Thanks, everyone for a great school year! 2016-2017 is in the history books. We’re going to rest, relax, travel, and develop some great new therapy ideas. (We will also have some new team members in August!) We’re not saying, “Goodbye,” to Wendy Lybrand and Marianne Boger; we’re saying, “Until next time!” Tune in to some great articles about speech and language in September!
Until next time!
by Sarah Smith, M.S., CCC-SLP, Speech-Language Pathologist, Chapel Hill-Carrboro City Schools
We’ve all heard it, we all know it… standardized assessments don’t adequately represent all of our learners. For this reason, we are required by North Carolina regulations to include a variety of assessments when identifying a disorder. Federally we are required, through IDEA 2004, to provide an evaluation free of culturally and racial biases.
Still, we like the numbers. A student scores a 90 on the OWLS-II and we breathe a sigh of relief, “nope, no disorder.” It’s concrete, efficient, and easy but it might be wrong.
The Quick and Dirty about Standardized Assessments:
- The syntax and morphology of children acquiring English as a second language will have the same characteristics of children with speech language impairments.
- Current Research tells us that performance on vocabulary assessments such as the PPVT and EVT is heavily affected by socioeconomic status, regardless of race.
- Vocabulary Bias : Vocabulary is entirely based on prior exposure
- Cultural biases exist in testing procedures, linguistic structures, and vocabulary.
- Assumes prior knowledge and determines whether the learner has acquired that knowledge.
- Static- right or wrong, disordered or typical.
- The CELF-5 ages (5-7) relies heavily on assessment of morphological endings
- Using standardized assessments to identify disorders leads to a disproportionate number of minority and ELL students being placed in special education.
|Static Assessments make it easy to misdiagnose a language difference as a language disorder.
Check out this link for in-depth test reviews!
Standardized assessment scores used to diagnose a disorder are only appropriate when :
- The student’s cultural and linguistic background is adequately represented in the normative sample
- The student is only exposed to Standard American English.
- No modifications in protocol
- Test meets federal and NC regulations
See Stewart’s poignant thoughts on a “cure” for stuttering in the Comments section.
by Beth Burns
The speech-language pathologists have returned to school rested and refreshed. They are already helping kids access their curricula to maximize communication in their classes. While we have a few SLPs on maternity leave and a new face to our group, we also have moved to balance staff with workload. Please look for the speech-language pathologist(s) in your child’s school.
We are excited to bring articles this year to help teachers, parents, and other speech-language pathologists. We will also share blog posts, tweets, and Facebook posts that might be of interest.
There might even be some free materials!
Check out a very comprehensive list of nationwide camps and clinics for stuttering treatment.