Ch. 5 Assessment of Children with CLD Background

NOT

Language differences are ___ disorders.

- Children learning English as a second language may also exhibit LI or DLD; SLP's job is to distinguish natural differences from disorders

higher-than-average

There is a ______-____-_______ proportion of English Language Learners (ELLs) & kids with dialectal differences identified as needing special education services which is likely due to their performance on norm-referenced, standardized test.

strong link

There is a ______ ____ between language development and language experience in young children; more exposure/experience = better development (less input and less practice by bilingual children – at risk for delay)

native

Assessment and intervention with English Language learners (ELLs) should be conducted in ______ language (mandated! PL 94-142 & 95-561)

fluency, describe, formal and informal, intervention, cultural

Service delivery requires:

- Native (or near native) _______ in both languages

- Ability to ________ speech and language acquisitions in both languages

- Administer & interpret ______ and ________ assessment procedures

- Apply ____________ in both languages

- Recognize ________ factors that affect service delivery to CLD community

majority

Demographics of US are changing, but overwhelming majority of SLPs will continue to belong to the ________ culture for the foreseeable future

1 in 3, 80%

About ___ in ___ SLPs have bilingual clients on their caseload but more than ___% do not feel confident in their abilities to serve these clients

6.5%

Estimated that only ___% of certified members of ASHA are able to provide services in languages other than English

academic, assessment

Inadequacies include lack of ________ preparation, unfamiliarity with different languages and/or cultures, and lack of appropriate __________ tools

little

Most academic programs offer ______ preparation in working with children with CLD background

themselves

It is the responsibility of the SLP to educate __________

- Ways to interact more with culturally diverse populations?

- Shed preconceived notions to become culturally aware (cultural humility)

"overlaid"

All aspects of our lives are "________" by culture.

- own culture influences how you view other cultures

Culture

_______ is the shared framework of meaning within which a population shapes its way of life; what we need to know to function in a group that has been shaped by history; changes & evolves as new ideas and behaviors occur

Euro-centered

SLPs from the majority culture in US typically have ____-________ standards. These standards influence our decisions about LI. Same standards might not apply to other cultures. (Ex: Vietnamese culture: tolerance for speech-language diversity; Navajo: quietness, introspection)

standard

No one culture is the ________!!!!

attitudes, communication

Cultures: should become familiar with culture one serves.

- Differences in child rearing practices, family structure, _________ towards LI & intervention and communication style.

- Variations in _____________ styles include eye contact, facial expression, gestures, & intonation, silence, roles, politeness, interruption rules, turn taking, greeting & salutations, appropriate topics, use of humor.

- Beliefs about health, disability, & causation; topic of disorder & intervention may be uncomfortable.

contrastive

Dialects & Language Learning: Owens recommends learning ___________ influences of other languages and dialects of children serves

DOES NOT

Speaking a minority dialect ____ ___ influence the ability to comprehend the majority dialect

Dialects

________ can affect pronunciation, grammar rules, and word usage; this can be misinterpreted as delayed or disordered language and can cause over-diagnoses of speech-language delay or disorder

Second Language Learning

______ ________ ________ is more difficult than first language learning (which is effortless); language assessment will look at whether errors from 2nd Language Learning vs. errors representing a true LI.

(are the errors in both 1st and 2nd language?)

could

Preschoolers will have immature L1 when introduced to L2. Because competence in L2 is related to maturity of L1, a child _____ fail to be proficient in either language. More mature child's use of L1, easier it is to learn L2.

(L1 carried over to proficiency in L2)

5 - 7 years

School age children exposed to L2 after 6 may need ___ - ___ years to acquire age-appropriate cognitive and academic skills

arrested, lost

L1 may exhibit ________ development or be ____ if it isn't used, isn't valued by child, is discouraged by parents, or is considered less prestigious. (use it or lose it)

Devaluation

___________ of language other than English in US sends message as to value of English; lead to weakened linguistic & ethnic ties (unless there are strong cultural ties)

- English is held in such a high regard, so we devalue other languages.

two to three years

Most common educational scenario of CLD kids is ___ to _____ years (that's the best case-scenario) of bilingual education prior to placement in a monolingual classroom (· not-so-subtle message = English is better). Academic proficiency will not generally be attained even in 3 years.

- There is not always an option for bilingual classroom (Hard for child to keep up learning concepts, learning English, and if there is a disorder, that makes it even harder.)

rare

Programs that support long-term use of L1 are ____ in the US.

- There are emersion schools, just not as many as there should or need to be.

inappropriate

Performance of children with CLD background on formal tests can be affected by cultural differences (not many bilingual statistics).

- This can lead to _____________ referral or classification

formal, nonbiased

Few ______, _________ tests are available for kids with CLD backgrounds.

- Spanish versions of tests are available but do not consider dialect & are normed on monolingual Spanish-speaking kids (instead of ELLs); judgements made on test results with inappropriate norming populations have been ruled discriminatory in court

lower

Many English-based tests are normed on middle-class, European American, English only speaking children with mid-SES backgrounds.

- Because of this, these tests may yield _____ scores for lower SES groups of children from other cultural/linguistic backgrounds

Inappropriate, age-norms

Survey of SLPs found most use formal, standardized English tests to assess bilingual children.

- _____________ to compare bilingual children with limited English proficiency to native speakers of English

- Inappropriate to use these ___-_____ (you can take the information and still not report the norms)

4 through 6 years

Assessment tools:

1. Bilingual English Spanish Assessment (BESA; Pena, et al., 2011)

- Spanish-English bilingual children from ages ___ through ___ years; developed to identify language and/or phonological impairment in bilingual and ELL children and to differentiate between true language disorders and delays in English Language Acquisition.

interactive

Assessment tools:

2. Bilingual English Spanish Oral Screener (BESOS-2; Pena et al., 2015)

3. Preschool Language Scale – Fifth Edition Spanish (PLS-5 Spanish; Zimmerman, et al., 2012)

- An ___________ language assessment for monolingual and bilingual Spanish speaking children

distinguished

Difficulties that result from experiential and cultural factors must be _____________ from those that are related to language impairment

need treatment

ELL adolescents that ____ _________ have a hard time expressing themselves, establishing greetings and opening and maintaining a conversation, listening to a speaker, and cueing a listener to a topic change.

avoid bias

To _____ ____, SLP can ask:

- Are there other variables (e.g., limited exposure, contextual factors) to explain difficulties w/ English? i.e. is there anything else going on? Any other factors that can explain?

- Are issues related to ELL or dialectal differences?

- Are we seeing similar problems exhibited in L1?

- Can cultural differences explain the problem?

- Are there consistencies noted that may highlight an underlying rule? Are they consistently switching subject-verb with everything and are they doing that in their first language too?

- Can problem be explained by any bias related to personnel (rapport), materials, or procedures?

- Is it something I did?

might affect, correct, sampling

Bias can be overcome by:

- Identifying variables that _____ ______ the assessment (changing the procedures if necessary, build more rapport)

- Analyzing tests and procedures for content and style (accepting dialectical differences a ______; imitation might go against cultural norms)

- Using language ________

Interpreters

Use of ____________ during assessment involves 3 critical factors:

1. Selection

2. Training

3. Relationship with Family and Community

They offer a better representation of the child's language

Selection

The use of an interpreters during assessment involves 3 critical factors:

1. _________ which is based on linguistic competency in both languages, ethical & professional competency, general knowledge & personality; proficiency in both languages, and have some experience with developmental, educational, and communication terminology.

(NOTE: If you use a family member as an interpreter, there is a lot more prep) needed.

Training

The use of an interpreters during assessment involves 3 critical factors:

2. ________: importance of exact translation from L1 to L2 (& reverse), tests protocols, technical lang, rapport building

- Interpreter interacts w/ child & caregivers, SLP takes data & directs process; interpreter conveys results of evaluation to family as they are reported by the SLP.

Relationship

The use of an interpreters during assessment involves 3 critical factors:

3. ____________ with Family & Community: interpreter has to get to know the caregivers and child; confidentiality rules important; translates exactly (SLP works to keep technical jargon to minimum); interpreter’s responsibility to make sure family understands the process, results, and recommendations.

- Interpreter must also build rapport with child and family.

regularly, open

Use of Interpreters- What SLP should do:

Meet _________ with interpreter and keep communication ____.

- Make sure they feel comfortable asking questions

prior

Use of Interpreters- What SLP should do:

Have the interpreter meet with the child and caregiver _____ to interview to establish rapport & determine educational level, attitudes, and feelings

Introduce, roles, purpose and process

Use of Interpreters- What SLP should do:

_________ themselves to family, describe _____, explain _______ and _______

slowly, short

Use of Interpreters- What SLP should do:

Speak more ______ & in _____ units, but not more loudly

Avoid

Use of Interpreters- What SLP should do:

_____ abstractions, idiomatic expressions, metaphors, slang & professional jargon.

child and caregiver

Use of Interpreters- What SLP should do:

Look directly at the _____ and __________, not at the interpreter

Integrated

It is more appropriate to use an __________ approach for CLD children.

- Involves formal testing (using appropriate tests) and language sampling in natural environment

natural, sampling/descriptive, functional

An Integrated Model for Assessment:

- Uses child's _______ environment

- Use language ________/__________ analysis rather than normative test scores

- Focusing on __________ aspects of language (how they are actually using language) and flexibility of use

- Answer the question, "is this child an effective communicator in their communication environment?" (If they are, they probably don't need therapy. But if they are but it's not meeting the families need, some therapy may still be needed.)