In this third video module, Cate continues on with the critical questions that need to be answered during the parent interview.
Category: Socioeconomic Status (SES)
A measure of income, education, and occupation designed to categorize individuals with respect to others in these areas. Sometimes parental level of education is also considered when determining SES. There are typically three categories: low, middle, and high socioeconomic status.
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.
Relevant Research: Nonword Repetition and Child Language Impairment
Source URL: View this document on the ASHA website
This article was one of the first to investigate nonword repetition as dynamic assessment. It also highlighted its importance as a less biased measure of language impairment for individuals from culturally and linguistically diverse backgrounds.
Law and Policy: Use of Standardized Scores for Culturally and Linguistically Diverse Children ages 3-21
NYS- ells-disabilities-standard-scores-december-2014.pdf
This is a special education field advisory that was released in December, 2014. It details the use of standardized scores with culturally and linguistically diverse children. Read More
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
Writing Interventions: Writing Intervention Activities (Part 4)
This module provides practical interventions to use in therapy, in the classroom and at home for students with writing disabilities. Stephanie has been able to use these interventions with students with all types of disabilities, including more severe disabilities. Activities include using word families, sentence building with word cards, targeting “wh” words and sequencing practice for narratives.
Increasing Executive Functioning: Increasing the Language Skills of Children from Low Income Backgrounds (Part 7)
Students and families from low-income backgrounds are at greater risk for stress, illness and other factors that make it difficult to be ready for learning in the class environment. For some students, the difference in expectations between home and school can be so drastic that it causes a type of culture shock. How can we ease this transition so that students are ready to learn? We can do this by explicitly teaching and explaining expectations, providing predictable routines, model and teach ways to express frustration and set daily, weekly and yearly goals. Find the other modules in this series below: Read More
Contextualize Language for Learning: Increasing the Language Skills of Children from Low Income Backgrounds (Part 6)
Sometimes the language skills our children from low income backgrounds bring don’t always match the language information load of the classroom. We can increase contextualization in the classroom to support learning through a variety of strategies such as hands on learning, group tasks and reciprocal learning as well as opportunities for individual exploration. Strategies that can be used outside the classroom are also provided. Find the other modules in this series below: Read More
