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English Language Learners Part 4: Dynamic Assessment & Evaluation

presented by Celeste Roseberry-McKibbin

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Disclosure Statement:

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 non-financial interests or relationships with MedBridge.

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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Accreditation Check:
Extensive research with multiple linguistically diverse populations is explained to support the use of the information processing/working memory skills assessment tasks. Utilization of dynamic assessment is explained, especially as it pertains to use of Response to Intervention (RtI) techniques with ELLs who are struggling academically. A comprehensive checklist for a thorough and well-rounded assessment of ELLs is provided.

Meet Your Instructor

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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Chapters & Learning Objectives

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1. Assessment of Language Processing Capacity

Multiple research studies with children from varied linguistic backgrounds are summarized as a scientific foundation for the use of information processing/working memory measures to distinguish language difference from underlying language.

2. Dynamic Assessment

In Chapter 2, dynamic assessment is defined. Response to Intervention (RtI), which utilizes principles of dynamic assessment, is discussed and specific examples are given of how to utilize RtI with struggling ELLs to differentiate language difference from language impairment.

3. Checklist—ELL Student Assessment

Chapter 3 provides a reproducible assessment checklist to guide the reader in carrying out a comprehensive and thorough assessment of an ELL with potential language impairment. Specific examples of student work (as they pertain to the checklist) are shown, with explanations about how to interpret these work samples in terms of the diagnosis of an underlying language impairment in an ELL student.

More Courses in this Series

English Language Learners Part 1: Second Language Learning Concerns

Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP

English Language Learners Part 1: Second Language Learning Concerns

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Part 1 is an introductory, foundational course that covers general assessment considerations and explains second language acquisition and bilingualism phenomena that can impact a diagnosis of potential language impairment in English Language Learner (ELL) children. Types of language proficiency are described, and Asian- and Spanish-influenced speech and language patterns are listed to help the SLP differentiate a speech or language pattern of transfer from a speech or language impairment.

View full course details

English Language Learners Part 2: Legal Issues in Nonbiased Assessment

Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP

English Language Learners Part 2: Legal Issues in Nonbiased Assessment

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
In this course, Dr. Roseberry-McKibbin will discuss the public laws and policies that address nondiscriminatory testing for ELLs. Considerations in using standardized tests with ELL students are considered, and modifications in standardized test administration are recommended. Finally, because SLPs frequently need to assess ELLs in both the first language and English, recommendations are made for optimal utilization of the services of interpreters.

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English Language Learners Part 3: Nonstandardized Assessment Methods

Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP

English Language Learners Part 3: Nonstandardized Assessment Methods

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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.

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English Language Learners Part 5: Language Impairment Intervention

Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP

English Language Learners Part 5: Language Impairment Intervention

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
This course discusses foundations of intervention for ELLs who have been definitively diagnosed with language impairment. Relevant federal laws and policies are explained, and overarching therapy goals are described. The language(s) of intervention are discussed, with supporting research to promote a bilingual approach to intervention. A specific hierarchy is given for teaching new vocabulary to ELLs with language impairment, and recommendations for working with and involving families are also included.

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