Guidelines for NYSED Preschool Evaluations June 2013
This memo outlines current issues in the speech and language evaluation process in New York.
(National Research Council, 2002) Minority Students in Special and Gifted Education
This article highlighted the role that evaluators play in perpetuating the achievement gap between students from different socioeconomic backgrounds.
(Spaulding, Swartwout Szulga, & Figueroa, 2012) Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect Between U.S. Policy Makers and Test Developers
This study has exposed the disconnect between research, state and federal law, and clinical practice.
(Wolfram, Adger & Christian, 1999) 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.
(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.
Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services
This is a policy document published by the American Speech-Language-Hearing Association (ASHA) establishing its position on what skills are needed by speech language pathologists in order to work competently with culturally and linguistically diverse clients.
(Klingner & Edwards 2006) Cultural Considerations with Response to Intervention Models
This article describes a framework for schools and other educational institutions to follow in order to begin to implement RTI with their own students.
(Spaulding, Plante, & Farinella, 2006) Eligibility Criteria for Language Impairment: Is the Low End of Normal Always Appropriate?
This article demonstrates how many standardized tests do not even provide information about validity and reliability.
(Paradis, 2005) Grammatical Morphology in Children Learning English as a Second Language: Implications of Similarities with Specific Language Impairment
This study provided evidence that typically developing children acquiring English exhibit errors on standardized tests that are similar to the performance of monolingual children with specific language impairment.
Model Eval: 3;0- AAE/ SAE- Severe Language Delay- Shaken Baby Syndrome
This is a model evaluation of Anthony: a 3-year-old child with multiple-handicaps who has “Shaken Baby Syndrome” due to abuse.
