Beyond Scores: Using Converging Evidence to Determine Speech and Language Services Eligibility for Dual Language Learners

Abstract

Purpose Speech-language pathologists have both a professional and ethical responsibility to provide culturally competent services to dual language learners (DLLs). In this tutorial, we recommend that clinicians use a comprehensive assessment of converging evidence to make diagnostic decisions in DLLs in accordance with the American Speech-Language-Hearing Association's Code of Ethics. The content of this tutorial is most appropriate for Spanish–English DLLs between the ages of 4 and 8 years. Method We propose a converging evidence approach, in which one single method is not the deciding factor in making diagnostic decisions regarding the dual language and speech production skills of DLLs. Converging evidence refers to the idea that multiple pieces of assessment data must come together and trend in the same direction to make a diagnostic decision. We recommend gathering assessment data using a combination of language experience questionnaires, bilingual language sample analysis using large-scale reference databases, evaluation of learning potential, and standardized testing. These four assessment methods allow clinicians to examine the child in different contexts to determine their strengths and weakness in communication abilities. Conclusion We illustrate the converging evidence framework using two case studies to guide the clinician through the diagnostic decision-making process.

Language experience, cognitive skills, and English and Spanish semantic abilities in bilingual children with typical development and language impairments

“…For analysis, we divided participants into two groups: children with typical development; and children with LIs. Using converging evidence (e.g., standardized test scores and parent report) is best practice in identification of bilingual children with LI (Castilla-Earls et al, 2020; Sheng et al, 2012) and frequently a criteria threshold is used to operationalize LI in research with bilingual children (e.g., Gross & Kaushanskaya, 2020; Restrepo et al, 2013; Sheng et al, 2012). For the purpose of this research, we identified children with LI if they met two out of three of the following criteria: (a) received scores less than 85 (1 standard deviation from the mean) on the bilingual language index of the Bilingual English–Spanish Assessment (BESA; Peña et al, 2014); (b) had a previous diagnosis of LI from a speech–language pathologist; or (c) parents reported concern regarding their child’s language development on a demographic information form.…”

Navajo

“…Dynamic assessment focuses on the child's learning potential rather than their performance and offers learning support for the child (Castilla-Earls et al, 2020). Because a child's potential to learn can be determined through interactions with more skilled individuals (Vygotsky, 1978), norm-referenced assessments that do not capitalize on such interactions may not capture true language ability.…”

Assessing Language Skills in Bilingual Children: Current Trends in Research and Practice

“…De Lamo White and Jin's 4 review suggested that clinicians take a holistic approach to assessing bilingual children for DLD, including evaluating a child's language abilities within the context of their environment. Castilla-Earls et al's 3 review suggested that clinicians look for converging evidence from multiple sources when assessing bilingual children. Kay-Raining Bird et al's 2 review discussed bilingual children with developmental disorders more broadly and identified important differences between simultaneous and sequential bilinguals.…”