Demographic Example: Texas Public School
48%
34%
14%4%
2009 Snapshot
How do we qualify and work with a bilingual population when:
▫ The tests we use are not normed on this population.
▫ My gut feeling doesn’t match the test results.
▫ I don’t know what goals are appropriate.
Learner Objectives • Participants will list, identify, describe…▫ Reasons for testing both languages▫ Formal and informal measures for testing ELLs▫ Use of tests when a student is not represented in the
normative sample▫ ASHA guidelines for assessment with bilingual
students▫ Red flags for speech and language impairment in
bilingual children.▫ Sounds on the Goldman-Fristoe that are subject to
second language influence
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+ = Positive transfer
+ = Negative transfer
Difference vs. Disorder
NORMAL ERRORS
SECOND-LANGUAGE INFLUENCE
ATYPICAL ERRORS
Exercise: The Goldman Fristoe Test of Articulation (GFTA)Using clinical judgment to analyze errors due to cross-linguistic influence
GFTA Exercise: Key
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The Goldman Fristoe Test of Articulation (GFTA)
Summary: So what do we know about assessing articulation?
Spanish ArticulationAssessment Tools
Click here to download this chart as a pdf.
“Bilingualism is random chaos for psychometrics”
Figueroa, 1989
• We need a standardized score• However, the formal tests have not been normed
on our populations
• We rely on informal assessment• We use formal testing as a way to gather
information
The Evolution of Language Test Development
• A look at:▫ Language Assessment Tools PLS -4 CELF – 4 SLAP
▫ Vocabulary Assessment Tools ROWPVT EOWPVT CELF -4
Spanish LanguageAssessment Tools
Click here to download this chart as a pdf.
Other Common Languages
Vietnamese
Romanian
HindiUrdu
Arabic
• It’s always critical to use information beyond the assessment tool to complete an assessment.
• Let’s look now at some of the things that can help us differentiate bilinguals with typical development from those with delayed/disordered language skills.
Systematic Analysis of Language Transcripts (SALT)
Dynamic Assessment
( )
• Difficulty learning both languages, even with adult assistance
• Family history of language/learning disabilities • Slower development than siblings• Difficulty interacting with peers• Inappropriate pragmatic/social language skills (i.e.,
turn-taking, topic maintenance, considering listener needs, non-verbal communication)
• Difficulty with language in many routines• Idiosyncratic error patterns • Language performance unlike others with similar
cultural/linguistic experiences
A student from a second language home does not perform typically for her age on standardized and informal evaluations.
Is this due to second language influence or is she truly impaired?
When do we test in two languages?
• Is the language survey valuable to us?
• Are the results from language proficiency testing valuable to us (Woodcock-Muñoz Language Survey)?
Speech and Language Testing is Cumulative not Comparative
Cumulative not ComparativeLanguage and Content of Intervention Select based on what is appropriate in each language and
what is appropriate for child’s and family’s situation. For example:
Spanish•Gender•Verbs•Article+nouns•Food •Clothing•Household items
Both•People•Functions•Categorization•Part-Whole
English•Pronouns•Prepositions•Nouns•Colors•Numbers•Shapes
Peña & Kester, 2004
Assessment Summary
• So what do we know?▫ Not all bilinguals are the same ▫ Children learning a second language may display
behaviors common in monolinguals with language impairment
▫ Problems associated with all assessment tools▫ We need to go beyond the tool in assessment▫ Ongoing assessment across many daily routines is
critical▫ Exploring all languages is essential
What makes up a bilingual evaluation testing packet
Referral Packet
Vision and Hearing
Parent Info
Teacher Info
Educational History
English Testing
Informal Speech
Formal Speech
Informal Language
Formal Language
What makes up a bilingual evaluation testing packet
Referral Packet
Vision and Hearing
Parent Info
Teacher Info
Educational History
English Testing
Informal Speech
Formal Speech
Informal Language
Formal Language
Second Language
Testing
Informal Speech
Formal Speech
Informal Language
Formal Language
Language Outcomes
• Qualifies• DNQ
• DNQ• DNQ
Errors are
typical for age
Errors are due
to second
language
Errors are
atypical for age
and language
No errors
present
Speech Outcomes
• Qualifies• DNQ
• DNQ• DNQ
Errors are
typical for age
Errors are due
to second
language
Errors are
atypical for age
and language
No errors
present
A word on DNQs
•DO NOT QUIT here!
• You put 60 days of work into this student and know him better than anyone at this point
• Share the data to explain how to support the student and make him successful in the classroom
Case StudiesDual language effects on the referral and assessment process
Case Study #1SPANISH-ENGLISH SPEAKERS
• STUDENT 1 – 1st Grade, English classroom▫ Below grade level in Kindergarten▫ Wears glasses▫ Reading is below grade
level▫ Difficulty answering
questions▫ Easily distracted
Spn Eng
Composite Language Scores
Stnd Score
%ile Rank
Stnd Score
%ile Rank
Core Language
86 18 78 7
Receptive Language
78 7 73 4
Expressive Language
85 16 69 2
Language Content
77 6 73 4
Language Structure
84 14 78 7
Case Study #1SPANISH-ENGLISH SPEAKERS
• STUDENT 1 – 1st Grade, English classroom▫ Below grade level in Kindergarten▫ Wears glasses▫ Reading is below grade
level▫ Difficulty answering
questions▫ Easily distracted
Spn Eng
Composite Language Scores
Stnd Score
%ile Rank
Stnd Score
%ile Rank
Core Language
86 18 78 7
Receptive Language
78 7 73 4
Expressive Language
85 16 69 2
Language Content
77 6 73 4
Language Structure
84 14 78 7
• STUDENT 2 – 1st Grade, English classroom• Repeating 1st grade• Struggling academically (especially math and
reading)• Does not talk
often in class • Talks at recess• Bilingual home
Spanish English
Composite Language Scores
Stnd Score Stnd Score
Core Language 68 Core Language 90
Receptive Language 83 Listening Comprehension
96
Expressive Language 57 Oral Expression 87
Language Structure 57
Case Study #1SPANISH-ENGLISH SPEAKERS
• STUDENT 2 – 1st Grade, English classroom• Repeating 1st grade• Struggling academically (especially math and
reading)• Does not talk
often in class • Talks at recess• Bilingual home
Spanish English
Composite Language Scores
Stnd Score Stnd Score
Core Language 68 Core Language 90
Receptive Language 83 Listening Comprehension
96
Expressive Language 57 Oral Expression 87
Language Structure 57
Case Study #1SPANISH-ENGLISH SPEAKERS
STUDENT 1 – 1st Grade, English classroom• Outcome▫ Student does not qualify for speech and language services▫ Language development is within normal limits in Spanish▫ Language development in English is typical for a second
language learner▫ Reading difficulties may be related to visual impairment
Incidentally,LD testing results matched speech and language results after the student was tested in both languages.
Case Study #1SPANISH-ENGLISH SPEAKERS
STUDENT 2 – 1st Grade, English classroom• Outcome
– Student does not qualify for speech and language services– Language development is within normal limits in English– Language development in Spanish indicates low
proficiency– Academic difficulties may be related to a learning disability
LD testing recommended.
Case Study #1SPANISH-ENGLISH SPEAKERS
Case Study #2ARABIC/ADHD
• Receiving resource for Other Health Impairment• ADHD and is now on medication• Home Language Survey says Arabic/English• Did not qualify as LD
• English Language Testing: ▫ CELF-4 Core Language = 77 Receptive Language = 76 Expressive Language = 78 Language Content = 78 Language Memory = 78
Questions:
• Is it possible that his language scores are "flat" due to being bilingual?
• Should I have an Arabic assessment done? If so, how should I go about it?
• Or since he isn't LEP, should we go ahead and qualify him as SI?
Case Study #2ARABIC/ADHD
• Results▫ Assessment completed with Arabic interpreter▫ Language sample with much longer and more
complex utterances than demonstrated in English▫ Minimal vocabulary errors▫ Minimal syntax errors▫ Fully intelligible to interpreter
Case Study #2ARABIC/ADHD
Case Study #3BRITISH ENGLISH /HEARING IMPAIRMENT
• Mild to moderate hearing impairment • 50% Intelligible• 1st Percentile with standardized speech testing• 69% intelligible during 100 word sample• Family from England and has been living in the
United States for two years
Questions:
• How do we figure out what is causing the low intelligibility? Is it a true speech impairment, resulting from the hearing impairment, or influence from British English?
• Can the norms from the standardized test be used because he speaks “English?”
• If he qualifies, how do we determine appropriate goals?
Case Study #3BRITISH ENGLISH /HEARING IMPAIRMENT
• Outcome▫ Parents more thoroughly interviewed. This
was a dialectical difference in the area they came from
▫ SLP researched (“googled”) specific dialect to identify attributes
▫ Speech errors were put up against Typical errors with hearing impairment Age-appropriate errors in SA English Dialectal differences of “Brummie English”
▫ Results follow
Case Study #3BRITISH ENGLISH /HEARING IMPAIRMENT
Initial Medial Final Initial Medial Final Initial Medial Final
p tk omit
ln omit
b dg omit
rw w omit
m kt glottal
stop sst
n"ng"
gomit
zs
omit
fv
w v t
h De-aspirated
De-aspirated
De-aspirated dz
j (y)n voiced
"th"v
Case Study #3BRITISH ENGLISH /HEARING IMPAIRMENT
Case Study #3BRITISH ENGLISH /HEARING IMPAIRMENT
Phonemes
Phonological Processes
Blend: Error: Blend: Error: Blend: Error:bl bj (y) gr gw sl s
br b kl k sp
dr g kr kw st
fl f kw gw sw
fr fw pl tr
Process ExampleFinal consonant deletion "ba" for "ball"
Medial consonant deletion "waon" for "wagon"
Fronting "take" for "cake"
Backing "kelephone" for "telephone"
Gliding "bawoons" for "balloons" and "wing" for "ring," "fwog" for "frog"
Cluster reduction "lasses" for "glasses"
Deaffrication "share" for "chair"
Outcome:
• Qualifies for speech services
• Evaluation provided detailed information for which sounds to address
• Goals are specific to non-dialectal sounds said in error
Case Study #3BRITISH ENGLISH /HEARING IMPAIRMENT
Take Away Points• Thorough language history is critical.• Thorough health (especially hearing) history is
needed.• Testing in all languages is the only way to get a
complete picture of a student’s abilities• Understanding the features of the non-English
language as well as how those compare to English will help identify what errors may be due to cross-linguistic influence.
Difference or Disorder? Understanding Speech and Language Patterns in Culturally and Linguistically
Diverse Students
Rapidly identify speech‐language patterns related to second language acquisition to distinguish difference from disorder.
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