SLAM Bunny Goes to School Cards – Jamaica
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.
SLAM Bunny Goes to School Cards – Ghana
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.
Differential Diagnosis in Preschool Evaluations: A Case Study (DDPE Playlist)
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.
SLAM Subway Picture
This language elicitation card and questions were designed as a tool to be used in assessing language for preschool and elementary school aged children.
SLAM Lost Cellphone Cards
This set of language elicitation cards and questions was designed as a tool to be used in assessing language for junior high and high school aged children.
SLAM Baseball Troubles Cards
This set of language elicitation cards and questions was designed as a tool to be used in assessing language for junior high and high school aged children.
SLAM Dog Comes Home Cards
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.
SLAM Bunny Goes to School Cards
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.
(Hasson et al., 2013) Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children
This study builds on recent evidence of the usefulness of dynamic assessment (DA) along with a mediated learning experience (MLE) and graduated prompting as a more appropriate method of determining the presence of language disorder (LD) in culturally and linguistically diverse (CLD) children.
(Alt, Meyers, & Figueroa 2013) Factors That Influence Fast Mapping in Children Exposed to Spanish and English
The current study asked whether bilingual children would show less advantage in fast-mapping high-probability words as a result of interference from the second language (in this case Spanish) when compared to monolingual (English) children.