Law & Policy Directory Law & Policy NYCDOE Initial Guidance Document for Speech and Language Evaluators ASHA 2015 Presentation- Addressing Disproportionate Referral of Diverse Students Initial Template for Speech-Language Evaluators Use of Standardized Scores for Culturally and Linguistically Diverse Children ages 3-21 NYCDOE Preschool Evaluations Fall 2011 Memo Guidelines for NYSED Preschool Evaluations June 2013 (Spaulding, Swartwout Szulga, & Figueroa, 2012) Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect Between U.S. Policy Makers and Test Developers Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services Relevant Research (Petersen, Gragg & Spencer, 2018) Predicting reading problems 6 years into the future: Dynamic assessment reduces bias and increases classification accuracy (Nippold, Mansfield, Billow & Tomblin, 2008) Expository Discourse in Adolescents With Language Impairments: Examining Syntactic Development (Justice et al, 2006) The Index of Narrative Microstructure: A Clinical Tool for Analyzing School-Age Children’s Narrative Performances (Nippold, Hesketh, Duthie & Mansfield, 2005) Conversational Versus Expository Discourse: A Study of Syntactic Development in Children, Adolescents, and Adults (Henderson, Restrepo, & Aiken, 2018) Dynamic Assessment of Narratives Among Navajo Preschoolers (Peterson, Chanthongthip, Ukrainetz, Spencer & Steeve, 2017) Dynamic assessment of narratives: Efficient, accurate identification of language impairment in bilingual students (Betz, Eickhoff, & Sullivan, 2013) Factors Influencing the Selection of Standardized Tests for the Diagnosis of Specific Language Impairment (Gibson, Peña & Bedore, 2018) The Receptive-Expressive Gap in English Narratives of Spanish-English Bilingual Children With and Without Language Impairment (Arias & Friberg, 2017) Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools (Pavelko, Owens, Ireland, & Hahs-Vaughn, 2016) Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey. (Hendricks & Adlof, 2017) Language Assessment With Children Who Speak Nonmainstream Dialects: Examining the Effects of Scoring Modifications in Norm-Referenced Assessment (Hamilton, Angulo-Jiménez, Taylo, & DeThorne, 2018) Clinical Implications for Working With Nonmainstream Dialect Speakers: A Focus on Two Filipino Kindergartners (Burns, de Villiers, Pearson, & Champion 2012) Dialect-Neutral Indices of Narrative Cohesion and Evaluation (Dollaghan & Campbell, 1998) Nonword Repetition and Child Language Impairment (August & Shanahan, 2008) Developing Reading and Writing in Second Language Learners (Hasson et al., 2013) Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children (Alt, Meyers, & Figueroa 2013) Factors That Influence Fast Mapping in Children Exposed to Spanish and English (National Research Council, 2002) Minority Students in Special and Gifted Education (Spaulding, Swartwout Szulga, & Figueroa, 2012) Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect Between U.S. Policy Makers and Test Developers (Wolfram, Adger & Christian, 1999) Dialects in Schools and Communities (Kapantzoglou, Restrepo, & Thompson, 2012) Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children (Olswang, Rodriguez, & Timler, 1998) Recommending Intervention for Toddlers With Specific Language Learning Difficulties: We May Not Have All the Answers, But We Know a Lot (Vance & Plante, 1994) Selection of Preschool Language Tests: A Data-Based Approach (McCauley & Swisher, 1984) Psychometric Review of Language and Articulation Tests for Preschool Children (Klingner & Edwards 2006) Cultural Considerations with Response to Intervention Models (Spaulding, Plante, & Farinella, 2006) Eligibility Criteria for Language Impairment: Is the Low End of Normal Always Appropriate? (Peña & Quinn, 1997) Task Familiarity: Effects on the Test Performance of Puerto Rican and African American Children (Paradis, 2005) Grammatical Morphology in Children Learning English as a Second Language: Implications of Similarities with Specific Language Impairment (Pruitt & Oetting, 2009) Past Tense Marking by African American English-Speaking Children Reared in Poverty AND Passive Participle Marking by African American English-Speaking Children Reared in Poverty (Umbel, Pearson, Fernandez & Oller, 1992) Measuring Bilingual Children’s Receptive Vocabularies (Roseberry-McKibbin, 2008) Introduction to Poverty- Variables Affecting Students’ Performance (Restrepo, 1998) Identifiers of Predominantly Spanish-Speaking Children with Language Impairment (Horton-Ikard & Weismer, 2007) A Preliminary Examination of Vocabulary and Word Learning in African American Toddlers From Middle and Low Socioeconomic Status Homes (Hart & Risley, 1995) Meaningful Differences in the Everyday Experience of Young American Children (Harry & Klingner, 2006) Why Are So Many Minority Students in Special Education? Understanding Race and Disability in Schools (Dollaghan & Horner, 2011) Bilingual Language Assessment: A Meta-Analysis of Diagnostic Accuracy (Bedore et al., 2012) The Measure Matters: Language Dominance Profiles across Measures in Spanish–English Bilingual Children (Barac & Bialystok, 2011) Cognitive Development of Bilingual Children
