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.
(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.
(McCauley & Swisher, 1984) Psychometric Review of Language and Articulation Tests for Preschool Children
This was one of the first of many articles publishing research demonstrating the severe limitations of using commercially available child language tests when assessing children for speech and language disability.
(Pruitt & Oetting, 2009) Past Tense Marking by African American English-Speaking Children Reared in Poverty AND Passive Participle Marking by African American English-Speaking Children Reared in Poverty
These studies represent more evidence against the use of standardized tests when assessing the linguistic abilities of culturally or linguistically diverse (CLD) children.
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.
Don’t Forget the Speech Community – Variation in Brooklyn, New York
One of the biggest sources of bias in standardized tests is the fact that the tests are written by and designed for speakers of Standard American English. Part of the work of LEADERS is to show that we live in a world full of dialectal variations and that these...Understanding Assessment: How Does Linguistic Bias Affect Language Evaluations?
Linguistic bias can be bias towards speakers of other languages or dialects, or towards bilingual speakers and results in inaccurate assessment of children from linguistic backgrounds other than Standard American English.
