This study investigates the use of narrative dynamic assessment in decreasing overidentification of students from American Indian communities as language impaired.
(Peterson, Chanthongthip, Ukrainetz, Spencer & Steeve, 2017) Dynamic assessment of narratives: Efficient, accurate identification of language impairment in bilingual students
This study investigated dynamic assessment in evaluations among SLPs and explored whether different procedures would increase its use.
(Betz, Eickhoff, & Sullivan, 2013) Factors Influencing the Selection of Standardized Tests for the Diagnosis of Specific Language Impairment
This study investigated how and why SLPs choose standardized assessments in their practice.
(Gibson, Peña & Bedore, 2018) The Receptive-Expressive Gap in English Narratives of Spanish-English Bilingual Children With and Without Language Impairment
This study investigated narrative development in bilingual children as well as the possibility of an expressive-receptive language gap in the children’s L2.
(Arias & Friberg, 2017) Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools
This study compared current school-based SLP bilingual language assessment practices to those identified by Caesar and Kohler in 2007.
(Pavelko, Owens, Ireland, & Hahs-Vaughn, 2016) Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey.
This study sought to understand school-based SLPs use a of language sample analysis in assessment.
(Hendricks & Adlof, 2017) Language Assessment With Children Who Speak Nonmainstream Dialects: Examining the Effects of Scoring Modifications in Norm-Referenced Assessment
This study investigated the accuracy of using modified scoring procedures on standardized tests in accurately differentiating between typically developing and language impaired nonmainstream dialect speakers.
(Hamilton, Angulo-Jiménez, Taylo, & DeThorne, 2018) Clinical Implications for Working With Nonmainstream Dialect Speakers: A Focus on Two Filipino Kindergartners
This study investigates the status of Nonmainstream dialect speakers by comparing the language development of two kindergarten boys speaking Philippine English (PE). It investigates the usefulness of standardized tests as well as current level of academic language support with these populations.
In this playlist, Dr. Cate Crowley walks Early Intervention Evaluators through critical steps in conducting an Early Intervention evaluation considering current federal law, state regulations, clinical judgment, and evidence-based practice.
In this module, Cate will review city and state regulations, federal law, research-based practice in her discussion of what makes a linguistically and culturally appropriate EI evaluation. She will look more closely at commonly used Early Intervention assessments for areas of bias that may lead to misdiagnosis if used with children of diverse backgrounds and experiences.