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School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners
Virginia L Dubasik1, Dubravka Svetina Valdivia2
1Department of Communication Sciences and Disorders, Bowling Green State University, OH.
Language, Speech, and Hearing Services in Schools
|December 23, 2020
Summary
School-based speech-language pathologists (SLPs) frequently use multiple assessment tools for English learners (ELs), aligning with legal and professional standards. Training experiences correlate positively with using diverse assessment methods for ELs.
Area of Science:
- Speech-Language Pathology
- Educational Psychology
- Linguistic Assessment
Background:
- Federal legislation and professional guidelines mandate comprehensive assessments for English learners (ELs).
- Understanding current assessment practices of school-based speech-language pathologists (SLPs) with ELs is crucial for ensuring compliance and effective service delivery.
- There is a need to examine the alignment of SLPs' practices with established standards, particularly regarding the use of multiple assessment tools and training.
Purpose of the Study:
- To determine the extent to which school-based SLPs' assessment practices with individual ELs align with federal legislation and professional guidelines.
- To investigate SLPs' utilization of multiple assessment tools for ELs.
- To explore the relationship between assessment practices and the number of training experiences SLPs have with ELs.
Main Methods:
- A survey was administered to school-based SLPs in a Midwestern state.
- Data from 222 SLPs with experience assessing ELs were analyzed.
- The survey collected information on demographics, caseload, perceived skills, training experiences, and assessment practices for ELs.
Main Results:
- The majority of SLPs reported using multiple assessment tools for each EL, rather than a single tool.
- Case history and observation were the most frequently used assessment tools.
- SLPs using multiple tools employed both direct (e.g., standardized tests, dynamic assessment) and indirect methods (e.g., case history, interviews).
- Low to moderate positive associations were found between the number of tools used, the use of speech-language samples, and the number of training experience types.
Conclusions:
- School-based SLPs in this study reported assessment practices for ELs that are consistent with federal legislation and professional guidelines.
- The findings suggest a positive trend towards evidence-based practices in the assessment of ELs by school-based SLPs.
- This study enhances the understanding of current assessment strategies employed with ELs in school settings.
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