This is Part 4 of a four-part series. This course discusses diagnostic decision-making for bilinguals with Developmental Language Disorder (DLD). Markers of DLD and methods of combining information from two languages are reviewed in order to aid assessment protocol development and accurate clinical decision making. Information is also provided about the bilingual DLD profile relative to English exposure.
This course is presented in joint partnership with the American Board of Child Language and Language Disorders (ABCLLD). Part 1: Course 10211, Part 2: Course 10215, Part 3: Course 10216
Course created on August 5, 2022
- After this course, participants will be able to identify markers of impairment appropriate for identification of DLD in Spanish and English.
- After this course, participants will be able to describe assessment data from L1 and L2 for accurate diagnostic decisions.
- After this course, participants will be able to describe bilingual children’s language performance relative to their English exposure.
|5-10 Minutes||Effects of dual language exposure|
|10-20 Minutes||Domain effects in bilingual performance|
|20-30 Minutes||Language structure, considerations for diagnostic markers|
|30-40 Minutes||Context effects in bilingual language learning|
|40-45 Minutes||Combining data across languages|
|45-55 Minutes||Bilingual DLD profile: English Performance|
|55-60 Minutes||Summary, Q&A|
Elizabeth Peña is a Professor and Associate Dean of Faculty Development & Diversity in the School of Education, at the University of California, Irvine. She is a certified Speech-Language Pathologist and is a Fellow of the American Speech Language Hearing Association. Her research focuses on two lines of inquiry that address the goal of differentiating language impairment from language difference. These two interrelated areas include dynamic assessment and semantic development in bilinguals. Dynamic assessment tests ability to learn new language skills. In contrast, standardized tests asses what children already know. The advantage of focusing on learning is that it greatly reduces bias by not assuming lack of knowledge is lack of ability. In the semantics area she is interested in how children from diverse linguistic backgrounds learn new language skills and how they lexicalize their conceptual knowledge across two languages. Through careful qualitative and description of bilingual children’s performance, she is currently focusing on potential similarities among typical monolingual and bilingual children as well as differences between typical and impaired bilingual or monolingual children. Outcomes of these lines of study have resulted in publication of the Dynamic Assessment and Intervention: Improving Children's Narrative Abilities protocol and the Bilingual English Spanish Assessment test.
Sponsor Disclosure: This course is presented jointly by SpeechPathology.com and the American Board of Child Language and Language Disorders (ABCLLD).
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
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AG Bell - Listening and Spoken Language Credential
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American Speech-Language-Hearing Assn.
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