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:

Test Resource Guide: Volume II- Preschool Assessment and Kindergarten Supplement

Test Resource Guide: Volume V- Communication/Language Assessment Tests of Language Proficiency 

Test Resource Guide: Volume VII- Assessments of Cognition and Affect

Types of Validity in Testing

Understanding the Normal Distribution

Standard Deviation

Reliability of Tests

Understanding the Standard Error of Measure

The Importance of Understanding the Confidence Interval

Understanding the Hologram

Assessment Materials- Dynamic vs. Static Assessment

Assessment Materials – Parent Interviews

Critical Questions for the Parent Interview Part 1

Critical Questions for the Parent Interview Part 2

The Critical Questions

Assessment Materials – Language Sample

Nonword Repetition Assessment Task

Dynamic Assessment: Nonword Repetition, Syllable and Sentence Repetition

Assessment Materials- Fast Mapping

Academic Language in Receptive and Expressive Language

picture of subway SLAM card

Click for Details: This language elicitation card and questions were designed as a tool to be used in assessing language for preschool and elementary school aged children. Developed by Cate Crowley and Miriam Baigorri. Illustrated by Tina Yeung.

The Importance of Clinical Judgment

Example Model Evaluation

Find each of the modules from this playlist here:

Preschool Disability Evaluations Module 01: Introduction to Preschool Evaluations

Preschool Disability Evaluations Module 02: Problems with Traditional Assessment Procedures

Preschool Disability Evaluations Module 03: New York City Policy Regarding Preschool Disability Evaluations

Preschool Disability Evaluations Module 04: Issues with Test Scores

Preschool Disability Evaluations Module 05: Introduction to Psychometric Data

Preschool Disability Evaluations Module 06: Validity Part 1

Preschool Disability Evaluations Module 07: Validity Part 2

Preschool Disability Evaluations Module 08: Validity Part 3

Preschool Disability Evaluations Module 09: Reliability

Preschool Disability Evaluations Module 10: Standard Error of Measurement and Confidence Intervals

Preschool Disability Evaluations Module 11: Introduction to Appropriate Assessment Procedures

Preschool Disability Evaluations Module 12: Bias in Standardized Testing

Preschool Disability Evaluations Module 13: Appropriate Assessment Procedures- Part 2

Preschool Disability Evaluations Module 14: Appropriate Assessment Procedures- Part 3

Preschool Disability Evaluations Module 15: The Goal of Appropriate Preschool Disability Evaluation

Preschool Disability Evaluations Module 16: Normal Second Language Acquisition

Preschool Disability Evaluations Module 17: Factors Influencing Bilingual Development

Preschool Disability Evaluations Module 18: Why is the Parent Interview so Important?

Preschool Disability Evaluations Module 19: Critical Questions 1-4

Preschool Disability Evaluations Module 20: Critical Questions 5 & 6

Preschool Disability Evaluations Module 21: Critical Questions 7-9

Preschool Disability Evaluations Module 22: Holograms Part 1

Preschool Disability Evaluations Module 23: Holograms Part 2

Preschool Disability Evaluations Module 24: Andrea Language Analysis

Preschool Disability Evaluations Module 25: Andrea Critical Questions

Preschool Disability Evaluations Module 26: Shift in Clinical Practice

Preschool Disability Evaluations Module 27: How do we Know a Disability Exists?

Preschool Disability Evaluations Module 28: Dynamic Assessment: Cognitive Assessment

Preschool Disability Evaluations Module 29: Dynamic Assessment: Non-Word Repetition Task Part 1

Preschool Disability Evaluations Module 30: Dynamic Assessment: Non-word Repetition Task Part 2

Preschool Disability Evaluations Module 31: Dynamic Assessment: Fast Mapping Introduction and Example 1

Preschool Disability Evaluations Module 32: Dynamic Assessment: Fast Mapping Example 2

Preschool Disability Evaluations Module 33: Dynamic Assessment: Fast Mapping Example 3

Preschool Disability Evaluations Module 34: Language Sample: Subway Photo

Preschool Disability Evaluations Module 35: Clinical Judgement/ Informed Clinical Opinion Part 1

Preschool Disability Evaluations Module 36: Clinical Judgment/ Informed Clinical Opinion Part 2

Preschool Disability Evaluations Module 37: Quantification without Standardized Tests

Preschool Disability Evaluations Module 38: Conclusion

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 Research41, 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.