Prelims of Kant get Marx 2.0: a general politics quiz
Asha conceptual scoring presentation 2011 final 2
1. Importance of Conceptual Scoring to
Language Assessment in Bilingual Children
2011 ASHA Convention, San Diego, CA
November 19, 2011
Shannon Wang, M.A., CCC-SLP
Nancy Castilleja, M.A., CCC-SLP
Marie Sepulveda, M.S., CCC-SLP
Mark H. Daniel, Ph.D.
3. 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
4. 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
(Region 4 Educational Service Center, 2005)
Result: Bilingual children often misdiagnosed
• Low test scores in both Spanish and English
5. Assessing Bilingual Abilities
“The lower vocabulary of bilinguals at certain stages of development
may have nothing to do with handicaps or dominance questions but
probably more with a smaller variety of linguistic input in each language
taken separately.”
Hugo Baetens-Beardsmore, 1986
Assessing vocabulary in bilingual children: best practice is to test both
languages
H. Kayser, 1989; H. W. Langdon, 1989
6. 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
7. Conceptual Scoring ---> Dual Language Score
“Conceptual scoring” is based on literature examining semantic
language development (vocabulary and other semantic skills).
PLS-5 Spanish targets oral language (semantic and
morphosyntactic skills) and early academic skills.
8. Does the dual language score approach provide
a more valid representation of a bilingual
child’s language skills?
Studies Examining a Dual
Language Approach for
PLS-5 Spanish
• PLS–4 Spanish bilingual pilot
study
• PLS–5 Spanish
• bilingual tryout study
• bilingual standardization
study
9. Development of a dual-language scoring procedure
• Bilingual expert panel
– Hortencia Kayser, Ph.D.
– Henriette Langdon, Ph.D.
– Elizabeth Peña, Ph.D.
• Developed PLS–4 Spanish English Record Form
supplement
• Administered PLS–4 Spanish to participants
• After administration of the PLS-4 Spanish, items the
child missed in Spanish were re-administered in English
PLS–4 Spanish Bilingual Pilot Study
10. PLS–4 Spanish Bilingual Pilot Study
Participants n=28
Ages 3:7-6:10
Countries of origin
– Mexico
– Caribbean
– Central & South America
Caregiver education level
– 11th
grade or less 37%
– High school graduate or GED 22%
– 1–3 years of college or technical school 22%
– 4 or more years of college 19%
11. Fluency in Spanish
Exposure to Spanish
• Primary caregiver speaks Spanish to child
• Child is Spanish-English bilingual
• Child may be enrolled in bilingual classes
Language comprehension
• Understands Spanish and a little English OR
• Understands both Spanish and English OR
• Understands some concepts only in Spanish and some
only in English
Language expression
• Speaks Spanish, a little English OR
• Speaks both Spanish and English
PLS–4 Spanish Bilingual Pilot Study
12. Results
• 93% received additional points in AC
Score difference range: 0 to 6 points (mean = 2.9)
• 75% received additional points in EC
Score difference range: 0 to 13 (mean = 3 points)
• 32% of sample earned scores that moved from
language-disordered range of performance to
typically developing range
PLS–4 Spanish Bilingual Pilot Study
13. PLS–5 Spanish Bilingual Tryout Study
Participants n=200
Ages 2:0 through 7:11
Diagnosis TD: n = 166
NonTD: n = 34
14. PLS–5 Spanish Bilingual Tryout Study
Criteria for Language Disorder
Inclusionary Criteria
• Diagnosed with a moderate to severe language disorder (< 77
on standardized test) in either receptive language, expressive
language or both
OR
• Diagnosis based on non-standardized tests results; plus
statement provided by clinician indicating a moderate to severe
language disorder
• Must be enrolled in language therapy
15. PLS–5 Spanish Bilingual Tryout Study
Criteria for Language Disorder (cont.)
Exclusionary Criteria
• history of hearing impairment, middle ear infections/ otitis
media/PE tubes, or hearing aids
• phonological disorder
• verbal apraxia or dyspraxia, or exhibits deletions of final
sounds or syllables
• Exceptions
– aspirated final /s/, common in a Puerto Rican dialect
– Consistently substitutes final /s/ with another phoneme
16. PLS-5 Spanish Bilingual Tryout Study:
Sample Demographics
TD Non-TD
N 166 34
Age:
Mean 4:11 5:5
SD 1:7 1:5
NTD group:
Expressive language 19%
Receptive language 4%
Both 77%
17. PLS–5 Spanish Bilingual Tryout Study
Method
• PLS-5 Spanish Tryout edition
• Items were administered in Spanish first
• Any items missed in Spanish were re-administered in English
• Items were scored based on:
• Spanish performance
• Spanish-English performance (dual language scoring)
• Data analysis compared Spanish-only scores and Spanish-
English scores
18. PLS–5 Spanish Bilingual Tryout Study
Findings
Gain from dual language scoring
• Beneficial for children ages 4:0-7:11
• Strongly related to rated proficiency in English
(Children with “little English” show little gain)
• No relationship to caregiver education level
• No relationship to whether or not the child is typically
developing
• For children 2:0-3:11
• Children still in the early language acquisition process
• There was not the same pattern of gains with dual language
scoring as with older children
19. PLS–5 Spanish Bilingual Tryout Study
Findings (continued)
• Children with typical language development showed equal
gains in academic and non-academic language
• Children with a language disorder showed greater gains in
non-academic language
20. PLS-5 Spanish Standardization:
Dual Language Study
Bilingual Children’s Levels of Fluency in
Spanish and English
• Primarily Spanish speaker with some English abilities
• Bilingual Spanish-English speaker
21. Language Comprehension in Spanish
1. Child understands Spanish, but no English [monolingual]
2. Child understands Spanish and a little English [bilingual]
3. Child understands both Spanish and English [bilingual]
4. Child understands some concepts in Spanish and some in
English (e.g., home concepts in Spanish; school concepts in English) [bilingual]
5. Child understands English and some Spanish
[not included in sample]
6. Child does not understand Spanish; only understands English
[not included in sample]
22. Expressive Language in Spanish
1. Child converses in Spanish, speaks no English [monolingual]
2. Child converses fluently Spanish and speaks Spanish most of
the time. He or she speaks a little English [bilingual]
3. Child converses fluently in both Spanish and English [bilingual]
4. Child converses fluently in English and speaks English most of
the time. He or she speaks a little Spanish. [not included in sample]
5. Child converses fluently in English; speaks no Spanish
[not included in sample]
23. Exposure to Spanish
Almost always: [monolingual]
• Interacts in a Spanish speaking environment only
• Leisure activities in Spanish
• Speaks Spanish with family and friends
Often: [bilingual]
• interacts in both Spanish and English environments
• may prefer to speak Spanish with friends and family OR
• may switch languages without a preference for either
Occasionally: [bilingual]
• Interacts with friends or family members who speak Spanish only
• Speaks Spanish but prefers English with family and friends
Seldom or Almost Never [not included in the study]
• Interacts with friends or family members who speak Spanish only, but do not live in
child’s home (seen infrequently)
• Communicates a few messages in Spanish
24. Dual Language STDZ Study: Length of Time
Residing in the U.S.
* 17% did not report length of time in the U.S.
• 0-11 Months
• 1 Year
• 2 Years
• 3 Years
• 4 Years
• 5 or more Years
• Born in the U.S.
83% of the children living in the U.S. were
born in the U.S. or have lived in the U.S. for more than 5 years
25. PLS–5 Spanish Dual Language
Standardization Study: Overview
Field Research
• PLS-5 Spanish Standardization edition
– Items were administered in Spanish first
– Any items missed in Spanish were re-administered in English
Scoring
• Items were scored based on:
– Spanish performance
– Spanish-English performance (dual language scoring)
Data Analysis
• Data analysis compared Spanish scores to Spanish-English
scores
52. PLS–5 Spanish Dual Language STDZ Study
Matched Clinical and Nonclinical Samples:
Age and Gender
Expressive Language
Disorder
Receptive Language
Disorder
Exp & Recept
Language Disorder
N 69 53 48
Age: 1 3 3 3
2 11 11 11
3 12 6 6
4 14 10 8
5 11 10 8
6 10 8 7
7 8 5 5
Mean: 4.7 4.6 4.5
Gender: Female 28% 23% 21%
Male 72% 77% 79%
53. PLS–5 Spanish Dual Language STDZ Study
Matched Clinical and Nonclinical Samples:
Caregiver Education
Expressive
Language
Disorder
Receptive
Language
Disorder
Expressive &
Receptive
Language
Disorder
Caregiver education:
< high school grad 55% 64% 67%
high school grad 20% 25% 23%
some college 13% 2% 2%
college graduate 12% 9% 8%
54. PLS–5 Spanish Dual Language STDZ Study
Matched Clinical and Nonclinical Samples:
Region
Expressive
Language
Disorder
Receptive
Language
Disorder
Expressive &
Receptive
Language
Disorder
Region:
Northeast 17% 23% 23%
Midwest 0% 0% 0%
South 35% 34% 35%
West 30% 32% 31%
Puerto Rico 17% 11% 10%
55. PLS–5 Spanish Dual Language STDZ Study
Matched Clinical and Nonclinical Samples:
Country of Origin
Expressive
Language
Disorder
Receptive
Language
Disorder
Expressive &
Receptive
Language
Disorder
Country of origin:
Mexico 59% 62% 60%
Puerto Rico 20% 13% 13%
South America 4% 6% 6%
Central America 10% 13% 15%
Cuba 4% 4% 4%
Dominican Rep. 1% 2% 2%
56. PLS–5 Spanish Dual Language STDZ Study
Standard Score by Administration Method:
Matched Clinical and Nonclinical Samples
Expressive Language Disorder
Note: All clinical vs. nonclinical differences are statistically significant (p < .001).
Scale Score Type M SD M SD ∆
Spanish 78.8 15.5 96.1 14.9 17.3
Dual-Language 79.7 15.2 98.7 13.4 19.0
Spanish 76.5 12.1 97.8 14.2 21.3
Dual-Language 77.1 12.0 99.0 14.4 21.9
Spanish 76.3 12.6 97.1 14.6 20.8
Dual-Language 77.0 12.3 98.8 14.3 21.8
Exp
Comm
64
Total
Language
64
N per
group
Clinical Nonclinical
Auditory
Comp
69
57. PLS–5 Spanish Dual Language STDZ Study
Standard Score by Administration Method:
Matched Clinical and Nonclinical Samples
Expressive Language Disorder
Auditory Comprehension
70
75
80
85
90
95
100
105
Spanish Dual-Language
Nonclinical
Clinical
Expressive Communication
70
75
80
85
90
95
100
105
Spanish Dual-Language
Nonclinical
Clinical
Total Language
70
75
80
85
90
95
100
105
Spanish Dual-Language
Nonclinical
Clinical
58. PLS–5 Spanish Dual Language STDZ Study
Standard Score by Administration Method:
Matched Clinical and Nonclinical Samples
Receptive Language Disorder
Note: All clinical vs. nonclinical differences are statistically significant (p < .001).
Scale Score Type M SD M SD ∆
Spanish 74.3 13.7 94.2 13.4 19.9
Dual-Language 74.9 13.5 97.5 12.3 22.6
Spanish 76.6 12.9 96.3 12.2 19.7
Dual-Language 77.1 13.1 98.0 12.6 20.9
Spanish 74.2 12.4 95.3 12.3 21.1
Dual-Language 74.7 12.3 97.6 12.3 22.9
Expressive
Communic
49
Total
Language
49
N per
group
Clinical Nonclinical
Auditory
Comprehe
53
59. PLS–5 Spanish Dual Language STDZ Study
Standard Score by Administration Method:
Matched Clinical and Nonclinical Samples
Receptive Language Disorder
Auditory Comprehension
70
75
80
85
90
95
100
105
Spanish Dual-Language
Nonclinical
Clinical
Expressive Communication
70
75
80
85
90
95
100
105
Spanish Dual-Language
Nonclinical
Clinical
Total Language
70
75
80
85
90
95
100
105
Spanish Dual-Language
Nonclinical
Clinical
60. PLS–5 Spanish Dual Language STDZ Study
Standard Score by Administration Method:
Matched Clinical and Nonclinical Samples
Expressive & Receptive Language Disorder
Note: All clinical vs. nonclinical differences are statistically significant (p < .001).
Scale Score Type M SD M SD ∆
Spanish 73.7 13.9 94.2 13.9 20.5
Dual-Language 74.3 13.7 97.0 12.5 22.7
Spanish 75.5 12.6 96.7 12.6 21.2
Dual-Language 75.8 12.9 97.8 12.8 22.0
Spanish 73.3 12.3 95.5 12.7 22.2
Dual-Language 73.7 12.2 97.2 12.7 23.5
Expressive
Communic
45
Total
Language
45
N per
group
Clinical Nonclinical
Auditory
Comprehe
48
61. PLS–5 Spanish Dual Language STDZ Study
Standard Score by Administration Method:
Matched Clinical and Nonclinical Samples
Expressive & Receptive Language Disorder
Auditory Comprehension
70
75
80
85
90
95
100
105
Spanish Dual-Language
Nonclinical
Clinical
Expressive Communication
70
75
80
85
90
95
100
105
Spanish Dual-Language
Nonclinical
Clinical
Total Language
70
75
80
85
90
95
100
105
Spanish Dual-Language
Nonclinical
Clinical
62. PLS–5 Spanish Dual Language STDZ Study
1. Little effect of dual-language scoring below age 3.
63. PLS–5 Spanish 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.
64. 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 affect the scores of
children with language disorders.
65. Testing in Spanish and English:
Dominance and Proficiency
“The concept of a ‘dominant’ language is losing favor as there is
more evidence that proficiency in two languages occur on a
continuum, with individuals being able to understand or express
some concepts better in one language and others in another
language.”
(Peña, Bedore, & Zlatic-Giunta, 2002)
“…notions such as proficiency and dominance are moving targets
altered with differences in tasks, topics, and demands”
(Goldstein, 2004)
66. Testing in Spanish and English:
Dominance and Proficiency
“Language proficiency measurement is not as concerned as to
which language is stronger or dominant, but rather its goal is to
provide a description of the language development of the child in
listening, speaking, reading, and writing.
(Kayser, 2001)
67. References
Baetens-Beardsmore, H. (1986). Bilingualism: Basic Principles (2nd
Ed.). San
Diego, CA: College-Hill Press.
Bedore, 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.
Kayser, H.R. (1989). Speech and language assessment of Spanish-English
Speaking Children. Language, Speech, and Hearing Services in the Schools, 20
(3), 226-244.
Kayser, H. (2001) “Assessing Language Proficiency and Language
Dominance.” From the Hart. October 2001. Bilingual Therapies, Inc.
http://www.bilingualtherapies.com/kayser-newsletter/2001/assessinglanguage-
proficiency-and-language-dominance/
Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), Public
Law 108-446 (2004.) 118 Stat. 2647 (2004)
68. References (continued)
Langdon, H.W. (1989). Language Disorder or Difference? Assessing the Language
Skills of Hispanic Students. Exceptional Children, 56 (2).
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-Generation
Performance of Bilingual Children: The Influence of Condition Category and
Language. Journal of Speech Language and Hearing Research, 45, 938-
947.
Region 4 Educational Service Center (2005). Houston, TX (Author).
69. Contact Information
Shannon Wang
Senior Research Director
shannon.wang@pearson.com
Nancy Castilleja
Senior Product Manager
nancy.castilleja@pearson.com
Marie Sepulveda
Research Director
marie.sepulveda@pearson.com
Mark Daniel
Senior Scientist for Research Innovation
mark.daniel@pearson.com
Notas do Editor
Approximately 50% each; n = 300
Almost always: The child interacts in a Spanish speaking environment only in which everyone speaks Spanish and the family prefers TV programs, radio stations, and movies in Spanish. The child prefers to speak Spanish with friends and family.
Often: The child interacts in both Spanish and English environments on a daily basis, for example, conversing in Spanish in the home but in English at school. The child may prefer to speak Spanish with friends and family or may go back and forth between the two languages without an apparent preference for either
Almost always: The child interacts in a Spanish speaking environment only in which everyone speaks Spanish and the family prefers TV programs, radio stations, and movies in Spanish. The child prefers to speak Spanish with friends and family.
Often: The child interacts in both Spanish and English environments on a daily basis, for example, conversing in Spanish in the home but in English at school. The child may prefer to speak Spanish with friends and family or may go back and forth between the two languages without an apparent preference for either
Almost always: The child interacts in a Spanish speaking environment only in which everyone speaks Spanish and the family prefers TV programs, radio stations, and movies in Spanish. The child prefers to speak Spanish with friends and family.
Often: The child interacts in both Spanish and English environments on a daily basis, for example, conversing in Spanish in the home but in English at school. The child may prefer to speak Spanish with friends and family or may go back and forth between the two languages without an apparent preference for either
85% were born in the US or in the US 5 or more years