In this first module, Cate discusses current NYCDOH laws and regulations regarding requirements for Early Intervention evaluations. She explains that, according to current regulations, evaluators are not required to use norm- and criterion-based tests in all EI evaluations. She talks about what is “significant enough” to require early intervention in New York City, and introduces the importance of using detailed clinical observations and informed clinical opinion in determining a child’s eligibility for services.
Sofie is a 13 year, 6 month old bilingual English-Spanish speaking female.
MePa is a 12 year, 1 month old bilingual English-Spanish speaking female who was born in New York.
This evaluation was done by David Usdan, PhD for a 2;9 month old boy diagnosed with Autism Spectrum Disorder.
This document presents appropriate goals for “Alex,” a 2;10 old English/ Spanish bilingual who was diagnosed with apraxia.
This is a model evaluation done by Dr. Catherine Crowley for a 2;10 old bilingual (English/ Spanish) boy.
This is a model evaluation of EL: a 3;4 monolingual Cantonese speaker with typically developing language skills.
This model evaluation of MS, a 5;1 year old bilingual/bicultural (English-Spanish) male, determined that EL’s language skills were within normal limits.
This is a model evaluation of AR: a 4;7 year old sequential bilingual Spanish/English girl with typically developing language skills despite evidence of deficit in both languages.
TL is an 8 year old sequential Tagalog/English bilingual with typically developing language skills.
WaLi is a 12 year old English Language Learner in the process of acquiring academic language in English but experiencing language loss in Mandarin as a result of his linguistic environment.
This is a model evaluation of Ines: a sequential Spanish/English bilingual 10-year old girl demonstrating typically developing language skills.
This model evaluation is of a simultaneous bilingual English/ Hebrew boy with typically developing language skills experiencing some language loss in Hebrew due to lack of exposure and practice.
This is a model evaluation of Ricky: an 8 year, 5 month old child diagnosed with hearing loss, who exhibits behavioral issues and poor academic placements.
This is a model evaluation of Martha: a prelinguistic 3-year-old child who is blind and has very significant cognitive, fine motor, and gross motor impairments.
This is a model evaluation of Anthony: a 3-year-old child with multiple-handicaps who has “Shaken Baby Syndrome” due to abuse.
This is a model evaluation of Oscar: a 4 year, 2 month old child who presents with a moderate language delay.
This is a model evaluation of Henry: a 3 year, 5 month old child who speaks African American Vernacular English and had typically developing language skills.
This model evaluation of J: a 2 year, 10 month old monolingual Spanish child who presents with at least a 25% delay in expressive language development, and uses multiple phonological processes in his speech.