Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools Purpose The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA, 2004). Method The ... Clinical Focus
Clinical Focus  |   January 01, 2017
Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools
 
Author Affiliations & Notes
  • Graciela Arias
    EBS Healthcare, West Chester, PA
  • Jennifer Friberg
    Department of Communication Sciences and Disorders, Illinois State University, Normal
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Graciela Arias: garias0908@gmail.com
  • Editor: Shelley Gray
    Editor: Shelley Gray×
  • Associate Editor: Monique Mills
    Associate Editor: Monique Mills×
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Language Disorders / Clinical Focus
Clinical Focus   |   January 01, 2017
Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools
Language, Speech, and Hearing Services in Schools, January 2017, Vol. 48, 1-15. doi:10.1044/2016_LSHSS-15-0090
History: Received December 31, 2015 , Revised May 26, 2016 , Accepted July 8, 2016
 
Language, Speech, and Hearing Services in Schools, January 2017, Vol. 48, 1-15. doi:10.1044/2016_LSHSS-15-0090
History: Received December 31, 2015; Revised May 26, 2016; Accepted July 8, 2016

Purpose The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA, 2004).

Method The study was modeled to replicate portions of Caesar and Kohler's (2007)  study and expanded to include a nationally representative sample. A total of 166 respondents completed an electronic survey.

Results Results indicated that the majority of respondents have performed bilingual language assessments. Furthermore, the most frequently used informal and standardized assessments were identified. SLPs identified supports, and barriers to assessment, as well as their perceptions of graduate preparation.

Conclusion The findings of this study demonstrated that although SLPs have become more compliant to ASHA and IDEA guidelines, there is room for improvement in terms of adequate training in bilingual language assessment.

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