Date of Award

11-9-2014

Document Type

Thesis and Dissertation

Degree Name

Master of Science (MS)

Department

Department of Communication Sciences & Disorders: Speech-Language Pathology

First Advisor

Jennifer C. Friberg

Abstract

Due to the increasing number of culturally and linguistically diverse students within American school systems, speech-language pathologists (SLPs) in school settings must be prepared to distinguish between typically developing bilingual students and those with language impairments. The purpose of this study was to identify current practices of school-based SLPs for bilingual language assessment and compare them to both American Speech-Language-Hearing Association (ASHA) best practice guidelines, and mandates of the Individuals with Disabilities Education Act (IDEA). The study was modeled to replicate Caesar and Kohler's (2007) study to include a nationally representative sample. While the survey was opened over 400 times, 166 respondents completed the survey. Results indicated that the majority of respondents are performing bilingual language assessments. Furthermore, within the most frequently used assessments both formal and informal measures were mentioned as well as assessments administered in both Spanish and English. SLPs identified supports, and barriers to assessment, as well as their perceptions of graduate preparation. The findings of this study demonstrated that while SLPs have become more compliant to ASHA and IDEA guidelines, there is still room for improvement in terms of perceptions of adequate training in bilingual language assessment.

Comments

Imported from ProQuest Arias_ilstu_0092N_10403.pdf

Page Count

81

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