Cultural Competence Checklist:Service Delivery
_____________________
*While several sources were consulted in the development of this checklist, the following document inspired its design: Goode, T. D. (1989,
revised 2002). Promoting cultural and linguistic competence self-assessment checklist for personnel Providing services and supports in early
intervention and childhood settings.
Reference this material as: American Speech-Language-Hearing Association. (2010). Cultural Competence Checklist: Service delivery. Available from
www.asha.org/uploadedFiles/Cultural-Competence-Checklist-Service-Delivery.pdf.
© Copyright 2010 American Speech-Language-Hearing Association. All rights reserved.
This tool was developed to heighten your awareness of how you view clients/
patients from culturally and linguistically diverse (CLD) populations.
*There is no answer key; however, you should review responses that you rated
a 3 or even a 2.
___ I include the clients and their families as partners in
determining outcomes for treatment.
___ I recognize differences in narrative styles and
pragmatic behaviors that vary across cultures.
___ I learn about acceptable behaviors and customs
that are prevalent in my clients’ cultures.
___ I consider my clients’ beliefs in both traditional and
alternative medicines when I prescribe a treatment
regimen.
___ I respect my client’s decision to seek alternative
treatments from a holistic practitioner.
___ I understand that some individuals may have
different reading levels in English and/or their
native language(s).
___ I provide written information for clients to take
home in their preferred languages.
___ I seek assistance from trained interpreters,
bilingual coworkers and those in related
professions who can help interpret, as needed.
___ I have trained my interpreters using clearly defined
roles and responsibilities to assist me in providing
services to linguistically diverse populations.
___ I ask questions about the client’s language
developmental history.
___ I ask clients’ family members and friends about the
clients’ ability to use their native language(s).
___ I ask clients’ family members and friends about the
clients’ exposure to English and native
language(s).
___ I use assessment tools and materials (e.g.,
language batteries, articulation assessments, Pb
word lists, spondee word lists) that are not biased
in favor of or against any one population.
___ I consider all of the available research evidence.
___ I consider the cultural and linguistic background of
my clients when I select treatment materials (e.g.,
pictures, books/workbooks, flashcards, videos,
music, food).
I consider clients’ and their families’ norms and
preferences when planning:
___ Appointments
___ Community outings
___ Holiday celebrations
___ Meals, snacks
___ Services in the home
___ Homework/recommendations for caregivers
I allow for alternative methods of sharing
experiences and communication, such as:
___ Story telling
___ Use of props to support the “oral tradition” that is
prevalent in some cultures.
I allow for alternatives to written communication,
which may be preferred, such as:
___ Communicating verbally
___ Modeling the recommendations
___ Use of video/audio clips
When communicating with clients whose native
language is NOT English, I use:
___ Key words or signs in their language
___ Visual aids
___ Gestures/physical prompts
___ Trained Interpreters/translators
I am aware that individuals from my clients’
racial/ethnic background may have a higher
incidence of specific disorders/diseases that may
have implications for speech, language and
hearing, including:
___ Sickle Cell Anemia
___ Hypertension
___ Diabetes
___ Cardiovascular disease
___ Frequent middle ear and upper respiratory
infections
Ratings:
1 Things that I always do
2 Things that I sometimes do
3 Things that I rarely do
