Cate Crowley and several recent graduates of the Teachers College Columbia University speech-language pathology program created and presented this poster at the ASHA convention in Chicago, 2013.
Alexandra and Elana created this poster based on work they did in the Assessment and Evaluation course at Teachers College Columbia University and presented it at ASHA’s convention in Chicago in November 2013.
While using they Bayley III, scores should not be calculated or used to diagnose speech and/or language delay/disorder or to determine special education services.
The PLS-5 is designed for use with children aged birth through 7;11 to assess language development and only be used to probe for information and not to identify a disorder or disability.
The PLS-5 Spanish is designed to determine the presence and severity of a receptive, expressive, or receptive-expressive language delay or disorder and only be used to probe for information and not to identify a disorder or disability.
The Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) is a standardized test designed to assess the presence of a language disorder or delay and should only be used to probe for information and not to identify a disorder or disability.
This memo sets forth the current standards for disability determinations, which are consistent with a diagnostic process consistent with a social model.
This module reviews what the law says regarding disability evaluations of preschoolers, especially for those preschoolers who are culturally and linguistically diverse.
In this module, Cate discusses the bias found in the WISC-4 Spanish. Using the normal curve, she plots the mean score of 2 groups- Group A: children from low SES backgrounds and Group B: children from high SES backgrounds.
This module examines the role of standard error of measurement in standardized language and psycho-educational tests.
