Practical Strategies for Monolingual SLPs Assessing and Treating Bilingual Children

This 114 slide product discusses how monolingual SLPs can provide effective evidence-based practice speech-language assessments to differentiate between bilingual English language learners and bilinguals with primary language impairment. It also offers recommendations regarding therapeutic interventions for bilingual children with language impairments. **Please note that there’s a significant overlap of information between this material and “Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children”. Please review both product descriptions prior to making a purchase of the desired material.  

Learning Objectives:

1. Compare and contrast simultaneous and sequential bilingual language development including important bilingual language milestones.
2. Describe characteristics of primary language impairment verses subtractive language acquisition.
3. Discuss research driven EBP in assessment of bilingual learners.
4. Implement EBP intervention strategies.

Product Content:

• Communication Difference vs. Communication Disorder
• Bilingual Language Development
• Similarities between monolingual and bilingual language acquisition
• Simultaneous Bilingualism
• Vocabulary differences between L1 and L2
• Important Bilingual Milestones
• Bilingual Milestones and Age of Onset
• Typical vs. Atypical Code-Switching
• Simultaneous dual language learning
• Simultaneous dual language learning & language delay
• Sequential Bilingualism
• Stages of Sequential Language Acquisition
• Bilingualism categorizations
• A Note on Subtractive Bilingualism
• Language Proficiency: Terminology
• Second Language Acquisition Model
• What is Academic Language?
• Academic Language Functions Hierarchy
• Affect of Age on L2 Acquisition
• Factors influencing success of older learners
• Difference vs. Disorder (In a Nutshell)
• Indicators  of language impairment in bilingual children
• Impact of language impairment on bilingual children
• Challenges of disorder identification
• Initial Referral Considerations
• Background History Collection
• Critical Questions for the Parents and Teachers
• Case History Questions
• Dynamic Assessment Areas
• Approaches to Dynamic Assessment
• Dynamic Assessment Introduction
  • Dynamic Assessment: Basic Framework
  • Dynamic Assessment Studies
  • Dynamic Assessment Tasks
  • Dynamic Assessment Procedures
  • Components of a Mediated Learning Experience
  • Teaching Vocabulary
  • Select Dynamic Assessment Materials (FREE)
  • Dynamic Assessment: Questions to ask
  • Dynamic Assessment in Action: Case Study Teaching Grammar (5 slides)
  • Dynamic Assessment Limitations
  • Dynamic Assessment Conclusions
• Clinical Assessment of Phonological Awareness
• Clinical Assessment of Rapid Naming
• Dynamic Assessment YouTube Links
• Standardized Testing: Criteria for Selection
• Note on Age/Grade Equivalency Scores
• Standardized Testing Limitations
• SLP-Interpreter Relationship
• Limitations to Standardized Test Translations
• Select Standardized Testing Limitations in Action:
  • PLS-5
  • CELF-5
• On the inclusion of students with disabilities in the normative samples
• Select Tests Standardized on Simultaneously Bilingual Students
  • TILLS
  • CAPs
• Assessment Tasks and What They Measure
• Are Vocabulary Tests Useful for School-Aged Children
• Pre Assessment Tasks & Procedures
• Caregiver Intakes
• Assessment Checklist for School-Aged Children
• Test Selection
• Standardized Score Reporting
• Adapting Standardized Tests
• Assessments and Score Reporting
• What does IDEA 2004 say?
• Intervention Approaches for Bilingual Children
• Post Assessment Recommendations
• What happens when L1 is eliminated?
• Research on Dual Language Intervention
• Crosslinguistic Interactions and Narrative Intervention
• Literacy and Phonological Awareness (PA) Interventions
• Language: Service delivery considerations
• Bilingual Interventions: Academic Language Functions
• Bilingual Intervention: Language Activities
• Complimentary Language Intervention Approaches
• Recommendations for monolingual clinicians (4 slides)
• Developing Thematic Instruction
• Developing a Vocabulary Enriched Classroom Environment
• Vocabulary Selection Tips
• Effective Methods of Vocabulary Instruction
• Creating Effective Intervention Materials
• Components of Effective Vocabulary Interventions
• Explicit Vocabulary Instruction
• Instructional Routine for Vocabulary
• Components of Effective Literacy Intervention
• Literacy and Phonological Awareness (PA) Interventions
• Phonological/Phonemic Awareness
• Phonemic  Awareness Tasks
• Phonemic  Awareness Session: Blending Sounds
• Phonics Instruction
• Suggested Sequence of Teaching Letter/Sound Correspondence
• Morphological Knowledge
• Morphological Awareness Studies
• Morphological Intervention  (Younger and Older Students)
• Basic Reading Fluency
• Decoding for Reading Fluency
• Reading Fluency Rates
• Strategies for Improving Fluency
• Reading Comprehension
• Clinical Reading Comprehension Treatment
• Teaching Specific Reading Comprehension Skills
• Tips for Teaching Reading Comprehension
• Therapy Takeaways
• Final Recommendations Summary
• Select Helpful Resources