Preschool Language and Literacy: Assessment and Progress ...
Preschool Language and Literacy: Assessment and Progress Monitoring INTRODUCTION This course includes three recorded sessions from the 2016 online conference “Collaboration for Preschool Language and Literacy.” These sessions focus on dynamic assessment, progress monitoring tools, and multi-tiered, narrative-based language intervention. One session explores how SLPs and school psychologists can collaborate most efficiently on preschool evaluations. The conference included a total of 18 sessions, with the broad goal of enhancing and improving SLPs’ clinical and professional practice so they can provide effective language and literacy support to an increasingly diverse group of preschool-age children. LEARNING OUTCOMES You will be able to: discuss how progress monitoring can be used to improve child outcomes describe a few progress monitoring instruments for preschool children explain how dynamic assessment can reduce assessment bias explain why narrative assessment is suitable for progress monitoring identify ways that school psychologists and SLPs can work together in identifying clear baselines and formulating goals based on the baseline and typical rate of improvement
CONTENTS
Using Progress Monitoring to Provide Better Services to Preschoolers, by C. Melanie Schuele Harnessing the Power of Dynamic Assessment and Multi-Tiered Systems of Language Support, by Douglas B. Petersen Speech-Language Pathologists and School Psychologists: Working Together to Enhance Preschool Programming, by Andrew Shanock and Dominick Fortugno
PROGRAM HISTORY and IMPORTANT INFORMATION Sessions from Collaboration for Preschool Language and Literacy online conference Online conference dates: February 17–29, 2016; October 19–31, 2016 Peer reviewed: January 7, 2017 End date: January 7, 2020 To earn continuing education credit, you must complete the learning assessment on or before January 7, 2020. ASHA Self-Study 16411
Preschool Language and Literacy: Assessment and Progress Monitoring
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 0.45 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 16411
CONTENTS
Using Progress Monitoring to Provide Better Services to Preschoolers, by C. Melanie Schuele Harnessing the Power of Dynamic Assessment and Multi-Tiered Systems of Language Support, by Douglas B. Petersen Speech-Language Pathologists and School Psychologists: Working Together to Enhance Preschool Programming, by Andrew Shanock and Dominick Fortugno
PROGRAM HISTORY and IMPORTANT INFORMATION Sessions from Collaboration for Preschool Language and Literacy online conference Online conference dates: February 17–29, 2016; October 19–31, 2016 Peer reviewed: January 7, 2017 End date: January 7, 2020 To earn continuing education credit, you must complete the learning assessment on or before January 7, 2020. ASHA Self-Study 16411
Preschool Language and Literacy: Assessment and Progress Monitoring
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 0.45 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 16411
