This is a collection of 38 modules from Cate Crowley’s NYCDOE workshop regarding preschool children and accurate disability evaluations.
Dr. Cate Crowley developed a two-day training on appropriate preschool disability evaluations for SLP, psychology, OT, and special education evaluations. This training was offered in New York City and was attended by over 800 NYCDOE administrators, agency representatives, and evaluators. The two-day training was then recorded in a studio and divided into these 38 modules of approximately 10 minutes in length focusing on different content areas related to preschool disability determination evaluations. As an experienced attorney and SLP, Dr. Crowley focusing on law and regulatory frameworks, psychometric and statistical information, current research, and combines all of this into approach that clinicians can apply to improve the accuracy of disability evaluations.
Find resources used throughout this playlist here:
Test Resource Guide: Volume II- Preschool Assessment and Kindergarten Supplement
Test Resource Guide: Volume V- Communication/Language Assessment Tests of Language Proficiency
Test Resource Guide: Volume VII- Assessments of Cognition and Affect
Understanding the Normal Distribution
Understanding the Standard Error of Measure
The Importance of Understanding the Confidence Interval
Assessment Materials- Dynamic vs. Static Assessment
Assessment Materials – Parent Interviews
Critical Questions for the Parent Interview Part 1
Critical Questions for the Parent Interview Part 2
Assessment Materials – Language Sample
Nonword Repetition Assessment Task
Dynamic Assessment: Nonword Repetition, Syllable and Sentence Repetition
Assessment Materials- Fast Mapping
Academic Language in Receptive and Expressive Language
Click for Details: This language elicitation card and questions were designed as a tool to be used in assessing language for preschool and elementary school aged children. Developed by Cate Crowley and Miriam Baigorri. Illustrated by Tina Yeung.
The Importance of Clinical Judgment
Find each of the modules from this playlist here:
Preschool Disability Evaluations Module 01: Introduction to Preschool Evaluations
Preschool Disability Evaluations Module 02: Problems with Traditional Assessment Procedures
Preschool Disability Evaluations Module 04: Issues with Test Scores
Preschool Disability Evaluations Module 05: Introduction to Psychometric Data
Preschool Disability Evaluations Module 06: Validity Part 1
Preschool Disability Evaluations Module 07: Validity Part 2
Preschool Disability Evaluations Module 08: Validity Part 3
Preschool Disability Evaluations Module 09: Reliability
Preschool Disability Evaluations Module 10: Standard Error of Measurement and Confidence Intervals
Preschool Disability Evaluations Module 11: Introduction to Appropriate Assessment Procedures
Preschool Disability Evaluations Module 12: Bias in Standardized Testing
Preschool Disability Evaluations Module 13: Appropriate Assessment Procedures- Part 2
Preschool Disability Evaluations Module 14: Appropriate Assessment Procedures- Part 3
Preschool Disability Evaluations Module 15: The Goal of Appropriate Preschool Disability Evaluation
Preschool Disability Evaluations Module 16: Normal Second Language Acquisition
Preschool Disability Evaluations Module 17: Factors Influencing Bilingual Development
Preschool Disability Evaluations Module 18: Why is the Parent Interview so Important?
Preschool Disability Evaluations Module 19: Critical Questions 1-4
Preschool Disability Evaluations Module 20: Critical Questions 5 & 6
Preschool Disability Evaluations Module 21: Critical Questions 7-9
Preschool Disability Evaluations Module 22: Holograms Part 1
Preschool Disability Evaluations Module 23: Holograms Part 2
Preschool Disability Evaluations Module 24: Andrea Language Analysis
Preschool Disability Evaluations Module 25: Andrea Critical Questions
Preschool Disability Evaluations Module 26: Shift in Clinical Practice
Preschool Disability Evaluations Module 27: How do we Know a Disability Exists?
Preschool Disability Evaluations Module 28: Dynamic Assessment: Cognitive Assessment
Preschool Disability Evaluations Module 29: Dynamic Assessment: Non-Word Repetition Task Part 1
Preschool Disability Evaluations Module 30: Dynamic Assessment: Non-word Repetition Task Part 2
Preschool Disability Evaluations Module 32: Dynamic Assessment: Fast Mapping Example 2
Preschool Disability Evaluations Module 33: Dynamic Assessment: Fast Mapping Example 3
Preschool Disability Evaluations Module 34: Language Sample: Subway Photo
Preschool Disability Evaluations Module 35: Clinical Judgement/ Informed Clinical Opinion Part 1
Preschool Disability Evaluations Module 36: Clinical Judgment/ Informed Clinical Opinion Part 2
Preschool Disability Evaluations Module 37: Quantification without Standardized Tests
Preschool Disability Evaluations Module 38: Conclusion
Please find links to research mentioned in this video series here:
20 U.S.C. § 1400 et seq. (Individuals with Disabilities Education Act 2004).
ASHA (2004). Knowledge and Skills Required by Speech Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services. Rockville, MD: ASHA.
August, D. & Shanahan, T. (2006). Developing Reading and Writing in Second Language Learners. New York, NY: Routledge.
Dale, P. (1996). Parent report assessment of language and communication. In K. Cole, P. Dale, & D. Thal (Eds.), Assessment of Communication and Language: Vol. 6, Communication and Language Intervention Series (pp. 161-182). Baltimore, MD: Brookes Publishing. http://psycnet.apa.org/psycinfo/1996-98864-008
Dollaghan, C., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136-1146.
Donovan, S., & Cross, C. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
Fierros, E.G., & Conroy, J.W. (2002). Double jeopardy: An exploration of restrictiveness and race in special education. In D.J. Losen & G. Orfield. (Eds.), Racial inequality in special education (pp. 39-70). Cambridge, MA; Harvard Education Press.
Harry, B. & Klinger, J., (2006). Why are so many minority students in special education?: Understanding race and disability in schools. New York: Teachers College Press, Columbia University.
Hart, B & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H Brookes Publishing.
Hart, B & Risely, T.R. (1999). The Social Word of Children: Learning to Talk. Baltimore, MD: Paul H Brookes Publishing.
Hehir, T., et al. (2005). Comprehension Review and Evaluation of Special Education. Retrieved from http://schools.nyc.gov/NR/rdonlyres/57B840A2-B20F-44A9-A1FE-6D1CEFB603CD/0/FinalHehirReport092005.pdf
Horton-Ikard, R., & Weismer, S. E. (2007). A preliminary examination of vocabulary and word learning in African American toddlers from middle and low socioeconomic status homes. American Journal of Speech-Language Pathology, 16(4), 381-392.
Leopold, W. (1949). Speech development of a bilingual child. Northwestern Univ. Press, Evanston, Illinois.
McCauley, R.J. & Swisher, L. (1984). Psychometric Review of Language and Articulation Tests for Preschool Children. Journal of Speech and Hearing Disorders, 49, 34-42.
National Research Council. (2002). Minority students in special and gifted education. Committee on Minority Representation In Special Education, M. Suzanne Donovan and Christopher T. Cross (Eds.), Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
New York City Department of Education, (2001). Standard Operating Procedures Manual for the Committes on Preschool Special Education. Retrieved from http://schoolsstg.nycenet.edu/NR/rdonlyres/E8BD811F-1607-465A-850E-F82C04B5A6A8/59495/CPSESOPM2001FINAL4.pdf
Paradis, J. (2005). Grammatical morphology in children learning English as a Second Language: Implications of similarities with specific language impairment. Language, Speech and Hearing Services in Schools, 36(3), pp, 172-187.
Peña, E., & Quinn, R. (1997). Task familiarity: Effects on the test performance of Puerto Rican and African American children. Language, Speech, and Hearing Services in Schools, 28 (Oct.), pp 323-332.
Pruitt, S. & Oetting, T. (2009). Past Tense Marking by African American English-Speaking Children Reared in Poverty. Journal of Speech Language and Hearing Research, 53, 2-15.
Restrepo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398-1411.
Roseberry-McKibbin, C. (2008). Increasing the language and academic skills of children in poverty: Practical strategies for professionals. San Diego: Plural Publishing.
Umbel, V.M., Pearson, B.Z., Fernandez, M.C. & Oller, D.K. (1992). Measuring Bilingual Children’s Receptive Vocabularies. Child Development, 4, 1012-1020.
Vance, R. & Plante, E. (1991). Selection of Preschool Language Tests: A Data Based Approach. Language, Speech and Hearing Services in Schools, 25, 15-24.
Volterra, V., & Taeschner, T. (1978). The acquisition and development of language by bilingual children. Journal of child language, 5(02), 311-326.
