presented by Celeste Roseberry-McKibbin
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.
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…Read full bio
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.