An experiential psychoanalytic approach to the assessment process.

Developing an Effective Framework for the Augmentative and Alternative Communication Evaluation Process

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac23.2.91 ◽

2014 ◽

Vol 23 (2) ◽

pp. 91-98 ◽

Cited By ~ 1

Author(s):

Celeste R. Helling ◽

Jamila Minga

Keyword(s):

Augmentative And Alternative Communication ◽

Evaluation Process ◽

Assessment Process ◽

Diagnostic Tools ◽

Alternative Communication ◽

Complex Communication Needs ◽

Expressive Communication ◽

Communication Evaluation ◽

Communication Needs

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.

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Assessment 360°: A Panoramic Framework for Assessing English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds17.2.37 ◽

2010 ◽

Vol 17 (2) ◽

pp. 37-56 ◽

Cited By ~ 9

Author(s):

Nancy Lewis ◽

Nancy Castilleja ◽

Barbara J. Moore ◽

Barbara Rodriguez

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Linguistically Diverse ◽

Assessment Process ◽

Assessment Practices ◽

Her Family ◽

Diverse Student ◽

Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig14.29 ◽

2017 ◽

Vol 2 (14) ◽

pp. 29-40 ◽

Cited By ~ 2

Author(s):

Christine Vining ◽

Edgarita Long ◽

Ella Inglebret ◽

Megan Brendal

Keyword(s):

American Indian ◽

Language Learners ◽

Alaska Native ◽

Dual Language ◽

Linguistic Diversity ◽

Critical Role ◽

Language Assessment ◽

Assessment Process ◽

Dual Language Learners ◽

Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

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