A Framework for Curriculum-Based Language Evaluations.
Purpose: Epidemiological research has indicated that students with language-based disorders are underidentified (Tomblin et al., 2007). Research has indicated that speechlanguage pathologists working in the schools utilize tests based on the year of publication rather than the tests' diagnostic accu...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 3; no. 16; pp. 67 - 88 |
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| Autores principales: | , |
| Formato: | case study tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=134067293&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 134067293 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: 2018 vid: 3 iid: 16 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 134067293 134067293 134067293 10.1044/persp3.SIG16.67 134067293 ppf: 67 ppct: 21 formats: fmt: @attributes: type: P tig: atl: A Framework for Curriculum-Based Language Evaluations. aug: au: Brandel, Jayne Petersen, Douglas B. affil: Department of Communication Sciences and Disorders, West Virginia University, Morgantown, WV sug: subj: Conceptual Framework Speech-Language Pathologists Curriculum Standards Learning Environment Language Development Evaluation Female Academic Performance Evaluation Language Disorders American Speech-Language-Hearing Association Sensitivity and Specificity Female ab: Purpose: Epidemiological research has indicated that students with language-based disorders are underidentified (Tomblin et al., 2007). Research has indicated that speechlanguage pathologists working in the schools utilize tests based on the year of publication rather than the tests' diagnostic accuracy (Betz, Eickhoff, & Sullivan, 2013). To further amplify these problems, the adoption of new curriculum standards (e.g., Common Core State Standards) by many states has raised the academic expectations for students and increased the likelihood for students with language-based disorders to struggle to perform similarly to their peers in school. The impact of a potential language-based disorder should be established based on the interaction between the student's language abilities and his or her academic performance or participation within the academic setting. Conclusions: Given the complexity of academic language and the need to make determinations of eligibility related to a student's ability to attain academic success (Individuals With Disabilities Education Act, 2004), practitioners are provided the opportunity to reexamine the current process for conducting evaluations that are aligned with curricular demands. The current article provides a framework for completing evaluations in the school setting that are anchored in both oral and written academic language, that actively engage team members, and that provide the speech-language pathologist the ability to integrate multiple sources of information in a systematic manner in order to achieve a more comprehensive understanding of the student's oral and written language abilities within the context of the academic environment. pubtype: Academic Journal doctype: case study tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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