In this evaluation Cate continues with the evaluation by performing an assessment of Alex’s speech and articulation through the use of an articulation screener from the PLS-5. Read More
Category: Catherine (Cate) Crowley
Catherine J. Crowley, CCC-SLP, J.D., Ph.D., is a Distinguished Senior Lecturer in the program of speech language pathology at Teachers College Columbia University in New York City. She joined the program in 1998 and became a fulltime member in 2004. In 2001, Cate developed and continues to coordinate the bilingual/bicultural program focus and the Bolivia and Ghana programs. In 1996, she created and continues to direct and teach in the TC Bilingual Extension Institute, the only discipline-specific bilingual extension program for SLPs. TC is the only university with discipline-specific bilingual extension programs in New York State and one of only a handful nationwide. Cate, a fellow of the American Speech-Language and Hearing Association, has received several national awards including ASHA’s “Special Contributions in Multicultural Affairs”, ASHA’s first award for “Outstanding Contributions in International Achievement”, and the “2012 Humanitarian Award” from the National Coalition of Ghanaian Associations.
Over the years, Cate used her background as an experienced attorney to shape change and implement appropriate clinical practice especially regarding appropriate assessment of bilingual and minority students and students from lower income backgrounds. She currently has a multi-year consulting project with the NYCDOE and regularly consults on assessment issues with federal, state, and local agencies. Cate was the primary author of the ASHA’s 2004 policy statement that identifies the knowledge and skills needed to provide culturally and linguistically appropriate services and wrote the seminal article on ethical approaches to multicultural populations with disabilities which is cited extensively in the literature. Recent publications focus on her international work in Ghana, Bolivia, Guatemala, and Colombia, appropriate disability evaluations, and issues related to clinician accent and intelligibility.
Eliciting Quality Narratives in Expressive Language (DDPE Playlist: Module 6)
In this module Cate shows us how to elicit a quality narrative sample in order to assess expressive language. Read More
Receptive Language Comprehension and Following Directions (DDPE Playlist: Module 5)
In this video module Cate continues to look at the child’s receptive language skills using excerpts of auditory comprehension subtests from the PLS-5 English and Spanish editions. She uses her clinical judgement to determine whether these skills are typical or not and also shows us some great tips for evaluating young children. Read More
Academic Language in Receptive and Expressive Language (DDPE Playlist: Module 4)
In this video module, Cate introduces the child being evaluated for this case study and begins the evaluation by using a variety of materials available on LEADERSproject.org. Read More
Critical Questions for the Parent Interview Part 2 (DDPE Playlist: Module 3)
In this third video module, Cate continues on with the critical questions that need to be answered during the parent interview.
Critical Questions for the Parent Interview Part 1 (DDPE Playlist: Module 2)
As evaluators, we should look to the parent in these interviews as the expert in their child’s development, over time and in various contexts, to give us critical information leading to a differential diagnosis. In this second module, Cate reviews the critical questions that should be asked of the parent during an evaluation and begins the first part of the interview with Alex’s mother.
Why an Accurate Differential Diagnosis Matters (DDPE Playlist: Module 1)
In this module, Cate introduces the DDPE module series by discussing why it is so important to get an accurate diagnosis. She does so by demonstrating a real-life evaluation step by step.
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Understanding Assessment: The Critical Questions
THECRITICALQUESTIONShandoutFinalCopy.pdf
Dr. Catherine Crowley developed these questions over the course of her clinical practice. She has found them to be the most effective and valid pieces of information needed by the evaluator in order to distinguish language difference from disorder, especially in culturally and linguistically diverse populations. Read More
