Model Eval- English.Mandarin.12-11.pdf
WaLi is a 12 year old Mandarin/English sequential bilingual attending middle school in Chinatown, Manhattan. WaLi is an English Language Learner who is in the process of acquiring academic language in English but experiencing language loss in Mandarin as a result of his linguistic environment.
Model Eval- Spanish.English.10-0.pdf
IN is a sequential Spanish/English bilingual 10-year old girl demonstrating typically developing language skills. She attends a prestiguous public school with a heavy hispanic population and is currently in a general education classes receiving no related services or extra supports. Ines is demonstrating language loss in Spanish, however this is expected given her current linguistic environment.
This model evaluation is of a simultaneous bilingual English/ Hebrew boy with typically developing language skills. However, he is experiencing some language loss in the first language (Hebrew) due to lack of exposure and practice now that he has entered a monolingual English speaking kindergarten.
TestReview_CELF 4 Spanish_1.8.14.pdf
The Clinical Evaluation of Language Fundamentals Spanish, Fourth Edition [CELF-4, Spanish] is a standardized test designed to assess the presence of a language disorder or delay in Spanish speaking children aged 5-21.
The Clinical Evaluation of Language Fundamentals- Preschool, Second Edition [CELF-P2] Spanish is designed to assess the presence of a language disorder or delay in Spanish speaking students aged 3;0-6;11.
Test Resource Guide Vol II.pdf
This resource, originally published in 1994, consists of reviews of tests and other measures that may be used to obtain information about the preschool child who is suspected of having an educational disability. This volume is one in a series of guides for assessment in the New York City Public Schools. Read More
Writing Quality Eval Poster Final.pdf
Cate Crowley and several recent graduates of the Teachers College Columbia University speech-language pathology program created and presented this poster at the ASHA convention in Chicago, 2013. Read More
Alexandra Gibson and Elana Winters presented this poster at ASHA’s convention in Chicago in November 2013. Alexandra and Elana created this poster based on work they did in the Assessment and Evaluation course at Teachers College Columbia Uniersity. This course is required as part of the master’s SLP program there.
In that course the students must analyze the most widely used standardized tests to identify disorder/disability for children and adolescents. They analyze the tests’ validity, reliability, and significant biases among other factors. The information for the analysis is primarily from the test itself—generally the interpretive and technical manuals and the other information provided to anyone who purchases the test. That material is analyzed in light of the standards of the field, including the work of Dollaghan, Vance and Plante, Restrepo, and going back to even McCauley and Swisher‘s work of 1984. In the class students find and incorporate into their analysis any research on current or older versions of the test. Another part of the task is to analyze the significant biases including cultural and linguistic biases and biases related to socio-economic background.
The LEADERSproject by Dr. Catherine (Cate) Crowley is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on a work at http://www.leadersproject.org.
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