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Related Experiment Video

Updated: May 8, 2025

Examining Bilingual Language Control Using the Stroop Task

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Published on: February 26, 2020

Speech-Language Pathologists' Perspectives on Language Assessment in Bilingual Children.

Michelle Hernandez¹, Katrina Fulcher-Rood², Anny Castilla-Earls¹

¹Department of Communication Sciences and Disorders, University of Houston, TX.

Language, Speech, and Hearing Services in Schools

|April 10, 2025

Summary

This summary is machine-generated.

School-based speech-language pathologists (SLPs) use both norm-referenced and informal assessments for bilingual children. SLPs rely more on informal tools for diagnosis, showing culturally sensitive practices.

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Area of Science:

Speech-language pathology
Linguistic assessment
Child language disorders

Background:

Bilingual children present unique challenges in language assessment.
Traditional assessment methods may not accurately capture the linguistic abilities of bilingual individuals.
School-based speech-language pathologists (SLPs) require effective strategies for evaluating language disorders in diverse populations.

Purpose of the Study:

To explore the assessment practices of school-based speech-language pathologists (SLPs) for bilingual children with suspected language disorders.
To understand the rationale behind tool selection and data integration in bilingual language assessment.
To identify current trends in diagnostic decision-making for this population.

Main Methods:

A qualitative approach using semistructured open interviews.
Conducted phone interviews with 25 school-based SLPs across the United States.
Explored assessment tool selection, rationale, and data integration for diagnosis and eligibility.

Main Results:

SLPs utilize a combination of norm-referenced and informal assessment tools.
A significant reliance on informal measures (e.g., parent/teacher interviews, language sampling) for diagnostic decisions was observed.
District policies influenced the use of norm-referenced assessments, while informal tools captured natural language use and detailed case histories.

Conclusions:

School-based SLPs integrate various assessment methods for bilingual children.
There is a notable reliance on informal assessments for diagnostic decisions, contrasting with typical monolingual practices.
Findings suggest SLPs recognize limitations of norm-referenced tests for bilinguals and employ culturally sensitive diagnostic practices.