In this video Stephanie Downey Toledo goes into the importance of SLPs in a schoolbase setting and the key role they play in literacy and reading development.
This module examines the implicit knowledge that proficient/native speakers have about their language through a linguistic task.
This case study is part of the Aligning IEP goals with the Common Core State Standards series for Amanda, a 13-year-old 6th grader with writing difficulties.
Alexandra and Elana created this poster based on work they did in the Assessment and Evaluation course at Teachers College Columbia University and presented it at ASHA’s convention in Chicago in November 2013.
While using they Bayley III, scores should not be calculated or used to diagnose speech and/or language delay/disorder or to determine special education services.
The PLS-5 is designed for use with children aged birth through 7;11 to assess language development and only be used to probe for information and not to identify a disorder or disability.
The Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) is a standardized test designed to assess the presence of a language disorder or delay and should only be used to probe for information and not to identify a disorder or disability.
This module discusses how traditional assessment procedures (i.e. standardized test scores) used for determining disability are problematic.
This module examines different sources of bias that are present in commonly used standardized language tests.
This module introduces another form of dynamic assessment: fast mapping.