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Practical Strategies for Monolingual SLPs Assessing and Treating Bilingual Children
$26.99
This 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 a desired material.
Learning Objectives:
- Compare and contrast simultaneous and sequential bilingual language development including important bilingual language milestones.
- Describe characteristics of primary language impairment verses subtractive language acquisition.
- Discuss research driven EBP in assessment of bilingual learners.
- Implement learner appropriate 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
- 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
- Fluharty-2 (Luckhurst et al, 2010)
- EOWPVT (English and Spanish Version)
- PPVT-4
- PLS-5
- CELF-5
- Test of Pragmatic Language-2 (TOPL-2)
- Social Language Development Test-E
- Social Language Development Test-A
- Test of Narrative Language Limitations
- Standardized Tests Conclusion
- Dynamic Assessment Introduction
- Dynamic Assessment: Basic Framework
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- Dynamic Assessment Tasks
- Select Dynamic Assessment Materials
- Dynamic Assessment Procedures
- 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
- Intervention Approaches for Bilingual Children
- New Research on Dual Language Intervention
- Service delivery considerations
- Developing Treatment Sensitive to Student’s Cultures
- Translanguaging
- Developing Thematic Instruction
- Effective Vocabulary Instruction
- Creating Effective Intervention Materials
- Components of Effective Vocabulary Interventions
- Explicit Vocabulary Instruction
- Instructional Routine for Vocabulary
- How Monolingual Clinicians can Support L1
- Obtaining Native Speakers’ Assistance
- What is the ultimate goal?
- How to Bridge it with Home
- Final Recommendations Summary
- Select Helpful Resource Bundles
- Other Smart Speech Therapy Helpful Resources
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