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presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP
Financial: Celeste Roseberry-McKibbin receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Celeste Roseberry-McKibbin has no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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In part three of this five-part series, Dr. Roseberry-McKibbin will discuss increasing the ecological validity of assessments, and explain the pre-evaluation process in detail. Specific strategies and tools discussed include portfolio assessment, language sampling, narrative assessment, evaluation of RAN (rapid automatic naming) skills, screening for motor behaviors associated with learning disabilities, and assessment of reading fluency. Reproducible forms for assessment are provided.
Celeste Roseberry-McKibbin, PhD, CCC-SLP
Celeste Roseberry-McKibbin received her PhD from Northwestern University. She is a Professor of Speech Pathology and Audiology at California State University, Sacramento. Dr. Roseberry is also currently a part-time itinerant speech pathologist in San Juan Unified School District where she provides direct services to students from preschool through high school. She has worked in educational…
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1. Increasing Ecological Validity
Chapter 1 includes an overview of ecologically valid assessment, addressing specific factors that increase the ecological validity of an evaluation. Popular ecologically valid measures for assessing young children with potential language impairment are listed and described.
2. Pre-Evaluation Process
Chapter 2 describes the use of background questionnaires in the pre-evaluation process. Research is cited that provides a scientific evidence base for the use of background questionnaires as a foundation for differentiating language difference from language impairment in ELLs. A specific reproducible questionnaire for SLPs to use is provided.
3. Portfolio, Language Sampling, and Narrative Assessment
This chapter describes the use of portfolio assessment with ELLs, and provides a form that can be reproduced and used to gather a language sample as part of the assessment process. Narrative assessment is discussed, and reproducible forms are provided for use in the assessment process.
4. Evaluating RAN (Rapid Automatic Naming) Skills, Associated Motor Behaviors, and Reading Fluency
In Chapter 4, Rapid Automatic Naming (RAN) assessment is described, with a rationale for using this type of assessment to determine potential reading disabilities in ELLs. Motor behaviors associated with learning disabilities are listed and described, with a recommendation for referrals to appropriate professionals if these difficulties are seen in ELLs. The use of measures of reading fluency is discussed.
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