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Evaluation Table of Contents Chapter 3: Evaluation Table of Contents Introduction p. 1 Articles and Books with Resources on Early Childhood Special Education Evaluation p. 1 Web Resources on Early Childhood Special Education Evaluation p. 3 Legal Requirements According to IDEA and MDE Regarding ELL Evaluations p. 5 Home Language Interview/Ethnographic Interview p. 7 Finding and Working with Interpreters p. 10 Screening of CLD Children in Early Childhood p. 18 Child Find Practices _______________________ p. 19 Referral to Early Childhood Special Education p. 20 Re-screening Referrals_______________________ p. 23 Early Childhood Screening Tools p. 24 Adapting Screening Tools p. 27 Evaluation of CLD Children in Early Childhood Special Education p. 28 Important Factors in Evaluating CLD Children p. 29 ECSE Evaluation Planning p. 30 Transitioning From Part C to Part B p. 32 Evaluation for Developmental Delay p. 32 Standardized Evaluation Tools Available in Spanish p. 36 Motor Evaluation p. 36 Cognitive Evaluation p. 37 Functional Skills-Adaptive Evaluation p. 39 Social-Emotional-Behavior Evaluation p. 40 Autism Evaluation p. 42 Communication Evaluation p. 45 Language Evaluation for Special Education p. 47 Dynamic Assessment p. 48 Language Sampling p. 49 Lists of Language Tests in Various Languages p. 49 Formal and Informal Language Tools for Speakers of Any Language p. 50 Information on Languages of the World p. 51 Hmong Language Evaluation Tools p. 52 Somali Language Tools p. 54 Spanish Language Tools p. 54 Articles, Books and Websites with Information on Language Evaluation p. 53 Articulation Evaluation in CLD Children p. 62 Procedures for Evaluating Articulation in a Language Other than English p. 63 Creating Your Own Articulation Screener p. 64 Resources on Phonology in Other Languages p. 64 Informal Articulation Screening Measures for Other Languages p. 65 Online Spanish Phonology Resources p. 69 Commercially Available Spanish Articulation Tests p. 71 Additional Resources Related to Articulation in CLD Children p. 72 Other Speech and Language Disorders p. 73 Cleft Palate Speech_______________________ p. 73 Selective Mutism versus the Silent Period_____________ p. 76 Language Immersion Programs and Children with Disabilities p. 76 Voice Issues in CLD Children p. 78 Fluency Issues in CLD children p. 78 Writing the Evaluation Summary Report (ER) p. 80 Writing the Individual Education Program (IEP) p. 83 Writing the Individualized Family Service Plan (IFSP) p. 83 Early Childhood Outcomes (ECOs) p. 84 Staff Training and Continuing Education Opportunities Related to CLD Evaluation p. 86 Talk with Me Chapter 3 Evaluation Introduction to Section Evaluation of young children who speak a language other than English is challenging for speech-language pathologists and early childhood special education teams who do not speak the family’s language. The articles, books, and links in this section, as well as those in the first chapter, highlight the importance of the following steps that are needed in preparing for an evaluation: • Understanding second language acquisition and bilingualism in order to determine whether there is a language disorder or a difference due to learning English as a second language • Completing a thorough home language/ethnographic interview with parents to determine which language(s) the child hears and uses in different situations. • Learning about the culture and language of the child and family so that you have a context in which to interpret the child's performance and make non-biased judgments about the child's skills. • Understanding the specific legal requirements that apply to evaluation of culturally and linguistically diverse children. • Asking the parent to compare the child being referred with other children in the family and/or peers from the same culture. If the parents see differences and are concerned, the need for an assessment is strongly indicated. • Training and using an interpreter to help you talk with the parents, work with the child, and learn about the culture of the student and the language you are evaluating. • Evaluating the child’s skills using tasks that are age appropriate and culturally relevant. If items from standardized tests are given, scores should not be reported since the test is not being given in the standardized manner. If a test was given with an interpreter or the child is not representative of the standardization group, the standardization is invalid. Consult the following recommended articles, books and Websites for further information about general birth-to-five screening and evaluation guidelines for culturally and linguistically diverse children. Articles and Books with Resources on Early Childhood Special Education Evaluation 1 Talk with Me Assessment and Intervention for Communication Disorders in Culturally and Linguistic Diverse Populations This text provides specific information on the major cultural and linguistic groups a speech-language pathologist may encounter, as well as best practices when assessing and working with a student or adult from a culture that is not shared by the service provider. As speech-language pathologists serve more clients from culturally and linguistically diverse backgrounds, there is a growing need for strategies to provide successful and appropriate assessment and treatment. This resource helps practitioners determine the most effective and appropriate ways to provide services to all clients. Langdon, H.W. (2008). Assessment and intervention for communication disorders in culturally and linguistically diverse populations. Clifton Park, NY: Delmar, Cengage Learning. The Bilingual Special Education Interface (4th Edition) This book describes the major needs of bilingual children who have disabilities and balances practical information with strong research. Chapters highlight the connections between the common knowledge base and programs and methodologies of special education and those of bilingual education. Other topics include: the legal background supporting bilingual special education; bilingual language development and second language acquisition; issues, considerations, procedures and techniques related to assessment; development of individualized educational programs, curriculum, methods and materials; family involvement; and issues in policy development and implementation. This book is an excellent resource for teachers, social workers, psychologists and speech-language pathologists. It covers evaluation in all areas of development and looks at standardized tests, criterion-referenced measures, work sampling and how to use observations as ways of determining a diagnosis. There is discussion of developing the IEP and a thorough review of federal law. Baca, L.M. and Cervantes, H.T. (2003). Bilingual special education interface (4th ed.). Upper Saddle River, NJ: Prentice Hall. Developmental Delay or Cultural Difference? Developing Effective Child Find Practices for Young Children from Culturally and Linguistically Diverse Families. This article considers the extent to which Child Find procedures, discussed in the literature, are responsive to families from culturally and linguistically diverse backgrounds. Discussion of the legal basis for Child Find activities targeting these young children and challenges in early identification of children from diverse backgrounds is followed by seven suggested guidelines and possible resources for developing culturally sensitive Child Find programs. 2 Talk with Me Pavri, S. (2001). Developmental delay or cultural difference? Developing effective child find practices for young children from culturally and linguistically diverse families. Young Exceptional Children, 4, 2-9 Linguistically Culturally Diverse II: American Indian and Spanish Speaking The Wisconsin Department of Public Instruction produced this manual to provide information on linguistic and cultural differences of American Indian and Spanish-speaking students. The manual provides information on developing guidelines for assessment procedures used with American Indian and Spanish- speaking students who are experiencing academic and communication difficulties in the educational environment. Although this guide is specific to American Indian and Spanish-speaking students, educators in both regular and special education will find the information useful in their work with students from other bilingual and cultural groups. Freiberg, C. (2003). Linguistically Culturally Diverse II: Populations: American Indian and Spanish Speaking. Milwaukee, WI: Wisconsin Department of Public Instruction. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_Sea rchValue_0=ED482754&ERICExtSearch_SearchType_0=no&accno=ED482754 Web Resources on Early Childhood Special Education Evaluation Bilingual Therapies Website This Website provides a variety of clinical resources for speech-language pathologists working with Spanish-speaking children and families. Lists of informative Websites, electronic educational forms translated into Spanish, and speech-language articles and materials are all available without charge. Two monthly columns, Hortencia Kayser’s “From the Hart” and Henriette Langdon’s “¿Que Tal?” are archived here as well. A series of 10-minute webinars cover evaluation of phonology in bilinguals, intervention with phonologically disordered bilingual children and autism in bilingual populations. Bilingual Therapies, Inc. (n.d.). Bilingual therapies Spanish speech-language pathology. www.bilingualtherapies.com ELL Companion to Reducing Bias
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