This document presents a speech and language evaluation for “GM,” a 9;7 old English/Spanish bilingual who was diagnosed with a moderate receptive-expressive language disorder.
This set of language elicitation cards and questions was designed as a tool to be used in assessing language for preschool and elementary school aged children.
This set of language elicitation cards and questions was designed as a tool to be used in assessing language for preschool and elementary school aged children.
This image and set of questions was designed as a tool to target following directions. It was intended to be used in assessing language for preschool and elementary school aged children.
Dr. Cate Crowley created this document to support speech language pathologists in appropriate disability determination, from carrying out the assessment to writing a quality report. Included here is a template along with the law, policy, and research supporting it as best practice in identifying individuals with disability.
Dr. Cate Crowley walks us through an appropriate evaluation of a culturally and linguistically diverse (CLD) preschooler, previously misdiagnosed. She takes us from the parent interview, to interacting with the child, writing the evaluation and even formulating appropriate IEP goals.
In this module Cate shows us how to elicit a quality narrative sample in order to assess expressive language.
In this module, Cate continues with the evaluation by performing an assessment of Alex’s speech and articulation through the use of an articulation screener from the PLS-5.
In this module Cate discusses using dynamic assessment using repetition of nonwords, sentences and syllables (Dollaghan & Campbell, 1998) to help confirm Alex’s diagnosis of developmental apraxia.
This module reviews how Cate combines all the information gathered during the assessment and puts it together into a diagnosis and final report.