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: Norm Referenced Test
A norm-referenced test compares an individual’s score on the test against the average scores from the standardization or normative sample. Thus, the test-taker will be evaluated based on the performance of other individuals in the standardization sample. Using norm-referenced tests and standard scores for children who are not similar to the normative sample results in misidentification of children with language disorders and discrimination against culturally and/or linguistically diverse children.
Appropriate Assessment Procedures- Part 2 (Preschool Disability Evaluations: Module 13)
This module examines different sources of bias that are present in commonly used standardized language tests. Read More
Test Review: CELF-4 Spanish
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.
Test Review: CELF-P2 (Spanish)
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.
Test Resource Guide: Volume V- Communication/Language Assessment Tests of Language Proficiency
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: Volume II- Preschool Assessment and Kindergarten Supplement
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
Test Review: Proceed with Caution PLeaSe- PLS-5, English Construct Validity Concerns
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
Construct Validity of the PLS-5
Alexandra Gibson and Elana Winters presented this poster at ASHA’s convention in Chicago in November 2013. Alexandra and Elana created this poster based on work they did in the Assessment and Evaluation course at Teachers College Columbia Uniersity. This course is required as part of the master’s SLP program there.
In that course the students must analyze the most widely used standardized tests to identify disorder/disability for children and adolescents. They analyze the tests’ validity, reliability, and significant biases among other factors. The information for the analysis is primarily from the test itself—generally the interpretive and technical manuals and the other information provided to anyone who purchases the test. That material is analyzed in light of the standards of the field, including the work of Dollaghan, Vance and Plante, Restrepo, and going back to even McCauley and Swisher‘s work of 1984. In the class students find and incorporate into their analysis any research on current or older versions of the test. Another part of the task is to analyze the significant biases including cultural and linguistic biases and biases related to socio-economic background.
