Language Screening of Pre-School Bilingual (Spanish-English) Children
Presented by Aquiles Iglesias, Ph.D., CCC-SLP, University of Delaware
Jill de Villiers, Ph.D., Smith College
Roberta Michnick Golinkoff, Ph.D., University of Delaware
Take Home Messages
- Language screening is an important first step in identifying children at-risk for developing language disorders.
- Screeners must assess product (what the child has learned) and process (child's ability to learn language).
- Language screener should provide practitioners and parents information on TD children's strengths and needs.
- Ideally, screeners should not require specialized training, should be automatically scored, and produce output that is easily interpreted by parents and teachers.
Principles Guiding Development of the QUILS:ES
| Principle |
| Capture child's overall language skills-regardless of language |
| Dialect neutral assessment that captures multiple domains of language and language learning |
| Reduce burden on administrator Minimize training/expertise/language fluency of administrator |
| Provide useful information to examiners, teachers, and parents |
| Action |
| Assess in Spanish and English |
| Score assessment to capture strength and needs, regardless of language |
| Assess Product (what the child knows-vocabulary and grammar) and Process (ability to learn language) |
| Sensitive to cultural and linguistic variations |
| Animation of some items |
| Assess receptive language |
| Self-contained assessment |
| Stimuli/speaker |
| Self-scoring |
| Automatic Report (examiner, teacher, parent) |
| Go beyond Pass/Fail |
| Identify strengths and needs |
QUILS:ES
- A new kind of screener
- 15 minutes per section
- Dynamic events can be presented by animation
- Automatic narration and scoring
- Automatic reporting functions
- Does not need a professional to test
- Children like it!
Assessment of Linguistic Environment
- QUILS: ES Language Questionnaire
- Goal: Determine whether child should be assessed with QUILS or QUILS: ES
| AREAS |
TYPES |
| Vocabulary |
Nouns |
|
Verbs |
|
Prepositions |
|
Conjunctions |
| Syntax |
Wh-Questions |
|
Past Tense |
|
Prepositional Phrases |
|
Embedded Clauses |
| Process |
Verb Learning |
|
Noun Learning |
|
Adjective Learning |
|
Converting Active to Passive |
| ITEMS(Examples) |
|
| English |
Spanish |
| Fireworks |
El recogedor |
| Who is leaning? |
¿Quién está saludando? |
| Firefighters are between cars. |
La muñeca está arriba de los regalos. |
| Who cleaned while the baby slept? |
¿Quién se deslizó por el tobogán después que llegó el autobús? |
| How is the boy filling the washtub? |
¿Qué le está cayendo encima a la niñita? |
| Where was the wheel? |
¿Dónde estaba el pájaro? |
| Find the dog behind the black table. |
Encuentra la bandera debajo de un mono sucio. |
| What did Cowboy Bob tell Mia to do? |
¿A dónde le dijo la abuelita a Javier que fuese? |
| Find someone is ruling something to someone. |
Encuentra, el señor está ruleando a una niña |
| Can you show me another sub? |
Me puedes enseñar otro mepe? |
| What else is dorbish? |
Qué otra cosa es petosa? |
| Which one got lummed? |
¿Qué fue rusiado? |
Behind the Scene Scoring
| Type |
Area |
Eng. |
Span. |
Eng. |
Span. |
Eng. |
Span. |
Score |
Language |
| Wh-Questions |
Syntax |
3 |
3 |
3 |
2 |
1 |
0.67 |
1 |
English |
| Past Tense |
Syntax |
4 |
4 |
0 |
2 |
0 |
0.5 |
0.5 |
Spanish |
| Prepositional Phrases |
Syntax |
4 |
3 |
2 |
2 |
0.5 |
0.67 |
0.67 |
Spanish |
| Embedded Clauses |
Syntax |
4 |
4 |
0 |
1 |
0 |
0.25 |
0.25 |
Spanish |
| Verb Learning |
Process |
4 |
4 |
1 |
1 |
0.25 |
0.25 |
0.25 |
Both |
| Converting Active to Passive |
Process |
2 |
3 |
1 |
3 |
0.5 |
1 |
1 |
Spanish |
| Noun Learning |
Process |
4 |
4 |
2 |
3 |
0.5 |
0.75 |
0.75 |
Spanish |
| Adjective Learning |
Process |
4 |
4 |
0 |
2 |
0 |
0.5 |
0.5 |
Spanish |
| Nouns |
Vocab |
4 |
4 |
3 |
4 |
0.75 |
1 |
1 |
Spanish |
| Verbs |
Vocab |
4 |
4 |
1 |
2 |
0.25 |
0.5 |
0.5 |
Spanish |
| Prepositions |
Vocab |
4 |
4 |
2 |
4 |
0.5 |
1 |
1 |
Spanish |
| Conjunctions |
Vocab |
4 |
4 |
0 |
3 |
0 |
0.75 |
0.75 |
Spanish |
Summary and Recommendation
Based on the Overall Best Score, the student is not recommended for follow-up assessment at this time. Based on the student's individual Area Best Score and Best Assessment, the student is not recommended for follow-up instruction or activities focusing on any individual area.
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Date recording awarded: Webinar created May 18th, 2022
Watched the webinar recording.