Signature Assignment - Mejia-2
pdf
keyboard_arrow_up
School
University of St. Augustine for Health Sciences *
*We aren’t endorsed by this school
Course
123
Subject
Medicine
Date
Apr 3, 2024
Type
Pages
14
Uploaded by ChancellorBraverySquirrel6637
1
Signature Assignment
Christina A. Mejia
SLP 5115: Early Language Disorders
University of St. Augustine for Health Sciences
Dr. Ward
August 9, 2023
2
Client:
Varie US Clients (VS)
DOB:
7/4/2017
Parents:
George & Martha Clients
Clinician:
Christina Mejia
CASE HISTORY
Health/Physical Development:
VS was born during the end of the second trimester at 26 weeks. Before he was discharged
home, he stayed in the NICU for three months. He required feedings through G-tube and needed
to be placed on oxygen. During his NICU stay, Theo was diagnosed with bronchopulmonary
dysplasia, gastrostomy dependence, GERD and faced challenges with feeding. As of 10/27/2015,
he showed no signs of difficulty with hearing or vision. He has shown difficulties with eye
tracking, feeding and communication.
Cognitive Development:
VS’ screening results were a Cognitive Standard Score of 84, indicating his cognitive
development abilities are below average range. There are concerns with some of his cognitive
milestones not being met. He shows challenges with the ability to focus on objects within his
environments.
Communication:
VS received a total language score of 59. His expressive language skills consist of canonical
syllables with either no or little syllable repetition. He is able to turn-take with sound-making,
but is not able to imitate the following sounds /g, k, m, b/. He shows variation with expressive
language through laughing, making raspberries and gurgles.
Self-Care Adaptive Skills:
VS has refused feeding accompanied with oral preparatory delays as a result of his feeding
aversion. His caloric intake is considerably low and a concern. During the month of March 2015,
he has not made the transition from smooth to lumpy foods as he gags and chokes.
Gross/Fine Motor Development:
VS received placement in the average range with his Standard Score of 87. He exhibited the
ability to move his head side to side but showed difficulties with eye tracking. His evaluation of
motor development resulted in a score of 83. His strength and balance take significant effort, and
he tries to move throughout his home. As of March 2015, VS shows no concern with crawling,
using a pull method to stand, but he cannot successfully cruise. He exhibits behaviors that are
motor compensation behaviors and does not have all of his foundational skills.
3
Socioemotional Development:
His expressive development is a strength where he laughs and smiles. His Social-Emotional
Standard Score of 103 indicates he is within the average range. As of March, 2015, VS produces
sounds and attempts eye contact.
Caregiver’s Concerns:
Finances have been indicated to be a concern due to the reduction of hours the father is
receiving. This has extended issues to lack of transportation, the need to feed VS and their other
children and having hospital bills to pay. They have concerns with his communication
development and being able to share these issues with his grandparents. They are concerned with
receiving resources for infant/toddler stimulation groups.
Questions to ask:
1.
Has VS received a comprehensive eye exam?
2.
Does VS alternate his gaze between something he wants or showing?
3.
Does VS respond to a stimulus such as a sound, and does he make eye contact in the
direction of the sound?
SERVICES
Functional Communication
Functional communication
is how children use either symbols or actions to express their
basic needs and wants. Before children can use language to communicate, they use
presymbolic
communication
which includes bodily movements, facial expressions, and gestures to interact in
meaningful ways (Owens, 116).
The first example of functional communication was in VS’- Typical Language
Development Simucase. He was expressing his wants by raising his pitch while babbling “ba da
da.” He also communicated through the form of using body language such as waving his arm up
and down and briefly made eye contact towards the end of the video. The second example of
functional communication was in VS’-Typical Language Development: Variegated Babbling
Simucase. VS maintained eye contact with the caregiver Martha while expressing himself when
he babbled “la da da.”
Family Centered
Family Centered Intervention
places an emphasis on the role of the family’s involvement
in their child’s development. A key component of family-centered intervention is the “family’s
daily routines,” that can be done with both the parent and child such as feeding (Owens, 64).
This type of intervention takes place in “natural learning environments,” such as the home where
routines are completed on a daily basis (Owens, 64).
The first example of functional communication was in VS’- Typical Language
Development Simucase. He was expressing his wants by raising his pitch while babbling “ba da
da.” He also communicated through the form of using body language such as waving his arm up
and down and briefly made eye contact towards the end of the video. The second example of
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4
functional communication was in VS’-Typical Language Development: Variegated Babbling
Simucase. VS maintained eye contact with his caregiver Martha while expressing himself when
he babbled “la da da.”
Generalization
Generalization
is when a child is able to learn a specific skill during a therapy session,
and is then capable of applying the learned skill in a different environment. The purpose behind
generalization is to help the child transfer a skill beyond a therapy setting and apply the learned
skill in real-life situations. To simplify the definition, it means to
carryover
(Owens, 64).
The first example of generalization was in VS’- Typical Language Development: 1 Step
Directions simucase. His caregiver Martha asked Riley to close the drawer and repeated the
direction until the child completed the task. By reciting “close the drawer,” this can be carried
over into a different scenario such as closing the drawer’s in school, or closing clothing drawers
at home. Another example of generalization that could be used as a way to practice these phrases
in different settings such as at home, day care, or in school would be a two word phrase such as
“All done.” This could be used when they are done eating, putting on their shoes or putting
away toys. To keep your child motivated during this type of practice, you can use objects such as
“toys, food, or everyday items” that are in your child’s interest to keep their engagement (Owens,
64). This example was seen in VS’-Typical Language Development: 1 Step Directions simucase
when Martha waited until VS was done putting away the tupperware and closed the drawer and
said “All done,” before positively praising VS.
ASSESSMENT
Speech-language screeners, evaluations, and assessments
There is a differentiation between a speech-language screener, evaluation, and
assessment. A
screener
is the initial step that clinicians take to determine if a child needs to be
further evaluated and referred for intervention. A screener serves the purpose of detecting
potential communication delays or disorders and/or deficits in “feeding and swallowing
development” (Owens, 143). A screener is used to build connections between families and an
SLP. They are informative sessions that can be in the form of a standardized test, or a report
completed by a parent. There is an emphasis on the screening measures being “valid, reliable,
sensitive, specific and representative” (Owens, 144). A screening includes the obtaining of
information from parents and/or teachers who can speak on the child’s language skills, a proper
hearing screening, parent questionnaire, play-based observation and an “informal language
sample” (ASHA). If a child passes their screening, parents will be informed that it is a “general
estimate of the child’s performance” at that time, and that there should be progress monitoring
with the suggestion of further evaluation if concerns continue or new concerns come up (Owens,
144).
If a child does not pass their screening, they will receive an
evaluation.
An evaluation is
done to determine if the child does have a disability or delay, and their eligibility for early
intervention services (
Küpper, 5). It is a comprehensive assessment that provides details
regarding a child’s strengths and weaknesses in their overall communication development. An
5
assessment
is defined as the “ongoing process” of determining a child’s needs as well as keeping
in mind the primary concerns of the family and the extent of early intervention services (Owens,
450). Rather than a test-based assessment, SLP’s obtain “early communication data” through an
assessment that features a play component (Owens, 99). An assessment is “not used to highlight
what is wrong,” but it is used as a tool that defines the level of support the child needs (Owens,
98).
The role of parents and caregivers in assessment
Parents and caregivers play an important role and contribute to the progression of their
child's communicative development. They spend the most time with their child, which makes
them a valuable resource who provides reliable information. Parents and caregivers understand
their child the best and can provide insight into the “conditions of their child’s interactions”
(Owens, 101). The benefits of family involvement in the assessment process include an increase
in understanding of their child’s strengths and weaknesses and the potential shortening of an
assessment because of thorough information that is provided. By implementing a parental role
throughout an assessment, it makes them feel like an equal contributor to the process and may
increase the likelihood of following the suggested recommendations.
Importance of knowing developmental milestones when providing a screener, assessment, and/or
evaluation.
It is crucial for a speech-language pathologist to know developmental milestones when
providing a screener, assessment, and/or evaluation. ASHA states that milestone checklists are
just one component of what is “recommended for developmental surveillance during early
childhood” (ASHA). Having a clear understanding that developmental milestones are an
evidence-based reference point helps the clinician to compare the client’s behaviors and
performance to others of the same age. It helps identify any signs of delays and/or speech and
language difficulties. Knowing age-appropriate milestones helps determine if further evaluation
is needed. If it is needed, clinicians will carefully select appropriate and individualized methods
and assessments to determine services (ASHA). An SLP is also an educator who communicates
their findings in a parent-friendly manner. SLPs show they are the trusted professionals when
informing families on their child’s abilities in comparison to age-appropriate norms. It is used to
help both professionals and families make informed decisions that are in the child’s best interest
(Owens, 97).
Importance of differential diagnosis and knowledge of developmental milestones when assessing
for speech-language abilities
As children learn to communicate, they transition from non-symbolic to symbolic
behaviors. SLP’s should be able to identify age-appropriate means of communication. For
instance, children use gestures to communicate their wants and needs. Our textbook indicates
6
that “gestures are used as a bootstrap for spoken language” (Owens, 130). Children incorporate
recognitory gestures
around 12 months
,
and
gesture-word combinations
around 16 months
(Owens, 130). This is helpful to know while working with a child who is not gesturing because it
could provide insight into the child’s cognitive abilities and their gestural development. Knowing
symbolic behaviors and developmental norms can aid an SLP in differentiating “normal
variations in language development from language delay or language disorder” (ASHA). It is
important to make an accurate diagnosis because each case is not “one size fits all.” As an SLP, it
is our job to recognize developmental milestones to make appropriate classifications of the
speech sound disorder or delay prior to creating effective intervention plans.
Two parent-questionnaires which will be used in this diagnostic:
The
CSBS DP Infant-Toddler Checklist
is a parent report completed through direct
interaction with the child (Carey). It is 1 of 3 components of a standardized measure that
determines “communicative competence of infants and toddlers” (Brookes). The purpose of the
questionnaire is to detect if there are any signs of delays in “social communication, expressive
speech/language, and symbolic functioning” in children who are 6-24 months (Brookes). The
checklist measures the following language predictors: emotion and use of eye gaze,
communication, sounds, words, objects and understanding of words. There are approximately 24
questions and the responses are scored as 0 points for
Not Yet,
1 point for
Sometimes,
and 2
points for
Often.
The seven individual cluster scores range in total possible points from 6 to 11
points. The responses should be recorded when a child is between 6 and 24 months, and this will
determine if a referral for an evaluation is needed. Check all of the choices that best describe the
child's behavior, and if you feel unsure about a response, select the closest response. Children at
this age are not expected to exhibit all of the behaviors on the checklist.
The second questionnaire used is the
MacArthur-Bates Communicative Development
Inventories (CDI) - Third Edition.
It is an updated parent-informant measure that evaluates
developmental language and communication in children who are 8-37 months. The purpose of
the parent-completed assessment is to obtain data on their child’s language milestones (Brookes).
The reports are used to help SLPs identify language delay and implement an effective therapy
plan. There are three forms including:
Words and Gestures
form for 8-18 months. This is used to
document the child’s communicative/symbolic gestures and is used as a measure of emerging
receptive and expressive vocabulary (Brookes). The second form is
Words and Sentences
for
16-30 months. It is used to measure expressive language. Lastly
CDI-III
is for 30-37 months, and
is used to measure expressive vocabulary and grammar (Brookes). Information is gathered
through the infant form which is an 89-word vocabulary list. There are two components, 1)
comprehension and 2) production. The toddler form consists of a 100-word vocabulary list. The
parent is to record if a child can combine words and the response options are “Not Yet,”
“Sometimes,” and “Often.” Caregivers are to check off phrases, gestures and words that their
child understands. The first section consists of 3 "yes or no" questions, the second section
consists of 12 questions that have the options of
not yet, sometimes,
and
often.
The final section
consists of a vocabulary checklist where you will mark whether a child
understands, understands
and says,
or
does not understand or say.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
7
Two assessments which will be used in this diagnostic:
The first assessment that will be used is the
Peabody Picture Vocabulary Test - 5th
Edition.
It is used to test receptive vocabulary skills in conjunction with the expressive
vocabulary test. It measures English vocabulary word knowledge, and requires the client to
choose one of four pictures corresponding to the word that was presented verbally by the
clinician.
The second assessment that will be used is the
Preschool Language Scale (PLS-5).
It is
used to determine if a child has either a receptive or expressive language delay or disorder.
Auditory Comprehension
looks at: gesture, play, semantics, language structure, integrative
language, emergent literacy, following directions and pointing to pictures.
Expressive
Communication
looks at: vocal development, social communication, semantics, language
structure, integrative language, emergent literacy, naming objects and grammatical markers.
Explain procedures used to analyze a language sample and the results of the LSA.
SUGAR is a method that speech-pathologists use to analyze a language sample. It is an
efficient tool used to identify intervention targets. The procedures include taking note of the
client’s total word count. The next step is dividing the average length of their sentences by the
total number of utterances. The next procedure is calculating the number of words per sentence.
The last procedure is calculating the total number of clauses per sentence.
Results
1.
VS’ TNW was 182. The mean for children ages 4;0-4;5 is 261.4. Since his TNW was 182
and one standard deviation below the mean equates to 185.98, this places the client more
than 1 standard deviation below the mean (Sugar Language, n.d.).
2.
VS’ MLU was 3.8. The mean for children ages 4;0-4;5 is 5.79. Since his MLU was 3.8
and one standard deviation below the mean equates to 4.13, this places the client more
than 1 standard deviation below the mean (Sugar Language, n.d.).
3.
VS’ WPS was 4.05. The mean for children ages 4;0-4;5 is 6.48. Since his WPS was 4.05
and one standard deviation below the mean equates to 5.07, this places the client more
than 1 standard deviation below the mean (Sugar Language, n.d)
4.
VS’ CPS was 1.05. The mean for children ages 4;0-4;5 is 1.19. Since his CPS was 1.05
and one standard deviation below the mean equates to 1.04, this places the client 1
standard deviation below the mean (Sugar Language, n.d.)
The sub-analysis shows that VS omits “articles” such as
the
and
a.
Out of 50 utterances,
the client shows use of articles only twice throughout the language sample when the mean target
is 14.5 (Sugar Language, n.d.). The mean target for
possessive pronouns
is 7.24, and the client
used two. The mean target for
adjectives
is 6.11, and the client did not produce any. The mean
target for
descriptors
is 4.65, and the client produced one. Both
infinitives
and
progressive -ing
were close to their mean targets. The mean target for
infinitives
is 4.72, and the client produced
four. The mean target for
progressive -ing
is 2.31, and the client produced two. The mean target
for
pronouns
is 32, and the client surpassed this with 48.
8
PRESYMBOLIC INTERVENTION
Provide an analysis of the observed presymbolic early communication intervention
1. Analyze the child’s progression of the following:
a.
Vocal imitation and Shaping (e.g., Owens [2018] p. 215-217);
In VS’
Early Intervention
video, the clinician promotes vocal imitation
when she models “sound-making during play” (Owens, 214). The start of the
video begins with the clinician using easy-to-say consonant-vowel combinations
such as “in” and “down.” After observing and rewatching the video, you can hear
the clinician intentionally enunciate the word “down.” Once the clinician clearly
states “down,” VS drops a toy in the yellow bucket and mimics her vocalization.
He repeats the same vocal imitation when the clinician states “in” as he puts an
object in the bucket, and shortly after at 19 seconds of the video, VS vocalizes
“in.” This can also be seen in VS’ second video,
Early Intervention Activity 2,
the
clinician states “in” as VS puts the blocks into the toy giraffe’s neck. After two
models by the clinician, VS inserts another block and states “in” on his own. An
example of shaping can be seen in VS’
Early Intervention
video at the 58 seconds
mark when VS vocalizes twice what sounds like “in”, and the clinician reinforces
him by saying “good job.”
b.
Joint Attention Intervention (e.g., Owens [2018] p. 224-226);
Joint attention is referred to as an engaged activity where both “partners
are observing and interacting with the same object or event” (Owens, 222). This
can be seen in VS’
Early Intervention Video,
when the clinician asks VS if he’s
ready as she raises the object in the air as his eyes follow the toy. She then drops
the bucket and says “down.” Joint attention is embedded throughout the activity,
and when she models the act of dropping the toy, VS takes his turn to raise an
object in the air as the clinician is narrating the action. Although there is not an
object that could be seen in VS’
Typical Language Development: Variegated
Babbling
video, the short clip shows the beginning stage of transferring eye gaze
from a person to an object. The child’s attention was focused on the person behind
the camera while saying “lalala,” as they smiled and maintained eye contact
throughout the interaction.
c.
Motor Imitation Intervention (e.g., Owens [2018] p. 227-228).
Motor imitation intervention can be seen in VS’
Early Intervention Video
Activity 2,
when VS becomes upset and knocks over the toys. He pairs
vocalization with the action of putting an object into the giraffe's neck. 30 seconds
into the video, the clinician states “put away,” as she grabs the square toy and puts
it away, then VS grabs a toy and he states “in.” The same style of intervention was
used in his first video when the clinician was using the different shapes and
yellow bucket as she would drop an object into a bucket as a way to get him to
imitate her action.
9
2 measurable intervention goals for pre-symbolic interaction
ASHA indicates that between the age of 7 months to 1 year, the child should point to objects.
The first goal is:
VS will point to make a choice in 3/7 trials, during structured play time when two toy
objects are held in front of him with verbal prompts in the next 4 sessions across 2
months.
ASHA states that a child ages 7 months to 1 year should babble longer strings of sounds.VS’
second goal is:
VS will produce long babbling strings of sounds including consonant-vowel
combinations in 4/10 trials during vocal play sessions using toys that capture his attention
over the course of 4 sessions across 2 months.
SYMBOLIC INTERVENTION
1.
EVALUATE the following:
a.
Types of language the client is using (for both clients)
i.
In VS’ simucase videos, you can observe he is at the illocutionary stage of
communication. VS uses vocalizations, eye gaze and gestures. In VS’
Typical Language Development: Jargon
simucase, VS maintains eye
contact on a desired object as she swings it around in front of the adult. In
Chapter 5, Singleton mentions how children around 8-10 months begin
using deictic gestures and they show objects “to engage the adult partner
in an interaction” (Singleton, 98). We can see that VS is at their
appropriate gestural development stage, and this will contribute to their
language development. In VS’
1 Step Directions
and
Early Pretend Play
and Following Directions
he produces vocalizations after being praised for
following directions.
ii.
In VS’ simucase videos, we can see his communication progression over
the course of the three videos.
Specifically in
Object Identification
where
he is now 8-months old, once the adult asks to be given glasses, he
produces vocalizations. In
Early Intervention: Reading Aloud and
Promoting Pre-Literacy,
we can now see his progression to being able to
produce utterances that coincide with the appropriate response his mother
was looking for. Martha read “You need to take a —” and VS vocalized
“bah” for “bath.”
b.
Types of language facilitation strategies used by the SLP (for both clients)
i.
In VS’
1 Step Directions
simucase, Martha facilitated communication by
giving him instructions to follow such as “put the tupperware away” and
when VS completed the task, he was instructed to “close the drawer.”
When VS does not close the drawer after the first instruction to do so,
Martha says “all done” and “close the drawer” once more before praising
him at all. She does not say “good job” when VS first puts the tupperware
away and claps, she extends the opportunity to continue following
directions when she asks him to “close the drawer.” In
Early Pretend Play
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
10
and Following Directions
the SLP facilitated language through directed
play. The SLP asks VS to “give the lion a bite,” and this presents an
opportunity for VS to babble as well as follow the SLP’s directions.
ii.
In VS’
Early Intervention: Reading Aloud and Promoting Pre-Literacy,
Martha uses reading to facilitate language. She provides ample time for
VS to complete her sentences. An example of this is when she says “It’s
time to go night night” and VS responds “Na na.” As his mother is
reading, she provides a pause for him to respond and throughout the video,
VS produces utterances whether they are inaudible vocalizations or can be
understood such as “boo” for book.”
WRITE 2 measurable intervention goals for symbolic interaction, one for each child
1.
VS will follow 1-step directions with no verbal prompts in 6/10 trials over 4 consecutive
sessions.
2.
VS will use appropriate vocalizations paired with gestures to request an object in 4/6
trials over 3 consecutive sessions.
RECOMMENDATIONS
Provide recommendations to caregivers to facilitate language and communication.
The following recommendations are to ensure VS reaches his communication goals of
pairing actions with vocal imitations. One way this could be implemented at home is using his
favorite toys whether that be through cars, animal toys or play-sets. If you are using his grocery
play-set, as he picks up an object, you can state what the object is as he grabs it. For instance, if
he picks up a juice box, you can say “juice.” This scaffold of modeling the appropriate name for
the object is a learning opportunity for him to identify an object correctly. The second way you
can scaffold is through providing extended wait time. The third scaffold that could be used is the
nonverbal cue of gesturing, or pointing. You can implement both extended wait time and
pointing during an activity of using pictures. You can hold up a picture, point to it, and make eye
contact with the child.
Ways to build vocal imitations during actions is through the incorporation of play and
verbal play. You can use an activity such as “peek-a-boo,” so they can imitate facial expressions
such as covering their eyes. To help develop language skills, you can use mouth movements
paired with sound effects so VS can learn to imitate different sounds. Another activity could be
through using toy animals, and you can grab one stuffed animal and make the animal noise. If
VS’ favorite toy is playing with cars, you can grab the object and match it with the sound it
makes such as “vroom,” and VS may replicate the sound while playing.
To extend an interaction, If VS picks up the juice, imitates what you said by saying
“juice,” you can extend it by saying “that is juice.” When VS is playing with cars, and he may
say “car go,” you can say “the car is going.” If VS grabs a toy doll and either makes a crying
sound or says “baby cry,” you can say “the baby is crying.”
To build on VS’ pre-literacy skills, books of interest can be used. Ways you can s
caffold
an interaction can be beginning with 1) reading aloud with enthusiasm, where you can
implement animated voices, facial expressions and gestures to create an engaging activity. 2) As
you read, you can point to objects or pictures so your child can connect words to an image to
help them further develop their vocabulary. 3)Another scaffold you can use is when Ivan picks
11
up an object such as a toy car, you can say “car.” This creates an opportunity for him to learn the
name of the object by you labeling the object correctly.
Aside from reading, ways you can
create
interactions are through daily joint activities.
You can describe what you are doing such as 1) brushing your teeth, 2) when you are both
getting dressed or 3) as you eat at the dinner table. You can also incorporate object identification
here to teach VS to associate words with actions and/or objects.
To further promote language development, if you are cooking while VS is watching, you
can state “pouring milk” or “cutting strawberries. ”To continue working on extending his
utterances, when Ivan says “boo” for “book,” you can extend it by saying “that is a book.” If he
knows when it is time for bed, and you hear him murmur “na na” for “night night,” you can say,
“It is time to go night night.”
12
References:
American Speech-Language-Hearing Association. (n.d.-a).
Frequently asked questions: CDC
and AAP Developmental Milestones updates
. American Speech-Language-Hearing
Association.
https://www.asha.org/practice/Frequently-Asked-Questions-CDC-and-AAP-Development
al-Milestones/#:~:text=ASHA%20understands%20that%20families%20want,are%20pres
ented%20as%20a%20range.
American Speech-Language-Hearing Association. (n.d.).
Late language emergence
. American
Speech-Language-Hearing Association.
https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/#collapse_5
Canivez, G. L., & Graham Laughlin, T. (2021). Peabody Picture Vocabulary Test, Fifth Edition.
The Twenty-First Mental Measurements Yearbook
.
Carey, K. T. (2005). Communication and Symbolic Behavior Scales Developmental Profile: First
Normed Edition. The Sixteenth Mental Measurements Yearbook.
CSBS DP infant-toddler checklist - autism alert. (n.d.).
https://www.autismalert.org/uploads/PDF/SCREENING--DEVELOPMENTAL%20DEL
AY%20&%20AUTISM--CCBS%20DP%20Infant-Toddler%20Checklist.pdf
CSBS DPTM. Brookes Publishing Co. (2018, August 14).
https://brookespublishing.com/product/csbs-dp/
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
13
CSBS DPTM. Brookes Publishing Co. (2018, August 14).
https://products.brookespublishing.com/MacArthur-Bates-Communicative-Development-
Inventories-CDI-Third-Edition-Print-Set-P1469.aspx
Crais, E. R. (2011). Testing and Beyond: Strategies and Tools for Evaluating and Assessing
Infants and Toddlers. Language, Speech & Hearing Services in Schools, 42(3), 341–364.
https://doi.org/0161-1461(2010/09-0061)
Hutchins, T. L., & Suen, H. K. (2014). MacArthur-Bates Communicative Development
Inventories, Second Edition. The Nineteenth Mental Measurements Yearbook.
Jr, O. R. E. (2017).
Early language intervention
. Pearson.
Küpper, L. (Ed.). (2014). Screening, evaluation, and assessment procedures (Module 4).
Building
the legacy for our youngest children with disabilities: A training curriculum on Part C of
IDEA 2004
. Washington, DC: National Dissemination Center for Children with
Disabilities.
MacArthur-Bates Communicative Development Inventories (CDI), Third Edition Print Set. Shop
Brookes Publishing. (n.d.).
https://products.brookespublishing.com/MacArthur-Bates-Communicative-Development-
Inventories-CDI-Third-Edition-Print-Set-P1469.aspx?gclid=CjwKCAjwp6CkBhB_EiwA
lQVyxbmvwlgiEw4QEAuXqvytPk68zWNOSBUBgxnaYQvwdiwdPClOM2XeXRoCXJ
oQAvD_BwE
14
McKnight, T., & Shapley, K. L. (2014). Preschool Language Scales, Fifth Edition. The
Nineteenth Mental Measurements Yearbook.
Owens, R. E. (2018).
Early language intervention for infants, toddlers, and preschoolers
.
Pearson.
Peabody Picture Vocabulary Test: Fifth Edition. PPVT-5 Peabody Picture Vocabulary Test Fifth
Edition. (n.d.).
https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessm
ents/Academic-Learning/Brief/Peabody-Picture-Vocabulary-Test-%7C-Fifth-Edition/p/10
0001984.html
Preschool language scales: Fifth edition. PLS-5 Preschool Language Scales 5th Edition. (n.d.).
https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessm
ents/Speech-%26-Language/Preschool-Language-Scales-%7C-Fifth-Edition/p/10000023
3.html?tab=overview
Singleton, N. C., & Shulman, B. B. (2020).
Language development: Foundations, processes, and
clinical applications
. Jones & Bartlett Learning.
Sugar language
. SUGAR Language. (n.d.). https://www.sugarlanguage.org/