A CCURACY OF A COLLECTED SPEECH - LANGUAGE BODY OF EVIDENCE IN IDENTIFYING STUDENTS FOR SPEECH - LANGUAGE EVALUATION IN SPANISH Teresa M. Gillespie, M.S., C.C.C. Certified, Bilingual Speech-Language Pathologist Carla Dominguez, M.A., C.C.C. Certified, Bilingual Speech-Language Pathologist Denver Public Schools Special Education Assessment Services (SEAS)

HYPOTHESIS If the current SEAS Bilingual Speech-Language Assessment Model is accurate in identifying native Spanish-speaking students who have been referred to SEAS, and who would or would not benefit from speech-language evaluation in Spanish, based on a review of the speech-language body of evidence, then the impressions formed by the SEAS Bilingual SLPs of the students’ speech-language skills after a review of the speech-language body of evidence will be similar to the results of the speech-language evaluations completed in Spanish for 90% of the students included in this research study.

R ESEARCH STUDY DETAILS 36 students randomly chosen from students referred to SEAS for speech-language evaluations in Spanish Reviewed the speech-language body of evidence submitted on behalf of each of the students, recorded our impressions of each of the students’ respective speech-language skills (i.e., need/do not need to evaluate), evaluated the speech-language skills of all of the students, and compared our impressions of the students’ respective speech- language skills after the review of the speech- language body of evidence with the results of the students’ speech-language evaluations in Spanish

R ESULTS

S TUDENT S PEECH -L ANGUAGE I NFORMATION T RACKING F ORM Student Name: Student ID #: Date of Birth: ACCESS Speaking Subtest Score: Initial or Re-Evaluation: Language of Literacy/Content Instruction: Information Known in SpanishInformation Known in EnglishHow To Obtain Information (i.e., informal speech-language evaluation in English, SEAS informal/formal speech-language evaluation in Spanish, SEAS Speech-Language Skills Checklist, SEAS Speech- Language Probes in Spanish/English, information in ENRICH, collection of a language sample in Spanish/English, parent interview in Spanish/English, etc.) Receptive Language (Able to correctly follow simple and complex oral directions, and correctly identify age-appropriate vocabulary) Expressive Language (Able to correctly respond to simple and complex question forms, correctly label age-appropriate vocabulary, correctly use age-appropriate grammar, and produce simple, compound, and complex sentence structures) Articulation (Able to correctly produce age-appropriate speech sounds at the single-word and connected speech levels, and intelligibility at the single-word and connected speech levels) Pragmatic Language (Conversational turn-taking, number of conversational exchanges, topic maintenance, eye contact, etc.) Fluency (Part-word repetitions, prolongations, and blocks) Voice (Not language-dependent; roughness, breathiness, strain, asthenia, etc.) Resonance (Not language dependent; hypernasality, hyponasality, and mixed nasality)

S PEECH -L ANGUAGE M ATRIX FOR N ATIVE S PANISH - SPEAKING ENGLISH LEARNER STUDENTS Student Name: Student ID #: Date of Birth: ACCESS Speaking Subtest Score: Monolingual Spanish or Sequential/Simultaneous Bilingual: Initial or Re-Evaluation: Language of Literacy/Content Instruction: Newcomer or Number of Years in Host Country: Spanish Dialect (if known): L 1 (Spanish)L 2 (English)Source of Information (i.e., ENRICH, submitted speech- language body of evidence, observation, language sample, consultation with School SLP, teacher report, Speech-Language Skills Checklist, parent interview, student progress monitoring data, Speech-Language Probes, IC, Teacher Portal, HLQ, etc.) Conflicting Information (i.e., responses during standardized testing versus responses during a language sample, teacher report versus performance during testing, parent report versus performance during testing, etc.) Receptive Language Correctly follows simple one-step oral directions Correctly follows simple two-step oral directions Correctly follows simple three-step oral directions Correctly identifies age-appropriate vocabulary Expressive Language Correctly responds to simple questions Correctly responds to complex questions Produces simple sentence structures Produces compound sentence structures Produces complex sentence structures Correctly uses age-appropriate grammar (i.e., conjugation of regular and/or irregular verbs into the first person present indicative verb tense, the subjunctive verb tense; the preterite/past verb tense, etc.; plurals; clitic pronouns; gender articles; Subject-Verb agreement; reflexive pronouns; etc.) Correctly labels age-appropriate vocabulary Stage of Second Language Acquisition Second Language Acquisition Processes (i.e., Codeswitching, Language Loss, etc.) Pragmatic Language (Conversational turn-taking, number of conversational exchanges, topic maintenance, eye contact, etc.) Articulation Correct production of age-appropriate speech sounds at the single-word level Correct production of age-appropriate speech sounds at the connected speech level Intelligibility at single-word level Intelligibility at connected speech level Fluency Part-word repetitions Prolongations Blocks Voice (Not language-dependent) (Roughness, breathiness, strain, asthenia, etc.) Resonance (Not language-dependent) (Hypernasality, hyponasality, mixed nasality)