This module discusses how the parent interview is the best tool for identification of language impaired children, not just from middle class families, but also from Spanish speaking families. The most important information that can be gathered includes the following: the child’s communication across contexts and with different conversational partners, exposure to other dialects and languages, cultural background, and literacy and play skills.
Please find related materials here:
Assessment Materials – Parent Interviews
Critical Questions for the Parent Interview Part 1
Critical Questions for the Parent Interview Part 2
Find the playlist for the full set of videos in this module series here:
Preschool Disability Evaluations Playlist
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 module here:
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
Restrepo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398-1411.
