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A Preliminary Examination of Vocabulary and Word Learning in African-American Toddlers From Middle and Low Socioeconomic Status Homes
Option(s):
Journal (Online Exclusive)
CEUs:
0.1
Read the results of a study examining the effect of socioeconomic status (SES) on the early lexical performance of African-American (AA) children.
Assessing Children Who Speak Spanish: Milestones in Spanish Grammar Development (Web/Telephone Replay)
Option(s):
Individual Registration, Group Registration
CEUs:
0.2
Discover the patterns of grammar development in young Spanish-speaking children between
the ages of 2 and 5. This seminar addresses ways in which language contact situations may
affect Spanish-speaking children’s grammatical development. Strategies for developing
sound assessment procedures for Spanish grammar in young children (both typical and atypical learners) are presented.
Assessment of Bilingual Learners: Language Difference or Disorder?
Option(s):
DVD and Manual, Videotape and Manual, Additional Manual(s)
CEUs:
0.3
The appropriate evaluation of English Language Learning (ELL) students who have potential language-learning difficulties is a dilemma faced by more and more speech-language pathologists. This program demonstrates practical techniques used to differentiate between language difference and disorder in ELL children aged 5–18.
DVD and Manual
Member:
$125.00
Nonmember:
$159.00
Videotape and Manual
Member:
$125.00
Nonmember:
$159.00
Additional Manual(s)
From 1 to 5 :
$75.00
From 6 to 10 :
$67.00
11 or more :
$63.00
Select Option:
DVD and Manual
Videotape and Manual
Additional Manual(s)
Qty:
Bilingual Phonological Development and Disorders
Option(s):
Audio CD and Manual, Additional Manual(s)
CEUs:
0.2
The population of bilingual children in the United States continues to grow. The assessment and treatment of phonological disorders in bilingual children, especially Spanish-English bilinguals, is often difficult given the lack of information on bilingual phonological development and best practices related to clinical management. The purpose of this seminar is to provide information on Spanish and English phonology, bilingual phonological development in Spanish-English speaking children, and current approaches for least-biased assessment and intervention.
Cultural Contexts for Early Intervention: Working With Families
Option(s):
Videotape and Manual, Additional Manual(s)
CEUs:
0.2
The increasing diversity of our population virtually guarantees that practitioners’ caseloads will include children and families from a wide range of cultural and linguistic backgrounds. Because of a lack of training in this area, even practitioners who value culturally competent care and authentic family participation in early intervention may struggle to implement culturally sensitive practices. This program focuses on practical models and strategies to promote change in practice at several levels, and covers assessment and intervention practices across cultures (e.g., the use of cultural mediators, dynamic assessment).
Development of English Literacy in Spanish-Speaking Children
Option(s):
Journal (Online), Journal (Print)
CEUs:
0.7
Despite the increasing numbers of children in the United States who speak a language other than or in addition to English, there has been little empirical research available to guide pre-reading and reading education of Spanish-speaking English Language Learning (ELL) children. This clinical forum was designed to showcase pre-reading and reading development research conducted with this population.
Effective Interventions for English Language Learners
Option(s):
DVD and Manual, Additional Manual(s)
CEUs:
0.2
It is more important than ever for speech-language pathologists to facilitate native language development in English language learners (ELLs), even when these children attend English-only schools. This self-study video outlines intervention principles, as well as factors to consider when planning intervention programs for ELLs—such as cultural identity, academic achievement, home communication, cross-linguistic transfer, and facilitation factors. The prioritizing of intervention goals is explored through case studies. Specific areas of language intervention for ELL children with language disorders are discussed, including vocabulary, grammar, story structure, and phonemic awareness, in addition to preventive techniques for the classroom and home to address ELLs’ general language needs.
Ethical Issues and Solutions: Working with English Language Learner Students
Option(s):
Additional Manual(s)
CEUs:
0.2
In the past, services were provided to culturally and linguistically diverse students by simply applying knowledge of typically developing monolingual children, generally from middle class, mainstream American school-oriented cultures. This is no longer adequate. Significant information from researchers and outcome studies indicates how to provide more effective services to our ELL students. Therefore, services that would not have been problematic in the past may now constitute ethical violations. In addition to identifying particular ethical issues, this session focuses on strategies to deal ethically with these situations as they occur.
Phonological and Speech Sound Disorders in Bilingual Children
Option(s):
Journal (Online), Journal (Print)
CEUs:
0.2
Explore ways to enrich your work with culturally and linguistically diverse clients, students, and families. This journal self-study presents four articles by experts in the field of child bilingualism. Topics include: common theories of language organization in bilingual individuals, the implications of typical phonological development for assessment and intervention strategies, tailoring phonological assessments for bilingual children, and the use of evidence-based practice in treating speech sound disorders.
Second Language Acquisition in Children: Considerations for Assessment
Option(s):
Audio CD and Manual, Additional Manual(s)
CEUs:
0.2
When performing language assessments in multilingual contexts where English is the second language (L2), important questions must be answered before meaningful assessment can occur. What are the similarities and differences between the first language (L1) and L2 acquisition patterns for phonology, the lexicon and morphosyntax? What factors cause individual differences in children learning a L2? How long does it take for L2 children to perform as well as their native-speaking peers? What happens to the L1 of minority children learning English as an L2? This audio self-study provides an overview of the research on children learning a second language, with a special focus on informing language assessment in multilingual contexts when English is the L2.
Speech, Language, and Hearing in Developing Bilinguals
Option(s):
Journal (Online), Journal (Print)
CEUs:
0.9
A hallmark of developing bilingualism is variability in timeframes and patterns of language acquisition. This journal self-study specifically addresses sources of this variability and the clinical challenges of serving developing bilinguals. Topics include comparison of phonological skills, language processing, conceptual scoring, and effects of classroom noise.
Learning Outcomes
Toward an Understanding of Literacy Issues in Multicultural School-Age Populations
Option(s):
Journal (Online), Journal (Print)
CEUs:
0.5
Literacy in English presents unique problems for children from culturally and linguistically diverse backgrounds. Children from these groups show a higher rate of reading difficulties than children from non-CLD backgrounds. Differences in sociocultural expectations between a school and its community can impact educational performance. This forum presents a survey of research on appropriate literacy intervention for children from CLD populations, and innovative approaches to how SLPs can support the literacy development of these populations.
Working With Interpreters to Serve Bilingual Children and Families
Option(s):
Videotape and Manual, Additional Manual(s)
CEUs:
0.2
This program explores the methods and procedures involved in effectively working with interpreters to serve bilingual children and families. A detailed explanation of the briefing, interaction, and debriefing process for use in conferences and assessments is provided.
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