Barriers to High-Quality Assessment of Dual Language Learners Across Diverse Practice Settings

File(s)
Date
2024-04Author
Bartlette, Hope
Ridderbusch, Brylee
Advisor(s)
Jarzynski, Rebecca L.
Metadata
Show full item recordAbstract
Speech-Language Pathologists (SLPs) work to prevent, assess, diagnose, and treat speech, language, and communication disorders in children and adults. SLPs work across a variety of settings including Early Intervention (EI) and across a variety of languages and cultures. In early intervention, SLPs assess and treat infants and toddlers who are at risk for a developmental delay, disability, or health condition that may affect typical development and learning. Assessment of children who are learning more than one language is complex. SLPs report both facilitators and barriers that may lead to under and over-diagnosis of bilingual children with suspected language disorders. The purpose of this study is to understand the relationship between the linguistic diversity of the location where Early Intervention (EI) SLPs work, and their self-reported barriers to and facilitators of high-quality assessment for Dual Language Learners (DLLs). EI SLPs’ (N = 134) completed nationwide surveys to document the linguistic diversity of their current practice settings and reported the barriers and facilitators of culturally and linguistically responsive assessment practices within their EI program. We aim to explore connections between practice location and reported barriers and facilitators for high-quality assessment of DLLs through the qualitative and quantitative data provided in the survey.
Subject
Bilingualism in children
Speech-language pathologists
Speech assessment tools
Posters
Department of Communication Sciences and Disorders
Permanent Link
http://digital.library.wisc.edu/1793/90724Type
Presentation
Description
Color poster with text, charts, and graphs.