Dual Language Assessment - University of Miamipediatrics.med.miami.edu/documents/Dual_Language...A...
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Dual Language Assessment Start with Fair Assessment
Transcript of Dual Language Assessment - University of Miamipediatrics.med.miami.edu/documents/Dual_Language...A...
Dual Language AssessmentStart with Fair Assessment
Bilingual
L2L1
Presenter
Presentation Notes
Bilinguals are not to monolinguals built into one – rather both languages creep into each other to create the “bilingual”. For this reason standard scores for bilinguals will often demonstrate below average performance on formal assessments designed for monolingual children. Discuss total bilingual age and then compare that to the time
Assessment Procedures
Linguistic Profile
Simultaneous Sequential
Monolingual Other Language
BilingualFamily
Process
(Douglas, 2011)
Presenter
Presentation Notes
The decision to provide services in the client’s first language or in two languages is based on whether or not 1) the child is a simultaneous or sequential bilingual language learner; and 2) the child comes from a bilingual, English-speaking home or a monolingual other-language-speaking home. These distinctions are important because each situation may require a slightly different assessment and teaching approach Simultaneous bilingualism develops when the exposure to two languages occurs before the age of three. Sequential bilingualism can be achieved when the exposure to the second language occurs after the age of three. With the majority of newborns now being screened for hearing loss at birth, professionals are in a unique position to capitalize on early intervention practices and help families facilitate the development of simultaneous bilingualism in their children with HI. For bilingual, English-speaking families, simultaneous or sequential bilingualism becomes a choice, as there are no governmental mandates for fluency in more than one language in the United States. However, when an immigrant family speaks a language other than English and their child is born with HI, bilingualism is necessitated because these children need to be able to communicate and connect with their family network, and English is the language of education in the U.S.
Semi Structured Interview
Language Exposure Log
Determining Age Indices
CA How old is the child?
HA/CIAHow long has the child had
HA/CI
IAHow long has the child been in intervention?
Assessment Selection
Assessment SelectionDetermine Language of Assessment
BICS
CALPS
Formal or Informal Assessment?
Formal Assessment
Formal Assessment
• Use of Standardized Assessment
• Language exposure, use, and proficiency in both languages
• View with caution
• List strengths and weaknesses
Presenter
Presentation Notes
A variety of assessment procedures should be utilized in order to thoroughly describe the individual’s speech and language skills. Standardized testing may be conducted in the native language, if appropriate measures are available. However, before testing in the native language, obtain information regarding language exposure, use, and proficiency in each language. Many speakers lose native language skills due to lack of use (i.e., language loss); therefore, formal measures may be of limited use. Test scores should be utilized with caution, as the standardization sample may not be representative of the individual tested. Naturally, When the match between the student/client and the standardization sample is questionable, norms should not be used; however, the strengths and weaknesses demonstrated on test tasks can be analyzed (without scoring the test). �� �
Informal Assessment
Speech and Language Sampling
Dynamic Assessment:Fast Mapping
Dynamic Assessment
Presenter
Presentation Notes
And here is an example where you can see a mixture of active observation and participation. Ask what they would have done differently?
Structured Observation/Probes
Presenter
Presentation Notes
Informal testing such as speech and language sampling, dynamic assessment, structured observation, and narrative assessment must be conducted. The results of these measures should be considered equally as significant (if not more so) as the results of any standardized measures in making a determination about the communication skills of LD individuals. For more information on these assessment procedures, refer to the works of Hamayan and Damico (1991), Kayser (1998), Peña (1996), Peña and Gillam (2001), and Roseberry-McKibbin, 1995.�
Narrative Assessment
Low-Incidence LanguagesFormal or Informal?
Bilingual ChildrenFormal or Informal Assessment?
Children with Language Impairment
Formal or Informal?
Identifying Language Impairment:Assessment Tasks Sensitive to
Language Impairment
• Non-word repetition performance
• Sentence repetition tasks
Identifying Language Impairment:Assessment Tasks Sensitive to
Language Impairment• Dynamic Assessment
– Test – Teach - Retest
• Spontaneous Language Samples– Looking for
1. poor comprehension, 2. low TTR and MSL, 3. agrammatic language
Quantifying Informal Language Assessment
Type-Token Ratio (TTR): A ratio of the number of different words compared to the
total number of words used.
Ex. The boy watched the boy eat. The boy eat again. The boy smiles.
TTR above is 6:13
Quantifying Informal Language Assessment
Mean Sentence Length (MSL): The mean number of words per sentence.
Ex. The boy watched the boy eat. The boy eat again. The boy smiles.
MSL above is 4.
Articulation Assessment
Articulation Assessment
• Formal and informal
• Complete assessment in both languages
• Consider each phonological system
Presenter
Presentation Notes
Articulation/Phonology Articulation/phonological assessment also will be guided by knowledge of the individual’s linguistic background: Assessment of articulation skills may be conducted only in the individual’s first language when the exposure to the other language(s) is determined to be negligible. It can be done formally or informally and you can See Goldstein, 2000 in your handout of references for normative information on a variety of languages. When two languages are spoken by the client/student, articulation skills should be assessed in both languages. Interpretation of results must consider the influence of each phonological system on the other(s).
Informal Articulation Assessment(Taelman, Durieux, & Gillis, 2010)
1. Phonological Mean Length of Utterance(PMLU)
2. Proportion of Whole-Word Proximity(PWP)
PMLU
• Choose 25 age-appropriate words. Assign one point for each consonant and vowel in the word.
• Each correctly produced consonant is assigned an additional point.
PMLU
Ex. The child’s production of /pun/ for
“spoon” is 5 points out of 7 possible points
PWP• The ratio between the PMLU for the target
words in the sample and the child’s PMLU for the same sample.
• Calculate the PMLU for each word in the list. Obtain a total.
• Ex. PMLU for “spoon” is 7. A child’s response of /pun/ is 5. The PWP is (5:7) or .71
PWP
PMLU for “spoon” is 7. A child’s PMLU response of /pun/ is 5.
The PWP is (5:7) or .71
Assessment Administration
Assessment Administration
1. Bilingual Therapist
2. Ancillary Examiner
3. Interpreter
Test Result Analysis
Presenter
Presentation Notes
So now that you have general information about assessment – let’s talk about the interpretation of that data.
Interpretation Considerations
• Law
• Integration of Certain Issues
• Potential to Benefit from Services
• Determining Progress/Amount of Services
The Law
What does the law say we need to consider when interpreting assessments?
IDEA 2004Distinction between
impairment and difference
• Diagnosis of an impairment cannot be made due to Limited English Proficiency
• Diagnosis of an impairment cannot be made based on a single measure
• Diagnosis requires a variety of assessment tools and strategies
Presenter
Presentation Notes
When interpreting assessment results, the distinction must be made between a communication impairment and a dialectical, cultural, or language difference. As defined in IDEA, 2004, a determination of an impairment cannot be due to limited English proficiency [300.306(b)(1)(iii)]. Further, IDEA states that determination of a communication impairment cannot be made on the basis of a single measure but rather requires data from “a variety of assessment tools and strategies.”
Integrating Certain Issues
Integrating Certain Issues
Hearing Impairment
BilingualIssues
Language Learning
Presenter
Presentation Notes
The complexity of hearing impairment and second language issues can make the determination of a language difference or disorder very puzzling. In order to do so will require the ability to integrate our knowledge of hearing impairment with our knowledge of bilingual acquisition.
e.g. Vocabulary Assessment
• Elephante• lecheSpanish
• Elephant • cupEnglish
• 4?• 3?
Concept Score?
Number of Spanish Words? Number of English words?
e.g. Language assessment
Comprehension vs. Expression
Comprehension
Expression
Tense MarkersEasier to hear:
regular or irregular verbs?
EnglishSpanish
Easier to hear?Singular or Plurals
May hear one language and respond in the other
e.g. Bilingual Issues
e.g. Speech Assessment
Sounds of L1 +
Sounds of L2 =
AccentedSpeech
NotArticulationImpairment
Tun/sun
Walk/walked
(rolled R) run/run
Uh uh/banana/platana
Presenter
Presentation Notes
Determination of an articulation impairment cannot be based only on the phonology of English/L2. If the individual’s articulation skills are within normal limits in the primary language (L1) then an impairment does not exist. When the sounds of a first language are filtered through a second language, we get an accent not an impairment. If the individual’s articulation skills are within normal limits in the primary language (L1) then an impairment does not exist. Dialectical variations cannot be considered as articulation errors.
Potential to BenefitFactors
Presenter
Presentation Notes
The following slides can serve as a reference as you are interpreting your assessment and developing your plan. Just like a child with hearing impairment has options, children who come from a bilingual family also have the option of visiting bilingualism after a first language is established. These next two slides can be considered when helping a BILINGUAL family determines when to immerse in another language. The more supporting factors present, the earlier a child could be trained in both languages, the more concerns present will require careful examination with thoughtful counseling and mutual problem solving. I won’t go over each one; they are there for your reference.
Rate of Learning
With Appropriate and Effective Hearing Technology
Steady rates compared to children with typical hearing: similar rates as simultaneous bilingual children
(Dorman et al., 2007, Douglas, 2011)
Developmental Synchrony
Ability to close the gap after a period of 4 years (Rhoades & Chisolm, 2000)
Month of progress for every month of intervention, some may close the gap after 8-10 years (Buhler, et al, 2007)
Determining Progress/Amount of Services
0
5
10
15
20
25
30
35
40
45
50
Child 1 Child 2 Child 3 Child 4 Child 5
Spanish Language Age
English Language Age
Intervention Age
Recommendation Development
Recommendation Development
Research
Clinical Experience(results of eval)
Evidenced Based
Practice
Patient Values
Presenter
Presentation Notes
Recommendations intended to promote maximum therapeutic benefit may or may not align with the current language of instruction and/or parental preference, but should be based on the client’s current language profile.
Recommendation Development
Intervention
Trial Intervention
Referral to a more appropriate professional
Combination
What to do?Think/Pair/Share
• Three-year old, mild-moderate hearing loss. • Referred by audiologist in your program • Parents report they have speech therapy in their
neighborhood• Call to Speech therapist reveals she did not know the child
had a hearing loss.• Parents speak Burmese – dialect does not match the
interpreters on the Language Line• Parents speak BICS English• Parents drove 2 hours to see you, referred by audiologist• Child was not wearing hearing aids
Summary
• Assess in all languages the child is exposed to the extent that is possible
Summary
Presenter
Presentation Notes
OK, so let’s all stand up and get back into our teams for a game show quiz. The answers are here on the slide. You will get a pencil in your cup for every correct answer. If you get it wrong after two guesses, then you will forfeit your turn to the next group.
Questions?Bilingual Break Thinks
Presenter
Presentation Notes
why we should support bilingualism. Actually, there are many reasons – too many to cover in the interest of time, but I will cover a few
Additional References• Cheng, LL. Lessons from the Da Vinci Code: Working with
Bilingual/Multicultural Children and Families. ASHA Leader; Sept 26, 2006.
• Francis A, LamHo D. (2003) Case Report: Acquisition of 3 spoken languages by a child with a CI. CI Intl, Vol 4, No1, 31- 44.
• King K & Fogle L. Raising Bilingual Children: Common Parental Concerns and Current Research. Cntr for Applied Linguistics; (April, 2006) www.cal.org
• Kuhl P Feng-Ming T, Huei-Mei L. (2003) Foreign language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy Sciences of USA, 100 (15), 9096-9101
• Marian V, Shah Y, et al. (2009) Bilingualism: Consequences for Language, Cognition, Development, and the Brain. ASHA Leader, Oct 13, pp 10-13.
• Mueller M, Chiong C, Martinez N et al. Bilingual auditory and oral/verbal performance of Filipino children with cochlear implants. Cochlear Implts International (2004); 5(1): 103-105.
• Ramkissoon I & Khan F. Serving Multilingual Clients with Hearing Loss. How Linguistic Diversity Affects Audiologic Management. ASHA Leader Online Archives, 2003.
Additional References• Ramkissoon I & Khan F. Serving Multilingual Clients with
Hearing Loss. How Linguistic Diversity Affects Audiologic Management. ASHA Leader Online Archives, 2003.
• Rhoades, EA. Working with multicultural and multilingual families of young children. In: J Madell & C. Flexer (Eds.),Pediatric Audiology: Diagnosis, Technology and Management. NY: Thieme.
• Robbins, AM. Language Development in Children with Cochlear Implants. Waltzman & Roland (Eds.) Cochlear Implants, 2nd
Edition (2006) NY: Thieme Medical.• Robbins, AM. “Clinical Management of Bilingual Families and
Children with Cochlear Implants.” Loud & Clear! Issue 1, (2007) Adv. Bionics Corp.
• Sussman K, Lopez-Holzman G. Bilingualism: Addressing Cultural Needs in the Classroom Volta Voices 2001; 8(4):11-16.
• www.bilingualfamilynewsletter.com (cost to subscribe)
