholtz, G. (1994). Serving children with limited English proficiency in the schools: A national survey. Language, Speech, and Hearing Services in Schools, 25(3), 156–164.CrossRefGoogle Scholar
  21. Ryan, A., Gibbon, F. E., & O’Shea, A. (2016). Expressive and receptive language skills in preschool children from a socially disadvantaged area. International Journal of Speech-Language Pathology, 18(1), 41–52.CrossRefGoogle Scholar
  22. Seymour, H. N., Roeper, T. W., & de Villiers, J. (2018). Diagnostic Evaluation of Language Variation-Norm Referenced. Sun Prairie: Ventris Learning.Google Scholar
  23. Tek, S., & Landa, R. (2012). Differences in autism symptoms between minority and non-minority toddlers. Journal of Autism and Developmental Disorders, 42(9), 1967–1973.CrossRefGoogle Scholar
  24. Wetherby, A. M., & Prizant, B. M. (2003). Communication and Symbolic Behavior Scale (CSBS). Baltimore: Paul H. Brookes Publishing.Google Scholar
  25. Wiggins, L. D., Barger, B., & Moody, E. (2019). Brief report: the ADOS calibrated severity score best measures autism diagnostic symptom severity in pre-school children. J Autism Dev Disord 49, 2999–3006.Google Scholar
  26. Wiig, E., Secord, W. A., & Semel, E. (2004). The clinical evaluation of language fundamentals – preschool (2nd ed.). San Antonio: Harcourt Assessment.Google Scholar
  27. Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2011). The preschool language scale-5. San Antonio: Pearson.Google Scholar

Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2020

Authors and Affiliations

  • Julie Bender
    • 1
    Email author
  • Erin Gelinas
    • 1
  • Nicole Fischer
    • 1
  • Barbara Cook
    • 1
  1. 1.Department of Communication DisordersSouthern Connecticut State UniversityNew HavenUSA