Dr. Cate Crowley walks us through an appropriate evaluation of a culturally and linguistically diverse (CLD) preschooler, previously misdiagnosed. She takes us from the parent interview, to interacting with the child, writing the evaluation and even formulating appropriate IEP goals.
Category: Clinical Judgment
Clinical judgment refers to the ability to appropriately asses the presence of a disorder or disability and to determine the appropriate intervention based on clinical experience, clinical research, and information gathered from important informants (e.g., parents, teachers, people in one’s speech community).
Model Eval: 2;10- English/ Spanish- Verbal Apraxia
DDPE Alex Speech-Language Evaluation Nov 2 2014.pdf
This is a model evaluation done by Dr. Catherine Crowley for a 2;10 old bilingual (English/ Spanish) boy. Read More
Understanding Assessment: Nonword Repetition Assessment Task
This document contains the nonword tasks first developed by Dollaghan & Campbell (1998) as part of assessment that is less biased towards diverse populations. Read More
Model Eval: 3;4- Cantonese/English- Typically Developing
ModelEval- 3.4-BilingualEnglishCantonese-TypicallyDeveloping.pdf
EL was a monolingual Cantonese speaker who has only recently been exposed to English through an older brother in kindergarten and starting preschool. Although EL was shy during the evaluation, the evaluators were able to get an accurate demonstration of EL’s language skills through videos recorded by Mom on her cell phone. It was determine that EL’s language skills were within normal limits.
Dynamic Assessment: How Does it Work in the Real World of Preschool Evaluations?
In a disability evaluation, we ask a child to point “to the triangle” or “to the author” as part of test developed to identify disorder. An evaluator who uses this kind of test to identify disability must assume that all children being evaluated have had similar exposure to “triangle” and “author” including similar family, cultural, and educational experiences. It follows then, that if a child cannot identify “triangle” or “author” it is because that child has some kind of learning problem. But what if a child does not have a disability but simply did not have the same exposure to “triangle” or books as the majority of children his age? Dynamic assessment offers evaluators an approach to see whether a child can acquire new linguistic information from the environment. Here are some clinicians examples of how to translate the dynamic assessment research into their own disability evaluations, including some “dynamic” approaches to increase the accuracy of our preschool disability evaluations.
Test Review: CELF-5
The Clinical Evaluation of Language Fundamentals (CELF-5) was designed to assess a student’s language and communication skills in a variety of contexts, determine the presence of a language disorder, describe the nature of the language disorder, and plan for intervention or treatment.
Model Eval: 8;1- Tagalog/English Typically Developing
Model Eval- Tagalog.English.8-0.pdf
TL is an 8 year old sequential Tagalog/English bilingual with typically developing language skills. TL began learning English once she entered school, which is taught in English. Read More
Model Eval: 6;4- English/Hebrew- Typically Developing
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.
