This document provides information on assessing speech and language skills in culturally and linguistically diverse students. It discusses the importance of distinguishing typical differences related to second language acquisition from actual disorders. The document includes examples of standardized testing results for Spanish-English speaking students to demonstrate how to determine if low performance is due to second language influence or a true impairment. It also presents case studies on assessing students who speak Arabic with ADHD and a student from Britain with a hearing impairment. The case studies show how to use informal assessment and language samples to identify the source of communication issues and determine appropriate intervention goals.
3. How do we qualify and work
with a bilingual population when:
ā« The tests we use are not normed on this
population.
ā« My gut feeling doesnāt match the test
results.
ā« I donāt know what goals are appropriate.
4. Learner Objectives
ā¢ Participants will list, identify, describeā¦
ā« Reasons for testing both languages
ā« Formal and informal measures for testing ELLs
ā« Use of tests when a student is not represented in the
normative sample
ā« ASHA guidelines for assessment with bilingual
students
ā« Red flags for speech and language impairment in
bilingual children.
ā« Sounds on the Goldman-Fristoe that are subject to
second language influence
15. ā¢ We need a standardized score
ā¢ However, the formal tests have not been normed
on our populations
ā¢ We rely on informal assessment
ā¢ We use formal testing as a way to gather
information
16. The Evolution of Language Test
Development
ā¢ A look at:
ā« Language Assessment Tools
ļ PLS -4
ļ CELF ā 4
ļ SLAP
ā« Vocabulary Assessment Tools
ļ ROWPVT
ļ EOWPVT
ļ CELF -4
19. ā¢ Itās always critical to use information beyond the
assessment tool to complete an assessment.
ā¢ Letās look now at some of the things that can
help us differentiate bilinguals with typical
development from those with
delayed/disordered language skills.
21. ā¢ Difficulty learning both languages,
even with adult assistance
ā¢ Family history of language/learning disabilities
ā¢ Slower development than siblings
ā¢ Difficulty interacting with peers
ā¢ Inappropriate pragmatic/social language skills (i.e.,
turn-taking, topic maintenance, considering listener
needs, non-verbal communication)
ā¢ Difficulty with language in many routines
ā¢ Idiosyncratic error patterns
ā¢ Language performance unlike others with similar
cultural/linguistic experiences
22. A student from a second language home does not
perform typically for her age on standardized and
informal evaluations.
Is this due to second language influence or is
she truly impaired?
23. When do we test in two languages?
ā¢ Is the language survey valuable to us?
ā¢ Are the results from language proficiency testing
valuable to us (Woodcock-MuƱoz Language
Survey)?
Speech and Language Testing is
Cumulative not Comparative
25. Assessment Summary
ā¢ So what do we know?
ā« Not all bilinguals are the same
ā« Children learning a second language may display
behaviors common in monolinguals with language
impairment
ā« Problems associated with all assessment tools
ā« We need to go beyond the tool in assessment
ā« Ongoing assessment across many daily routines is
critical
ā« Exploring all languages is essential
26. What makes up a bilingual
evaluation testing packet
Referral
Packet
Vision and
Hearing
Parent Info
Teacher
Info
Educational
History
English
Testing
Informal
Speech
Formal
Speech
Informal
Language
Formal
Language
27. What makes up a bilingual
evaluation testing packet
Referral
Packet
Vision and
Hearing
Parent Info
Teacher
Info
Educational
History
English
Testing
Informal
Speech
Formal
Speech
Informal
Language
Formal
Language
Second
Language
Testing
Informal
Speech
Formal
Speech
Informal
Language
Formal
Language
28. Language Outcomes
ā¢ Qualifiesā¢ DNQ
ā¢ DNQā¢ DNQ
Errors
are
typical
for age
Errors
are due
to
second
language
Errors
are
atypical
for age
and
language
No
errors
present
29. Speech Outcomes
ā¢ Qualifiesā¢ DNQ
ā¢ DNQā¢ DNQ
Errors
are
typical
for age
Errors
are due
to
second
language
Errors
are
atypical
for age
and
language
No
errors
present
30. A word on DNQs
ā¢DO NOT QUIT here!
ā¢ You put 60 days of work into
this student and know him
better than anyone at this point
ā¢ Share the data to explain how to
support the student and make
him successful in the classroom
32. Case Study #1
SPANISH-ENGLISH SPEAKERS
ā¢ STUDENT 1 ā 1st Grade, English classroom
ā« Below grade level in Kindergarten
ā« Wears glasses
ā« Reading is below grade
level
ā« Difficulty answering
questions
ā« Easily distracted
Spn Eng
CompositeĀ
LanguageĀ
Scores
StndĀ
Score
%ileĀ
Rank
StndĀ
Score
%ileĀ
Rank
CoreĀ
Language
86 18 78 7
ReceptiveĀ
Language
78 7 73 4
ExpressiveĀ
Language
85 16 69 2
LanguageĀ
Content
77 6 73 4
LanguageĀ
Structure
84 14 78 7
33. Case Study #1
SPANISH-ENGLISH SPEAKERS
ā¢ STUDENT 1 ā 1st Grade, English classroom
ā« Below grade level in Kindergarten
ā« Wears glasses
ā« Reading is below grade
level
ā« Difficulty answering
questions
ā« Easily distracted
Spn Eng
CompositeĀ
LanguageĀ
Scores
StndĀ
Score
%ileĀ
Rank
StndĀ
Score
%ileĀ
Rank
CoreĀ
Language
86 18 78 7
ReceptiveĀ
Language
78 7 73 4
ExpressiveĀ
Language
85 16 69 2
LanguageĀ
Content
77 6 73 4
LanguageĀ
Structure
84 14 78 7
34. ā¢ STUDENT 2 ā 1st Grade, English classroom
ā¢ Repeating 1st grade
ā¢ Struggling academically (especially math and
reading)
ā¢ Does not talk
often in class
ā¢ Talks at recess
ā¢ Bilingual home
Spanish English
CompositeĀ LanguageĀ
Scores
StndĀ Score Stnd Score
Core Language 68 Core Language 90
Receptive Language 83 Listening
Comprehension
96
Expressive Language 57 Oral Expression 87
Language Structure 57
Case Study #1
SPANISH-ENGLISH SPEAKERS
35. ā¢ STUDENT 2 ā 1st Grade, English classroom
ā¢ Repeating 1st grade
ā¢ Struggling academically (especially math and
reading)
ā¢ Does not talk
often in class
ā¢ Talks at recess
ā¢ Bilingual home
Spanish English
CompositeĀ LanguageĀ
Scores
StndĀ Score Stnd Score
Core Language 68 Core Language 90
Receptive Language 83 Listening
Comprehension
96
Expressive Language 57 Oral Expression 87
Language Structure 57
Case Study #1
SPANISH-ENGLISH SPEAKERS
36. STUDENT 1 ā 1st Grade, English classroom
ā¢ Outcome
ā« Student does not qualify for speech and language services
ā« Language development is within normal limits in Spanish
ā« Language development in English is typical for a second
language learner
ā« Reading difficulties may be related to visual impairment
Incidentally,
LD testing results matched speech and language results
after the student was tested in both languages.
Case Study #1
SPANISH-ENGLISH SPEAKERS
37. STUDENT 2 ā 1st Grade, English classroom
ā¢ Outcome
ā Student does not qualify for speech and language services
ā Language development is within normal limits in English
ā Language development in Spanish indicates low
proficiency
ā Academic difficulties may be related to a learning disability
LD testing recommended.
Case Study #1
SPANISH-ENGLISH SPEAKERS
38. Case Study #2
ARABIC/ADHD
ā¢ Receiving resource for Other Health Impairment
ā¢ ADHD and is now on medication
ā¢ Home Language Survey says Arabic/English
ā¢ Did not qualify as LD
ā¢ English Language Testing:
ā« CELF-4
ļ Core Language = 77
ļ Receptive Language = 76
ļ Expressive Language = 78
ļ Language Content = 78
ļ Language Memory = 78
39. Questions:
ā¢ Is it possible that his language scores are "flat" due to
being bilingual?
ā¢ Should I have an Arabic assessment done? If so, how
should I go about it?
ā¢ Or since he isn't LEP, should we go ahead and qualify
him as SI?
Case Study #2
ARABIC/ADHD
40. ā¢ Results
ā« Assessment completed with Arabic interpreter
ā« Language sample with much longer and more
complex utterances than demonstrated in English
ā« Minimal vocabulary errors
ā« Minimal syntax errors
ā« Fully intelligible to interpreter
Case Study #2
ARABIC/ADHD
41. Case Study #3
BRITISH ENGLISH /HEARING IMPAIRMENT
ā¢ Mild to moderate hearing impairment
ā¢ 50% Intelligible
ā¢ 1st Percentile with standardized speech testing
ā¢ 69% intelligible during 100 word sample
ā¢ Family from England and has been living in the
United States for two years
42. Questions:
ā¢ How do we figure out what is causing the low
intelligibility? Is it a true speech impairment,
resulting from the hearing impairment, or influence
from British English?
ā¢ Can the norms from the standardized test be used
because he speaks āEnglish?ā
ā¢ If he qualifies, how do we determine appropriate
goals?
Case Study #3
BRITISH ENGLISH /HEARING IMPAIRMENT
43. ā¢ Outcome
ā« Parents more thoroughly interviewed. This
was a dialectical difference in the area they
came from
ā« SLP researched (āgoogledā) specific dialect to
identify attributes
ā« Speech errors were put up against
ļ Typical errors with hearing impairment
ļ Age-appropriate errors in SA English
ļ Dialectal differences of āBrummie Englishā
ā« Results follow
Case Study #3
BRITISH ENGLISH /HEARING IMPAIRMENT
44. Initial Medial Final Initial Medial Final Initial Medial Final
p t
k omit
l
n omit
b d
g omit
r
w w omit
m k
t glottal
stop s
st
n
"ng"
g
omit
z
s
ļØ
omit
f
v
ļ²
w v tļ²
ļ² ļ² ļ²
h ļ±
De-
aspirated
De-
aspirated
De-
aspirated
dz
j (y)
n voiced
"th"
v
Case Study #3
BRITISH ENGLISH /HEARING IMPAIRMENT
45. Case Study #3
BRITISH ENGLISH /HEARING IMPAIRMENT
Phonemes
Phonological Processes
Blend: Error: Blend: Error: Blend: Error:
bl bj (y) gr gw sl s
br b kl k sp
dr g kr kw st
fl f kw gw sw
fr fw pl tr ļ²
Process Example
Final consonant deletion "ba" for "ball"
Medial consonant deletion "waon" for "wagon"
Fronting "take" for "cake"
Backing "kelephone" for "telephone"
Gliding "bawoons" for "balloons" and "wing" for "ring," "fwog" for "frog"
Cluster reduction "lasses" for "glasses"
Deaffrication "share" for "chair"
46. Outcome:
ā¢ Qualifies for speech services
ā¢ Evaluation provided detailed information for
which sounds to address
ā¢ Goals are specific to non-dialectal
sounds said in error
Case Study #3
BRITISH ENGLISH /HEARING IMPAIRMENT
47. Take Away Points
ā¢ Thorough language history is critical.
ā¢ Thorough health (especially hearing) history is
needed.
ā¢ Testing in all languages is the only way to get a
complete picture of a studentās abilities
ā¢ Understanding the features of the non-English
language as well as how those compare to
English will help identify what errors may be due
to cross-linguistic influence.