Survey of Current Assessment Practices Utilized By Speech-Language Pathologists with Bilingual Children

Author

Jessica J. Garcia, Southern Illinois University CarbondaleFollow

Date of Award

5-1-2019

Degree Name

Master of Science

Department

Communication Disorders and Sciences

First Advisor

Boyer, Valerie

Abstract

The purpose of this study was to determine the most frequent standardized and non-standardized assessments utilized by speech-language pathologists with bilingual children in public schools, and to determine the relationship between the size of caseload and the type of assessments utilized. This study also examined the level of proficiency interpreters must be to be considered to assist during evaluations. A Google Form was created and distributed to current Illinois speech-language pathologists in public schools that have obtained their Certificate of Clinical Competence, and work with students between the ages of 8-13. Results indicated the most frequent assessment listed by SLPs was the Clinical Evaluation of Language Fundamentals, Fourth Edition Spanish (CELF-4S). Participants indicated the importance of implementing informal assessments such as the Language Sample Analysis. Results did not present a significant correlation between caseload size and assessments selected by the clinician. However, SLPs indicated the challenges accessing interpreters during evaluations resulting in over-identification or under-identification of ELLs.