For Spanish–English bilingual children, how do you integrate and analyze data from both languages in order to determine if the child has a language impairment? You likely have parent reports, teacher reports, standardized tests, language samples, observations, but don't know what to prioritize from each.
This article presents two case studies pulled from a larger longitudinal study, and really does a good job of guiding clinicians through the research on this topic. Issues discussed include:
- translating standardized tests
- using standardized tests in which the student doesn’t match the test population
- combining data from multiple tests
- language dominance
- current and cumulative language exposure
- what to measure in Spanish vs. English language samples
- ... and other topics with some surprising answers
See: Anaya, J.B., Peña, E.D., & Bedore, L.M. (2016). Where Spanish and English Come Together: A Two Dimensional Bilingual Approach to Clinical Decision Making. Perspectives of the ASHA Special Interest Groups, 1(1), 3–16.