Introduction to this Collection
Recently, in my clinical practice, we have experienced a significant increase in the number of immigrant and refugee families and clients from the Middle-East. These families present with unique cultu...
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Collection Working with Arabic-Speaking Families of Children who use Augmentative and Alternative Communication (AAC)
Date Created: 9/17/2018
Posts: 9
In this series of blog-posts, I will be sharing information based on linguistic, cultural, and religious differences, as well as several augmentative and alternative communication (AAC) options for Arab clients with complex communication needs.
Diana Deaibes is a Speech-Language Pathologist at Shriners Hospitals for Children in Portland, Oregon. She received her Bachelor of Science in Psychology at Madonna University in Livonia, Michigan and completed her Master’s in Speech and Language Pathology at New York Medical College in Valhalla, New York. Diana is bilingual in both, Arabic and English languages and has a passion for working with patients and families from linguistically and culturally diverse backgrounds. Diana currently serves as an AAC specialist providing services to children with complex communication needs. She is a member of the Assistive Technology team at Shriners Hospitals for Children. Diana is also a member of SABOR at Portland State University, a group of speech language pathologists advocating for bilingualism in the state of Oregon.
The information I share with you may not be directly applicable to all families and clients you work with, though may provide you with foundational cultural considerations when working with this clientele.
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Although the family and I both speak Arabic, we come from different Middle Eastern countries and speak a varied dialect of Arabic. Not only do differing dialects make implementing therapy in Arabic challenging, it also requires me to collaborate with the families more especially when creating light-tech AAC tools or recording into the client's mid-tech AAC device.
Understanding the Dialectical Variations of the Arabic Language and Implications for Treatment
The majority of the clientele I work with come from a primarily monolingual English speaking family. Occasionally, I work with clients from a bilingual family who speak both, English and Spanish lang...
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2563
It is important to know that not all Arabs are Muslims. For the families who are Muslim and engage in religious practices, they may ask their clinicians to include the language necessary for their child to participate in prayer and other religious services using their AAC system.
Religious Considerations for Arab Muslim Clients who use AAC
Many Arab families I work with practice the religion of Islam; however, some families practice Christianity. It is important to know that not all Arabs are Muslims. For the families who are Muslims ...
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2085
As an Arab-American speech and language pathologist, my colleagues often ask me questions about the traditional Middle Eastern culture in attempt to have a better understanding of the clients and families they work with. There are various differences between Arab and American cultures. Taking the time to educate yourself on the Arab culture will allow you to build rapport with your families.
Cultural Considerations when Working with Arab Families and their Children with Complex Communication Needs (Part I)
“I wonder why the family has more than one child with a disability.” “Her mother wouldn’t shake my hand when I tried greeting her in the lobby....
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28257
When we are working with Arab families and their children, it may be important to ask the family where they prefer to sit during the evaluation and provide them with the option to sit in a chair if the family does not want to sit on the floor.
Cultural Considerations when Working with Arab Families and their Children with Complex Communication Needs (Part II)
Why do some Arab parents not engage in floor play with their children? In my clinical practice, I participated in an interdisciplinary evaluation with colleagues from occupational and physical thera...
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The Communication Matrix expresses that conventional gestures may be unique to the culture in which they are used. When working with Arab clients and their families, it is important to be aware of conventional and unconventional gestures within the Arab community.
No-tech AAC Considerations for Arab Clients with Complex Communication Needs
The Communication Matrix expresses that conventional gestures may be unique to the culture in which they are used. When working with Arab clients and their families, it is important to be aware of con...
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When implementing light tech AAC, I have found it beneficial to both, my clients and their families to include Arabic and English texts on communication symbols. This is important because some Arab families we work with may be literate in Arabic, but may not speak, read, or write in English. For families who are literate in Arabic, including the written word in both Arabic and English languages will not only increase your client’s exposure to literacy in both languages, but will also increase the chances for carryover in the home.
Light-tech AAC Options for Arab Clients with Complex Communication Needs
In my practice, I once worked with a pediatric Arab client with complex communication needs who was utilizing a “first, then” visual schedule on a horizontal board that included light tech symbols of ...
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When working with children with complex communication needs, it is important to ensure that these children have access to express themselves in both languages to facilitate language learning. I believe it is important to attempt to follow a typical language learning model for bilingual speakers.
Mid-tech AAC Options for Arab Clients with Complex Communication Needs
There are many known benefits to bilingualism that have been identified, including increase in cognitive control, lexical organization ,word-learning, and neural organization (for review, see Marian e...
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The demand for high-tech AAC with a robust Arabic language system is growing.
High-tech AAC Options for Arab Clients with Complex Communication Needs
The demand for high-tech AAC with a robust Arabic language system is growing. Being that I am an Arab-American speech and language pathologist, I am occasionally asked if I am aware of any high-tech ...
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Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
