Critical Questions 5 & 6 (PDE: Module 20)
This module presents the next two of nine critical questions that must be asked during the caregiver interview.
Shift in Clinical Practice (PDE: Module 26)
This module explains the need to shift the clinical practice from the traditional score driven method of evaluating children for disabilities to one supported by holograms and appropriate assessment.
Dynamic Assessment: Non-Word Repetition Task Part 1 (PDE: Module 29)
This module demonstrates dynamic assessment using the non-word repetition task with a typically developing child and a low-average performing child.
Dynamic Assessment: Non-word Repetition Task Part 2 (PDE: Module 30)
This module demonstrates dynamic assessment using the non-word repetition task with a child with a mild language delay and a child with a moderate to severe delay.
Language Sample: Subway Photo (PDE: Module 34)
In this module, Cate demonstrates one of her tried and true dynamic assessment tools, the Subway Photo from her SLAM Card Series.
Conclusion (PDE: Module 38)
Now that viewers have completed the video module series and learned about the bias and psychometric flaws inherent in standardized tests, Cate asks evaluators to change the clinical practice.
NYCDOE Preschool Evaluations Fall 2011 Memo
This document presents why a shift in approach to disability evaluation of preschoolers from culturally and linguistically diverse backgrounds is needed.
Guidelines for NYSED Preschool Evaluations June 2013
This memo outlines current issues in the speech and language evaluation process in New York.
(Kapantzoglou, Restrepo, & Thompson, 2012) Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children
The purpose of this article was to determine whether dynamic assessment (DA) of word learning was accurate in identifying the presence of language impairment (LI) in preschool-age bilingual children who are often misidentified as language impaired under current assessment practices due to flawed assessment procedures.
(Olswang, Rodriguez, & Timler, 1998) Recommending Intervention for Toddlers With Specific Language Learning Difficulties: We May Not Have All the Answers, But We Know a Lot
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.
