Academic Communication Associates

ASSESSMENT INSTRUMENTS 81 TOLL-FREE Telephone Orders: (888) 758-9558 Here is a collection of informal assessment tasks with reproducible record forms. © 2009 Academic Communication Associates, Inc. Bilingual Communication Assessment Resource 160 Name: ______________________ Date of Testing:_____________ Tested by:__________________ Scoring: Score each item in Tasks 1 through 11. (Record comments for Tasks 12 and 13.) 2 = Correct on initial attempt 1 = Incorrect or delayed response 0 = Incorrect and accompanied by much struggle 1. Vowels 7. Four and Five-Syllable Words ___i (mi) ___calabaza ___a (calle) ___elefante ___o (coma) ___pobrecito ___e (beso) ___cafetería ___u (tuyo) ___rápidamente 2. Plosives 8. Two-Word Phrases ___p (piso) ___casa grande ___b (beso) ___mis amigos ___k (cama) ___brazo roto ___t (tía) ___dientes blancos ___d (doce) ___hasta mañana ___g (gato) 3. Continuants 9. Three- and Four-Word Phrases ___s (sopa) ___ la comida favorita ___f (fila) ___ leyendo en la clase ___l (lago) ___ hablando por teléfono ___ tomates y naranjas 4. One-Syllable Words ___ una guitarra nueva ___mi ___tu 10. Multiple Repetition of Words ___la ___ lápiz - lápiz - lápiz ___su ___ sofá - sofá - sofá ___yo ___ corbata - corbata - corbata ___ elefante - elefante - elefante 5. Two-Syllable Words ___ calabaza - calabaza - calabaza ___mesa ___ corriendo - corriendo - corriendo ___toro ___ empezando - empezando - empezando ___bata ___ fantástico - fantástico - fantástico ___lápiz ___ alrededor - alrededor - alrededor ___canto ___ peligroso - peligroso - peligroso ___ chocolate - chocolate - chocolate 6. Three-Syllable Words ___pelota ___manzana ___zapato ___amigo ___tomando Screening for Apraxia of Speech Protocol 6-4B © 2009 Academic Communication Associates, Inc. Bilingual Communication Assessment Resource 42 Instructional Variables Modifications Made Results Instructional Content (e.g., difficulty level, subject matter) Language Use with Student (Use of home and school languages in the lessons) Length and Frequency of Activity Supplemental Stimulus Materials (e.g., visual aids) Task Instructions (e.g., simplified instructions) Prompts and Instructional Supports Student: ________________ ___ Form completed by:__________ _______ Date:____________ Instructions: List modifications made and the effect of these modifications. Summary of Implemented Instructional Modifications Protocol 2-13 © 2009 Academic Communication Associates, Inc. Bilingual Communication Assessment Resource 21 Yes or No Factors Contributing to Language Loss Observations and Comments Opportunities for continued use of the home language have decreased or been eliminated. Parents have limited proficiency in English, but use only English at home when interacting with the child. Parents encourage the child to use English only. Parents want all classroom instruction to be provided only in English. Parents do not read to the child in the home language. Child’s family does not have reading materials readily available in the home language. Brothers and sisters use mostly English when interacting with the child. Child prefers to use English. Child’s peers use mostly English. Classroom instruction is available only in English. Instructional support is provided only in English. Parents spend little time interacting with the child (e.g., Parents are rarely at home). Caregivers use only English when speaking to the child. Environmental Factors Contributi g to Language Loss Student: ______________________ Form completed by:__________________ Date:____________ Scoring: Yes or No. Record relevant comments Protocol 1-6 . g r i e E h t i m E g a © 2009 Academic Communication Associates, Inc. Bilingual Communication Assessment Resource 30 Problem Observed Language 1 Specify:____________ Language 2 Specify:____________ Has difficulty communicating basic needs Gives inappropriate responses to questions Has difficulty interacting socially with peers Has difficulty initiating interactions Has difficulty maintaining topics Has difficulty taking turns appropriately Uses gestures rather than speech Makes statements unrelated to the topic Has difficulty maintaining attention Gives delayed esponses Hesitates frequently when communicating with others Has difficulty describing events Has difficulty sequencing information Has difficulty following instructions Has difficulty answering questions relating to classroom listening experiences Needs frequent repetition of task instructions Has difficulty recalling previously learned information Has difficulty asking for help Has difficulty asking for information Requires frequent prompts Needs frequent explanations Has difficulty telling a simple story Has difficulty using precise vocabulary Has difficulty retrieving words Has difficulty using language to solve problems Has difficulty giving directions Confuses related words Has difficulty using classroom vocabulary Scoring: Y = Problem identified N = No problem identified Descriptive information may also be recorded. Checklist for Identifying Bilingual Communication Difficulties Student: _____________________ Form completed by:__________________ Date:____________ Protocol 2-3 All assessment forms are reproducible! Bilingual Communication Assessment Resource (BCAR) Tools for Assessing Speech, Language, and Learning Larry J. Mattes and Cristina Saldaña-Illingworth Ages 3 through Adult Here is a comprehensive collection of tools and resources for assessing the speech and language skills of bilingual children and adults. Reproducible checklists, informal assessment forms, and other resources are included that can be used to assess speakers of any language. A comprehensive collection of resources designed specifically for use in assessing Spanish speakers is also included. In contrast to norm-referenced tests that yield a percentile ranking or age score, the criterion-referenced measures help you to identify specific behaviors that are causing difficulties for the student. You can also examine how the student responds to instruction in the classroom. Specific strategies are described that will help you distinguish differences from disorders. The tasks make it easy to assess listening and speaking skills commonly emphasized in state curriculum standards. You can use the assessment data to develop IEP goals. Tools for Assessing Receptive and Expressive Language This comprehensive volume provides you with tools for assessing basic concepts, language structures, and the pragmatic skills necessary for effective communication. Tools for Phonology and Phonemic Awareness The tasks in this section make it easy to assess phonemic awareness in Spanish. Word and sentence repetition tasks for articulation screening are also included. Tools for Assessing Aphasia and Apraxia Spanish assessment tools are included for assessing apraxia, word retrieval, and language processing. Tools for Assessing Voice and Speech Fluency Informal tasks are included for assessing voice and fluency in Spanish. Tools for Assessing Language Learning Procedures are described for assessing how the student responds to instruction. Response-to-Intervention (RtI) record forms and forms for the qualitative analysis of performance are included. Special Features The Bilingual Communication Assessment Resource is packed with information, guidelines for conducting assessments, and reproducible assessment tools that can be used with children or adults who have developmental language delays, autism, aphasia, impaired hearing, or other disabilities. This is a must-have resource for all speech and language professionals. The optional CD includes only the reproducible record forms from the manual. Use the CD to print out copies of record forms when you need them. #43210-C23 BCAR Manual only $59.00 #43210BCD-C23 BCAR Manual and CD $74.00 #43210CD-C23 BCAR CD only $34.00 New CD