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Evidence-Based Practices to Improve Assessment of Dual Language Learners (WEB3670)

Course Description


SLPs are tasked with evaluating dual language learners (DLLs), often without speaking the language the child uses most. New research is emerging to help SLPs better assess DLLs while considering their unique linguistic skills as well as their cultural diversity. This journal self-study explores emerging practices that SLPs can use to improve overall assessment quality and outcomes when working with diverse DLLs. These articles are from a two-part forum – Innovations in Clinical Practice for Dual Language Learners – published in American Journal of Speech-Language Pathology.

Learning Outcomes
You will be able to:

  • Define the differences between single language scoring and conceptual scoring, and identify the pros and cons of each
  • Explore universal features that can help identify language differences from disorders
  • Evaluate how SLPs can use vocabulary growth and first language attrition to help differentiate language differences from language disorders in DLLs
  • Explore how use of dynamic assessment can lead to improved outcomes for assessment of DLLs

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

Contents

The following articles are included in this course:

  • Beyond Scores: Using Converging Evidence to Determine Speech and Language Services Eligibility for Dual Language Learners, by Anny CastillaEarls, Lisa Bedore, Raúl Rojas, Leah Fabiano-Smith, Sonja Pruitt-Lord, María Adelaida Restrepo, and Elizabeth Peña
  • Taxonomic Development in Young Bilingual Children: Task Matters, and So Does Scoring Method, by Boji P. W. Lam and Li Sheng
  • Vocabulary Growth: Dual Language Learners at Risk for Language Impairment, by Pui Fong Kan, Shirley Huang, Ellie Winicour, and Jerry Yang
  • Including Nonlinguistic Processing Tasks in the Identification of Developmental Language Disorder, by Kerry Danahy Ebert and Giang Pham
  • Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners, by Janet L. Patterson, Barbara L. Rodríguez and Philip S. Dale

Related Courses

This course is part of the Working With Multilingual Learners learning path. What is a learning path? A learning path is a curated set of courses on an essential topic, designed for you to complete as you have time in your schedule. Our learning paths identify sets of key courses so you can get on your way to mastering particular areas of practice according to your needs, priorities, and interests.

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Subscribers Ratings
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CONTINUING EDUCATION
PDH: 8.5
ASHA CEU*: 0.85
COURSE DETAILS
Item #(s): WEB3670
Available Through: January 11, 2024