This module examines validity issues for psychological tests such as the lack of validity of standardized IQ tests when used with bilingual individuals and English language learners (ELL).
In this module, Cate explains two types of reliability (test-retest and inter-examiner) in terms of standardized tests.
This module examines the role of standard error of measurement in standardized language and psycho-educational tests.
In this module, Cate introduces how to appropriately assess preschoolers for disabilities without the use of test scores.
This module introduces the module series on appropriate disability evaluations for culturally and linguistically diverse preschoolers.
This module discusses the necessary data and information that must be in every evaluation so that the administrator can feel comfortable giving the child an IEP or not.
This module explains that the administrator must be able to “see” that the child has a disability, based on the data and examples included in the evaluation.
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.
This document presents why a shift in approach to disability evaluation of preschoolers from culturally and linguistically diverse backgrounds is needed.
This memo outlines current issues in the speech and language evaluation process in New York.
