Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
Summer 5-7-2010
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Ashton Trice
Patricia Warner
Deborah Kipps-Vaughan
Abstract
Psychologists are administering assessments to culturally and linguistically diverse individuals with limited information regarding validity and are left with many scores to subjectively interpret. This study looked at developing a guideline when administering seven frequently administered neuropsychological assessments based on the Cultural-Linguistic Interpretive Matrix. Practitioners were asked to rate the cultural loading and linguistic demand and provide rationale for the placement. Results indicated that the Judgment of Line Orientation, Rey-Osterrieth Complex Figure Test, Trail Making Test (Part A), and Wisconsin Card Sorting Test have low cultural loading and linguistic demand. The Trail Making Test (Part B) was rated as Moderate Cultural Loading and Moderate Linguistic Demand. The Boston Naming Test was rated as moderate cultural loading and high linguistic demand. Finally, the Controlled Oral Word Association and Semantic Fluency were rated as high cultural loading and high linguistic demand. Practitioners are recommended to continue to be aware of the influences of culture and language, even on assessments that are minimally influenced. Assessment of English Language Learners is difficult, since they may require five or more years of intensive daily English language instruction to develop a level of academic language proficiency that is comparable to that of native-language speaking peers.
Recommended Citation
Mendoza, Karol J., "Applying the cultural-linguistic interpretive matrix to neuropsychological assessment" (2010). Educational Specialist, 2009-2019. 97.
https://commons.lib.jmu.edu/edspec201019/97
