presented by Celeste Roseberry-McKibbin
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 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 and medical settings with a wide variety of clients ranging from preschoolers through geriatric patients. She serves homeless persons in her community through direct work on the streets. Dr. Roseberry-McKibbin’s primary research interests are in the areas of assessment and treatment of culturally and linguistically diverse students with communication disorders, as well as service delivery to students from low-income backgrounds. She has over 70 publications, including 15 books, and has made over 300 presentations at the local, state, national, and international levels. Dr. Roseberry-McKibbin is a Fellow of ASHA, and winner of ASHA’s Certificate of Recognition for Special Contributions in Multicultural Affairs. She received the national presidential Daily Point of Light Award for her volunteer work in building literacy skills of children in poverty. She lived in the Philippines as the daughter of Baptist missionaries from ages 6 to 17.
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.
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.
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.
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.