ASHA Professional Development Products

Assessment and Intervention for Internationally Adopted Children
Sharon Glennen, PhD, CCC-SLP Each year over 20,000 children are adopted from abroad into the United States. More than 50% are eventually referred for speech and language services, but SLPs can find it difficult to make appropriate diagnostic and intervention decisions because newly adopted children lack proficiency in any language. This web/telephone replay reviews evidence-based information on typical and atypical language acquisition patterns in internationally adopted children, along with assessment and intervention guidelines. Children adopted before age 2 are the primary focus, but information about older children is also provided. Instructional level: Introductory Earn 0.2 ASHA CEUs.

Assessment of Bilingual Learners: Difference or Disorder?
Celeste Roseberry-McKibbin, PhD The appropriate evaluation of students who are English Language Learners (ELLs) and have potential language-learning difficulties is a dilemma faced by more and more clinicians. This video provides vital information about normal second language acquisition processes, phenomena of bilingualism as a foundation for distinguishing between language differences and disabilities in ELL students, assessment considerations (including adaptations of standardized tests and implementation of informal, nonstandardized materials), and techniques used to differentiate between language difference and disability in ELL students. Numerous practical examples show how to utilize many of the techniques discussed. Instructional level: Introductory Earn 0.3 ASHA CEUs

Bilingual Phonological Development and Disorders
Brian A. Goldstein, PhD, CCC-SLP The population of bilingual children in the United States continues to grow. The assessment and treatment of phonological disorders in bilingual children, is often difficult given the lack of information on bilingual phonological development and best practices related to clinical management. This telephone replay provides you with critical information on Spanish and English phonology, bilingual phonological development in Spanish-English speaking children, and current approaches for least-biased assessment and intervention. Instructional level: Intermediate Earn 0.2 ASHA CEUs

Cultural Contexts for Early Intervention: Working with Families
Susan Moore, CCC-SLP, Clara Perez-Mendez Using authentic family-centered practice is always challenging, and becomes even more so when a client’s family’s language, values, or “life ways” differ from the service provider’s. The increasing diversity of our population virtually guarantees that practitioners’ caseloads will include children and families from a wide range of cultural and linguistic backgrounds. Because of a lack of training in this area, even practitioners who value culturally competent care and authentic family participation in early intervention may struggle to implement culturally sensitive practices. This program focuses on practical models and strategies to promote change in practice at several levels. Instructional level: Intermediate Earn 0.2 ASHA CEUs

Development of English Literacy in Spanish-Speaking Children
Kenn Apel, PhD, CCC-SLP, Editor Despite the increasing numbers of children in the United States who speak a language other than or in addition to English, there has been little empirical research available to guide pre-reading and reading education of Spanish-speaking English Language Learning (ELL) children. This clinical forum was designed to showcase pre-reading and reading development research conducted with this population. These articles are only part of the knowledge needed in order to provide the best practices for educating language minority children, but they are a contribution that should help us move toward the goal of literacy for all children. Instructional level: Intermediate Earn 0.7 ASHA CEUs

Effective Interventions for English Language Learners
Maria Adelaida Restrepo, PhD It is more important than ever for speech-language pathologists to facilitate native language development in English language learners (ELLs), even when these children attend English-only schools. This self-study video outlines intervention principles, as well as factors to consider when planning intervention programs for ELLs—such as cultural identity, academic achievement, home communication, cross-linguistic transfer, and facilitation factors. The prioritizing of intervention goals is explored through case studies. Specific areas of language intervention for ELL children with language disorders are discussed, including vocabulary, grammar, story structure, and phonemic awareness, in addition to preventive techniques for the classroom and home to address ELLs’ general language needs. Instructional level: Intermediate Earn .2 ASHA CEUs

Ethical Issues and Solutions: Working with English Language Learner Students
Catherine J. Crowley, MA, JD In the past, competent services were provided to culturally and linguistically diverse students by simply applying knowledge of typically developing monolingual children, generally from middle class, mainstream American school-oriented cultures. This is no longer adequate. Significant information from researchers and outcome studies indicates how to provide significantly more effective services to our ELL students. As such, ethical violations in providing services may occur today that would not have been problematic in the past. In addition to identifying particular ethical issues, this session focuses on strategies to deal ethically with these situations as they occur. Instructional Level: Intermediate Earn 0.2 ASHA CEUs

Second Language Acquisition in Children: Considerations for Assessment
Johanne Paradis, PhD When performing language assessments in multilingual contexts where English is the second language (L2), important questions must be answered before meaningful assessment can occur. What are the similarities and differences between the first language (L1) and L2 acquisition patterns for phonology, the lexicon and morphosyntax? What factors cause individual differences in children learning a L2? How long does it take for L2 children to perform as well as their native-speaking peers? What happens to the L1 of minority children learning English as an L2? This Telephone Seminar provides an overview of the research on children learning a second language, with a special focus on informing language assessment in multilingual contexts when English is the L2. Earn 0.2 ASHA CEUs

Speech, Language and Hearing in Developing Bilinguals
Brian A. Goldstein, PhD, Editor A hallmark of developing bilingualism is variability in timeframes and patterns of language acquisition. This journal self-study specifically addresses sources of this variability and the clinical challenges of serving developing bilinguals. Topics include comparison of phonological skills, language processing, conceptual scoring, and effects of classroom noise. Instructional level: Intermediate Earn 0.9 ASHA CEUs

Towards an Understanding of literacy Issues in Multicultural School-Aged Populations
Ruth Huntley Bahr, PhD, Editor Literacy in English presents unique problems for children from culturally and linguistically diverse backgrounds. Children from these groups show a higher rate of reading difficulties than children from non-CLD backgrounds. Sociocultural factors often conflict with the expectations of schools. This forum presents recent research on and innovative approaches to providing appropriate literacy intervention to children from CLD populations. Instructional level: Intermediate Earn 0.5 ASHA CEUs.

Working with Interpreters to Serve Bilingual Children and Families
Henriette Langdon, EdD This program explores the methods and procedures involved in effectively working with interpreters to serve bilingual children and families. A detailed explanation of the briefing, interaction and debriefing process for use in conferences and assessments is provided. The roles and responsibilities of the interpreter and the speech-language pathologist are also discussed. Instructional Level: Intermediate Earn 0.2 ASHA CEU’s