Asha 2011

We have several posters and talks at Asha this year by HABLA lab faculty, alums, and students along with collaborators from other universities:

  • Kai Greene, Lisa Bedore, Elizabeth Peña: The Lexical Code-Switching Patterns of English-Spanish Bilingual Preschoolers
  • Li Sheng, Lisa Bedore, Elizabeth Peña: Semantic Development in Spanish-English Bilingual Children
  • Ying Lu & Li Sheng: Lexical-Semantic Development in Mandarin-English Bilingual Children
  • Chistine Fiestas, Lisa Bedore, Elizabeth Peña & Li Sheng: The Definitional Skills of Bilingual Children: Age & Language Experience
  • Katie Squires, Ron Gillam, Mirza Lugo-Neris, Lisa Bedore, &  Elizabeth Peña:  Story Retelling of Bilingual Children with SLI
  • Connie Summers, Marcela Diaz, Elizabeth Peña, & Lisa Bedore:  Macrostructure Analysis of English & Spanish Narratives in Bilingual Children


Using Two Languages to Make Diagnostic Decisions

Here’s a new article that came out this week in the Asha Leader that Lisa Bedore and I wrote. In this short piece we presented some of our BESOS data to demonstrate how screening in two languages can be combined to increase diagnostic accuracy.

Asha in Philadelphia

We have two posters and a seminar at the American Speech-Language-Hearing Association this year:

School-Age, Spanish-English Bilinguals’ Narrative Production: Leveraging Knowledge of Argument Structure by Karin Boerger, Lisa M. Bedore, and Elizabeth D. Peña

Definitional Skills of Bilingual Children With Language Impairment by Christine Fiestas, Elizabeth D. Peña, and Lisa M. Bedore

Diagnostic Markers of Language Impairment in Bilinguals by Elizabeth D. Peña, Ronald B. Gillam, Lisa M. Bedore, and Thomas Bohman

Researchers get $3.3 million grant to investigate language outcomes of bilingual children

Saw this today when I logged into my google news. Now,  I guess we have to find 1,800 kids to screen! What were we thinking?

Researchers get $3.3 million grant to investigate language outcomes of bilingual children.

Going in Circles

So, how do you determine language impairment in a group for which there is no gold standard?

One of our projects (well, two of them and old one (an NIH contract to develop a test for 4 to 6 year old Spanish-English bilinguals) and a new one (an R-21 from the NIH to extend our test (the Bilingual English Spanish Assessment) to children ages 7 to 9) focus on test development. The best way to test a new test for the purpose of identification is to look at how well it separates the two (or more) groups in question. Here, we focus on determining language impairment and typical language development in bilinguals. In order to test the new test’s classification accuracy you have to classify the children based on a gold standard.

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