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Professor Elizabeth Peña and Postdoctoral Scholar Amy Pratt are presenting at the 2018 American Speech-Language-Hearing Association (ASHA) Convention, held in Boston, November 15-17. This year's theme is "Revolutionary Learning, Evolutionary Practice." ASHA, founded in 1925, is the national professional, scientific, and credentialing association for 191,500 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. The ASHA Convention brings together approximately 15,000 attendees, offering more than 2,500 sessions eligible for ASHA continuing education credit. Presentations cover the latest research, clinical skills, and techniques in communication sciences and disorders. 2018 Presentations by Elizabeth Peña and Amy Pratt (organized alphabetically within categories) SEMINARS Title: The Bilingual IEP Toolkit: How to Advocate against the Use of Standard Scores (Seminar) Authors: Lisa Bedore (U of Texas at Austin), Anny Castilla-Earls (U of Houston), Leah Fabiano-Smith (U of Arizona), Elizabeth Peña (UCI), Sonja Pruitt-Lord (San Diego State U), M. Adelaida Restrepo (Arizona State U), Raul Rojas (U of Texas at Dallas) Description: A major contributor to misdiagnosis of bilingual children with speech and language impairment is the use of standardized test scores. This panel discussion will address standardized tests and misdiagnosis, will provide information on interpretation of policy on diagnostic eligibility for services, and will provide strategies for advocating for the use of best practices to qualify children for services. Title: Revolutionizing Assessment: Dynamic Approaches to Testing Children from Multicultural Backgrounds (Seminar) Author: Elizabeth Peña (UCI) Description: This session is developed by, and presenters invited by, Language and Learning in School-Age Individuals. Dynamic assessment is an assessment approach that focuses on child learning during short-term intervention. Research indicates that observations of child modifiability within a structured mediated learning session focused on language learning are highly accurate predictors of language ability. In this session, we focus on designing dynamic assessment using principles of mediated learning experience and how to systematically observe child modifiability. POSTERS Title: Category Sorting in Spanish-English Bilingual Children (Poster) Authors: Gabriela Simon-Cereijido (CSULA), Aquiles Iglesias (U of Delaware), Lisa Bedore (U of Texas at Austin), Elizabeth Peña (UCI) Description: Category knowledge is central to learners’ organization of vocabulary. Bilingual children must combine conceptual knowledge across two languages to develop rich category structure. We explore how category knowledge changes in 4- to 10-year-olds using a category sorting task. Children change both in regard to the prototypicality of categories formed and specificity of vocabulary used to describe categories. Title: Comparing Narrative Scoring Rubrics used with Spanish-English Bilingual Children (Poster) Authors: Mizra Lugo-Neris (U of Texas at Austin), Katie Squires (Central Michigan University), Elizabeth Peña (UCI), Amber Stansbury & Alice Regalado (U of Texas at Austin) Description: This study compared three scoring rubrics, the NSS, the MISL, and the NAP/NAP-S, when applied to the English and Spanish narratives of school-age bilingual children with and without language impairment. The clinical utility of these rubrics will be discussed in terms of reliability of scoring criteria, differentiation between TD/LI groups, as well as children’s performance over time. Title: Difficulty of Semantic Tasks for Bilingual Children With & Without Developmental Language Disorder (Poster) Authors: Javier Jasso, Stephanie McMillen, & Jissel Anaya (U of Texas at Austin), Elizabeth Peña (UCI), Lisa Bedore (U of Texas at Austin) Description: Identifying bilingual children with developmental language disorders is complicated by varying levels of exposure. We investigate semantic difficulty on English semantics subtests over time (at 3 time points) in Spanish-English bilingual children. Preliminary results suggest the relationship between semantic task difficulty and language experience depends on task, ability status, and age. Title: Identification Accuracy of Narrative Ability for Bilingual Learners: Dynamic Assessment in Two Languages (Poster) Authors: Christina Fiestas (Texas A&M), Elizabeth Peña (UCI) Description: Discriminant analysis from a Dynamic Assessment (DA) narrative task was used to determine if classification accuracy was better for children who received mediation in Spanish or English and which measures best classify English language learner's narrative language skills. The use of measures from both languages may increase classification accuracy. Title: Modeling Phonological Ability in Typical & Disordered Language Development in School-Aged Spanish-English Bilingual Children (Poster) Authors: Kathleen Durant & Lisa Bedore (U of Texas at Austin), Elizabeth Peña (UCI) Description: The interaction of cognitive and language-specific phonological skills in 130 Spanish-English bilingual-children with typical and disordered language development is investigated through factor analysis. Relationships between phonemic inventory, non-word repetition, and tongue-twister performance varied between groups. Overall, phonological ability was best represented by phonemic inventory performance. However, non-word repetition was the strongest factor for Spanish phonological ability for the disordered group. Title: Performance of Bilinguals With & Without DLD on Sentence Repetition: The Role of Exposure (Poster) Authors: Javier Jasso (U of Texas at Austin), Amy Pratt (UCI), Elizabeth Peña (UCI), Lisa Bedore (U of Texas at Austin) Description: This study investigated the clinical utility of sentence repetition (SR) tasks in Spanish and English for young bilinguals. It encompassed two aims (1) to examine the role of language exposure, age, and language ability on SR, and (2) to evaluate the diagnostic accuracy of SR tasks at identifying bilingual children with developmental language disorder. Results and clinical implications are discussed. Title: The Relationship Between Oral Language Ability & Emergent Literacy Skills for Spanish-Speaking Children with SLI (Poster) Authors: Amy Pratt (UCI), Rebecca McCauley & John Grinstead (Ohio State U) Description: Our research investigates how literacy develops among Spanish-speaking preschool children with SLI who may be at increased risk for later reading difficulties. Results show significant group differences between children with SLI and a group of age- and income-matched TD peers on a battery of emergent literacy skills. Theoretical and clinical implications for literacy development in a transparent orthography are discussed. Title: Spanish-English Bilingual Preschoolers' Code-mixing Patterns According to Ability, Frequency & Accuracy (Poster) Authors: Kai Greene (CSULA/CSUDH/LAUSD), Casey Taliancich-Klinger (Our Lady of the Lake U), Elizabeth Peña (UCI), Lisa Bedore (U of Texas at Austin) Description: While completing a semantics screening battery in English and Spanish, 265 bilingual preschoolers code-mixed at least once on expressive vocabulary test items. Code-mixed responses were analyzed based on participants’ language ability and proficiency levels. Findings discuss how semantic categorical test items influence the frequency and accuracy of emerging bilinguals’ lexical choice and language selection. TECHNICAL RESEARCH Title: Naming Accuracy as a Predictor of Semantic Knowledge for Bilingual Children with Language Impairment (Technical Research) Authors: Stephanie McMillen & Lisa Bedore (U of Texas at Austin), Elizabeth Peña (UCI), Zenzi Griffin (U of Texas at Austin) Description: Naming accuracy on lexical processing tasks may provide a method for identifying bilingual children with language impairment. Results from this study demonstrate that Spanish-English bilingual children’s naming accuracy in the second grade is predictive of semantic knowledge in the third grade. Difficulty with accurate lexical retrieval is discussed in terms of weaker semantic representations for children with language impairment.
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