Continuing Education Course - Spring

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:

  1. Participants will compare assessment and intervention methods used with monolingual children to those used with bilingual children.
  2. Participants will apply theoretical frameworks on bilingual acquisition to methods of clinical practice.
  3. Participants will plan assessment and treatment protocols for bilingual children based on available research.
  4. Participants will demonstrate the ability to train an interpreter for bilingual assessment and intervention sessions.

Speaker Biography

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 of Arizona.
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 children

 10:00-10:15    Break

 10:15-11:30:   Training Interpreters

 11:30-12:00:   Pre-staffing considerations

 12:00-1:00:     Lunch

 1:00-2:00:       Bilingual theory, bilingual phonological assessment

 2:00-2:15        Break

 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.


 ASHA Logo

    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.




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