This course is a compilation of research reviews from The Informed SLP

 

Course introduction

As our caseloads get more diverse, more SLPs are tackling the challenge of diagnosing and qualifying children who are bilingual, multilingual, or are English learners. There are so many factors to take into account—what languages are in the mix, how long the child has been exposed to English, which language is dominant, the validity (or lack thereof) of test instruments normed on monolingual speakers… not to mention the issue of finding and using interpreters and that perpetual problem: TIME.

The following nine research reviews, covering articles published between 2013 and 2018, chip away at some of those big questions. The first review discusses current practices in bilingual assessment among school-based SLPs. After that, two reviews tackle Spanish morphosyntactic development (typical and disordered). Finally, six reviews discuss specific assessment methods, including two reviews on aspects of language sample analysis and four relating to standardized assessments. A lot of the information relates specifically to children who speak Spanish as a primary or a home language, but many concepts will be relevant to children from different language backgrounds.

Learning Outcomes & Details

As a result of this course, participants will be able to:

  1. Describe current best practices in bilingual assessment.

  2. Describe how language sample analysis may be adjusted for bilingual children.

  3. Describe how standardized assessments—both their use and scoring—may be adjusted for bilingual children.

Course Type: Text; Web or downloadable PDF

CEUs/Hours Offered: This is a half-hour course, offered for .05 ASHA CEUs, Intermediate, Professional

Course Completion Requirements: Read the full course, then take a quiz at the end. Must pass with a score of 80% or better (two attempts allowed).

 

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This course is offered for .05 ASHA CEUs (Intermediate level, Professional area).