Affiliation:
1. EBS Healthcare, West Chester, PA
2. Department of Communication Sciences and Disorders, Illinois State University, Normal
Abstract
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.
Publisher
American Speech Language Hearing Association
Subject
Speech and Hearing,Linguistics and Language,Language and Linguistics
Reference40 articles.
1. American Speech-Language-Hearing Association (ASHA). (2004). Preferred practice patterns for the profession of speech-language pathology. Retrieved from http://www.asha.org/policy/PP2004-00191/
2. American Speech-Language-Hearing Association (ASHA). (2014). 2014 Schools survey. Survey summary report: Number and type of responses SLPs. Retrieved from http://www.asha.org/uploadedFiles/2014-Schools-Survey-SLP-Frequency-Report.pdf
3. Assessment of Bilingual Children for Identification of Language Impairment: Current Findings and Implications for Practice
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