Source URL: View this document on the ASHA website
This was one of the first of many articles publishing research demonstrating the severe limitations of using commercially available child language tests when assessing children for speech and language disability. Read More
Model Eval-8.5-EnglishSpanish-ModerateLanguageDelay-HearingLoss.pdf
Ricky is an 8 year, 5 month old child who is strongly Spanish-Dominant. He exhibits behavioral issues and poor academic placements. In addition, he was recently diagnosed with hearing loss, but received no amplification.
Martha is a 3-year-old child who is blind and has very significant cognitive, fine motor, and gross motor impairments. Martha was transitioning from Early Intervention to Preschool during this evaluation. Martha is prelinguistic. In an Evaluation of Child with Multiple Handicapping Conditions, it is always important to provide information on a child’s strengths and weaknesses, and to quantify the child’s developmental levels.
ModelEval30-AAESAE-SevereLanguageDelay-ShakenBabySyndrome.pdf
Anthony is a 3-year-old child with multiple-handicaps. He has “Shaken Baby Syndrome” due to abuse. He lives with his grandmother who primarily speaks AAE, but is also exposed to SAE. With all children, but especially children with severe multiple handicaps, it is critical to describe the child’s strengths which can be built upon in developing strategies to improve the child’s functional communication.
Oscar is a 4 year, 2 month old child who is strongly English dominant. His mother is African-American and speaks English. His father is of Puerto Rican decent and is fluent in Spanish and English. Oscar is a bright boy, but with some evidence of concrete thinking similar to that seen with Asperger’s syndrome.
Henry is a 3 year, 5 month old child who speaks African American Vernacular English. He was recently placed in a foster home so there is little background information. Henry is descriptive and communicative during play.
J is a 2 year, 10 month old monolingual Spanish child who has never received services. His parents are new immigrants from Mexico, and only Spanish is spoken in the home. J presents with at least a 25% delay in expressive language development, and uses multiple phonological processes in his speech. This evaluation was completed by Dr. Catherine Crowley.
In the last few years, three important articles studying the usefulness of dynamic assessment (DA) procedures as diagnostic tools in identifying language impairment (LI) have been published. DA is especially important to SLPs working with culturally and linguistically diverse (CLD) children because it has been shown to be less biased against those individuals than traditional methods of assessment (i.e., static assessment). It is important to be familiar with the methodology of research in order to apply it to the clinical setting.
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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