CEUs for SLPs

Linguistically and culturally responsive assessment and intervention

Master Class Series, 8-hours

Course Description

In the U.S. one in five children has exposure to another language in their home or community. As such, patterns of language acquisition can be highly variable. An educational challenge in this population how to distinguish between typical and atypical performance in L1 and L2 use. Comparison to of bilingual children’s language to monolinguals may contribute to high rates of misidentification of developmental language delay. On the other hand, assumptions of a “normal” bilingual delay may contribute to documented delays in identification and intervention.
This training addresses non-biased assessment strategies and materials that can be used to contribute to appropriate eligibility decisions.
Additionally, this training discusses how monolingual SLPs can provide effective evidence-based practice speech-language assessments to differentiate between bilingual English language learners and bilinguals with primary language impairment.  It explains how undetected language deficits can adversely hamper academic progress. 
This training also addresses how monolingual SLPs can provide effective evidence-based practice language and literacy therapeutic interventions for bilingual and multicultural children with language impairments. It explains how undetected language deficits can adversely hamper reading interventions causing the students to plateau in their literacy gains. Finally, it offers suggestions regarding which strategies should be considered by parents and professionals for students who exhibit persistent reading difficulties.

CEUs/Hours Offered

ASHA: 0.8 ASHA CEUs, Intermediate 
CA SLPAHB: 8 hrs 
CMH: 8 hrs

About the Presenters

Learning Outcomes

Acquire two skills to assess syntax of language samples.

Identify two ways to elicit language samples in speech-language evaluations.

Acquire evidence-based practice approaches to analyzing language samples.

Learn how to use language elicitation materials through telepractice

Summarize federal and state regulations and ASHA guidelines pertaining to nonbiased assessment of CLD students.

Identify potential sources of bias on standardized language tests used to assess CLD students.

Apply culturally responsive methods for differentiating between language differences and language impairments in CLD students.

Describe how L1 and L2 performance can be combined to increase diagnostic accuracy for determining DLD in bilinguals; and

Satisfactory Course Completion Requirements

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Agenda

5 mins - Disclosures, Introduction

25 mins - Review of popular therapeutic approaches

50 mins - Objectives

  1. Attendees will acquire two skills to assess syntax of language samples.
  2. Attendees will identify two ways to elicit language samples in speech-language evaluations.
  3. Attendees will acquire evidence-based practice approaches to analyzing language samples.
  4. Attendees will learn how to use language elicitation materials.

30 mins - Results and Recommendations

10 mins - Q&A

  • 5 mins - Disclosures, Introduction

  • 50 mins - Literature Review and Methodology

  • Discuss whether bilingual children are at elevated risk for developmental language disorder (DLD)

  • Describe how L1 and L2 performance can be combined to increase diagnostic accuracy for determining DLD in bilinguals; and
  • Analyze the nature of the “bilingual delay” using a person-based vs. a variable-based approach.
  •  

    55 mins - Results and Recommendations

    10 mins - Q&A

5 mins - Disclosures, Introduction

30 mins - objectives

  1. Compare and contrast simultaneous and sequential bilingual language development including important bilingual language milestones. 
  2. Describe characteristics of primary language impairment versus subtractive language acquisition. 
  3. Discuss research-driven EBP in dynamic assessment of bilingual learners   

30 mins - Review of recommended methodology and strategies

15 mins - Special population considerations

15 mins - Q&A

  • 5 mins - Disclosures, Introduction

    30 mins - objectives

    Implement evidence-based practice  language intervention strategies applicable to bilingual/multicultural learners   

    Implement effective evidence-based literacy instruction to bilingual/multicultural learners  

    Discuss the role of language in the development of literacy.

    Identify risk factors associated with language and literacy disorders 

    30 mins - Review of recommended methodology and strategies

    15 mins - Special population considerations

    15 mins - Q&A

5 mins - Disclosures, Introduction

15 mins                      IDEA regulations

20 mins                      Bias in Assessment

Participants will summarize federal and state regulations and ASHA guidelines pertaining to nonbiased assessment of CLD students.
Participants will identify potential sources of bias on standardized language tests used to assess CLD students.
Participants will apply culturally responsive methods for differentiating between language differences and language impairments in CLD students.

20 mins                      Recommendations, Discussion

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Accommodations. Contact Dr. Lavi (909) 724-8564 or [email protected]  if you require accommodations such as video course transcripts or video captioning.

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