Dual language asha 2012 et

Clinical Considerations When Using Dual-Language Scoring in Bilingual

Assessment

November 15, 2012

Marie Sepulveda, M.S., CCC-SLP, Pearson Assessment

Chien (Shannon) Wang, M.A., CCC-SLP, Pearson Assessment

Nancy Castilleja, M.A., CCC-SLP, Pearson Assessment

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Disclosures

Presenters:Marie Sepulveda, Research Director

Shannon Wang, Research Director

Nancy Castilleja, Product Marketing Manager

All are employees of Pearson Assessment, the developer and publisher of the PLS-5 Spanish.

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Agenda

Overview: Assessing bilingual children

Conducting a dual-language assessment

Research results

Children’s performance patterns with dual-language administration

Q&A

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Overview: Assessing Bilingual Children

IDEIA Statute: Reduce the inappropriate over-identification of children, especially minority and limited English-proficient children, as having a disability.

Statute: Title 1.D.664.b.2.D.vii

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Normal bilingual phenomena can look similar to a disorder to those unfamiliar with 2nd language acquisition

Some typical characteristics of bilingual speakers in the U.S.

• Arrest: The level of proficiency in the language does not change.• Attrition: Language loss and language forgetting• Avoidance: Specific element of a language is not used• Language non use (silent period): a language is not used for

communication purposes• Overgeneralization: a language rule is applied in an unrestricted fashion• Language transfer: phonological, morphological, syntactic, semantic and/or

pragmatic characteristic is used in another language• Fossilization: an inaccurate rule stabilizes to the point of continual usage

Result: Bilingual children often misdiagnosed• Low test scores in both Spanish and English

(Region 4 Educational Service Center, 2005)

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Conceptual Scoring

“Conceptual scoring” is scoring the meaning of a response regardless of the language in which it is produced. B. Pearson, S. Fernandez, & D.K. Oller, 1993

Bilingual children benefit from conceptual scoring, especially when tested in Spanish L. Bedore, E. Peña, M. Garcia, & C. Cortez, 2005

Different ways of combining test scores across languages were tested—combining scores across two languages in a composite or selecting combinations of better task or language performance to use as a basis for decision-making…Classification can be more accurate when scores in both language are used systematically for decision-making.E. Peña and L. Bedore, 2011

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Conceptual Scoring ---> Dual-Language Score

“Conceptual scoring” is based on literature examining semantic language development (vocabulary and other semantic skills) when a bilingual child demonstrates some language skills in Spanish and some in English.

PLS-5 Spanish applies that research to all oral language domains (semantic, morphosyntax, and early academic skills).

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Blueprinting a Dual-Language Assessment Procedure

Hortencia Kayser, Ph.D.– St. Louis University

Henriette Langdon, Ph.D.– San Jose State University

Elizabeth Peña, Ph.D. – University of Texas at Austin

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Evaluating a Dual-Language Assessment Approach for PLS-5 Spanish

• PLS–4 Spanish bilingual pilot study

• Bias review

• PLS–5 Spanish • bilingual tryout study• bilingual standardization

study

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Bias Review

Mary Ann Acevedo, Ph.D., CCC-SLP

– Our Lady of the Lake University– San Antonio, Texas

Alejandro Brice, Ph.D., CCC-SLP

– University of South Florida, St. Petersburg– St. Petersburg, Florida

Maria Bustillo-Formosa, M.S., CCC-SLP

– Carlos Albizu University– San Juan, Puerto Rico

Donna Jackson-Maldonado, Ph.D., CCC-SLP

– Universidad Autonoma de Queretaro– Jurica, Queretaro, Mexico

Hortencia Kayser, Ph.D., CCC-SLP

– Saint Louis University– St. Louis, Missouri

Ellen Kester, Ph.D., CCC-SLP

– Bilinguistics Speech & Language Services– Austin, Texas

Henriette Langdon, Ed.D., CCC-SLP

– San Jose State University– San Jose, California

Elizabeth Peña, Ph.D., CCC-SLP

-University of Texas at Austin-Austin, Texas

Adelaida Restrepo, Ph.D., CCC-SLP

-University of Arizona-Tempe, Arizona

Albert Villanueva-Reyes, Ed.D., MSc, CCC-SLP

-University of Puerto Rico-San Juan, Puerto Rico

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Conducting a Dual-Language Assessment

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Clinician Questions:Determining the Language(s) Assessed

How do I determine if the child is a monolingual Spanish speaker or a bilingual Spanish-English speaker?

What if the child’s records indicate he or she primarily speaks Spanish at home, but I find that the child mostly speaks English when I am testing?

Do I administer English items if the child is a monolingual Spanish speaker?

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Determining the Item Scores (1,0) for a Bilingual Spanish-English speaker

Step 1 Administer all the Spanish items first.– If the pass criterion is met, circle 1. You do not need to administer the

corresponding subitems in English if the child meets the pass criterion in Spanish.

– If the pass criterion is not met, check “Administer in English” (do not score 0 yet)

– Complete testing in Spanish until you reach a ceiling.

Step 2 Administer all the Spanish items until you establish a ceiling. Then administer the corresponding English subitems that were missed in Spanish.– Compare the combined Spanish and English responses to the pass criterion. – If the pass criterion is met, circle 1.– If the pass criterion is not met, circle 0.

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Clinician Questions: Monolingual Spanish Speakers

How do I do the dual-language scoring with a child who only speaks Spanish?

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If a child is predominantly English speaking with some Spanish, can I administer the English portion of PLS-5 Spanish only and are the scores valid?

Can I administer the English portion of the PLS-5 Spanish to my students who are monolingual English speakers?

Clinician Questions :

Is it appropriate to administer PLS-5 Spanish to English speakers?

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Examiner: Switching from Spanish to English When Administering Test Items

Do I administer all the Spanish items first or go back and forth between Spanish and English?

After I establish a basal in Spanish, do I switch back and forth between Spanish and English items during administration?

What happens if I don’t establish a basal in Spanish? Do I switch back and forth between Spanish and English items to establish a basal?

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Child Responses: Switching from Spanish to English When Responding to Test Items (code switching)

How do I score a child’s response if part of the answer is in Spanish and part in English (e.g., Ella comió una cookie)?

How do I score a child’s response if he or she uses anglicisms to respond to test items (e.g., “rideando,” “marketa,” “sockatines.”)

Where do I record the child’s answers on the Record Form when the child answers

○ in English to Spanish test items or○ in Spanish on English test items?

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Using a Second Therapist or Interpreter

In our district, one therapist administers the Spanish tests and another administers the tests in English. Can we still use two different therapists to administer the test items—one administering the test in Spanish and another administering the test in English?

Do we still have to do a dual-language administration of PLS-5 Spanish if another therapist has already administered a test in English?

Do we administer the test in one or two sessions?

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How do I establish a basal in Spanish if a child gets one of the first three numbered items wrong? Do I administer English items to establish a basal?

Am I supposed to establish a separate basal in English? What if I get a dual basal—one in Spanish and one in English? Which one do I use?

Establishing a Basal

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Spanish only administration:6 consecutive scores of 0

Dual-language administration:Spanish administration—6 consecutive numbered items that do not meet the score criteria (i.e., 0 or with the Administer in English box checked)

andEnglish administration—6 consecutive numbered items with scores of 0

The 0 score reflects either the combined Spanish and English responses OR English only responses that go beyond the Spanish ceiling.

Rules to Establish Ceiling(s)

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Do you keep testing to obtain a new ceiling once you administer the English test items?

What if I get a dual ceiling—one in Spanish and one in English? Which one do I use?

Clinician Questions: Establishing a Ceiling

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Clinician Questions: Interpretation of Scores

Won’t a child’s dual-language score be inflated because he will receive credit for responses in both Spanish and English?

Even if I only administer the missed test items in English, won’t a bilingual child’s scores be inflated because the child has seen the stimulus twice and may remember his or her response in Spanish?

Doesn’t administering the item a second time cue the child to respond differently when presented with the same question that is now presented in English?

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More Scoring and Interpretation Questions

Are we allowed to report scores if an English-speaking SLP is using an interpreter?

Can I determine a child’s Spanish language development separately from English language development if I calculate a Spanish-only score and a dual-language score?

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PLS-5 Spanish vs. PLS-5 (English edition): Not the same test

Different, but overlapping, item setsAdministration directions

CuesArtSub-itemsPass criteriaNot exactly the same items that appear on PLS-5 English

Different norm group The items that best differentiate language disorder from

typical development for English speakers are on the English test; the items that best differentiate language disorder from typical development for Spanish speakers are on the Spanish test

Same criteria for placement by age

Developmental milestones may not be mastered at the same ages

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PLS-5 Spanish vs. PLS-4 Spanish: Not the same test; not the same test items

Different, but overlapping, item setsAdministration directionsCuesArtSub-itemsPass criteriaNot the same items that appear on PLS-5 English

Different norm group

Different criteria for placement by age

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Ages 2:6 through 2:11:Norms in one-month increments vs. 6-month increments

6 month norms are reported in the PLS-5 English and Spanish manuals

1-month norms have been developed for 2:6 to 2:11 and posted on the web. Go to www.pls5.com for the link.

Developed because children being tested for entry into school programs are being tested at ages 2:10 and 2:11, the very end of the six-month age range reported in the manual. One-month norms offer more precision in scores at that critical age.

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PLS-5 Spanish: Norms in 1-month increments vs. 6-month increments

• PLS-5 AC raw score: 29

• PLS-5 Spanish standard scores based on 6 month increment: 82

• PLS-5 standard scores based on 1-month norm increments

• Link is on www.pls5.com

2:6 2:7 2:8 2:9 2:10 2:11

82 82 82 82 82 82

87 85 83 81 78 76

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PLS-5 Spanish: Norms in 1-month increments vs. 6-month increments• PLS-5 AC raw score: 28

• PLS-5 Spanish standard scores based on 6 month increment: 79

• PLS-5 standard scores based on 1-month norm increments

• Link is on www.pls5.com2:6 2:7 2:8 2:9 2:10 2:11

79 79 79 79 79 79

84 82 80 78 75 73

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What performance patterns can be expected?

Case studies

• 3 age groups– Birth to 2:11– 3:0 to 5:11– 6:0 to 7:11

• Different levels of Spanish-English proficiency– Monolingual Spanish speaker– Primarily Spanish speaker with some English abilities– Bilingual Spanish-English speaker

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PLS–5 Spanish Dual-Language STDZ Study

Standard Score by Administration Method and Fluency Group

(Norm Sample)Ages Birth-2:11

Auditory Comprehension

95

100

105

110

Spanish Dual-Language

BilingualPrimarily SpanishMonolingual

Expressive Communication

95

100

105

110



Total Language

95

100

105

110



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Case study: Miguel: age 2:11

Monolingual child: speaks Spanish only

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Case study: Diego, age 2:11

Bilingual child: speaks mostly Spanish and a little English

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Case study: Leticia, age 2:11

Bilingual child: speaks Spanish and English fluently

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Case Study: Jaime, age 2:11

Monolingual child: speaks Spanish only

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Case Study: Sergio, age 2:11

Bilingual child: speaks mostly Spanish and little English

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Case Study: Mari, age 2:11


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Standard Score by Administration Methodand Fluency Group (Norm Sample)

Ages 3:0-5:11


95

100

105

110




95

100

105

110



Total Language

95

100

105

110



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PLS–5 Spanish Dual-Language STDZ StudyStandard Score by Administration Method

and Fluency Group (Norm Sample)Ages 6:0-7:11


90

95

100

105

110




90

95

100

105

110



Total Language

90

95

100

105

110



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Standard Score by Administration Method:Matched Clinical and Nonclinical Samples

Receptive & Expressive Language Disorder (n = 47)

70

75

80

85

90

95

100

105



Nonclinical

Clinical

70

75

80

85

90

95

100

105



Nonclinical

Clinical

70

75

80

85

90

95

100

105


Total Language

Nonclinical

Clinical

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Case Study: Linda age 6:3


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Case Study: Felipe, age 6:3


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1. Little effect of dual-language scoring below age 3.

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1. Little effect of dual-language scoring below age 3.2. Nevertheless, dual-language scoring significantly

raised the average standard scores of bilingual children. Children who primarily speak Spanish but know some English had a smaller increase than children who are more fully bilingual.

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PLS–5 Spanish Standardization:Dual-Language STDZ Study

1. Little effect of dual-language scoring below age 3.2. Nevertheless, dual-language scoring significantly raised the

average standard scores of bilingual children. Children who primarily speak Spanish but know some English had a smaller increase than children who are more fully bilingual.

3. Dual-language scoring did not appreciably affect the scores of children with language disorders, but you should still assess English to get the full picture of the child’s skills.

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For more information

www.PLS-5.comwww.speechandlanguage.com/webinar/pls5spanish

Marie Sepulveda, MS CCC-SLPResearch [email protected]

Chien (Shannon) Wang, MA CCC-SLPSenior Research [email protected]

Nancy Castilleja, MA CCC-SLPSenior Product [email protected]

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ReferencesBedore, L., Peña, E., Garcia, M., & Cortez, C. (2005). Conceptual vs. monolingual scoring: when does it make a difference?. Language, Speech, and Hearing Services in Schools, 36, 188-200.

Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), Public Law 108-446 (2004.) 118 Stat. 2647 (2004)

Pearson, B., Fernandez, S. & Oller, D. K. (1993). Lexical development in bilingual infants and toddlers: comparison to monolingual norms. Language Learning, 43 (1), 93-120.

Peña, E.D. & Bedore, L.M. (2011). “It takes two: improving assessment accuracy in bilingual children. ASHA Leader, 16 (13), 20-22.

Peña, E., Bedore, L., Zlatic-Giunta, R. (2002) Category-GenerationPerformance of Bilingual Children: The Influence of Condition Category andLanguage. Journal of Speech Language and Hearing Research, 45, 938-947.

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References

Region 4 Educational Service Center (2005). Bilingual phenomena: determining a communication difference vs. a communication disorder. Houston, TX (Author).

Zimmerman, IL, Steiner, V.G., Pond, RE, (2012). Preschool Language Scales—Fifth Edition, Spanish. Bloomington, MN: Pearson.

Zimmerman, IL, Steiner, V.G., Pond, RE, (2011). Preschool Language Scales—Fifth Edition. Bloomington, MN: Pearson.

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Dual language asha 2012 et

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