This is a collection of 38 modules from Cate Crowley’s NYCDOE workshop regarding preschool children and accurate disability evaluations.
Dr. Cate Crowley developed a two-day training on appropriate preschool disability evaluations for SLP, psychology, OT, and special education evaluations. This training was offered in New York City and was attended by over 800 NYCDOE administrators, agency representatives, and evaluators. The two-day training was then recorded in a studio and divided into these 38 modules of approximately 10 minutes in length focusing on different content areas related to preschool disability determination evaluations. As an experienced attorney and SLP, Dr. Crowley focusing on law and regulatory frameworks, psychometric and statistical information, current research, and combines all of this into approach that clinicians can apply to improve the accuracy of disability evaluations.
Find resources used throughout this playlist here:
Find each of the modules from this playlist here:
Please find links to research mentioned in this video series here:
20 U.S.C. § 1400 et seq. (Individuals with Disabilities Education Act 2004).
ASHA (2004). Knowledge and Skills Required by Speech Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services. Rockville, MD: ASHA.
August, D. & Shanahan, T. (2006). Developing Reading and Writing in Second Language Learners. New York, NY: Routledge.
Dale, P. (1996). Parent report assessment of language and communication. In K. Cole, P. Dale, & D. Thal (Eds.), Assessment of Communication and Language: Vol. 6, Communication and Language Intervention Series (pp. 161-182). Baltimore, MD: Brookes Publishing. http://psycnet.apa.org/psycinfo/1996-98864-008
Dollaghan, C., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136-1146.
Donovan, S., & Cross, C. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
Fierros, E.G., & Conroy, J.W. (2002). Double jeopardy: An exploration of restrictiveness and race in special education. In D.J. Losen & G. Orfield. (Eds.), Racial inequality in special education (pp. 39-70). Cambridge, MA; Harvard Education Press.
Harry, B. & Klinger, J., (2006). Why are so many minority students in special education?: Understanding race and disability in schools. New York: Teachers College Press, Columbia University.
Hart, B & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H Brookes Publishing.
Hart, B & Risely, T.R. (1999). The Social Word of Children: Learning to Talk. Baltimore, MD: Paul H Brookes Publishing.
Hehir, T., et al. (2005). Comprehension Review and Evaluation of Special Education. Retrieved from http://schools.nyc.gov/NR/rdonlyres/57B840A2-B20F-44A9-A1FE-6D1CEFB603CD/0/FinalHehirReport092005.pdf
Horton-Ikard, R., & Weismer, S. E. (2007). A preliminary examination of vocabulary and word learning in African American toddlers from middle and low socioeconomic status homes. American Journal of Speech-Language Pathology, 16(4), 381-392.
Leopold, W. (1949). Speech development of a bilingual child. Northwestern Univ. Press, Evanston, Illinois.
McCauley, R.J. & Swisher, L. (1984). Psychometric Review of Language and Articulation Tests for Preschool Children. Journal of Speech and Hearing Disorders, 49, 34-42.
National Research Council. (2002). Minority students in special and gifted education. Committee on Minority Representation In Special Education, M. Suzanne Donovan and Christopher T. Cross (Eds.), Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
New York City Department of Education, (2001). Standard Operating Procedures Manual for the Committes on Preschool Special Education. Retrieved from http://schoolsstg.nycenet.edu/NR/rdonlyres/E8BD811F-1607-465A-850E-F82C04B5A6A8/59495/CPSESOPM2001FINAL4.pdf
Paradis, J. (2005). Grammatical morphology in children learning English as a Second Language: Implications of similarities with specific language impairment. Language, Speech and Hearing Services in Schools, 36(3), pp, 172-187.
Peña, E., & Quinn, R. (1997). Task familiarity: Effects on the test performance of Puerto Rican and African American children. Language, Speech, and Hearing Services in Schools, 28 (Oct.), pp 323-332.
Pruitt, S. & Oetting, T. (2009). Past Tense Marking by African American English-Speaking Children Reared in Poverty. Journal of Speech Language and Hearing Research, 53, 2-15.
Restrepo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398-1411.
Roseberry-McKibbin, C. (2008). Increasing the language and academic skills of children in poverty: Practical strategies for professionals. San Diego: Plural Publishing.
Umbel, V.M., Pearson, B.Z., Fernandez, M.C. & Oller, D.K. (1992). Measuring Bilingual Children’s Receptive Vocabularies. Child Development, 4, 1012-1020.
Vance, R. & Plante, E. (1991). Selection of Preschool Language Tests: A Data Based Approach. Language, Speech and Hearing Services in Schools, 25, 15-24.
Volterra, V., & Taeschner, T. (1978). The acquisition and development of language by bilingual children. Journal of child language, 5(02), 311-326.