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 resource consists of reviews of standardized measures of cognition and affect that may be used to provide information for determining eligibility for special education and for planning the education of students who have an educational disability.
This module reviews what the law says regarding disability evaluations of preschoolers, especially for those preschoolers who are culturally and linguistically diverse.
This module introduces the psychometric characteristics used to judge the validity of assessments that are used in determining disabilities.
In this module, Cate discusses the validity of standardized tests and whether they measure what they claim to measure.
