San José State University

College of Education

Communicative Disorders and Sciences

EDSP 276-Advanced Assessment

Fall 2004


INSTRUCTOR: Henriette W. Langdon, Ed. D., F-CCC-SLP

Tuesdays and Thursdays: 9AM-12 PM                             

Tuesdays: Classroom -Clinic

Thursdays: Diagnostics



Mondays: 2:00 PM-5:00 PM

Tuesdays: 2:00 PM-4:00 PM and/or by appointment

Phone: 924-4019----E-mail:




The faculty of the College of Education at San José State University agrees that excellence and equity matter- that each is necessary, and neither is sufficient in the absence of the other. We envision ourselves as a learning community of practitioner/scholars in continuous development, dialogue, and inquiry that enable us to revisit, review, and revise our practice in an ongoing response to changing circumstances.



College of Education: The mission of the College of Education at San José State University is to prepare educators who have the knowledge, skills, dispositions and ethics that ensure equity and excellence for all students in a culturally diverse, technologically complex, global community.


Department: The mission of Communication Disorders and Sciences is to provide a high quality program for speech-language pathologists to meet the communicative needs of our increasingly diverse multilingual/multicultural population. The program follows an academic and clinical curriculum based on a sound theoretical framework and research findings which promote competent practitioners who participate in life-long learning experiences. The program is enhanced through faculty, academic, and clinical expertise, transdisciplinary and family collaboration and technological advancements


                                                 COURSE DESCRIPTION

Supervised clinical experience in assessment of a variety of speech-language disorders. Laboratory and classroom experience required.

One day a week lecture/case preparation/discussion (Thursdays)

One day a week diagnostics (Tuesdays)

Fall 2004-EDSP 276



EDSP 124, EDSP 277 and Instructor’s Consent.



This course meets components of several standards from the California Commission on Teacher Credentialing (CTC) and National Council for Accreditation of Teacher Education (NCATE).

Standard 16: Effective Communication and Collaborative Partnerships

16.1 Each candidate demonstrates knowledge of the concepts and processes effective in building social networks for individuals with disabilities.


Standard 17: Assessment, Curriculum, and Instruction

17.1: Each candidate demonstrates knowledge and skills in assessment techniques and tools appropriate for individuals with diverse backgrounds and varying language communication and cognitive abilities.


17.2 Each candidate demonstrates the understanding and appropriate use of a variety of assessment including norm referenced and criterion referenced tests. In addition, each candidate demonstrates understanding and use of alternative measure such as formative, and summative evaluations, work samples, observations, portfolios, curriculum-based, and ecological assessments.


17.3 Each candidate demonstrates knowledge and skills in assessment techniques and tools appropriate for individuals with diverse backgrounds and varying language, communication and cognitive abilities.


Standard 21: Clinical Experience

21.4 Each candidate’s clinical experience includes collection of relevant information regarding past and present status and family and health history.


21.5 Each candidate’s clinical experience includes interpretation of test results and appropriate referral for further evaluation or treatment.


21. 6 Each candidate’s clinical experience includes application of nonbiased assessment and appropriate treatment techniques for multilingual/multicultural populations.


Standard 23: Evaluation of Speech and Language Disorders

23.1. The candidate demonstrates proficiency in screening and evaluation skills and the interpretation of test results, including procedures, techniques, and instrumentation used to assess the speech and language status of children and adults and the basis of disorders of speech and language.



Fall 2004-EDSP 276


23.2 The candidate exhibits expertise in the administration of nonbiased testing techniques and methodologies for assessing the speech and language skills of linguistically diverse populations.




This course is developed in accordance of the new ASHA standards to be initially implemented for the 2005 Graduating Master’s Degree Students in Speech Pathology.


Standard III-D: The applicant must demonstrate knowledge of the nature of speech, language, hearing and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental and linguistic and cultural correlates. Specific knowledge must be demonstrate in the following areas:


Standard III-E: The applicant must demonstrate knowledge of the principles and methods of prevention and assessment and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders.




Upon completion of this course, the student will demonstrate:

1. Knowledge and application of research related to assessment, evaluation, and program planning for clients of various ages with a variety of speech, language, and learning disorders taking into account linguistic, cultural and individual differences.

            2. Apply knowledge of laws, ethical considerations, and assessment procedures in the evaluation of clients of different ages having a variety of speech, language, and learning disorders taking into account linguistic, cultural and individual differences.

            3. Demonstrate skill with various observational techniques. .

            4. Understand the assets and liabilities of published tests.

            5. Develop skills in using assessment measures and procedures other than published tests, such as curriculum based and dynamic assessment to determine the performance level of clients to plan appropriate treatment plans.

            6. Conduct an integrated assessment of those clients.

            7. Describe language and cultural implications involved in the assessment of an individual from a cultural and/or linguistic background.



Fall 2004-EDSP 276


8. Prepare an integrated assessment report.

            9. Confer with the client’s parents/ family and the client him/herself where appropriate, about the results of the assessment and suggestions for treatment.

10. Identify ways in which the speech –language pathologist can work collaboratively with other staff members to include the classroom teacher, the psychologist, special educator, transition specialist a and any other medical and allied health professional in addition to the client, his or her parents/ family members.



Shipley, K.G. & McAfee, J.G. (2004) (3rd Ed). Assessment in speech-language pathology. Clifton, NY: Delmar

Nicolisi, L., Harryman, E., & Kresheck, J. (2004) (5th ed). Terminology of communicative disorders: Speech-Language –Hearing. Philadelphia: Lippincott, Williams & Wilkins.


                                                      OTHER RESOURCES

Cheng, L.L. (1991). Assessment of Asian language performance. Oceanside, CA:

            Academic Communication Associates.

Cole, P.P., Dale, P., & Thal, D. (1996). Assessment of communication and language.

            Baltimore, MD: Brookes.

Goldstein, B. (2000). Cultural and linguistic diversity resource guide for speech-            pathologists. San Diego: Singular

Hamayan, E.V., & Damico, J. (1991). Limiting bias in the assessment of bilingual students. Austin, TX: Pro-Ed.

Haynes, W. O., Pindzola, R.H., & Emerick, L. L. (1998). Diagnosis and Evaluation in Speech Pathology. (5th Edition). New Jersey: Prentice Hall.

Kayser, H. (Ed.), and (1995) Bilingual speech-language pathology: An Hispanic focus. San Diego: Singular Publications.

Kayser, H. (1998). Assessment and intervention resource for Hispanic children. San Diego: Singular Publications.

Langdon, H.W. & Saenz, T.T (1996). Language assessment and intervention with

            multicultural students. Oceanside, CA: Academic Communication Associates.

Larson, V., & McKinley, N. (2003). Communication Solutions for Adolescents. Eau Claire, WI: Thinking Publications.

Paul, R. (2001). Language disorders from infancy through adolescence. Assessment and intervention. St. Louis: Mosby

Roseberry-Mc-Kibbin, C. (2002)(2nd edition). Multicultural students with special   language needs. Oceanside, CA: Academic Communication Associates.

Tomblin, J.B., Morris, H.L., & Spriestersback, D.D. (1999). Diagnosis in Speech- Language Pathology. San Diego, CA: Singular Publishing Group.

Van Keuken, J., Weddington, G., & De Bose, C. (1998). Speech, language, learning and the African-American child. Boston: Allyn & Bacon.

Wallace, G.J. (1997). Multicultural neurogenics A resource for Speech-Language Pathologists. San Antonio, TX: Communication Skills Builder.


Fall 2004-EDSP 276



1. Complete readings/ assessment tools on the topic assigned. Each student will have to come prepared to participate on the given topic and share his or her learned knowledge and/or present various tests and/or assessment tools. (To be discussed at the first meeting depending on students’ needs).


2. Review and apply all pertinent information learned in previous courses, to include but not limited to language acquisition, various disorders of communication, of various known and unknown etiologies.


3. Participate in the diagnosis-evaluation process through diagnostic planning, interviewing, testing, counseling, report writing and staffing for at least four cases.


4.  Participate in assisting and observing your fellow-students if you are not assessing on a given week.


5- Write reflections on your experiences during times established by the group.


6-Draft of the report is due one week after the evaluation, unless there is a valid reason.  Points will be deducted for late drafts.


7- We will have scheduled between 18 and 22 evaluations with clients of different ages and abilities/ challenges in various areas of speech, language, learning and communication as well as linguistic backgrounds. 





















Spring 2004-EDSP 276






Thursday, August 26


Tuesday, August 31

Thursday, September 2



Tuesday, September 7

Thursday, September 2

CLIENT (to be assessed by Dr.. Langdon)

Preparation for following week

Tuesday, September 14

Thursday, September 16


Preparation for following week

Tuesday, September 21

Thursday, September 23


Preparation for following week

Tuesday, September 28

Thursday, September 30


Preparation for following week

Tuesday, October 5

Thursday, October 7


Preparation for following week

Tuesday, October 12

Thursday, October 19


Preparation for following week

Tuesday, October 19

Thursday, October 21

Catch-up day (whenever we have a midterm)

Mid-Semester Evaluation

Tuesday, October 26

Thursday, October 28


Preparation for following week

Tuesday, November 2

Thursday, November 4


Preparation for following week

Tuesday, November 9

Thursday, November 11


Preparation for following week

Tuesday, November 16

Thursday, November 18



Tuesday, November 23

Thursday, November 25

Catch-up day


Tuesday, November 30

Thursday, December 2


Catch-up day

Tuesday, December 7

Thursday, December 9

Tuesday, December 14

Catch-up day

Catch-up day








Fall 2004-EDSP 276



Diagnostic Participation.    

TOTAL POINTS: 350 points                                 

1. Selection of assessment procedures to include test selection-50 points

2.Language Sampling and analysis-50 points

3.Test administration, scoring and interpretation. -125 points

4. Time management-25 points

5. Report writing. -100 points



Classroom participation-    

TOTAL POINTS: 150 points                                                                     

1. Constructive comments-30 points

2. Collaboration-30 points

3.Reflections–30 points

4. Punctuality- 60 points

GRAND TOTAL: 500 points


You must obtain at least a 2 average out of 5 on a rating scale (from highest to lowest, being 5) in all areas to pass the class. This corresponds to a B average. More will be presented during the orientation on August 26, 2004.




See the " Students Rights and Responsibilities" section in the SJSU catalog for information about the SJSU procedures for filing a complaint.




At SJSU plagiarism is the act of representing the work of another as one's own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at SJSU includes, but is not limited to:


 1.2.1 The act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another's work, without giving appropriate credit, and representing the product as one's own work; and


   1.2.2 Representing another's artistic/scholarly works such as musical compositions, computer programs, photographs, paintings, drawings, sculptures or similar works as one's own.



Fall 2004- EDSP 276                        



If you need course adaptations, because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours













































SAN JOSE, CA 95129-0079


Client:                                                 Clinicians:

Address:                                              Supervisor: Dr. Henriette W. Langdon


Birthdate:                                            Chronological Age:


Date of Evaluation:

Referral Source:

Presenting Problem:


Background Information





Assessment Procedure- List and brief description of assessment materials.




            Response patterns

            Strategies that enhaneed/  performance.



Audiometric Evaluation

Oral Peripheral Examination




            Language Comprehension/Processing

            Language Expression


                        Syntax Grammar



            Type of services-Environment

            Goals and objectives (two of each)

________________                                        _____________________

Clinical Supervisor                                                      Student Clinicians

Dr. Henriette W. Langdon, Ed.D. F-CCC-SLP          Name(s)





SAN JOSE, CA 95129-0079



May  3, 2004



Dear Mrs. G.:


Thank you for coming to the Kay Armstead Center for Communicative Disorders. We enjoyed working with   P. Enclosed please find a copy of P’s  report.–or with you- (if an adult patient.).


Please feel free to call us should you have any questions or concerns. As we discussed, we will put his/her name on a waiting list for therapy for the next semester.







___________________                                              _________________ 

L---- A-----                                                                  N--- S----        

Student Clinician                                                         Student Clinician




Henriette W. Langdon, Ed.D. F-CCC-SLP

Clinical Supervisor
















SCHEDULE FOR EDSP 276- Fall 2004

Henriette W. Langdon, Ed.D. F-CCC-SLP

Clinical Supervisor