Bilingual Speech and Language Assessment and Intervention
March 27, 2015
Williams Center, The State University of New York at Fredonia
The Department of Communication Disorders and Sciences is sponsoring a 6 hour CEU
(.6 ASHA CEUs) workshop.
The United States Department of Education reported in the fall of 2014 that for the
first time, the majority of Kindergarteners entering the public school system are
from racial and ethnic minority backgrounds. The majority of these children are Latino,
meaning that approximately 80% speak Spanish exclusively or in addition to English
(Pew Research Center, 2007). In the City of Dunkirk, New York alone, more than half
of PreK-12 students are from minority backgrounds. Of those children, 31-43% identify
as Latino (Dunkirk City School District, 2014; Institute of Education Statistics,
2014). The American Speech, Language, and Hearing Association (ASHA) reports that
97% of their members do not have bilingual skills. Further, many speech-language pathologists
report that they avoid diagnosis of disorder in this population (Kritikos, 2003) or
use English-normed standardized tests for assessment (Skahan, Watson, & Lof, 2007)
which leads to misdiagnosis. Clearly, the need to increase the cultural competence
of educational specialists who work with bilingual populations is a pressing issue.
This workshop will enable speech-language pathologists to use evidence-based methods
for assessment and treatment of bilingual children with speech and language disorders.
Participants will learn about the fundamentals of bilingualism, how to train interpreters,
theories on bilingual speech and language acquisition, evidence-based methods of assessment
and intervention with bilingual populations, and will discuss case studies related
to these themes. The role of both monolingual and bilingual speech-language pathologists
in assessment and treatment of bilingual children will be discussed at length. Education
specialists will learn about misdiagnosis of cognitive and communication disorders
due to the psychometric weaknesses of standardized testing with bilingual populations.
Collaboration between classroom teachers and speech-language pathologists in order
to prevent misdiagnosis will be discussed.
Following this presentation, participants will be able to:
- Participants will compare assessment and intervention methods used with monolingual
children to those used with bilingual children.
- Participants will apply theoretical frameworks on bilingual acquisition to methods
of clinical practice.
- Participants will plan assessment and treatment protocols for bilingual children based
on available research.
- Participants will demonstrate the ability to train an interpreter for bilingual assessment
and intervention sessions.
Leah Fabiano-Smith, PhD, CCC-SLP is an assistant professor in the Department of Speech,
Language, and Hearing Sciences at the University of Arizona. She received her Ph.D
in 2006 at Temple University under the mentorship of Dr. Brian Goldstein and Dr. Aquiles
Iglesias. She completed a postdoctoral fellowship in 2008 with Dr. Jessica Barlow
at the Center for Research in Language at the University of California San Diego,
specializing in theoretical phonology. Her research interests include phonological
development and disorders in bilingual Spanish-English speaking children. As an ASHA-certified
speech-language pathologist, Dr. Fabiano-Smith has worked in the early intervention,
preschool, and nursing home settings with bilingual clients in the United States and
Mexico. Her clinical interests include developing evidence-based assessment and treatment
methods for culturally and linguistically diverse populations.
Relevant financial relationships: Dr. Fabiano-Smith received a speaker fee from the
Department of Communication Disorders and Sciences at Fredonia and is an assistant
professor in the Department of Speech, Language, and Hearing Sciences at the University
Non-financial relationships: Dr. Fabiano-Smith is an alum of Fredonia.
8:30-9:00: Introduction to bilingualism
9:00-10:00: Assessment considerations for culturally and linguistically diverse
10:15-11:30: Training Interpreters
11:30-12:00: Pre-staffing considerations
1:00-2:00: Bilingual theory, bilingual phonological assessment
2:15-3:00: Bilingual language assessment
3:00-4:00: Evidence-based intervention strategies
Cost of workshop: $90.00 (includes a box lunch)
Registration information will be available soon.
This course is offered for 0.6 ASHA CEUs (Intermediate level, Professional Area)
Parking: Use of SUNY Fredonia's Park and Ride Shuttle is encouraged. You can learn more
about this here. Handicapped parking as well as limited non-handicapped parking will be available
in surrounding parking lots.