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Seminar Description
The focus of this seminar is on the Culture-Language Test Classifications and Interpretive Matrix. Dr. Ortiz demonstrates how it works, provides case study examples, discusses the interpretive guidelines which allow examiners to differentiate cultural/linguistic differences from disorder. Dr. Ortiz also provides some guidance on what to look for in terms of achievement test results, and other typical patterns of performance in testing various abilities like reading comprehension, knowledge, listening skills, etc.
Seminar Availability
This seminar will be available for your online viewing (or re-viewing) for 45 days after purchase. Upon purchase, this seminar will be available to you online 24 hours a day, 7 days a week.
Time Ordered Agenda
Nondiscriminatory Assessment of Culturally and Linguistically Diverse Students: Distinguishing difference from disorder via the CHC Culture-Language Test Classifications and Interpretive Matrix (2 hours)
Introduction and Overview (Slides 1)
The Nature of Test Bias (Slides 2 – 3)
Test Validity in Diagnosis and Interpretation (Slides 4 – 11)
Cultural-Language Test Classifications (Slides 12 – 14)
Interpretive Matrix and Case Examples (Slides 15 – 24)
Expected Performance Patterns (Slide 25)
Caveats and Conclusion (Slides 25 – 27)
Summary and References (Slides 28-31)
Learning Outcomes
• Recognize that tests are both culturally loaded and have linguistic demands and that they vary along these dimensions in comparison to other tests.
• Define and apply the CHC Culture-Language Test Classifications and Interpretive Matrix as a method for evaluating the impact of cultural and linguistic factors on test performance.
• Identify the declining pattern of test performance that is characteristic of culturally and linguistically diverse individuals.
• Explain when patterns of test scores do not reveal the primary or systematic influence of cultural or linguistic differences in performance.
• Distinguish between expectations of performance for diverse individuals who are slightly, moderately, and markedly different than the mainstream.
• Interpret collected data in a nondiscriminatory manner and within the context of the examinee’s unique cultural and linguistic background
Continuing Education Credit and Certificate of Attendance
All participants that successfully complete this module will receive a certificate of attendance (2 clock hours). Authorization from your individual school district or organization prior to enrollment is recommended.
If you would like to be notified when this seminar is available for ASHA CEUs, please email info@nationalceu.com.
About The Presenter(s)
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Dr. Samuel Ortiz is Associate Professor of Psychology and former Director of the School Psychology Program at St. John’s University, Queens, New York. Dr. Ortiz trains and consults nationally and internationally on topics ranging from nondiscriminatory assessment to contemporary evaluation of learning disabilities. He combines practical and research based experience with specialized education and training in working with culturally and linguistically diverse children and parents. Dr. Ortiz is bilingual (Spanish) and bicultural (Puerto Rican).
Dr. Ortiz has studied and published on topics that include assessment of culturally and linguistically diverse individuals, application of modern intelligence theory in testing through CHC Cross-Battery assessment methods, differentiating cultural and linguistic differences from disorders, and development of the Catell-Horn-Carroll Culture-Language Matrix as a method for determining the primary influence of culture and language on test performance. He recently authored three chapters in the National Association of School Psychologists’ (NASP) Best Practices IV on nondiscriminatory assessment, contemporary intellectual assessment,
and working with culturally and linguistically diverse children and families. Dr. Ortiz has also co-authored works such as Assessing Culturally and Linguistically Diverse Students: A Practical Guide and Essentials of Cross-Battery Assessment and The Achievement Test Desk Reference: A Guide to Learning Disability Identification. |
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