Have you ever sat at an IEP table with a preschooler in mind—a child you know needs support—only to feel powerless when the data says otherwise?

You’ve spent time with this child. You’ve noticed them misunderstand questions and miss key interactions.  You know their expressive language is limited, and their understanding of basic concepts is inconsistent. But then their scores come back in the “average” range.  And now you're in the impossible position of advocating for services the numbers don't justify.

Sound familiar?

You’re not alone.

This is one of the most frustrating—and common—pain points for teachers of the deaf working with preschool children. And it’s exactly the kind of challenge we unpacked in a recent 90-minute training led by Dr. Allison Sedey, a speech-language pathologist, audiologist, and researcher at the University of Colorado Boulder.

Her presentation didn’t just validate what many of us already feel—it gave us a new lens to examine the assessment process, armed us with better tools, and offered practical strategies to ensure our youngest DHH students get the support they truly need.

Let me walk you through some info to make you re-evaluate your own assessment practices—and want to watch the training in full.

The Problem with “Average”

Dr. Sedey began with this simple truth: many of the most commonly used language assessments weren’t designed with DHH students in mind. They were standardized on typically developing, hearing children. And while they can provide some insight, they often miss the mark for our kids.

One major issue? Basal and ceiling rules.

A child might score well enough in three items to earn automatic credit for all previous (easier) items—items they actually can’t do. In other words, they’re getting points for skills they don’t have. Add in the fact that many assessments include preverbal items (like pointing or shaking their head) that preschoolers who are DHH often master early to compensate for language delays, and their total score can be seriously inflated.

Then there’s the issue of vague test items. A prompt like, “Can the child tell you what they’re doing?” might score a child the same point whether they say “eat” or “I’m eating a turkey sandwich.” One of those utterances gives you real linguistic data. The other… not so much.

And let’s not forget: these general, developmental checklists often lack standard scores or percentile ranks, making it hard to say whether a child is truly within the average range for their age.

So What Do We Do?

Instead of relying on a single test (which we all know can sink or save a service recommendation), she encourages a battery approach. Not just throwing every test at a child, but intentionally selecting assessments that meet specific criteria.

For every child, your battery should include:

• At least one norm-referenced assessment that provides standard scores or percentiles

• At least one assessment that incorporates parent input

• One that doesn’t rely on basal and ceiling rules

• One that’s sensitive to gaps, even in kids scoring within average limits

• And at least one that helps you plan next steps and language goals

It’s not about piling on more tests—it’s about selecting intentionally. When your assessment toolkit includes these pieces, you’re far less likely to miss what matters.

A Few Game-Changers

Without giving away the full training (because you really do want to see it for yourself), I’ll highlight a few standout tools Dr. Sedey recommends:

1. MacArthur-Bates CDI Level 3

This tool is parent-reported and norm-referenced. It captures expressive vocabulary, sentence complexity, and conceptual language use. It doesn’t just tell you if a child can speak or sign words—it tells you what kind of words they use and whether they can form connected, meaningful language.

Dr. Sedey shared eye-opening data: when comparing the MacArthur to the DAISY (a commonly used 5-domain screener), 77% of kids showed significant delays on the MacArthur—compared to just 20% on the DAYC-2. Same children. Different test. Dramatically different outcomes.

This one assessment can completely change the trajectory of a child's support plan.

2. Communication Matrix

For children with significant disabilities or who are non-verbal, the Communication Matrix is a must. It focuses not just on how a child communicates, but why. Can they request? Protest? Engage socially? This online tool creates a visual profile that helps you track small but meaningful progress over time.

Plus, it’s low-cost, includes helpful video examples, and gives you ready-to-use narratives for your reports.

3. Pragmatics Checklist

Language isn’t just about vocabulary and grammar. Many of our students struggle with the social use of language—pragmatics—and this tool helps identify those gaps. It’s especially powerful because by age four, most hearing peers master nearly all the items. But our DHH students? Even at age six, many still struggle.

And yes, it’s free.

Want to Identify Gaps Early? Look at This.

One of my favorite parts of the training was when Dr. Sedey walked us through the sensitivity to language gaps in various tools. She didn’t just say “this test is good” and move on—she showed us side-by-side data and walked through why some tests miss what others catch.

Even more helpful was her discussion on using language samples, play-based observation, and checklists as part of arena assessments. She made the case that structured assessments should never stand alone—especially for this age group.

What About Kids Using ASL?

For students using American Sign Language, she highlighted tools like:

• ASL-CDI

• VCSL (Visual Communication and Sign Language Checklist)

• Sky High Language Development Scale (for receptive and expressive sign/spoken language)

She also offered critical insight into adapting assessments that weren’t designed for ASL. For example, be cautious of tests with iconic signs (e.g., body parts), avoid items that rely on grammatical endings, and look for tools with clear expectations around ASL-specific structures.

The Hard Truth

At the heart of this training is a hard truth: Eligibility decisions are often made on shaky ground.

When we rely on flawed tools, children fall through the cracks. They miss out on the rich, language-immersive environments, and access to communication—not because they don’t need support, but because we couldn’t prove it.

But when we use the right assessments?
When we include parent input, analyze spontaneous language, and track vocabulary diversity?
We don’t just build stronger IEPs. We change lives.

Want the Full Picture?

I've  barely scratched the surface. In the full session, Dr. Sedey walks through:

• The “why” behind each tool

• What tests to pair together for the clearest picture

• What to avoid and how to explain flawed scores at the IEP table

• Real data comparisons that show just how much is at stake

If you assess preschoolers who are deaf or hard of hearing, you need this training.

You can purchase the full training through The Online Itinerant.  It’s worth every minute.  It's included inside the Professional and Friend Academies but can be purchased as a stand-alone training. 

The next time you sit at the IEP table and someone says, “But their score is average,” you’ll be ready.

You’ll know better. And you’ll have the data to back it up.

CLICK HERE TO PURCHASE ASSESSING LANGUAGE SKILLS FOR CHILDREN WHO ARE DEAF OR HARD OF HEARING.

**This training is available to view until Labor Day 2025**