Language Assessment of Bilingual Children: Evidence ...
Language Assessment of Bilingual Children: Evidence and Implications INTRODUCTION This program focuses on core principles and procedures that guide valid language assessments with developing bilingual children. Developing bilinguals are operationally defined within the U.S. context as children who have consistent experiences with languages other than, or in addition to, English. The course translates available research into best practices for answering key clinical questions: Do the child’s abilities in language fall outside the expected range? If so, how and why do they differ from his or her peers’ language abilities? What is needed to improve the child’s language abilities? Is a current language-training program working? The presenter uses case studies to illustrate the assessment process and highlight available resources. LEARNING OUTCOMES You will be able to: use empirical evidence to inform assessment practices with bilingual children discuss core principles that guide assessment with linguistically diverse learners describe procedures for data collection and interpretation when assessing language in bilingual children explain threats to valid assessments with bilingual children identify resources to be used in the assessment of developing bilingual children
CONTENTS Chapter 1: Language Assessment Overview .................................................................... 3 Chapter 2: Typical Bilingual Learners ............................................................................... 8 Chapter 3: Language Impairment and Bilingual Learners............................................... 17 Chapter 4: Five General SLP Actions for Valid Assessment .......................................... 29 Chapter 5: Data Gathering Procedures........................................................................... 39 Chapter 6: Interpreting Data for Clinical Decisions ......................................................... 52 Chapter 7: Case Studies ................................................................................................. 55 Final Thoughts ................................................................................................................ 57 References ...................................................................................................................... 59 Internet Resources .......................................................................................................... 65
ASHA Self-Study 13350
Language Assessment of Bilingual Children: Evidence and Implications
PROGRAM HISTORY and IMPORTANT INFORMATION Original start date: March 28, 2014 Peer reviewed: January 24, 2014; December 25, 2016 End date: December 25, 2019 To earn continuing education credit, you must complete the test with a passing score on or before December 25, 2019. To see if this program has been renewed after this date, please search by title in ASHA’s online store at www.asha.org/shop.
This course is offered for 0.3 ASHA CEUs (Intermediate level, Professional area).
STATEMENT ON EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidencebased practice in clinical decision making to provide high-quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 2006
ASHA Self-Study 13350
CONTENTS Chapter 1: Language Assessment Overview .................................................................... 3 Chapter 2: Typical Bilingual Learners ............................................................................... 8 Chapter 3: Language Impairment and Bilingual Learners............................................... 17 Chapter 4: Five General SLP Actions for Valid Assessment .......................................... 29 Chapter 5: Data Gathering Procedures........................................................................... 39 Chapter 6: Interpreting Data for Clinical Decisions ......................................................... 52 Chapter 7: Case Studies ................................................................................................. 55 Final Thoughts ................................................................................................................ 57 References ...................................................................................................................... 59 Internet Resources .......................................................................................................... 65
ASHA Self-Study 13350
Language Assessment of Bilingual Children: Evidence and Implications
PROGRAM HISTORY and IMPORTANT INFORMATION Original start date: March 28, 2014 Peer reviewed: January 24, 2014; December 25, 2016 End date: December 25, 2019 To earn continuing education credit, you must complete the test with a passing score on or before December 25, 2019. To see if this program has been renewed after this date, please search by title in ASHA’s online store at www.asha.org/shop.
This course is offered for 0.3 ASHA CEUs (Intermediate level, Professional area).
STATEMENT ON EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidencebased practice in clinical decision making to provide high-quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 2006
ASHA Self-Study 13350
