Podcasts about language assessment

In this episode of "What You Say in English," I explore the fascinating world of plurilingualism and its impact on language assessment. I delve into the definition of plurilingualism, its growing recognition in language learning, and how it challenges the traditional monolingual approach. Throughout the episode, I discuss how language testing bodies like Cambridge Assessment English are incorporating plurilingualism into their assessments. We explore innovative approaches such as cross-linguistic mediation and bilingual assessments that aim to provide a more comprehensive evaluation of individuals' linguistic repertoires. I also address the challenges involved, particularly in enhancing teacher assessment literacy and addressing concerns about fairness and feasibility. By raising awareness and sharing best practices, we can foster a more inclusive approach to assessing plurilingual abilities. Join me as we navigate this evolving landscape and uncover the opportunities and challenges that plurilingualism brings to language assessment. Together, let's embrace the transformative power of recognizing and valuing the complex linguistic repertoires of multilingual individuals. Until next time, happy language learning! The Cambridge Research Notes (Issue 78) can be downloaded here. --- Send in a voice message: https://podcasters.spotify.com/pod/show/whatyousayinenglish/message Support this podcast: https://podcasters.spotify.com/pod/show/whatyousayinenglish/support

Jeffrey Dahmer is one of those people that, after looking at the professionals who have published papers online about him, seems to be unconfirmed. They disagree about his causes and his effects and in all this, the one person who doesn't seem to disagree is Dashmer himself.We decided to have a look at the analysis of one of the many interviews he gave before he was killed in prison. This is some uncanny s***Check out our merch here! - https://the-deductionist.myspreadshop.co.uk/Sherlocks Memory Secrets and The Monographs E-book here! https://www.sherlocksmemorysecrets.com/flagship-frameworkFree 1 hour Coaching Session Learn more here - https://bit.ly/3PSoTvcACT 3 IS OUT NOW! Click here to find the E-scape room game: https://www.youtube.com/channel/UClgL...Test your problem solving skills here - https://www.tiktok.com/@bencardallDon't forget to subscribe to my newsletter through my website https://www.bencardall.comYou can support the channel and get your own copy of The Monographs here: https://linktr.ee/bencardallhttps://www.bencardall.com/1-on-1-coa... contact me for further detailsMusic from - http://www.robertjohncollins.comDon't be strangersBen and Adam

In this episode, Nathan has his first language assessment and lessons with Vera & Irene from Chicche Language! Also, Nathan announces the launch of his new online shop! Visit: www.AllRoadsLeadToItaly.com or ImMovingToItaly.com Also, visit www.ChiccheLanguage.com and sign up for Italian language coaching and maybe you'll end up in a group class with Nathan! This episode is a bit longer than usual - but it is packed full of great content! Enjoy!

Welcome to The Five-Week Linguist Show. We are going to talk about Assessment. [00:22] Record yourself [00:57] Free App Recording software like Vocaroo. [01:34] Using… The post Language Assessment Tools appeared first on Real Life Language.

Welcome back to The TEFLology Podcast - a podcast all about teaching English as a foreign language and related matters.  In today's episode we get to grips with language assessment and testing, and are pleased to be joined by Dr Talia Issacs. Talia principally works as associate professor of Applied Linguistics and TESOL in the Culture, Communication, and Media department at University College London's Institute of Education. She's also involved with leading assessment and consultancy projects on assessment and communication and regularly serves in an advisory role for different educational stakeholder groups both locally and internationally. Her research interests include second language acquisition, higher education, speech sciences, psychology, medicine, and language assessment - the topic of today's episode. Enjoy the episode!  More information about Talia and her work can be found here. - - - Contact us by email: teflology@gmail.com Follow us on Twitter: https://twitter.com/TEFLology  Visit our website and donate to the show: https://teflology-podcast.com/

My SLP professor, Dr. Stefka Marinova-Todd, is back on the SLP Corner podcast for a part two! She is a developmental psycholinguist with her main research interests being bilingual language development and second language acquisition. Dr. Marinova-Todd is an Associate Professor at the School of Audiology and Speech Sciences at UBC and is currently an Associate Editor at Applied Psycholinguistics, and is on the editorial board at Language, Speech and Hearing Services in Schools which is an ASHA journal. Previous podcast recordings with Dr. Marinova-Todd:25. SLP CORNER: Bilingualism and Language Development with Dr. Marinova-Todd26. SLP CORNER - SNACK: Bilingualism and Autism with Dr. Marinova-Todd86. The reference to Paradis' work on how monolingual SLPs could still do assessment on bilingual children:Paradis, J., Schneider, P. & Sorenson Duncan, T. (2013). Discriminating children with language impairment among English language learners from diverse first language backgrounds. Journal of Speech, Language and Hearing Research, 56, 971-981.Free resources fo the assessments used in the article that Johanne and her colleagues have provided on their websites:The ENNI instrumentThe Parental Questionnaire on first language development (ALDEQ)Two recent articles from the US on working with Spanish-English bilingual children:1. Lazewnik, R., Creaghead, N. A., Smith, A. B., Prendeville, J. A., Raisor-Becker, L., & Silbert, N. (2019). Identifiers of Language Impairment for Spanish-English Dual Language Learners. Language, speech, and hearing services in schools, 50(1), 126–137. 2. Elizabeth D. Peña, Lisa M Bedore, Mirza J. Lugo-Neris & Nahar Albudoor (2020) Identifying Developmental Language Disorder in School Age Bilinguals: Semantics, Grammar, and Narratives, Language Assessment Quarterly, 17:5, 541-558,CHILDES website: https://childes.talkbank.org4) The International Guide to Speech Acquisition (2007), Sharynne McLeod (Ed.), Delmar Publishers Inc.The Oxford Handbook of Speech Development in Languages of the World, which will be an updated and expanded version of the Guide, is coming up in the near future.Please rate and review the podcast and thank you for listening! Also, make sure to follow me on: Facebook - SLP Corner Instagram - slpcornerCheck out my blog: www.slpcorner.comSupport the show (https://www.buymeacoffee.com/slpcorner)

Join Tim Burnett for a Surpass Community update to catch up on all the latest news from the fastest growing community in testing. In this week's episode, Tim Burnett shares news of the latest organisation to join the community, Michigan Language Assessment. We hear from a new Surpass team member, Kris Daka about his recent attendance at the Spring Performance Testing Summit, there's an update about the upcoming item banking workshop on 4th May (www.surpass.com/signup), and we have a feature insight in the form of Task-based Simulations.Also, Time shares news of a call for views on the proposition of certification by the Certification Network Group and share news from Surpass Community members EAL Awards, and Robert Gordon University. Watch the update in full here: https://www.linkedin.com/posts/btl_surpasscommnity-performance-testing-activity-6785106711372931072-As0d This update was first broadcast on 9th April 2021.

Join Tim Burnett for a Surpass Community update to catch up on all the latest news from the fastest growing community in testing. In this week's episode, Tim talks to Surpass Product Owners Victoria Coble and Nayan Mistry about some features being introduced to Surpass, including end of test feedback, and language variants. Tim also shares news about how the Surpass Team will be supporting local T Level students, you can read more about this and hear from Patrick Butlin, who joined the Surpass Team as an apprentice here. Finally, Tim reminds us of some upcoming events including ATP Innovations In testing, ICE Exchange, Beyond Multiple Choice, and a Surpass item banking workshop. Discover these events and more, here. This update was first broadcast on 1st April 2021. Watch the update and get the full notes here: https://www.linkedin.com/feed/update/urn:li:activity:6781211459499118593

Erica O'Connor is a pediatric speech and language pathologist and is the owner of her own practice - Find Your Voice Speech and Language Therapy! I love Erica's story - she worked at MTV & BBC in her 20's which is where she found her passion to work with kids and decided to go back to school for her masters in speech and language pathology.

Get .1 ASHA CEU hereEpisode SummaryWhat if I told you that there was a world where your assessment aimed to understand a child's ability to learn and not just what they know right now? There is! And it's welcoming you, with cake and sandwiches. The field of speech-language pathology has long depended on static, standardized, norm-referenced assessments to diagnose and support intervention needs for children with communication challenges. While these “formal” assessments certainly have their place in our field, research and clinical evidence supports dynamic assessment (DA) procedures as a true game changer. This week's episode (Part 1 of a Series on DA) challenges us to put down the flip book and test protocol (or at least nudge it over a bit on the speech table) and make room for DA measures that open the door to understanding the way a child learns. Joining Kate and Amy in welcoming the dynamic duo, Dr. Trina Spencer and Dr. Doug Peterson, who share their knowledge and passion about all that DA has to offer clinical practice. This episode has a little something for everyone, including some revolutionary ideas on the validity of DA to answer many clinical questions, perhaps even better than a static measure. Listen in and learn about the differences between outcomes with static and dynamic assessment methods, the pros and cons of each, and some tips and tricks for using standardized DA methods to get stellar data that can offer a wealth of valid and practical treatment planning and diagnostic information. And of course, it wouldn't be an SLP Nerdcast episode without a food analogy, so tune in for some “cake” and “sandwiches” to satisfy your nerdy assessment appetite. Bon appetit!Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing EditorLearning Outcomes1. Explain the theoretic basis of dynamic assessment.2. Explain the differences between static and dynamic assessment.3. Describe three dynamic assessment formats that SLPs can use.ReferencesKramer, & Mallett, & Schneider, Phyllis & Hayward, Denyse. (2009). Dynamic Assessment of narratives with Grade 3 children in a First Nations community. Canadian Journal of Speech-Language Pathology and Audiology. 33. 119-128. Peña, E. D., Gillam, R. B., & Bedore, L. M. (2014). Dynamic assessment of narrative ability in English accurately identifies language impairment in English language learners. Journal of speech, language, and hearing research : JSLHR, 57(6), 2208–2220. https://doi.org/10.1044/2014_JSLHR-L-13-0151Peña, E. D., Gillam, R. B., Malek, M., Ruiz-Felter, R., Resendiz, M., Fiestas, C., & Sabel, T. (2006). Dynamic Assessment of School-Age Children's Narrative Ability: An Experimental Investigation of Classification Accuracy. Journal of Speech, Language, and Hearing Research, 49(5), 1037-1057. doi:10.1044/1092-4388(2006/074)Peña, E., & Iglesias, A. (1992). The Application of Dynamic Methods to Language Assessment. The Journal of Special Education, 26(3), 269-280. doi:10.1177/002246699202600304Peña, E. D., Reséndiz, M., & Gillam, R. B. (2007). The role of clinical judgements of modifiability in the diagnosis of language impairment. Advances in Speech Language Pathology, 9(4), 332-345. doi:10.1080/14417040701413738Petersen, D. B., Chanthongthip, H., Ukrainetz, T. A., Spencer, T. D., & Steeve, R. W. (2017). Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students. Journal of speech, language, and hearing research : JSLHR, 60(4), 983–998. https://doi.org/10.1044/2016_JSLHR-L-15-0426Petersen, D. B., Gillam, S. L., Spencer, T., & Gillam, R. B. (2010). The effects of literate narrative intervention on children with neurologically based language impairments: an early stage study. Journal of speech, language, and hearing research : JSLHR, 53(4), 961–981. https://doi.org/10.1044/1092-4388(2009/09-0001)Ukrainetz, T. A., Harpell, S., Walsh, C., & Coyle, C. (2000). A Preliminary Investigation of Dynamic Assessment With Native American Kindergartners. Language, speech, and hearing services in schools, 31(2), 142–154. https://doi.org/10.1044/0161-1461.3102.142Wolter, J. A., & Pike, K. (2015). Dynamic Assessment of Morphological Awareness and Third-Grade Literacy Success. Language, Speech, and Hearing Services in Schools, 46(2), 112-126. doi:10.1044/2015_lshss-14-0037Disclosures:Dr. Petersen and Dr. Spencer financial relationships: They are co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Spencer and Dr. Petersen have no financial relationships to disclose.Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Descriptions of the theoretic basis of dynamic assessment.15 minutes: Descriptions of the differences between static and dynamic assessment.10 minutes: Descriptions of the dynamic assessment formats that SLPs can use5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we've missed, or another perspective that isn't shared. If you have something to add to the conversation, please email us! Wed love to hear from you!Editors: Tanna Neufeld, MS, CCC-SLP, Ashley Sturgis, MA, CCC-SLP, Caitlan Akier, MA, CCC-SLP/L, Maria De Leon, MS, CCC-SLP__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don't have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts!Thank you FeedSpot!

As artificial intelligence (AI) develops it's role in language assessment gets more and more important. We discuss this and the implications with testing expert Dan Elsworth.For more podcast, videos and blogs, visit our website Support the podcast – buy us a coffee!Develop yourself! Find more about our teacher training courses Watch as well as listen on our YouTube channel

Get .1 ASHA CEU hereIn what is becoming a common occurrence around the SLP Nerdcast virtual office, the reading and research we conducted to prepare for an episode presented us with a wealth of information that refused to be condensed into a single hour. Initially driven by a listener's question - we trundled off into the weeds of assessments. Why do we do them? Are standardized, norm-referenced or criterion-referenced tools required? What really makes up a quality assessment? These questions and more bounced around in our brains until we read enough to feel somewhat satisfied.In this episode we continue our earlier conversation, where we focused heavily on standardized assessments - particularly norm-referenced standardized assessments. Here, we will cover equally, or possibly even more, important non-standardized measures. What are they? Why should you use them? What considerations should enter into the decision making process when getting ready to assess a client?Listen in to find the answers to these questions, and more. As always, we've shared our references below, so you too can read more of the sources we found to be particularly helpful in answering our assessment - related questions.This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.Learning Outcomes1. State 3 potential functions of a comprehensive assessment2. Describe the difference between a norm-referenced and criterion-referenced assessment3. Identify at least 3 components that should be considered within a comprehensive assessmentReferencesAustin, L. (2010). Dynamic Assessment: Whys and Hows. Perspectives on School-Based Issues, 11(3), 80-87. doi:10.1044/sbi11.3.80Eichstadt, T. (2016). Best Assessment Ever? You. The ASHA Leader, 21(3), 32-33. doi:10.1044/leader.scm.21032016.32Ebert, K. D., & Pham, G. (2017). Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment. Language, Speech, and Hearing Services in Schools, 48(1), 42-55. doi:10.1044/2016_lshss-16-0007Fulcher-Rood, K., Castilla-Earls, A., & Higginbotham, J. (2019). Diagnostic Decisions in Child Language Assessment: Findings From a Case Review Assessment Task. Language, Speech, and Hearing Services in Schools, 50(3), 385-398. doi:10.1044/2019_lshss-18-0044Maloney, E. S., & Larrivee, L. S. (2007). Limitations of Age-Equivalent Scores in Reporting the Results of Norm-Referenced Tests. Contemporary Issues in Communication Science and Disorders, 34(Fall), 86-93. doi:10.1044/cicsd_34_f_86Prath, S. (2019). Using Informal Measures to Separate Language Impairment From Language Influence When Working With Diverse Students. Perspectives of the ASHA Special Interest Groups, 4(5), 1121-1127. doi:10.1044/2019_pers-sig16-2019-0002Power-Defur, L., & Flynn, P. (2012). Unpacking the Standards for Intervention. Perspectives on School-Based Issues, 13(1), 11-16. doi:10.1044/sbi13.1.11Wilson, K. S., Blackmon, R. C., Hall, R. E., & Elcholtz, G. E. (1991). Methods of Language Assessment. Language, Speech, and Hearing Services in Schools, 22(4), 236-241. doi:10.1044/0161-1461.2204.236Online Resources:ASHA Practice Portal. (n.d.). Assessment Tools, Techniques, and Data Sources. Retrieved August 29, 2020, from https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/assessment-tools-techniques-and-data-sources/ASHA Practice Portal - Clinical Topics. (n.d.). Intellectual Disability. Retrieved August 29, 2020, from https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/assessment-tools-techniques-and-data-sources/Rowland, C., PhD. (n.d.). Communication Matrix: Description, Research Basis and Data. Retrieved August 29, 2020, from https://www.communicationmatrix.org/Uploads/Pdfs/CommunicationMatrixDataandResearchBasis.pdfDisclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Discussion of the functions of the comprehensive assessment15 minutes: Discussion of the different qualities / parameters of criterion referenced assessments and how that compares to norm-referenced assessments10 minutes: Discussion of components that should be considered within the comprehensive assessment5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we've missed, or another perspective that isn't shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don't have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!

Get .1 ASHA CEU hereYou are preparing for a speech and language evaluation. You've read through the client / student's file, (previous IEP, intake form, etc.), maybe you've conducted an interview with other stakeholders, and you have the general sketch of what issues need to be assessed. You start thinking about how you want to measure these areas. Likely you are thinking about which tests you might want to give and why. Every SLP has gone through this process, and most of us move forward with the assessment prioritizing the use of norm-referenced tests.We as SLPs heavily rely on norm-referenced measures (per several articles we reviewed). While norm-referenced measures have their place and serve a very specific purpose, these tests are not well suited to designing individualized treatment. In this episode we dive into the literature to explore the pros and cons of the standardized assessment, when they serve a purpose, and why they should not be used to drive individualized treatment plans.Join us, be our nerdy friends and take a dive into the literature (in our time machine back to 1991). Let's explore the culture of norm-referenced assessments, why it is the way it is and what we can (and should) do about it.This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.Learning Outcomes1. Identify at least 1 ethical underpinnings of assessment and the overall purpose of assessments2. Identify at least 2 fundamental components of assessment3. Identify at least 3 components of a standardized assessment and how to report use of any modificationsReferencesAustin, L. (2010). Dynamic Assessment: Whys and Hows. Perspectives on School-Based Issues, 11(3), 80-87. doi:10.1044/sbi11.3.80Eichstadt, T. (2016). Best Assessment Ever? You. The ASHA Leader, 21(3), 32-33. doi:10.1044/leader.scm.21032016.32Ebert, K. D., & Pham, G. (2017). Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment. Language, Speech, and Hearing Services in Schools, 48(1), 42-55. doi:10.1044/2016_lshss-16-0007Fulcher-Rood, K., Castilla-Earls, A., & Higginbotham, J. (2019). Diagnostic Decisions in Child Language Assessment: Findings From a Case Review Assessment Task. Language, Speech, and Hearing Services in Schools, 50(3), 385-398. doi:10.1044/2019_lshss-18-0044Maloney, E. S., & Larrivee, L. S. (2007). Limitations of Age-Equivalent Scores in Reporting the Results of Norm-Referenced Tests. Contemporary Issues in Communication Science and Disorders, 34(Fall), 86-93. doi:10.1044/cicsd_34_f_86Prath, S. (2019). Using Informal Measures to Separate Language Impairment From Language Influence When Working With Diverse Students. Perspectives of the ASHA Special Interest Groups, 4(5), 1121-1127. doi:10.1044/2019_pers-sig16-2019-0002Power-Defur, L., & Flynn, P. (2012). Unpacking the Standards for Intervention. Perspectives on School-Based Issues, 13(1), 11-16. doi:10.1044/sbi13.1.11Wilson, K. S., Blackmon, R. C., Hall, R. E., & Elcholtz, G. E. (1991). Methods of Language Assessment. Language, Speech, and Hearing Services in Schools, 22(4), 236-241. doi:10.1044/0161-1461.2204.236Online ResourcesASHA Practice Portal: Assessment Tools, Techniques, and Data Sources: https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/assessment-tools-techniques-and-data-sources/The Informed SLP: https://www.theinformedslp.com/qa_standardized_tests.htmlDisclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Review the ethical underpinnings of assessment and the overall purpose of assessments15 minutes: Identify the fundamental components of assessment10 minutes: Identify the components of a standardized assessment and how to report use of any modifications5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we've missed, or another perspective that isn't shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don't have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!

In this episode, E2 Expert Teacher Alex is joined by Associate Professor, Dr. Ute Knoch, Director of Melbourne University’s internationally renowned Language Test Research Centre. They discuss the research that goes into high-stakes language tests like IELTS, TOEFL and OET, how reliable those tests are, and how candidates can best prepare for them. Find out more about Melbourne University’s Language Testing Research Centre here: https://arts.unimelb.edu.au/language-testing-research-centre Find Dr. Knoch’s co-authored book, 'Fairness, Justice and Language Assessment’ here: https://www.amazon.com.au/FAIRNESS-JUSTICE-LANGUAGE-ASSESSMENT-LINGUISTICS-ebook/dp/B07PNJRVCN Remember to check out e2language.com for IELTS, OET & TOEFL courses and e2school.com for general English language learning.

In this session, we discussed common myths associated with bilingual language development. We also discussed different resources for learning more about best practices when providing bilingual speech therapy and during a bilingual speech and language evaluation. In addition, we explored various strategies for integrating the curriculum into bilingual language therapy and running whole group therapy sessions.

Margaret Malone is the Director of the Assessment and Evaluation Language Resource Center at Georgetown University, a Research Professor at Georgetown, and she is also the Director of ACTFL’s Center for Assessment, Research and Development. She was on campus as part of our monthly LRC Speaker Series and gave a talk titled “What do students and instructors need to understand about language assessment and what do language assessment developers and researchers need to know about students and instructors?” We continue to discuss strategies for overcoming the potential disconnect between test users and test developers in language assessment in this episode. A video of Margaret's talk is available at lrc.cornell.edu/speaker-series and on the LRC's YouTube channel.

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Stage 3: Play Schemes in the Pretend Play and Language Assessment and Curriculum. First we discuss the benefits of the Stages in the curriculum and the overall goal of Stage 3.  We go on to discuss the expectations, selecting targets, prompting, positioning, reinforcement, initiating play, feedback following play, generalization, and mastery. Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, to purchase the Pretend Play and Language Assessment and Curriculum, or to sign up for one of our training webinars for the PPLAC. We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com References:    DiCarlo, C. F., & Reid, D. H. (2004). Increasing pretend toy play of toddlers with disabilities in an inclusive setting. Journal of Applied Behavior Analysis, 37(2), 197-207. Goldstein, H., & Cisar, C. L. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25(2), 265-280.  

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Stage 2: Chaining Play in the Pretend Play and Language Assessment and Curriculum. First we discuss the benefits of the Stages in the curriculum and the overall goal of Stage 2.  We go on to discuss the expectations, selecting targets, prompting, positioning, reinforcement, initiating play, feedback following play, generalization, and mastery. Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, to purchase the Pretend Play and Language Assessment and Curriculum, or to sign up for one of our training webinars for the PPLAC. We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com References:  Jahr, E., & Eldevik, S. (2007a). Changes in solitary play following acquisition of cooperative play by children with autism. The Journal of Speech and Language Pathology–Applied Behavior Analysis, 2(2), 182-189. Lifter, K., Ellis, J., Cannon, B., & Anderson, S. R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27(4), 247-267. Rutherford, M. D., & Rogers, S. J. (2003). Cognitive underpinnings of pretend play in autism. Journal of Autism and Developmental Disorders, 33(3), 289-302.  

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Stage 1: Single Agent in the Pretend Play and Language Assessment and Curriculum. First we discuss the benefits of the Stages in the curriculum and the overall goal of Stage 1.  We go on to discuss the  Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, to purchase the Pretend Play and Language Assessment and Curriculum, or to sign up for one of our training webinars for the PPLAC. We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com References:  Barton, 2015 Lifter, Ellis, Cannon, Anderson, 2005    

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Pretend Play and Language Assessment   First we discuss the research on pretend play and how we developed the Pretend Play and Language Assessment and Curriculum (PPLAC). We go on to cover the purpose, layout, and scoring of the PPLAC full and brief assessments.  Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, to purchase the Pretend Play and Language Assessment and Curriculum, or to sign up for one of our training webinars for the PPLAC. We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com References:  Barton, E. E. & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28(2), 109-125.  Belsky, J., & Most, R. K. (1981). From exploration to play: A cross-sectional study of infant free play behavior. Developmental Psychology, 17(5), 630-639. Casby, M. W. (2003). Developmental assessment of play: A model for early intervention. Communication Disorders Quarterly 24(4), 175-183. Fenson, L., & Ramsay, D. (1980). Decentration and Integration of the Child's Play in the Second Year. Child Development, 51(1), 171-178. doi:10.2307/1129604  Lewis, V. Boucher, J., Lupton, L., & Watson, S. (2009). Relationships between symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language and Communication Disorders, 35(1), 117-127.  Lifter, K., Foster-Sandra, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and importance in early intervention/early childhood special education. Infants & Young Children, 24(3), 225-245.  Saracho, O. N. (1999) A factor analysis of preschool children's play strategies and cognitive style. Educational Psychology 19(2),165-180. 

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Essential Skills to Sociodramatic Play 5 Elements of Play: Discuss the 5 elements of play in the PPLAC and definitions of the 3 essential skills to sociodramatic play.  Initiating:  We review the definition and research we have conducted on evaluating and teaching initiating.   Responding:  We review the definitions and research we have conducted on evaluating and teaching responding. Expanding:  We review the definitions and research we and others have conducted on evaluating and teaching expanding.   Garcia-Albea, Reeve, Reeve, & Brothers, 2014; Deitchman, Reeve, Reeve, & Progar, 2010; Craig-Unkefer & Kaiser, 2003; Liber, Frea & Symon, 2008; Wolfberg, Bottema-Beutel & DeWitt, 2012; Howes, Phillips & Whitebook, 1992; Goldstein, Wickstrom, Hoyson, Tamieson & Odom, 1988; Murdock & Hobbs 2011; Zanolli, Daggett, Adams, 1996 Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, or to purchase the Pretend Play and Language Assessment and Curriculum. We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com  

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Advanced Play 5 Elements of Play: Discuss the 5 elements of play in the PPLAC and definitions of the 3 advanced play targets.  Rotating Play:  We review the definitions and research we have conducted on evaluating and teaching rotating play.  Combining Play:  We review the definitions and research we have conducted on evaluating and teaching combining play. Character Roles:  We review the definitions and research we and others have conducted on evaluating and teaching character roles.   Watson & Fischer, 1980; Terpestra, Higgins, & Pierce, 2002; Thorp, Stahmer, & Schreibman, 1995; Goldstein, Wickstrom, Hoyson, Jamieson, & Odom, 1988 Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, or to purchase the Pretend Play and Language Assessment and Curriculum. We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com  

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Object of Play Symbolic Play:  We review definitions of symbolic play McCune-Micholich, 1981; Barton & Wolery, 2008 5 Elements of Play: Discuss the 5 elements of play in the PPLAC and definitions of the 3 objects of play.  Components of symbolic play: Review of the research on the various components to symbolic play/object of play.  McCune-Micholich, 1981; Casby, 2003 Object substitution: We review the research on object substitution including ACI Learning Centers research on typically developing children and teaching children with autism.  McCune-Micholich, 1981 Imaginary play without objects: We review the research on imaginary object including ACI Learning Centers research on typically developing children and teaching children with autism.  Stahmer, 1995; Taylor & Iacono, 2003  Assigning absent attributes: We review the research on assigning absent attributes including ACI Learning Centers research on typically developing children and teaching children with autism. Ingersoll & Schriebman, 2006; Taylor & Iacono, 2003  Development of symbolic Play: we discuss the developmental sequence of object of play and the overlap with category of play Belsky & Most, 1981; Watson & Fisher, 1977; Ungerer, Zelazo, Kearsley, & Kurowsit, 1981; McCune-Micholich, 1981; Fein 1981; Fenson, Kagan, Kearsley, Zelazo, 1976; Smith & Jones, 2011;  Language: we discuss the correlation between symbolic play and language development.  Fein 1981; Charman & Baron-Cohen, 1997; Casby & Ruder, 1983; Barton & Wolery, 2008; Casby, 2003; Smith & Jones, 2011; Taylor & Iacono, 2003; Thorp, Stahmer, & Schreibman, 1995; Kasari, Freeman, & Paparella, 2006 Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, or to purchase the Pretend Play and Language Assessment and Curriculum. We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com  

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Agent of Play Pretend Play definition: We review definitions of pretend play Lifter, Ellis, Cannon, Anderson, 2005 ;Lifter, Mason, & Barton, 2011 Deficits in children with autism and developmental delays: Discuss common deficits observed and the research supporting behavioral interventions to teach pretend play.  Ungerer & Sigman, 1981; Lewis & Boucher, 1995; Lifter, Ellis, Cannon, Anderson, 2005 Importance of teaching Agent of Play: Review of the research on the importance of agent of play and the different agents of play observed in typically developing children.  Lifter & Bloom, 1989; Wolery, 1991; Lifter, Sulzer-Azaroff, & Anderson, 1993 Agent of play in the research: We review the research on different agents of play.  Lifter, Sulzer-Azaroff, Anderson, & Cowerdy, 1993; Watson & Fischer, 1977 Agent of play in the Pretend Play and Language Assessment and Curriculum (PPLAC):  Self as Agent: review the research, discuss research we have conducted observing typically developing children and teaching children with autism, and implementation in the PPLAC Ungerer & Sigman, 1981; Fein, 1981; Belsky & Most, 1981 Passive Figure: review the research, discuss research we have conducted observing typically developing children and teaching children with autism, and implementation in the PPLAC Watson & Fischer, 1977; Watson & Fischer, 1980; Fein, 1981; Belsky & Most, 1981; McCune-Nicholich, 1981 Active Figure: review the research, discuss research we have conducted observing typically developing children and teaching children with autism, and implementation in the PPLAC Fenson, Kagan, Kearsley, & Zelazo, 1976; Watson & Fischer, 1977; McCune-Nicholich, 1981; Belsky & Most, 1981; Stokes & Osnes, 1989; Lifter, Mason, & Barton, 2011 Thank you for listening! Please visit our website for more information or to purchase the Pretend Play and Language Assessment and Curriculum. We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com        

We begin by reiterating the importance of pretend play and discuss the 5 elements of pretend play.   We get into our main topic today, categories of play, and discuss the 3 categories of pretend play: familiar, observed, and community.  For each category of play Nancy and Melissa break down the research and provide examples.  We look at the core deficits of autism and what barriers we have seen when failing to target the appropriate category of play. It all wraps up with a discussion on data collection and implementation.   Thank you for listening! Please visit our website for more information or to purchase the Pretend Play and Language Assessment and Curriculum.   We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com   References: Casby, M. W. (2003). Developmental assessment of play: A model for early intervention. Communication Disorders Quarterly, 24(4), 175-183. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis(2nd ed.). Columbus, OH: Merrill Prentice Hall. Jahr, E. &. (2007). Changes in solitary play following acquistion of cooperative play by children with autism. Journal of Speech-Language Pathology and Applied Behavior Analysis(2.2), 182-188. Lifter, K., & Bloom, L. (1989). Object knowledge and the emergence of language. Infant Behavior and Development, 12(4), 395-423. Lifter, K., Ellis, J., Cannon, B., & Anderson, S. R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27(4), 247-267.

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: What is Pretend Play. We begin by discussing playroom organization including the the toys and play schemes we have set up at ACI Learning Centers to most effectively target pretend play. We go on to discuss various definitions of toys in the research and toy selection. Looking at the complexity of toys we discuss abstract toys, sociodramatic toys, toy combinations, and the number of different actions that can be completed with a single toy.   We wrap things up discussing the gender differences in toy selection and preference.  Thank you for listening! Please visit our website for more information or to purchase the Pretend Play and Language Assessment and Curriculum. We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com   References:  Cherney I.D., Kelly-Vance L, Glover K.A., Ruane A.M., Ryalls B.R. (2003). The effects of stereotyped toys and gender on play assessment in children aged 18-47 months. Educational Psychology, 23(1), 95-106. Doctoroff, S. (2001). Adapting the physical environment to meet the needs of all young children for play. Early Childhood Education Journal, 29(2), 105-109. Edwards, C. P., Knoche, L., & Kumru, A. (2001). Play patterns and gender. Encyclopedia of Women and Gender 2, 809-815. Klemenović, J. (2014). How do today’s children play and with which toys. Croatian Journal of Education. 16(1), 181-200. Lieber, J., & Beckman, P. J. (1991). The role of toys in individual and dyadic play among young children with handicaps. Journal of Applied Developmental Psychology, 12(2), 189-203. Trawick-Smith, J., Wolff, J., Koschel, M., & Vallarelli, J. (2014). Which toys promote high-quality play? Reflections on the five-year anniversary of the TIMPANI study. Young Children, 69(2), 40-47.   Venkatesan, S. (2014). Availability of toys for children with developmental disabilities. Journal of Disability Management and Special Education, 4(1), 58-70.

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: What is Pretend Play. We begin by discussing definitions of play and the variance of terminology in the literature and different types of play.  We go on to discuss the developmental stages of play, including the history of play taxonomies and ACI Learning Centers Developmental Sequence.  Looking at the correlation between play and language we discuss the developmental sequence of language and the pre-requisites to language including, joint attention, gestures and babbling. We wrap it up by identifying the various types of language in play.  Thank you for listening! Please visit our website for more information, to earn CEUs, or to purchase the Pretend Play and Language Assessment and Curriculum. We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com References: Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28(2), 109-125. Barton, E. E., & Wolery, M. (2010). Training teachers to promote pretend play in young children with disabilities. Exceptional Children, 77(1), 85-106. Beaulieu, L., & Povinelli, J. L. (2018). Improving solitary play with a typically developing preschooler. Behavioral Interventions, 33(2), 212-218. Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of autism and developmental disorders, 30(6), 537-552. Dupere, S., MacDonald, R. P., & Ahearn, W. H. (2013). Using video modeling with substitutable loops to teach varied play to children with autism. Journal of applied behavior analysis, 46(3), 662-668. Hall, S., Rumney, L., Holler, J., & Kidd, E. (2013). Associations among play, gesture and early spoken language acquisition. First Language, 33(3), 294-312. Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611-620. Lifter, K., & Bloom, L. (1989). Object knowledge and the emergence of language. Infant Behavior and Development, 12(4), 395-423. Lifter, K., & Bloom, L. (1998). Intentionality and the role of play in the transition to language. Transitions in prelinguistic communication, 7, 161-196. MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42(1), 43-55. MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 20(4), 225-238. McCune-Nicolich, L., & Carroll, S. (1981). Development of symbolic play: implications for the language specialist. Topics in Language Disorders. McCune, L. (1995). A normative study of representational play in the transition to language. Developmental psychology, 31(2), 198. Mills, P. E., Beecher, C. C., Dale, P. S., Cole, K. N., & Jenkins, J. R. (2014). Language of children with disabilities to peers at play: Impact of ecology. Journal of Early Intervention, 36(2), 111-130. Orr, E., & Geva, R. (2015). Symbolic play and language development. Infant Behavior and Development, 38, 147-161. Palechka, G., & MacDonald, R. (2010). A comparison of the acquisition of play skills using instructor-created video models and commercially available videos. Education and Treatment of Children, 33(3), 457-474. Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to a student with autism using video modeling with a sibling as model and play partner. Education and Treatment of Children, 517-528. Sani-Bozkurt, S., & Ozen, A. (2015). Effectiveness and efficiency of peer and adult models used in video modeling in teaching pretend play skills to children with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 71-83. Ulke-Kurkcuoglu, B., Bozkurt, F., & Cuhadar, S. (2015). Effectiveness of Instruction Performed through Computer-Assisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder. Educational Sciences: Theory and Practice, 15(3), 671-689.

Welcome back to the TEFLology Podcast - a podcast all about teaching English as a foreign language, and related matters.  Today we bring you an interview with Dr. Victoria Clark.  Victoria has worked as the East Asia Assessment Development Manager for East Asia, for the British Council based in Hong Kong.  Her field of expertise is the assessment of English as a second/foreign language, with her research interests including performance-based testing, teaching and assessing writing, validity of speaking tests, and task complexity. She has published several books on General English Proficiency test preparation and is an experienced conference speaker.  Matthew spoke with Victoria at the 53rd RELC International Conference, that took place in Singapore earlier this Spring. In the the interview, Matthew asked questions to Victoria about her work in language assessment development, and about this area of interest.  More from Victoria can be found here. Buy our e-book – Podcasting and Professional Development: A Guide for English Language Teachers here. To find other great titles, visit The Round. Email / Website / iTunes / YouTube / Facebook Also available on Acast / Stitcher Radio / SoundCloud / TuneIn / iheart Radio and more!      

Download Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. We begin by discussing deficits in play identified in children diagnosed with autism, language delays, or other developmental delays. We talk about functional play, the absence of elaborated play acts, and the use of gestures and vocalizations in play. We go on to discuss the correlations between play and language and the importance of targeting them simultaneously. In addition to language, play effects other developmental domains including cognition, social, self-regulation, school readiness, and more. Looking more toward applications we address some common barriers we have encountered to teaching children appropriate play skills. As well as the necessary components that need to be in place when programming for pretend play.  These components include looking at the developmental sequence and the importance of a systematic approach. To close things out we look at the importance of identifying play as a separate domain and the knowledge you can acquire by observing, assessing, and teaching pretend play. Thank you for listening! Please visit our website for more information or to purchase the Pretend Play and Language Assessment and Curriculum. We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com References: Baron-Cohen, S. (1987). Autism and symbolic play. British Journal of Developmental Psychology, 5(2), 139-148. Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28(2), 109-125. Casby, M. W. (2003). Developmental assessment of play: A model for early intervention. Communication Disorders Quarterly, 24(4), 175-183. Charman, T., & Baron-Cohen, S. (1997). Brief report: Prompted pretend play in autism. Journal of Autism and Developmental Disorders, 27(3), 325-332. Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behaivioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36(4), 487-505. Jahr, E. &. (2007). Changes in solitary play following acquistion of cooperative play by children with autism. Journal of Speech-Language Pathology and Applied Behavior Analysis(2.2), 182-188. Lifter, K., Ellis, J., Cannon, B., & Anderson, S. R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27(4), 247-267. McConnell, S. (2002). Interventions to facilitate social interaction for young children with autism: review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351-372. McCune, L. (1995). A normative study of representational play at the transition to language. Developmental Psychology, 31(2), 198-206. Mills, P. E., Beecher, C. C., Dale, P. S., Cole, K. N., & Jenkins, J. R. (2014). Language of children with disabilities to peers at play impact of ecology. Journal of Early Intervention, 36(2), 111-130. Pierce-Jordan, S., & Lifter, K. (2005). Interaction of social and play behaviors in preschoolers with and without pervasive developmental disorder. Topics in Early Childhood Special Education, 25(1), 34-47. Rowe, M. (2010). Shaving cream and cowboys: A descriptive study of play differences between typically developing and developmentally delayed preschoolers. Education Research and Perspectives, 37(2), 64-78. Thiemann-Bourque, K. S., Brady, N. C., & Fleming, K. K. (2012). Symbolic play of preschoolers with severe communication impairments with autism and other developmental delays: More similarities than differences. Journal of Autism and Developmental Disorders, 42(5), 863-873. Thorp, D. M., Stahmer, A. C., & Schreibman, L. (1995). Effects of sociodramatic play training on children with autism. Journal of Autism and Developmental Disorders, 25(3), 265-282. Williams, E., Costall, A., & Reddy, V. (1999). Children with autism experience problems with both objects and people. Journal of Autism and Developmental Disorders, 29(5), 367-378. Yoder, P. J. (2006). Predicting lexical density growth rate in young children with autism spectrum disorders. American Journal of Speech-Language Psychology, 15(4), 378-388.

Keynote lecture by Saul Nassé, Chief Executive Officer, Cambridge Assessment English

TESOL, language accessment, assessment use argument (AUA)