Contact Information

CSD 293E Collaborative Models: Assessment and Intervention for Bilingual Children

  CSD 293E

Collaborative Models:

    Assessment and Intervention for Bilingual Children

 (Unique Number 06440)

Spring, 2012



Instructor:                    Anita Mendez Perez, Ph.D., CCC/SLP

Office                          CMA 7.202

Phone:                        (512) 232-2364

Office Hours:             Tuesday 10:30-11:30am or by appointment


Class Meetings:        Tuesdays 3:30-5:30pm (BIO 301)




The focus of this course is on development of culturally and linguistically appropriate assessment and intervention strategies for children who are bilingual. Further, this course focuses on fundamentals and applications of collaboration, essential in designing and implementing successful assessment and intervention efforts in school settings.


The students will:

1.    Understand collaboration and its critical characteristics.

2.    Become familiar with common collaboration activities used in a school setting.

3.    Understand co-teaching, and collaborate with a teacher or special education professional to develop a lesson plan or a unit.

4.    Be introduced to models of staff development, and design a presentation for professionals in a school or preschool setting

5.    Understand interpersonal problem solving and communication skills that are essential in designing and implementing collaborations with school paraprofessionals and professionals.

6.    Develop knowledge of the nature of speech and language disorders and differences in children who are exposed to two languages and who use non-standard dialects of English.

7.    Develop knowledge of the nature, assessment, and intervention of social aspects of communication in bilingual children.

8.    Demonstrate knowledge of principles and methods of prevention, assessment, and intervention for children with speech and language impairments from bilingual backgrounds, including consideration of the cultural and linguistic correlates of the disorders.

9.    Demonstrate knowledge of how to adapt evaluation procedures to meet specific linguistic and cultural needs of bilingual children.

10. Demonstrate knowledge of evaluation procedures appropriate for bilingual children including behavioral observations, nonstandardized and standardized tests.

11. Develop knowledge about responsiveness to intervention (RTI) and the role of speech language pathologists in tiered interventions.


12.  Become familiar with an RTI model which considers the students’ ecologies (first and second language proficiency, educational history including bilingual models, immigration patterns, socio economic status) cultural and linguistic needs, and the skills that members of an educational team must possess when addressing the needs of ELL students.



  • Friend, Marilyn & Cook, Lynne (2010). Interactions: Collaboration Skills for School Professionals. (6th Edition). New York: Pearson.

·        Goldstein, Brian (2004). Bilingual Language Development & Disorders in Spanish

English Speakers.  Baltimore: Paul H. Brookes.

  • Kohnert, Kathryn (2008). Language Disorders in Bilingual Children and Adults. San Diego: Plural Publishing, Inc.
  • Additional readings to be assigned




Assigned readings and assignments must be completed by due dates. Additional readings may be assigned at a later date.  Attendance is required.



·        Class and Group Participation (20%).  It is expected that you will come to class having completed the readings as assigned and make meaningful contributions to group discussions.  You will receive two participation grades: one at mid-semester (10%) and the second at the end of the semester (10%). 


·        Co-Planning/Co-Teaching Assignment (40%).  Co-plan language or speech lessons with a classmate or school professional (for one week). Complete the Co-Planning Assignment handout provided in class.  I will assign co-planning and co-teaching placements.


·        Staff Development Project 40% (Oral Presentation= 20% and Written= 20%).

Design and conduct a one-hour presentation to professionals and/or parents in a school or related setting.  I will assign all students to a team. Each student will turn in their own copy of the oral and written assignment.


The final course grade will be a weighted average of the assignments as indicated above, using the following +/- scale:


A  100-95

A-  94-90

B   89-85

B-   84-80


C   79-75


C-  74-70       

D    69-65

D-    64-60

F    59 and below









Accommodations for Students with Disabilities

The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-5017.


Scholastic Dishonesty

The University defines academic dishonesty as cheating, plagiarism, unauthorized collaboration, falsifying academic records, and any act designed to avoid participating honestly in the learning process.  Scholastic dishonesty also includes but is not limited to providing false or misleading information to receive a postponement or an extension on a test, quiz, or other assignment, and submission of essentially the same written assignment for two courses without the prior permission of the instructor.  By accepting this syllabus, you have agreed to these guidelines and must adhere to them.  Scholastic dishonesty damages both the students learning experience and readiness for the future demands of a work-career.  Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University.  For the information on scholastic dishonesty, please visit the Student Judicial Services Web Site at:



Guidelines for preparation of written assignments

All written must be turned in typewritten format.  Use 12 point font (Times Roman and Arial are examples of acceptable fonts and double-spacing with 1” margins on all sides of the paper. Number the pages and place your last name on each page of the assignment (use the header function for this).  This is important should any of the pages of your assignments become separated.  Any work that does not meet these formatting requirements will be returned to you so that you may format it correctly.


You should follow the American Psychological Association (6th Ed.) guidelines in the preparation of all of your papers.  The APA publication manual provides you with stylistic guidelines as well as format for citations in text and for the reference list for

 your papers.  


Guidelines for preparation of presentation assignments

Each student will present relevant and critical information on co-teaching and presentation assignments.  Outlines, slides, handouts or any other supplementary aids are encouraged to help with the presentation and discussion.  Students will use Powerpoint software to prepare the oral and written part of the presentation (slides, handouts and/or outlines for presentations).  Sufficient copies of handouts and/or outlines should be made for the rest of the class. 
















Obtain student schedules & off campus assignments




Chapter 1 The Fundamentals of Collaboration (Friend & Cook)

Chapter 2  Interpersonal Problem Solving (Friend & Cook)

Chapter 9 Interpersonal Communication (Friend & Cook)


Service Delivery Models


Chapter 3 Teams (Friend & Cook)

Chapter 4 Consultation (Friend & Cook)


Co-planning assignment.


Culture & Clinical Competence



*Chapter 2  Foundations:  Culture and Clinical Competence in Speech Language Pathology (Kohnert)


 Co-planning assignment handout.




Collaborating with Families


Chapter 8 Families (Friend & Cook)


Co-Planning Assignment Due


RTI Program for ELLs


Reading to be assigned


Language Assessment of Bilingual Children


*Chapter 5 Language Assessment with Developing Bilinguals: Purpose, Principles, and Procedures (Kohnert)



Intervention for Bilingual Children



*Chapter 6 Intervention with Bilingual Children with Language Disorders   (Kohnert)


*Chapter 1 Assessment and Intervention within a Contextualized Skill Framework  (Ukrainetz)

*Chapter 2 Language Intervention through Literature-Based Units  (Gillam)


Examples of Staff Development



Spring Break

 No Class



*Staff Development

Staff Development- Outline Outcomes and Key Concepts



*Staff Development

Staff Development- powerpoint slides, handouts, & presentation evaluation



Student Presentations:

Staff Development

**Student presentation at various locations



Bilingual Education/ESL

Readings to be assigned.



Bilingual Phonological Assessment & Intervention

Readings to be assigned.


Stuttering & Bilingualism.


Readings to be assigned


Course Evaluation


Class presentations


Staff Development presentations & evaluation feedback