Evaluation is the process of identifying the presence of a disability and eligibility for special education and related services. Assessment is planning interventions, including IEPs and the extent of services, based on the strengths and needs of an individual with a disability.
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.
Oh hello there! Today was another busy, but amazing, day filled with many, many, exciting patient assessment and treatment sessions. We continued our therapeutic strategies with patients who had returned from yesterday and developed new strategies and assessment tools for the unique cases we saw. One case worth mentioning was an adolescent patient with an unilateral vocal fold paresis who had immediate success utilizing the various techniques we taught him!
While the groups continued to evaluate and treat patients, Dr. Crowley and 2 students attended the opening of the Stroke Unit at Korle Bu. They were included in the meeting to introduce themselves and provide any useful information to the intramural team. They also were able to view the renovated building (which looks amazing!) that began in 2009.
After we completed the sessions, we went to the Dean’s House for lunch accompanied by HALF of the SLPs in Ghana (Albert, Clement, Josephine, and Nana). Clement and Josephine revealed their experiences of becoming SLPs, while studying in the UK and returning back home to Ghana.
Then it was off to the Accra Market, where we all bought elegant kente and batik fabric. On the way home from the market, the lovely George discussed the Ghanaian flag, the colors and their significance: green (the land and its vegetation); yellow (the gold); red (the blood of the forefathers); and black (signifies Ghanaian wishes to become the “star” of Africa, and has ties to being the first sub-Saharan African nation to gain independence).
Until tomorrow!
Thanks to Melissa Roth and Henry Gordon for the post.
As our Professional Development weekend continued, we later presented on various strategies such as how to incorporate the use of a daily schedule and calendar within the morning routine in the classroom. It was awesome to hear how teachers have been using these in their classrooms. Some added physical movements to their “Days of the Week” song and displayed their own hand drawn daily schedules!
“Make and Take” allowed us to work directly with the teachers in creating the actual approaches for them to take back to their classrooms. We worked side by side in brainstorming ideas and bringing them to life. We made sure all of our materials would be replicable and sustainable in Ghana. Each teacher also went home with an “AAC Approaches Booklet” that highlighted every approach to be covered throughout the weekend to reference once they leave.
Before dinner and the evening program, a few of us and one of the clinical supervisors completed an assessment and provided strategies for one of the teachers who stammered (stuttered). Earlier in the day, he asked a question during the presentation of “What is Speech Therapy” about treatment for those who stammer because he has had dysfluent speech since he was a child. We asked him assessment questions and developed strategies based on his responses. He started using these strategies and experienced more fluent and clearer speech almost immediately. In less than 30 minutes we had helped someone who had negative feelings about his speech. The smile on his face was unforgettable.
The evening program included African drumming and dancing by a local, professional troupe. The audience was encouraged to join in. We ended the night with students, teachers, professionals all on our feet. What a great way to end such an inspiring weekend!
Thanks to El’licia Price for the post
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.
This resource, originally published in 1997, consists of reviews of standardized tests that are intended to measure language and communication skills. This volume is one in a series of guides for assessment in the New York City Public Schools. Read More
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
Proceed with Caution PLeaSe- Construct Validity Concerns in the PLS-5 English.pdf
Two recent graduates of the Teachers College Columbia University speech-language pathology program, supervised by Cate Crowley, created and presented this poster at the ASHA convention in Chicago, 2013. Read More
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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