Guidelines for NYSED preschool evaluations.pdf
This memo outlines current issues in the speech and language evaluation process in New York. Read More
Category: Speech Community
The speech community is the group of individuals with whom a speaker typically communicates. For a young child, this generally includes his or her family, neighbors, and peers. Once the child enters school, the school community has a large influence since the child will spend a lot of his time there. Children adopt the dialect/speech patterns of their speech community.
Research Text: Dialects in Schools and Communities
This is a textbook for educators and clinicians working with children whose primary deficits differ from the Standard American English (SAE) normally taught in schools. Read More
Relevant Research: Recommending Intervention for Toddlers With Specific Language Learning Difficulties: We May Not Have All the Answers, But We Know a Lot
Source URL: View this document on the ASHA website
This review analyzed the literature available at the time in order to compile characteristics that would enable early intervention (EI) providers to distinguish between children who are “late talkers” but will likely catch up to their peers without therapy (as the majority do) and those who truly have a language disorder.
Relevant Research: Psychometric Review of Language and Articulation Tests for Preschool Children
Source URL: View this document on the ASHA website
This was one of the first of many articles publishing research demonstrating the severe limitations of using commercially available child language tests when assessing children for speech and language disability. Read More
Relevant Research: Past Tense Marking by African American English-Speaking Children Reared in Poverty AND Passive Participle Marking by African American English-Speaking Children Reared in Poverty
Source URL: View this document on the ASHA website
These studies represent more evidence against the use of standardized tests when assessing the linguistic abilities of culturally or linguistically diverse (CLD) children.
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Model Eval: 3;0- AAE/ SAE- Severe Language Delay- Shaken Baby Syndrome
ModelEval30-AAESAE-SevereLanguageDelay-ShakenBabySyndrome.pdf
Anthony is a 3-year-old child with multiple-handicaps. He has “Shaken Baby Syndrome” due to abuse. He lives with his grandmother who primarily speaks AAE, but is also exposed to SAE. With all children, but especially children with severe multiple handicaps, it is critical to describe the child’s strengths which can be built upon in developing strategies to improve the child’s functional communication.
Model Eval: 4;2- English/Spanish- Moderate Language Delay
Oscar is a 4 year, 2 month old child who is strongly English dominant. His mother is African-American and speaks English. His father is of Puerto Rican decent and is fluent in Spanish and English. Oscar is a bright boy, but with some evidence of concrete thinking similar to that seen with Asperger’s syndrome.
Model Eval: 3;5- AAE/SAE- Typically Developing
Henry is a 3 year, 5 month old child who speaks African American Vernacular English. He was recently placed in a foster home so there is little background information. Henry is descriptive and communicative during play.
