Giveaway: Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children

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Language Difference vs. Language Disorder Assessment and Intervention Strategies for SLPs Working with Bilingual ChildrenChild drawingToday, I am excited to introduce to you a brand new product in my bilingual/multicultural series entitled: “Language Difference vs. Language Disorder: Assessment & Intervention Strategies for SLPs Working with Bilingual Children“.

This 113 slide material was created to explain  how to provide effective evidence based practice assessments to bilingual children in order to differentiate English Language Learners from bilingual children with true language disorders.

Learner Objectives:

  • —Describe the sequence of typical bilingual language development
  • —Explain the process of second language acquisition in children
  • —Contrast how communication differences and communication disorders manifest in bilingual children
  • —Discuss research driven evidence based practices in assessment of bilingual children
  • —Demonstrate potential limitations of standardized testing
  • —Explain concerns regarding  standard score reporting for bilingual Limited English Proficient (LEP) children
  • —Illustrate  how to use alternative, non standardized methods to reduce assessment bias
  • —Describe research driven evidence based practices in treatment of bilingual children with confirmed speech-language disorders

ELLSlide Content:

  • Normal Bilingual Language Development and Acquisition
  • Types of Bilingualism
  • Simultaneous dual language acquisition in infancy
  • Dual Language System Hypothesis
  • Similarities between monolingual and bilingual language acquisition

  • Simultaneous dual language learning & language delay
  • Simultaneous Bilingualism: language Acquisition Types
  • Vocabulary differences between L1 and L2
  • Advantages of Bilingualism for Typically Developing Children

  • Sequential Bilingualism: Stages of Language Acquisition
  • Sequential bilinguals: influences on learning
  • Additive vs. Subtractive Bilingualism
  • Language Proficiency: Terminology
  • Acquisition Time Frames: L2 vs. IA
  • Second Language Acquisition Model
  • What is Academic Language?

  • Academic Language Functions
  • Affect of Age on L2 Acquisition
  • Communication Difference vs. Communication Disorder
  • Speech: Where to look?
  • Select Resources to Compare Transfer Errors
  • Difference vs. Disorder: Characteristics Overlap
  • Communication Disorder: Deficit Areas
  • How it Begins and What it affects
  • Challenges of disorder identification
  • L1 impairment identification
  • Using interpreters
  • SLP-Interpreter relationship
  • Let’s talk about standardized tests
  • Standardized Testing: Criteria for Selection
  • Note on Age/Grade Equivalency Scores
  • Standardized Testing Limitations
  • Limitations to Standardized Test Translations
  • Standardized Testing Limitations in Action:
    • REEL-3
    • EOWPVT  (English and Spanish Version)
    • PPVT-4
    • PLS-4
    • PLS-5
    • CELF-4
    • Social Language Development Test-E
    • Social Language Development Test-A
  • Dynamic Assessment
    • Basic Framework
    • Questions to ask
    • Advantages
    • Case Studies (Teaching Grammar)
    • Limitations
  • Initial Referral Considerations
  • Pre Assessment Tasks & Procedures
  • Caregiver Intakes
  • Assessment Checklist for School-Aged Children
  • Background History Collection
  • Case History Questions
  • Critical Interview Questions
  • Assessing Speech
  • Phonological Development: Select Cross- Linguistic Comparisons
  • Assessing Fluency
  • Stuttering and Bilingualism
  • General Language Assessment
  • 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?
  • Positive effects of dual language intervention
    • Specific Language Impairment (SLI)
  • Bilingual Approach to Speech Remediation
  • Bilingual Intervention: Fluency
  • 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)
  • Final Recommendations Summary
  • Helpful Resources

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