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English Language Learners Part 5: Language Impairment Intervention

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.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact support@medbridgeed.com. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

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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.

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. Laws and Policies

The federal Every Student Succeeds Act and Individuals with Disabilities Education Act are explained, and statistics provided about the great need for increasing the efficacy of our services to ELLs.

2. Therapy Goals and Language of Intervention

Overall language intervention goals are discussed: improving language skills, increasing cognitive processing skills, and modification of the environment using the principles of the Universal Design for Learning. A scientifically sound, research-based rationale covering current research studies is provided to support a bilingual approach to intervention.

3. Increasing Vocabulary Skills of English Language Learners with Language Impairment

In this chapter, a specific and practical hierarchy for teaching new vocabulary words is presented with examples of how to implement the hierarchy. A rationale is provided for the importance of focusing on vocabulary goals in therapy.

4. Increasing Famly Involvement

This chapter discusses how to involve families in helping their children through supporting their primary language development at home. Suggestions are given for increasing children’s literacy skills through use of simple and effective language stimulation techniques. Suggestions are given for how the reader can collect children’s books to give to families to keep so that they can carry out literacy activities in the home environment.

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 4: Dynamic Assessment & Evaluation

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

English Language Learners Part 4: Dynamic Assessment & Evaluation

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

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