Deck 3: Multicultural Issues in School-Based Consultation

Question 1

An oft-cited reason for the gap between research and practice is:

A) the failure of academics to publish their evaluations of the efficacy of school-based programs.
B) the resistance of parent groups who oppose the implementation of evidence-based programs within schools.
C) the failure to attend to the culture, priorities, resources, and needs of the school setting prior to implementing programs.
D) the failure of the federal government to support the implementation of evidence-based programs in school settings.

Answer 1

C

Question 2

Brown et al. (2001) delineates specific interpersonal skills necessary to establish a good consultant-consultee relationship. Which of the following is NOT one of the interpersonal skills identified by Brown et al. (2001)?

A) Active-listening skills
B) The ability to mimic the consultee's communication patterns and styles
C) The ability to determine resistance on the part of the consultee or whether the consultee is displaying appropriate behavior related to his or her cultural background
D) The ability to adapt to the racial/ethnic background of the consultee

Answer 2

B

Question 3

During the problem identification stage of bilingual consultation, it is important for consultants to:

A) assess the degree to which the teacher can communicate with the student in her or his native language.
B) determine if the bilingual student has the support of his or her student peers.
C) broaden the consultee's conception of the problem, from perceiving the issue as primarily deriving from the student's language deficits, to also incorporating a focus on making instructional changes.
D) assess the degree to which the parents/guardians of the bilingual student speak English in the home.

Answer 3

C

Question 4

In regard to English language students, school interpreters are:

A) proven to be ineffective.
B) legally mandated.
C) cannot be employed by the school.
D) required by law in assessing students' language capabilities.

Question 5

Barrera and Liu (2010) recommend the use of dynamic assessment (DA) with English Language Learners (ELL) at the tier 2 level. Dynamic assessment refers to:

A) examining students' learning ability as a function of what a student learns as the student is being instructed rather than assessing what he or she does or does not already know.
B) examining students' learning ability in their native language.
C) examining the teacher's effectiveness in providing instruction in the student's native language.
D) examining the student's socio-emotional development.

Question 6

According to Rosenfield (2014a), a crucial step for conducting international consultation is:

A) learning the language of the host culture.
B) working exclusively with the leader of the school given the hierarchical nature of schools in non-western cultures.
C) helping other cultures strictly adhere to evidence-based practices.
D) developing relationships with cultural brokers who can assist with understanding and gaining entrée to the culture.

Question 7

The participatory culture-specific intervention model (PCSIM) involves:

A) ethnographic (qualitative) research methods and action research methods process with a collaborative approach to consultation to address the clients, consultees, and
Systems in a way that incorporates their cultural experiences.
B) incorporating instructional consultation when consulting in situations involving bilingual students.
C) the use of curriculum-based assessment (CBA).
D) the incorporation of cultural variables, including racial and ethnic differences between the consultant and consultee that impact their perception and expectations of
Consultation case.

Question 8

In the participatory culture-specific intervention model (PCSIM), naturalistic inquiry is used to:

A) develop a universal definition of constructs that can also be used within western cultures.
B) construct a comprehensive understanding of culture from the perspective of its members which is then used in the development of interventions that are culture specific.
C) identify inconsistencies between participants' perspectives of a problem and the observed characteristics of the problem as indicated through quantitative statistics.
D) convince stakeholders of the need to strictly adhere to practices of evidence-based programs.

Question 9

In the participatory culture-specific intervention model (PCSIM), forming partnerships requires:

A) instructing teachers in evidence-based practices of instruction established in western cultures.
B) that consultees learn to speak the consultant's native language.
C) working exclusively with those with the least power within the system.
D) establishing relationships with key stakeholders and cultural brokers.

Question 10

In the participatory culture-specific intervention model (PCSIM), consultants seek to
Generate culturally-specific hypotheses because:
-------------------------------

A) phenomena are seen as highly influenced by context and culture.
B) this provides the illusion to consultees that the consultant is concerned about the
Consultees' culture.
C) governments in non-western cultures require such modifications to evidence-
Based programs developed in western cultures.
D) constructs developed in western cultures have no relevance to non-western cultures.

Question 11

Multicultural consultation (MC) is described as:

A) ethnographic (qualitative) research methods and action research methods process with a collaborative approach to consultation to address the clients, consultees, and systems in a way that incorporates their cultural experiences.
B) incorporating instructional consultation when consulting in situations involving bilingual students.
C) the use of curriculum-based assessment (CBA).
D) the incorporation of cultural variables, including racial and ethnic differences between the consultant and consultee that impact their perception and expectations of
Consultation case.

Question 12

Within multicultural consultation (MC), one of the strategies consultants use to develop
A better understanding of his or her culture is to:

A) inform consultees of the consultant's unconscious prejudices.
B) live within the host culture for an extended period of time.
C) engage in extensive reading and self-reflection.
D) use an external professional to evaluate the consultant's unconscious prejudice.

Question 13

Within the multicultural consultation (MC) framework one of the ways in which a consultee's lack of objectivity may be manifested is:

A) the consultee relying upon cultural stereotypes to understand the client.
B) the consultee attempting too vigorously to learn about the client's culture.
C) the consultee trying to understand how his or her own culture contributes to the consultation case.
D) the consultee attempting to rigidly adhere to evidence-based practice.

Question 14

"Color blindness" refers to:

A) failing to consider cultural aspects of a consultation case.
B) overemphasizing the role of culture within a consultation case.
C) the failure of the consultee to seek to establish a relationship with the client.
D) all of the above.

Question 15

"Reactive dominance" refers to situations in which a consultee:

A) first recognizes the oppression that minorities experience in interacting with the
Dominant culture.
B) rigidly adheres to intervention strategies regardless of their cultural appropriateness.
C) avoids in engaging in interventions for fear of being seen by clients as prejudiced.
D) passively accepts the recommendations of the consultant.

Question 16

In the multicultural consultation (MC) framework, reactive dominance refers to:

A) the fear of the consultant being labeled a racist.
B) a consultee avoiding developing a closer relationship with a client who has a different culture from the consultee.
C) rigid adherence to intervention strategies, driven by a need for psychological control,
Without considering their cultural appropriateness.
D) a consultee refusing to consider how cultural variables contribute to a consultation case.

Question 17

Stereotype threat is defined as:

A) fear of consultees that clients will accuse the consultee of racism.
B) underperformance on academic tests or tasks by a member of a stigmatized group related to anxiety regarding confirming to a negative stereotype.
C) fear of minority group members that members of the majority group will intentionally assign them lower grades due to the majority group member's prejudice.
D) fear of minority group members that they cannot advance academically due to institutional racism.

Question 18

Which of the following is NOT one of the student-centered strategies of the
Stereotype threat interruption model (STIM)?

A) Having stigmatized students write about people they see as aspirational
B) Teach stigmatized students cognitive-behavioral strategies to reduce anxiety
C) Separating minority and Caucasian students when administering tests
D) Encouraging teachers to share with students examples of members of their stigmatized group performing successfully

Question 19

Within consultee-centered consultation (CCC), the consultant seeks to establish what
Type of relationship with consultees?

A) Prescriptive relationship in which the consultant provides direct suggestions
B) Distant relationship which enables the consultee to project his or her issues onto the consultant
C) Hierarchical relationship in which the consultant is clearly in charge
D) Nonhierarchical, nonprescriptive

Question 20

Within consultee-centered consultation (CCC), consultees are encouraged to assume ownership of a selected intervention by:

A) encouraging a consultee to determine if she or he finds the intervention acceptable.
B) requiring the consultee to first try an intervention before determining if he or she wishes to continue to use the intervention.
C) having a school administrator select the intervention for the consultee.
D) having the consultee present the choice of which intervention to use to the client.

Question 21

Name at least two characteristics of effective multicultural consultants.

Question 22

Name at least two core competencies of bilingual consultants.

Question 23

Name at least two important strategies for conducting international consultation.

Question 24

How do consultants using the participatory culture-specific intervention model (PCSIM) develop influence with consultees?

Question 25

Describe the process of the participatory culture-specific intervention model (PCSIM).

Question 26

Describe the view of the importance of the relationship in the client-centered consultation
(CCC) model.

Question 27

How is the role of consultants likely to change as a result of the increasing diversity of
the student population in the United States?

Question 28

Why do consultants who use the participatory culture-specific intervention model
(PCSIM) seek to generate culturally-specific hypotheses?

Question 29

Why is it important for consultants to help consultees employ strategies to reduce
stereotype threat?

Question 30

Client-centered consultants emphasize the importance of enhancing the relationship
between consultants and consultees and consultees and clients. What function do these
relationships serve? In other words, what is the value of enhancing such relationships?

Question 31

What are the challenges in employing such a comprehensive approach as the
multicultural consultation (MC) model?