1. Case StudiesAustin Independent School District March 10th, 2010Ellen Kester, Ph.DScott Prath, M.A.

2. Part 1 Speech Development Part 2 Language Development Part 3 Case StudiesToday we are going to bake acake! We will use all this great knowledge to make decisions on qualification of students who come from a home where a second language is spoken 3. Learner Objectives Participants will: Be inundated with baking metaphors Describe the role of language surveys and formal language tests in our assessment process Describe the influence of second language on speech and language performance Develop assessment plans for bilingual student Classify errors as developmental, influenced or atypical Apply clinical judgment to determination of eligibility for special education services 4. A student from a second language homedoes not perform typically for her age on standardized and informal evaluations.Is this due to second language influenceor is she truly impaired? 5. How do we make this decision confidently? Testing Procedures and Using Case Studies toquestions understand testing The role of languageresults and outcomessurvey 6. When do we test in twolanguages? Is the language survey valuable to us? No, it is used for classroom placement, the questions are limited, and it is normally very old data. Are the results from language proficiency testing valuable to us? (woodcock-muoz language survey) NoSpeech and Language Testing is Cumulative not Comparative 7. Cumulative not ComparativeLanguage and Content of Intervention Select based on what is appropriate in each language andwhat is appropriate for childs and familys situation. e.g.SpanishEnglishGenderBothPronounsVerbs People PrepositionsArticle+nouns FunctionsNounsFoodCategorization ColorsClothingPart-Whole NumbersHousehold items Shapes Pea & Kester, 2004 8. Errors: Okay or Not Okay? SECOND-NORMALLANGUAGEATYPICAL ERRORSINFLUENCEERRORS 9. Differences Similarities 10. SPANISHENGLISH // /d/// /b/ /d/ // /p/ /t/ /k/ /h/ // //// /m/ /n//s/ /t/ /r/ ///R/ /j/ /l//f//v/ /w//x//z/ // 11. SPANISH ENGLISH//// // ///e/ /i/ /u/ // ///o//u/// /i/ 12. Determining speech-language impairment in bilingualsEnglishSpanish NormalOKSpanishEnglish Normal OKEnglish SpanishImpaired* 13. Dynamic Assessment Systematic Analysis of Language Transcripts (SALT)() 14. Difficulty learning both languages,even with adult assistance Family history of language/learning disabilities Slower development than siblings Difficulty interacting with peers Inappropriate pragmatic/social language skills (i.e., turn-taking, topic maintenance, considering listener needs, non-verbal communication) Difficulty with language in many routines Idiosyncratic error patterns Language performance unlike others with similarcultural/linguistic experiences 15. Case StudiesDual language effects on the referral and assessment process 16. Case Study #1 ARABIC/ADHD Receiving resource for Other Health Impairment ADHD and is now on meds Home Language Survey says Arabic/English Did not qualify as LD English Language Testing: CELF-4 Core Language = 77 Receptive Language = 76, Expressive Language = 78, Language Content = 78 Language Memory = 78 17. Case Study #1 ARABIC/ADHDQuestions: Is it possible that his language scores are "flat" due to beingbilingual? Should I have an Arabic assessment done? If so, how shouldI go about it? Or since he isnt LEP, should we go ahead and qualify himas SI? Additional information you might want? 18. Case Study #1 ARABIC/ADHD Results Assessment completed with Arabic interpreter Language sample with much longer and morecomplex utterances than demonstrated in English Minimal vocabulary errors Minimal syntax errors Fully intelligible to interpreter 19. Case Study #2 BRITISH ENGLISH /HEARING IMPAIRMENT Mild to moderate hearing impairment 50% Intelligible 1st Percentile with standardized speech testing 69% intelligible during 100 word sample Family from England and has been living in the United States for two years 20. Case Study #2 BRITISH ENGLISH /HEARING IMPAIRMENTQuestions: How do we figure out what is causing the low intelligibility?Is it a true speech impairment, resulting from the hearingimpairment, or influence from British English? Can the norms from the standardized test be used becausehe speaks English? If he qualifies, how do we determine appropriate goals? Additional information you might want? 21. Case Study #2BRITISH ENGLISH /HEARING IMPAIRMENT Outcome Parents more thoroughly interviewed. This was adialectical difference in the area they came from SLP researched (googled) specific dialect to identifyattributes Speech errors were put up against Typical errors with hearing impairment Age appropriate errors in SA English Dialect differences of Brummie English Results follow 22. Case Study #2BRITISH ENGLISH /HEARING IMPAIRMENTYThe following charts indicate errors in the production of phonemes and processes.Red = Brummie English Dialectical Differences. PhonemesInitial Medial Final Initial MedialFinalInitial Medial Final p t komit lnomit b d gomit rw womit m k tglottal stop sst n"ng" g omitzs omitf v w v t h deaspirated deaspirated deaspirated dz j (y) n voiced v "th" 23. Case Study #2BRITISH ENGLISH /HEARING IMPAIRMENTPhonemesBlend: Error:Blend: Error: Blend:Error:blbj (y) grgwslsbrbkl kspdrgkrkwstflfkwgwswfr fwpltrPhonological Processes ProcessExampleFinal consonant deletion "ba" for "ball"Medial consonant deletion"waon" for "wagon"Fronting "take" for "cake"Backing"kelephone" for "telephone"Gliding"bawoons" for "balloons" and "wing" for "ring," "fwog" for "frog"Cluster reduction"lasses" for "glasses"Deaffrication"share" for "chair" 24. Case Study #2 BRITISH ENGLISH /HEARING IMPAIRMENTOutcome: Qualifies for speech services Evaluation provided detailed information forwhich sounds to address Goals are specific to non-dialecticalsounds said in error 25. Case Study #3 SPANISH-ENGLISH SPEAKERS STUDENT 1 1st Grade, English classroom Below grade level in Kindergarten Wears glasses. SpnEng Reading is below gradeCompositeStnd%ile Stnd%ileLanguage Score Rank Score Ranklevel ScoresCore 86 18787 Difficulty answeringLanguage questionsReceptive 78 7 73 4Language Easily distracted Expressive8516 69 2Language From Brownsville, TXLanguage77 6 73 4ContentLanguage8414 78 7Structure 26. Case Study #3SPANISH-ENGLISH SPEAKERS STUDENT 2 1st Grade, English classroom Repeating 1st grade. Struggling academically (especially math and reading). Does not talk often in class Talks at recess Bilingual home Spanish English Composite StndStnd LanguageScore Score Scores Core Language68 Core Language90 Receptive83Listening 96 LanguageComprehension Expressive 57 Oral Expression87 Language Language 57Structure 27. Case Study #3 SPANISH-ENGLISH SPEAKERSQuestions: What similarities exist? How common do you think this scenario is? What are the implications of not assessing in both languages? 28. Case Study #3 SPANISH-ENGLISH SPEAKERS CASE STUDYSTUDENT 1 1st Grade, English classroom Outcome Student does not qualify for speech and language services Language development is within normal limits in Spanish Language development in English is typical for a secondlanguage learner Reading difficulties may be related to visual impairmentIncidentally,LD testing results matched speech and language results afterthe student was tested in both languages. 29. Case Study #3 SPANISH-ENGLISH SPEAKERSSTUDENT 2 1st Grade, English classroom Outcome Student does not qualify for speech and language services Language development is within normal limits in English Language development in Spanish indicates low proficiency Academic difficulties may be related to a learning disabilityLD testing recommended. 30. Take Away Points Thorough language history is critical. Thorough health (especially hearing) history isneeded. Testing in all languages is the only way to get acomplete picture of a student. Understanding the features of the non-Englishlanguage as well as how those compare toEnglish will help identify what errors may be dueto cross-language influence. 31. AssessmentSummary So what do we know: Not all bilinguals are the same Children in recent second language environments maydisplay behaviors common in monolinguals with languageimpairment Problems associated with all assessment tools We need to go beyond the tool in assessment Ongoing assessment across many daily routines is critical Exploring both/all languages is essential. 32. What makes up a bilingualevaluation testing packet SecondReferral EnglishLanguagePacket Testing Testing Vision and Informal InformalHearingSpeech Speech FormalFormal Parent Info Speech SpeechTeacherInformalInformalInfoLanguageLanguageEducationalFormalFormalHistory LanguageLanguage 33. Language Outcomes DNQ DNQTypical in Typical in English, both notlanguages SpanishTypical inBelownormalSpanish, Limits innotboth Englishlanguages DNQ Qualifies 34. Speech Outcomes DNQ DNQErrors areErrors aredue totypical for second agelanguageNo Errors areatypical for errors age andpresentlanguage DNQ Qualifies 35. A word on DNQsDONOT QUIT here! You put 60 days of work intothis student and know himbetter than anyone at thispoint Share the data to explain howto support the student andmake him successful in theclassroom 36. Visit us atbilinguistics.com 37. For more great resources visit our resourcelibrary at SpeechPathologyCEUs.net 38. Thank you!