Where Spanish and English Come Together: A Two Dimensional Bilingual Approach to Clinical Decision Making

Abstract

An increasing number of United States school children are from culturally and linguistically diverse (CLD) backgrounds and speak multiple languages. Speech-language pathologists (SLPs) are often challenged with differentiating the performance of bilingual children with language impairment from those who may display a language difference. While there is consensus that we should consider both languages of a bilingual child in formal and informal assessments, there is no agreed way to interpret results of testing in both languages. The aim of this article is to propose a framework for conducting and interpreting the results from comprehensive and unbiased evaluations that incorporate language samples, parent and teacher reports, and standardized testing. We will illustrate the use of this bilingual coordinate approach via a pair of case studies.

Comparing In-Person and Telepractice Service Delivery for Spoken Language Production and Comprehension Using the National Outcomes Measurement System

“…Studies involving school-aged children reported that telepractice services are effective, reliable, and efficient ( Boisvert & Hall, 2019 ; Coufal et al, 2018 ; Grogan-Johnson et al, 2010 ; Grogan-Johnson et al, 2011 ; Short et al, 2016 ). Coufal and colleagues (2018) specifically looked at speech-sound production outcome measures between traditional speech-language pathology service delivery and telepractice.…”

“…Recent studies refute these concerns. Telepractice service delivery modalities are implemented relatively easily and efficiently ( Grogan-Johnson et al, 2010 ; Short et al, 2016 ). Boisvert and Hall (2019) reported that with appropriate introduction and training, stakeholders adopted telepractice modalities enthusiastically and with positive post-intervention perceptions.…”

“…As a result of COVID-19, telepractice has become a more prevalent approach to ensuring the continuity of speech-language pathology services. The most commonly provided services target intelligibility, speech-sound production (i.e., articulation and phonology), and early language abilities, including language comprehension and production ( Gabel et al, 2013 ; Short et al, 2016 ).…”

The Multilingual Assessment Instrument for Narratives (MAIN): Adding Cantonese to MAIN

“…If so, it is important to highlight the importance of assessment in both languages, to identify the direction of support in clinical decision making (see e.g. Anaya, Peña & Bedore, 2016). Generally, there is a growing need for speech-language therapists and educators to take multilingualism and multiculturalism into account in their professional practice, as these bilingual ethnic minority children are increasingly encountered in their caseloads in recent years.…”

Addressing the Wicked Problem of English Learner Disproportionality by Examining Speech-Language Pathologists’ Beliefs: Applying Q Methodology to Special Education

“…There is a solid body of research evidence identifying culturally and linguistically valid assessment methods to distinguish language differences from language disorder in ELs (e.g., Anaya et al, 2016;Bedore et al, 2010;Gorman, 2015;Gutiérrez-Clellen & Peña, 2001;Gutiérrez-Clellen & Simon-Cereijido, 2009;Kraemer & Martinez, 2013;Lewis et al, 2010;Paradis et al, 2010;Peña, Gillam, et al, 2014). The practices supported by this body of research include language sampling (particularly using narrative retells in grades K-3), dynamic assessment, information processing assessment, parent and teacher interview, and the use of standardized assessments normed on bilingual children.…”