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87 Cards in this Set
- Front
- Back
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Diagnostic Pie. Q1 |
-No abnormalities in language learning -Exposure and experiences, but limited experience with new culture -Foundation for academic success |
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Diagnostic Pie Q2 |
-No abnormalities in Language -Limited environmental stimulation and exposure -Disadvantaged background; may appear language- learning impaired
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Diagnostic Pie Q3 |
-Adequate exposure and support from the home (not disadvantaged) -unsuccessful academically, even with additional academic assistance |
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Diagnostic Pie. Q4 |
-Limited experience and exposure -Abnormalities in learning a new language -Low testing performance either due to exposure or disability
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Language Impairment |
-Problems in communication should be evident in both English and primary Language -Disability that affects child's acquisition of any language -not secondary exposure to L2 |
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Red flags for speech impairment |
-Difficulty producing sounds in both languages, even with adult assistance -Family history of SLI -Slower development than siblings -Difficulty interacting with peers -Difficulty with speech production in many routines and settings -Speech production unlike others with similar cultural/linguistic expereinces |
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Red Flags for Language Impairment |
-Difficulty learning both langs, even with adult assistance -Family history of lang/ learning disabilities -slower development than siblings -difficulty interacting with peers -inappropriate pragmatic language skills -difficulty with lang in many routines and settings -Idiosyncratic error patterns -Language performance unlike others with similar cultural/linguistic experiences
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Legal Responsibilities |
-Test in student's primary language/mode of communication -Make reasonable accommodations for students with disabilities -informed consent obtained in primary lang -Alternative assessments; data gathering strategies -Must also assess motor, speech, hearing, vision -Document, document, document
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Pre- Eval process |
-Comprehensive teacher eval -interview -lang proficiency testing |
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The interview |
-ethnographic -case history
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Ethnographic Interviewing |
-[start with] descriptive vs. [end with] structural |
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Principles of Ethnographic Interviewing |
-"Use" over meaning -open ended -restate (dont interpret or assume) -summarize to validate and direct accurate intervention planning -Beware of bombarding Qs, learning questions, yes/no, "why?" |
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Descriptive Questions |
-Grand Tour -Mini Tour -Example -Experience -Native Language |
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Grand Tour |
Elicit information about broad experiences ex. Tell me about a typical day for you (your child) |
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Mini Tour |
Describe specific activity or event Ex. Tell me about meal time with Paul, tell me about a typical story-telling session |
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Example Questions |
Take an experience and ask for an example ex. Give me one example of what Paul does when he cannot make himself understood ex. Sarah, give me an example of overtaxing yourself |
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Experience Questions |
As about experience in a particular setting ex. Tell me about your experience with Paul's teacher, tell me about your experience with student services |
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Native Language Questions |
Verify/clarify how a person uses terms and phrases ex. What would I see when you say, Paul hurts himself? / ex. what's another way you would describe being overtaxed? |
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Structural Questions |
-Strict inclusion -Spacial -Cause-effect -Rationale -Location for an action -Function -Means-end -Subsequence -Attribution |
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Strict inclusion |
x is type of y ex. what kinds of things has the Dr. told you about Paul's abusive behavior? -What kinds of memory problems do you have
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Spacial |
x is in or part of y ex. what are the parts of a story telling presentation? |
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Cause-effect |
X is a cause of Y. X is a result of Y Ex. What are some causes to Paul's tamtrums ex. what are the causes of your feeling isolated |
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Rationale |
X is the reason for doing Y ex. What are your reasons for taking paul off his medicine ex. what are your reasons for not wearing hearing aids |
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Location for action |
x is a place for doing y ex. what are the places you take Paul to calm him down? ex. what places do you visit for outings with your grandkids? |
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Function |
X is used for y ex. What do you use the PEC pictures for with Paul at home?
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Means-end |
X is a way to do Y ex. In what ways does Paul let you know what he wants? es. What do you do remember your class assignments? |
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Sequence |
X is a step (stage) in Y. Ex. Tell me about the steps you go through to get Paul ready for school. ex. Tell me about the steps you use in preparing to tell a story |
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Attribution |
X is an attribute of Y -describe the characteristics of people who can babysit for Paul |
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Standardized assessments-- assumptions |
-cooperative principle -attempt to respond when task doesn't make sense -understand tasks -have experience necessary to perform tasks -feel comfortable enough to share knowledge in testing setting |
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Test Bias |
-Item Bias -Situational Bias -Scoring Bias -format bias -translation bias -Examiner Bias |
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Item Bias |
-Cultural and linguistic -low SES |
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Situational Bias |
-Discrepancies between client and clinician as it relates to social rules of learning, behavioral and communicative/ language interaction -Discrepancy can be inappropriately interpreted=disorder |
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Scoring Bias |
-Occurs when scoring is not based on what is appropriate speech and language based on child's culture |
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Format Bias |
-Unfamiliar, based on culture, with format of the test -directions given are inconsistent with individuals' cultural communication style |
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Translation Bias |
-Translated to English -Tests developed in primary Lang |
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Examiner Bias |
Bias in how examiner administers or interprets assessment tools
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Examiner Sensitivity Bias |
misinterpretation because the examiner isn't familiar with the linguistic and cultural characteristics of the CLD child evaluating |
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Examiner Expectations bias |
Anticipating a certain pattern of behavior form linguistically-culturally diverse children |
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Assessment Considerations |
-Test Selection -Test Administration -Test Interpretation |
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Test Selection |
-Purpose of test -construct validity -appropriateness of test (screening v. in depth eval) -Adequacy of norms |
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Test Administration |
-Consider assumptions & how they might impact performance -Alterations and/or modifications -Dual scoring system |
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Test Interpretation |
Team approach to determine if errors are typical or disordered |
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reduce Bias--Instructions |
-Provide them in L1 and English -Give purpose for testing -rephrase instructions for clarity -give additional examples, demos, and practice items |
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Best Practice -- Assessement |
-Case History -Dynamic Assessment -RtL [Response to intervention] -Lang proficiency testing -information processing -informal assessment -portfolio assessment -narrative assessment |
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Purpose of Dynamic Assessment |
Assessing language-learning ability; capacity to learn |
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Theories of Dynamic Assessment |
-ZPD Vygotsky -Standardized, norm referenced assessments are static -child's ability to benefit from learning experienced -all children are modifiable -Engage in mediated learning/purposeful directed activities -instrumental enrichment & Guidance |
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graduated prompting |
form of dynamic assessment to find child zone of proximal development by being provided a series of verbal cues relating to form |
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Testing the Limits |
asks the child to tell why they gave that answer (how do you know this?). This modifiability helps to understand why respond that way. |
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Implications for Dynamic Assessment |
-Students with LI typically need more prompts, modeling, repetition -students with LI may give off-topic or inappropriate responses; may have some off-task behaviors -Strategies that work with TD ELL Students may not work with LI (individual/customized approach) |
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Response to Intervention [RtL] |
-IDEA 2004 -First step for ELLs who are suspected of having special education needs -intense, high quality, scientifically valid instruction -Learning over time with instruction (provides more support for classroom lang needs, ensure not Dx based on limited exposure or environment |
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Portfolio |
-Gather information about performance in a variety of situations, settings, over a period of time -process to illustrate and analyze student's growth as learner -If little change or growth observed, even with additional support, may be reason for referral for further assessment |
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Language Processing Capacity |
-Difficulties with not only language, but also cognitive or info processing -culturally nonbiased -compare performance to self over time as well as peers from similar background ex. Nonword repetition/ rapid naming: digits, letter, color objects |
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Language Sampling |
Assess oral comm skills -evaluate language use -spontaneous samples (functional use of lang, are they able to communicate thoughts to me --communicative competence) |
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SALT |
Specific Measures for Spanish Speakers |
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Analysis of speech samples |
-examine form/content -recent research -past tense [if no marking at all, Big red flag for impairment] -morpheme omission |
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Narratives |
-culturally appropriate stories, within student's realm of experience -wordless picture books -evaluating narratives in L1 can help with Dx |
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Associated motor behaviors |
-kids w lang/learning impairments, often have associated behaviors
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IDEA (2004) |
prevention, EI -goal to reduce number of students referred to SE
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NCLB (2002) |
-reading and math skills (3-8 grade) -progress each year; total proficiency of all students by 2014 -Standardized tests of grade level subject matter |
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Common Core (2010) |
-Create Globally competitive citizens -prepare students for college -create critical readers -responsible citizens |
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Maintenance Bilingual Education |
-Instruction in L1 and L2 -Activities promote proficiency development in L1 and L2 -GOAL: Nurture L1 and develop L2 |
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Transitional Bilingual Education Classrooms |
-Initial instruction in L1 -GOAL: Transition to all English classroom as quickly as possible |
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Sheltered English Classrooms |
-Instruction is more comprehensible in English for limited English speakers -Curriculum activities foster academic skills and development of English -Intrinsic motivation and learner autonomy -slower pace, lots of repetition |
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ESL pull out |
pulled out of class to learn english |
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Response to Intervention |
-RtL -Monitor progress -- adjust instruction accordingly -EBP in general education setting; student-specific methods -high quality instruction, scientifically based intervention |
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-consultative, collaborative service provision -Pull out -Placement in regular bilingual education or sheltered english classroom with special education supports -monolingual english special education class -bilingual sp ed class |
What happens if Rtl is found to be insufficient to meet student's needs? |
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4 Keys to working successfully with parents |
-information -encouragement -reassurance -support |
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Working with families |
-home visits -support groups -school sponsored programs -supporting acquisition of language and literacy through home school activities (SALSA) -family literacy |
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Holistic-Strategies Approach |
-teaching separately v. simultaneously -helps child develop skills simultaneously within context -interactionist theory -Constructivist Philosophy |
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Interactionist Theory |
social interaction; meaningful context |
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Constructivist Theory |
"learner" constructs |
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Instruction Considerations |
-Whole-parts-whole Instructional Model -Scaffolding -Questions: use to acct for student comprehension |
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Compensatory Strategies |
-Develop organizations skills & information recall -learn to focus on key words -visualization -Go Meta! -Reauditorization -Maintain eye contact with speaker to learn to focus on what teacher is saying |
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Visualization |
child visualize what he will do or what is going to happen before he actually does it or before it actually happens. |
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Vocabulary |
-gap between ELL and monolingual Eng. speakers - how to begin? [receptive vocab first]
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Hearing Impairment and ELL |
-key for success with kids with HL: early identification, parent involvement -help families access and navigate system -Technology -Service delivery options |
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Autism |
-universal -1 in 88 children in US |
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Triple layered challenge |
-cultural, linguistic diversity & highly divergent behavior problems |
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Daley 2002 |
-awareness/concept of illness -help-seeking behavior -process of diagnosis -tx -family functioning -community/legal issues -socialization |
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Red Flags for Autism |
-doesnt respond to name -no response when people smile or point -does not read for information -does not join in functional play with adult -doesn't initiate requests |
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Grief |
stress, isolation, fear, shame |
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Developmental Delay |
child doesn't meet his/her milestones as compared to peers |
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Purpose of Using AAC? |
-provide student who struggles with oral expression -help them become self-reliant, independent, productive adults -improved QOL |
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Considerations of AAC |
-socio-pragmatic ruels governing interaction -use of technology at home -family views on AAC -family's priorities -teaching caregivers to use AAC devices -cost -programming (not just in Eng.) |
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Orphanages |
+7 mil children world wide -conditions very -training of workers |
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Why would we need to consider IAC |
-developmental issues related to communication -cultural practices -disease, immunization status, physical stature |
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Factors regarding outcomes (IAC) |
-age of adoption -country of adoption -level of care -stimulation |
