Rationale: Demonstrate understanding of the purpose, techniques and clinical applications of ethnogr

Rationale: Demonstrate understanding of the purpose, techniques and clinical applications of ethnographic interviewing. (CLO 3.2) Question 1 Defining and describing ethnographic interviewing Westby et al (2003) provide a description and rationale for use of ethnographic interviewing in their article. Which statements summarize the approach? Select all that apply. – Before beginning the interview, the clinician should clearly state the purpose of the interview and the types of questions that will be asked. The parent/caregiver should be aware that they should have an accurate and detailed answer for every question they are going to be asked because they are expected to be perfect. – The interviewer acknowledges that the parents or caregivers hold the most knowledge of their child and what they hope to gain from the experience. – The interviewer should assume that they know the right answers and what is best for every client. -The goal of ethnographic interviewing is help the clinician understand the client and client’s families’ individual experiences, values and other individual information. This information can help the clinician develop evaluation and treatment plans that are individualized. – An ethnographic interviewing approach can be viewed a one or more conversations that allow the parents/caregivers to share information and experiences that will inform the course of evaluation and treatment. Question 2 What would be an appropriate descriptive question to begin the ethnographic interview with a caregiver? There is only one answer to this question. -Where does Lucy go to school? -How many siblings does Lucy have? -Tell me about what a typical day for Lucy looks like. Walk me through her morning -routine and continue through Lucy’s day to nighttime. -Who does Lucy play with? Question 3 Before the evaluation session, you have read the parent’s case history information form about your new client. The parent stated about their child, “When she plays with her same-aged cousins, she gets upset when they don’t understand her.” The follow-up question you ask is an open-ended question: “Tell me more about a typical playtime with her cousins.” True or false: The purpose of your follow up question is to learn more about the child’s communication in their daily life. -True -False Question 4 True or False: Clinicians should not ask parents open-ended questions about the areas that their child excels in (or doesn’t have an issue with) in an ethnographic interview. -True -False Question 5 Which of the following are “structural” questions that could be asked in an ethnographic interview? Select all that apply. -Tell more about getting ready for school in the morning. -What kinds of events/settings does your child avoid because they don’t want to talk in front of others? -What helps your child calm down/settle after a temper tantrum? -What has your child’s teacher told you about their communication skills at school? -Who lives in your family? -How do you feel about using a calendar? The following series of questions relate to the application of information gained in parent interviews to the case history section of an evaluation report. Question 6 During an ethnographic interview, a parent was asked what her daughter can do independently and what she struggles with. The following is her reply: So, Julia lost a little bit of her independence in the last few years, but I can, that one thing that she does do very well independently is swim. I mean, she does have some supportive devices when she goes in the water, but she absolutely loves it. And she’s like a little fish. She does that very well by herself. Learning the alphabet and naming the letters, she did have difficulty with that. As far as singing the ABCs, she is fine, but when you have it written, she had some trouble trying to, matching the letters and knowing what they were. What information should be included in the case history? Select all statements that contain relevant information AND are written using clinical language appropriate for an evaluation report. -She swims like a fish. -She enjoys swimming. -One time she sang the ABC song and liked it. -Over the past several years, Julia’s independence has declined. -Identifying sounds and letter shapes in the alphabet were difficult. Question 7 The following information from was gained from a Parent Questionnaire: Parents speak English with Sally at home Sally goes to a Spanish Immersion preschool 3 days/wk Sally lives at home with her parents and her older brother Sally has never been in speech therapy Which of the following statements is cohesive and complete and should be included in the case history section of the evaluation report? Select statements that contain relevant information and are written using clinical language appropriate for an evaluation report. -Sally lives at home with her parents. She goes to a Spanish immersion preschool for 3 days. She lives at home with her parents and her brother. She didn’t go to speech therapy yet. -She attends a Spanish immersion preschool 3x/wk. Her parents speak English. She has not been in speech therapy before. -Sally attends a Spanish immersion preschool three days per week. She lives at home with her parents and her older brother. English is the primary language spoken at home. Sally has never received speech therapy. Question 8 A pre-k teacher was interviewed about a student for a school-based initial speech-language evaluation. What information should be included in the case history? Select all that apply. Sally is a quiet student. During circle time she doesn’t say much. She plays with her shirt and whatever is on the floor near her. Sometimes she wears clothes that match her sibling. One day she wore an outfit with horses on it and seemed distracted by it. On Monday, we read the Very Hungry Caterpillar and then did our calendar and weather activities. She gets pretty frustrated when I don’t understand what she is trying to tell me. Sometimes other children will tell me that they don’t understand what Sally is saying, too. She knows her letters and some of the sounds they make. -She knows her letters and some letter sounds. -The Hungry Caterpillar was read on Monday during Circle Time. -She gets distracted by items around her. -She wears clothes that coordinate with her sibling. -She doesn’t say much during circle time. -She gets frustrated when her teacher or other children don’t understand her. Question 9 Using the information from the pre-k teacher’s interview, which statement should be included in the case history section of the evaluation report? Select the statement that contains relevant information and is written using clinical language appropriate for an evaluation report. -Sally’s teacher says she is quiet and doesn’t say much in circle time. She didn’t like the Hungry Caterpillar book because she got distracted by her horse shirt. She gets distracted pretty often. She gets upset when the teacher or other students don’t understand what she is saying. -Sally is quiet in class and in circle time and gets distracted sometimes and gets frustrated when people don’t understand her and she knows her letters. -Sally’s teacher reports that Sally is generally a quiet child in class. In group activities, such as circle time, she often appears distracted. Sally becomes frustrated when the teacher or other students don’t understand her speech. The teacher noted that Sally knows letter shapes and some letter sounds. Question 10 Sample of Lucy’s Ethnographic Interview: SLP: You said that you homeschool Lucy during the week. Tell me about Lucy’s school day. Mrs. Augustine (Lucy’s mom): Lucy begins the day with reading class. She does a lot of work on an iPad app called Imagine Learning. She really enjoys that. Then we usually read a book together. She can sound out the words, but she has trouble recalling information from the story after she reads aloud. Question: What would be an appropriate follow-up structural question for the SLP to ask Mrs. Augustine? There is only one correct answer. -Awesome! Next question, what math level is she at? -None of the above. -Tell me about mealtimes at your house. -Could you give me an example of a time Lucy couldn’t recall something from the story and explain what happened? Question 11 The following is a response from a parent during an ethnographic interview. Hadley started Early Intervention services when she was 18 months old, then went right to the Early Childhood preschool placement. She is doing great; her teacher says she is learning what she needs to, and she is getting speech. She gets along with the other kids and looks forward to going to school. It has been a very positive experience for us. She has conversations with us, although sometimes it is a challenge to understand what she means. She is happy most of the time and is always trying to tell jokes and trick us. She has lots of stories to tell. Sometimes she tells stories from something she has seen on a show and other times they are just made up. She loves our dog, Buster. What information should be included in the case history? Select all that apply. -The parents enjoy going to visit Hadley at school. Sometimes they bring her lunch. -Her parents have a hard time understanding her during conversations. -Early intervention services started at 18 months. -Her teacher says she is doing ok. -She enjoys going to school. -She is receiving speech therapy. Question 12 Using the information from the parent’s interview, which statement should be included in the case history section of the evaluation report? The correct answer is cohesive and complete and uses clinical language. -During the parent-interview, parents noted that Hadley enjoys attending school and after speaking with the teacher, Hadley is doing great. Hadley’s parents explain about difficulties understanding her during conversation. -Hadley began early intervention services at 18 months. She attends an Early Childhood preschool and enjoys it and her teacher reporting satisfactory progress. Hadley’s parents find it challenging to understand conversations, although she demonstrates a positive attitude and enjoys sharing stories, often incorporating elements from shows. -Hadley’s mother reported that Hadley began receiving early intervention services at 18 months old, She currently receives speech therapy in her preschool placement. Hadley’s preschool teacher reported that she is “doing ok” in her class. Hadley enjoys going to school. Parent noted that it could be a challenge to understand Hadley during conversations.

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