In this module, Cate reviews the conclusions of the evaluation and works to develop goals that will provide the support that Alex really needs. Read More
Category: Nonword Repetition Task
A nonword repetition task is used to screen for language impairments in children. Children are asked to repeat nonwords ranging from 1 to 4 syllables in length.
Putting It All Together in the Written Evaluation Report (DDPE Playlist: Module 9)
This module reviews how Cate combines all the information gathered during the assessment and puts it together into a diagnosis and final report. Read More
Dynamic Assessment: Nonword Repetition, Syllable and Sentence Repetition (DDPE Playlist: Module 8)
In this module Cate discusses using dynamic assessment using repetition of nonwords, sentences and syllables (Dollaghan & Campbell, 1998) to help confirm Alex’s diagnosis of developmental apraxia. Read More
Motor Speech, Articulation, and Speech Sound Inventory (DDPE Playlist: Module 7)
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
Differential Diagnosis in Preschool Evaluations: A Case Study (DDPE Playlist)
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.
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
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.
Quantification without Standardized Tests (Preschool Disability Evaluations: Module 37)
This modules explains how to provide quantification for a delay or disorder, if one exists, as it is required by the law. Read More
