Course Type: Video - 1 hour
ASHA Course Code: Culture, Language, and Identity / Diversity, Equity, & Inclusion in Education, Training, Service Delivery, Public Policy – 7030
Increase your confidence when making diagnostic decisions for bilingual students.
Evaluating students from second language backgrounds is a complex process, as communication concerns can be related to second language influence or a true disorder. This decision carries a lot of weight, as a misguided diagnosis can increase caseload size, subject a student to unneeded services, or deny services to a bilingual child who truly needs them.
This course provides tools for interpreting scores when your student is not well represented in the test norms and provides helpful resources for obtaining language samples and other informal, holistic testing procedures.
Level, Authors, and Disclosures
Financial Disclosure: Ellen Kester, Ph.D., CCC-SLP is the owner of Bilinguistics and receives a salary. Bilinguistics receives royalty payments for online courses. Non-Financial Disclosure: Ellen Kester does not have any non-financial relationships to disclose.
Financial Disclosure: Scott Prath, M.A., CCC-SLP is a salaried employee of Bilinguistics. Bilinguistics receives royalty payments for online courses.
Non-Financial Disclosure: Scott Prath does not have any non-financial relationships to disclose.
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This course provided tools for interpreting scores when your student is not well-represented in the test norms and great information for obtaining language samples and other informal testing procedures. Participants listed reasons for testing both languages and described formal and informal measures for testing English learners (ELs).
Participants will:
- List reasons for testing both languages
- Describe formal and informal measures for testing English learners
- Use tests when a student is not represented in the normative sample
- Discuss ASHA guidelines for assessment with bilingual students
- Identify red flags for speech and language impairment in bilingual children.
- Identify sounds on the Goldman-Fristoe that are subject to second language influence
Time-Ordered Agenda
05 minutes Introduction and disclosure
15 minutes Current trends in the evaluation of children from culturally and linguistically diverse backgrounds
15 minutes ASHA guidelines for assessment with bilingual students
15 minutes Formal Assessment tools
20 minutes Informal Measures
10 minutes Red flags for speech and language impairment in bilingual children
10 minutes Identify sounds that are subject to second language influence
05 minutes Conclusion/Summary
Participants will leave with a practical system they can implement immediately, along with renewed confidence in using language sampling as a central component of ethical, effective, and culturally responsive assessment.
Practitioners attending live events will be asked to answer questions at the end of the course about what they learned and how they will use the information they learned in practice. Once the questions (below) are completed, participants will receive their certificate.
One practical takeaway I plan to apply from this session is __________.
Overall, how familiar were you with today’s topic before attending this webinar?
After attending, how confident are you in applying at least one concept from this webinar?
Rate your overall satisfaction with this webinar.
One practical takeaway I will apply from this session is __________.
Practitioners attending recorded sessions demonstrate learning and attendance by passing a quiz with a score of 80% or greater. The quiz addresses questions from material presented throughout the course. Practitioners can retake the quiz if they do not initially obtain a score of at least 80%. For events including case studies, participants download, read, and utilize materials in order to participate.
