Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Using Teleconferencing to Meet the Needs of Children, 0 to 3 Years Old, With Disabilities in Rural Areas

2018 ◽  
Vol 37 (3) ◽  
pp. 176-182
Author(s):  
Jennifer Buchter ◽  
Samantha Riggleman
Keyword(s):  
Early Intervention ◽  
Rural Communities ◽  
Rural Areas ◽  
Intervention Programs ◽  
Community Resources ◽  
Family Needs ◽  
Part C ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Education Act

Serving families who live in rural communities can be a challenge for early intervention programs. Factors, such as travel, family needs, and limited program and community resources, have been identified as ongoing barriers for this population. Technology, specifically teleconferencing, can be a solution to provide equitable services compliant with Part C of Individuals With Disabilities Education Act (IDEA; 2004) mandates and professional practices. This article will discuss how to determine whether teleconference technology is a good fit and how to individualize, plan, and implement technology to support families in rural communities. It will also discuss legal and practical considerations that must be taken into account when using teleconferencing to discuss service delivery.

scholarly journals The construction of an appropriate education program by Florida administrative law judges pre-Rowley, post-Rowley, and post-IDEA 2004

2018 ◽  
Vol 10 (1) ◽  
pp. 58-70
Author(s):  
Michelle Henry ◽  
Heather Johnson
Keyword(s):  
Critical Discourse Analysis ◽  
Education Program ◽  
Burden Of Proof ◽  
Administrative Law ◽  
Individuals With Disabilities ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Time Periods ◽  
Education Act ◽  
Appropriate Education

This critical discourse analysis examines the construction of an “appropriate” education by Florida administrative law judges in their special education final orders over time. The results indicate that despite each child being different, the construction of an appropriate education was uniform within the given time periods. Prior to the Rowley decision, the administrative law judges utilized their own judgment in constructing an appropriate education. This construction was based on whether or not the proposed Individualized Education Program was designed to meet the needs of the child. Each final order avoided discussing the law in detail, credibility, deference, or burden of proof. The results indicate that after Rowley and the Individuals with Disabilities Education Act (2004), the Rowley decision established an epistemic hierarchy. It gave deference to school districts—not parents—as experts. Additionally, after Rowley and the Individuals with Disabilities Education Act, the power of an administrative law judge to construct an appropriate education was constrained by the discourse in the Rowley decision. Throughout all three time periods, the administrative law judges all emphasized that students were not entitled to the best education possible.

Examining States’ Responses to the IDEA Special Factors Requirements for DHH Students

2018 ◽  
Vol 29 (1) ◽  
pp. 32-42
Author(s):  
Pamela Luft ◽  
Stefanie Amiruzzaman
Keyword(s):  
Individualized Education Program ◽  
Communication Plan ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Language And Communication ◽  
Education Act ◽  
Communication Needs ◽  
Language Competencies ◽  
Special Factors ◽  
Special Language

Deaf and hard-of-hearing (DHH) students have exhibited deficient language competencies and low academic achievement for over four decades. As a result, Individuals With Disabilities Education Act (IDEA) 2004 requires schools to address special language and communication factors through each student’s Individualized Education Program (IEP). States have responded in a variety of ways with several that supplement their IEPs using a communication plan. This article examined states’ IEP or communication plan templates to identify the format and specificity with which they addressed these requirements. The IDEA language was parsed into distinct items to allow ratings using a Likert-type scale. The analyses performed descriptive, t test, and ANOVA comparisons on the forms posted on states’ website. Those states using a communication plan had significantly higher ratings overall. Kentucky’s form was the most highly rated IEP and identified each required item. Most state IEP forms identified these factors more generally with a majority rated as only minimally specified. Use of a communication plan or IEP form that incorporates IDEA language similar was the most effective strategy. Overt specificity ensures that DHH students’ language and communication needs are being met in the educational environment and facilitates states’ oversight in meeting their educational responsibilities.

More Than “Try This at Home”—Including Parents in Early Intervention

2016 ◽  
Vol 1 (1) ◽  
pp. 130-143 ◽  
Author(s):  
Megan York Roberts ◽  
Tara Hensle ◽  
Michael K. Brooks
Keyword(s):  
Early Intervention ◽  
Future Directions ◽  
Early Intervention Services ◽  
Idea 2004 ◽  
Effective Strategies ◽  
Disabilities Education Act ◽  
Current State ◽  
Parents And Children ◽  
Intervention Services ◽  
Education Act

Current state and federal recommendations encourage the delivery of early intervention services in a child's natural environment with typical communication partners (Individuals With Disabilities Education Act [IDEA], 2004). As such, speech-language pathologists (SLPs) often provide intervention services in homes and work closely with parents. However, only 30% of SLPs have early intervention expertise (ASHA, 2014) and 68% of SLPs report low-levels of competence in working with infants and toddlers (Campbell, Chiarello, Wilcox, & Milbourne, 2009). This may be due to the fact that the majority of graduate programs (60%) provide little or no training in early intervention (Bruder & Dunst, 2005). Working in early intervention is a challenging albeit rewarding task for even the most seasoned therapist. Given that the largest percentage of children served under part C of IDEA are children with language delays (Hebbeler et al., 2007), it is essential that SLPs working in early intervention implement effective strategies for both parents and children. The purpose of this paper is to: (a) explain why including parents in intervention is important; (b) discuss ways of including parents in early intervention; (c) examine strategies used to teach parents; (d) describe a method for teaching parents; (e) compare methods of measuring parent progress; and (f) propose future directions for research.

Examination of Coaching Behaviors Used by Providers When Delivering Early Intervention via Telehealth to Families of Children Who Are Deaf or Hard of Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 25-42 ◽  
Author(s):  
Arlene Stredler-Brown
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Frequency Of Occurrence ◽  
Infants And Toddlers ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Treatment Conditions ◽  
Education Act ◽  
To Receive ◽  
Family Centered

The Individuals with Disabilities Education Act (IDEA, 2004) states that infants and toddlers with disabilities, and their family members, are to receive family-centered early intervention (FCEI). This study investigated providers' use of FCEI strategies when intervention was delivered to young children who were deaf or hard of hearing via telehealth. Telehealth is the use of telecommunication technologies to provide health services to people who are located at some distance from a provider. Telehealth also offers access to specialists and eliminates barriers of geography and weather. This study examined the frequency of occurrence of desired FCEI provider behaviors during telehealth sessions and contrasted them with the same behaviors used during in-person therapy. The use of FCEI provider behaviors was measured by observing and coding digitally recorded intervention sessions. Results demonstrated that selected FCEI provider behaviors occur in the telehealth condition more frequently than in the in-person condition reported in the literature. Three of the provider behaviors studied (i.e., observation, parent practice with feedback, and child behavior with provider feedback) were used more frequently in the telehealth condition. Direct instruction was used in similar amounts in both treatment conditions. This study affirms that the use of FCEI strategies may be enhanced through telehealth.

Avoiding a Due Process Hearing

2008 ◽  
Vol 9 (1) ◽  
pp. 13-16
Author(s):  
Roberta Kreb
Keyword(s):  
Special Education ◽  
Due Process ◽  
Speech Language Pathologists ◽  
Individuals With Disabilities ◽  
Related Services ◽  
Disabilities Education Act ◽  
Due Process Hearing ◽  
Education Act ◽  
Appropriate Education

Abstract The Individuals with Disabilities Education Act (IDEA) provides a framework for ensuring students receiving special education and related services receive a free and appropriate education. When provision of that education is called into question, speech-language pathologists may find themselves involved in a due process hearing. By maintaining solid documentation of services provided and being clear communicators, speech-language pathologists will be prepared for a due process hearing.

Vision 2020: A Review of 20 Years of Inclusion Studies in Music Education

2021 ◽  
pp. 875512332110400
Author(s):  
Amalia A. Allan
Keyword(s):  
Music Education ◽  
Students With Disabilities ◽  
Music Educators ◽  
Education For All ◽  
Vision 2020 ◽  
Handicapped Children ◽  
Idea 2004 ◽  
The Past ◽  
Disabilities Education Act ◽  
Education Act

Inclusion has been a prominent topic in music education since the passage of the Education for All Handicapped Children Act of 1974 (now known as the Individuals with Disabilities Education Act or IDEA 2004). In 2000, music educators at the Housewright Symposium presented a list of goals for music education for the year 2020 in a document called Vision 2020, and one of those goals stated that barriers would be removed for the inclusion of all students. The purpose of this literature review was to examine the past 20 years of music education research (1999–2019) to determine how well the inclusion goal of Vision 2020 has been met. Four themes emerged: Perceptions in Schools, Practices in Schools, University Coursework, and Unique Topics. A concluding section summarizes findings and presents implications for meeting the Vision 2020 inclusion goal as it pertains to students with disabilities.

Enhancing Culturally and Linguistically Responsive Features of Individualized Education Programs (IEPs) for Speech-Language Pathologists (SLPs)

2021 ◽  
Vol 42 (02) ◽  
pp. 147-161
Author(s):  
Le M. Tran ◽  
Janet Lober ◽  
James R. Patton
Keyword(s):  
Linguistically Diverse ◽  
Language Impairments ◽  
Culturally And Linguistically Diverse ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Speech Language Pathologists ◽  
Disabilities Education Act ◽  
Education Act ◽  
Individual Education ◽  
Culture And Language

AbstractIndividual education programs (IEPs) are the foundation for guiding speech-language pathologists (SLPs) to develop appropriate interventions for culturally and linguistically diverse (CLD) students who qualify for speech-language services under the Individuals with Disabilities Education Act. There is a growing number of CLD students with speech-language impairments who need special attention given to their culture and language. This article highlights key culturally and linguistically responsive features to aid SLPs in developing meaningful IEPs for this diverse group of students.

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