Celeste Roseberry-McKibbin received her Ph.D. from Northwestern University. She is a Professor of Speech Pathology and Audiology at California State University, Sacramento. Dr. Roseberry is also currently a part-time itinerant speech pathologist in San Juan Unified School District where she provides direct services to students from preschool through high school. She has worked in educational and medical settings with a wide variety of clients ranging from preschoolers through geriatric patients. She serves homeless persons in her community through direct work on the streets.
Dr. Roseberry’s primary research interests are in the areas of assessment and treatment of culturally and linguistically diverse students with communication disorders as well as service delivery to students from low-income backgrounds. She has over 70 publications, including six books, and has made over 300 presentations at the local, state, national, and international levels. Dr. Roseberry is a Fellow of ASHA, and winner of ASHA’s Certificate of Recognition for Special Contributions in Multicultural Affairs. She received the national presidential Daily Point of Light Award for her volunteer work in building literacy skills of children in poverty. She lived in the Philippines as the daughter of Baptist missionaries from ages 6 to 17. Learn more about Dr. Roseberry-McKibbin's work at lovetalkread.com.
SLP-Seminars on English Language Learner Students with Potential Language Disorders
taught by Celeste Roseberry-McKibbin, PhD, CCC-SLP, ASHA Fellow
Assessment of English Language Learner Students with Potential Language Disorders
The increasing number of multilingual, multicultural students in our schools demands that we make accurate language assessment and placement decisions. The biggest challenge facing clinicians is differentiating a language difference from a language disorder in English Language Learner (ELL) students. This workshop covers informal assessment materials and methods that are useful for assessing potential language disorders in ELL students from any language background. Case studies illustrate the principles and methods discussed.
Following this presentation, clinicians will be able to:
- Describe how second language acquisition and bilingualism impact a child's developing language
- Discuss federal laws and guidelines pertaining to nonbiased assessment of students who are English Language LearnersList potential sources of bias on standardized tests of language
- Describe and discuss informal, nonstandardized methods and materials for differentiating language differences from language disorders
- List suggestions for working with effectively with interpreters
- Apply theories, methods, and materials discussed to actual case studies of children from varied language backgrounds
Principles and Practical Strategies for Intervention with English Language Learner Students Who Have Language Disorders
Following this presentation, clinicians will be able to:
- Define a language disorder in a student who is an English Language Learner (ELL)
- Describe practical activities and strategies that are effective for increasing the overall language skills of ELL students with language disorders
- List specific IEP goals and objectives for increasing oral and written expressive vocabulary skills of these students
- Describe practical methods for collaborating with classroom teachers to help ELL students with language disorders to succeed in the regular classroom setting
- Define the concept of phonological awareness
- Describe materials and methods for increasing phonological awareness skills of ELL students with language disorders
- List ways to incorporate literacy into intervention
- Describe how to connect intervention with the classroom curriculum
- Discuss methods for increasing family involvement
Increasing the Oral and Literate Language Skills of Students in Poverty: Practical Strategies
The increasing numbers of American children today who experience poverty and homelessness make it imperative that school personnel meet their unique needs. Many times, these students display decreased language and executive functioning skills that are related to their low socioeconomic status. They may have potential or actual language disorders. This workshop describes factors that impact these low-SES students, and details practical intervention strategies for increasing their oral and literate language as well as their executive functioning skills.Following this presentation, clinicians will be able to:
- List general factors that impact the linguistic and academic achievement of students in poverty and homelessness
- Explain the effects of poverty on low-income and homeless students’ oral and literate language development
- Define the term information capital and describe discrepancies between low-SES and middle-SES students in this area
- Describe specific practical strategies for increasing the oral language skills of students in poverty and conditions of homelessness
- Discuss specific practical strategies for increasing the written language skills of students in poverty and homelessness
- Define the term executive functioning
- Describe possible executive functioning deficits in students in poverty and homelessness and summarize strategies for remediation of these deficits
Contact us for detailed overviews, hourly agendas, and learning objectives - OR let us custom-design a workshop specifically for your needs. Email us at This email address is being protected from spambots. You need JavaScript enabled to view it..
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