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 module examines different sources of bias that are present in commonly used standardized language tests.
This module introduces another form of dynamic assessment: fast mapping.
This module includes a different example of fast-mapping with a child with a mild delay.
This module provides another example of dynamic assessment using fast-mapping with a child with a mild to moderate delay.
This module begins to explain exactly what clinical judgment, or informed clinical opinion, is and how to use it during the evaluation process.
This article highlighted the role that evaluators play in perpetuating the achievement gap between students from different socioeconomic backgrounds.
This study has exposed the disconnect between research, state and federal law, and clinical practice.
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.
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.
