Beyond instrument selection: Cultural considerations in the psychological assessment of U.S. Latinas/os.

Acevedo-Polakovich, Ignacio D.; Reynaga-Abiko, Geneva; Garriott, Patton O.; Derefinko, Karen J.; Wimsatt, Mary K.; Gudonis, Lauren C.; Brown, Tamara L.

doi:10.1037/0735-7028.38.4.375

Cited by 32 publications

(25 citation statements)

References 52 publications

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“…These recommendations are similar to those expressed by Acevedo‐Polakovich et al. (), who urged psychologists to consult with their colleagues with special expertise and, Ingraham (), who suggested consultants seek cultural guides and teachers.…”

Section: Discussionsupporting

confidence: 72%

Using Consultation to Support English Learners: The Experiences of Bilingual School Psychologists

O’Bryon

Rogers

2016

Psychology in the Schools

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Through semi-structured interviews, this study explored 11 bilingual school psychologists' (BSPs) consultation experiences with teachers of English learners (EL) to determine referral concerns, recommendations made, challenges encountered, preparation experiences, and skills most needed. The most common referral issue concerned students' academic performance and teachers' attempts to parse out language acquisition difficulties from learning problems. Principal consultation challenges included the scarcity of trained professionals, teacher bias, and the stress of competing school priorities. BSPs relied most on their interpersonal skills and relationship building skills, as well as their knowledge of EL-focused interventions and their problem identification skills. Recommendations to their monolingual school psychology colleagues included the need to actively seek out a) language and culture resources, b) relevant professional development opportunities, and c) consultations with fellow BSPs.

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Section: Discussionsupporting

confidence: 72%

Using Consultation to Support English Learners: The Experiences of Bilingual School Psychologists

O’Bryon

Rogers

2016

Psychology in the Schools

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“…An important part of the assessment process with ELLs is understanding their level of acculturation. Assessing acculturation helps identify cultural experiences the student has had that may impact their frame of mind and assessment responses (Acevedo‐Polakovich et al, 2007). This assessment provides a context for understanding school behavior and test performance (Rhodes et al, 2005).…”

mentioning

confidence: 99%

Bilingual school psychologists' assessment practices with English language learners

O’Bryon

Rogers

2010

Psychology in the Schools

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This study explored bilingual school psychologists' assessment practices with students identified as English language learners (ELL). One thousand bilingual National Association of School Psychologist members were recruited nationwide, and 276 participated. Among those conducting language proficiency assessments of ELLs, many (58%) use comprehensive methods across four domains of language use. Participants generally use multifaceted assessment approaches and most (84.1%) assess acculturation as part of the assessment battery. Although few use interpreters, those who did reported a mix of best practices and discouraged practices in their use. Multiple regression results showed that engaging in continuing education activities about assessing ELLs predicted “best practices” when assessing language proficiency, selecting and using measures with ELLs with whom they share a second language, and using interpreters. A relationship was also found between engaging in applied preservice training with bilingual supervision and best practice behaviors assessing student acculturation. © 2010 Wiley Periodicals, Inc.

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“…Dentro de las recomendaciones a la hora de evaluar al alumnado CLD se ha señalado que factores relacionados con la experiencia educativa anterior, años de escolaridad en el nuevo sistema educativo, instrucción recibida en la L2, etc., influyen en el rendimiento y experiencias escolares del alumnado CLD, por lo que deben ser consideradas en su evaluación (Ortiz, 2008;Rhodes, et al, 2005). La consideración en la evaluación de estos factores es que desempeñan un papel central a la hora de aminorar los posibles sesgos derivados de factores culturales o externos al estudiante y, en consecuencia, ayudan a disminuir el riego de identificar inadecuadamente sus necesidades educativas (Acevedo-Polakovich, et al, 2007). Investigaciones previas sobre prácticas de diagnóstico con alumnado CLD han puesto de manifiesto que pocos profesionales evalúan la aculturación de los estudiantes (Ochoa, Riccio, Jiménez, García de Alba, y Sines, 2004).…”

Section: Discussionunclassified

La evaluación psicopedagógica del alumnado cultural y lingüísticamente diverso: un estudio exploratorio sobre las prácticas de los orientadores

Pérez

Rosquete

2017

Rev. Complut. Educ

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Resumen. Consecuencia de los flujos migratorios que se han producido en la última década en gran parte de los países, las políticas educativas europeas han mostrado un creciente interés y preocupación por la respuesta educativa que recibe el alumnado cultural y lingüísticamente diverso (CLD). Al respecto, diversos informes y estudios han destacado la sobreidentificación del alumnado CLD en aulas de Educación Especial. Ello ha contribuido a cuestionar la validez de las prácticas diagnósticas, y de sus instrumentos, cuando se tiene que identificar las Necesidades Específicas de Apoyo Educativo (NEAE) de algún estudiante CLD. En España se desconocen estudios que hayan indagado sobre las prácticas diagnósticas con estos estudiantes. La principal finalidad de este estudio fue explorar las prácticas de evaluación psicopedagógica que llevan a cabo los/as orientadores/as escolares cuando tienen que identificar las NEAE del alumnado CLD escolarizados en centros de Educación Primaria y Secundaria. La muestra estuvo formada por 64 orientadores/as, pertenecientes a 13 Equipos Psicopedagógicos de Tenerife, que trabajan en centros con alumnado CLD. Se diseñó un cuestionario ad hoc formado por 21 preguntas, agrupadas en cuatro dimensiones: I) Variables socio demográficas y experiencia profesional, II) Factores de la Evaluación psicopedagógica, III) Selección y uso de instrumentos diagnóstico y, IV) Evaluación de la competencia lingüística y el uso de intérpretes. A pesar de no existir en nuestro país instrucciones específicas sobre cómo evaluar al alumnado CLD, los resultados reflejaron que estos profesionales tienen en cuenta factores diferenciales cuando realizan esta evaluación, en especial los relacionados con el nivel de aculturación del estudiante. Se encontraron diferencias en el uso de instrumentos diagnósticos en función de que el alumno/a domine o no el español, aunque menos de la mitad recurrió a interpretes para evaluar al alumnado sin dominio del español. Palabras clave: Alumno extranjero; diagnóstico; evaluación; orientador; educación especial.[en] The assessment of cultural psychology and linguistically diverse students: an exploratory study on the practices of counselors Abstract. Owing to the migration flows that have occurred in the last decade in many countries, European education policies have shown a growing concern for how educational institutions respond to culturally and linguistically diverse (CLD) students. In this regard, various reports and studies have highlighted the over-identification of CLD students in special education classrooms. This has contributed to questioning the validity of diagnostic practices and their instruments in identifying the specific educational needs of a CLD student. In Spain no published studies are available about these diagnostic practices used by professionals. The main purpose of this study was to explore the psychological assessment practices of school counsellors when they have to identify the needs of CLD pupils in primary and secondary education. The sample consist...

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Beyond instrument selection: Cultural considerations in the psychological assessment of U.S. Latinas/os.

Cited by 32 publications

References 52 publications

Using Consultation to Support English Learners: The Experiences of Bilingual School Psychologists

Using Consultation to Support English Learners: The Experiences of Bilingual School Psychologists

Bilingual school psychologists' assessment practices with English language learners

La evaluación psicopedagógica del alumnado cultural y lingüísticamente diverso: un estudio exploratorio sobre las prácticas de los orientadores

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