The Spanish-english
Bilingual SLP
Here are some more articles about Dynamic Assessment!
Hasson, N., Camilleri, B., Jones, C., Smith, J., & Dodd, B. (2013). Discriminating disorder from difference using dynamic assessment with bilingual children. Child Language Teaching and Therapy, 29(1), 57-75. doi:http://dx.doi.org/10.1177/0265659012459526
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This study builds on recent evidence of the usefulness of dynamic assessment along with a mediated learning experience and graduated prompting as a more appropriate method of identifying a language disorder in culturally and linguistically diverse children. The authors used the Dynamic Assessment of Preschoolers’ Proficiency in Learning English (DAPPLE) to determine its accuracy in the identification. Researchers recruited 26 preschoolers from a variety of linguistic and socioeconomic backgrounds. The authors measured the preschoolers’ ability to learn new vocabulary, correctly produce errored phonemes and produce syntactically correct sentences after a teaching session. They also measured the amount of prompting necessary to learn the target forms. The DAPPLE was found to produce significant differences in the performances of the language-impaired vs. the typically developing children group.
Kapantzoglou, M., Restrepo, M. A., & Thompson, M. S. (2012). Dynamic assessment of word learning skills: Identifying language impairment in bilingual children. Language, Speech & Hearing Services in Schools (Online), 43(1), 81-96. doi:10.1044/0161-1461(2011/10-0095)
Bilingual children are often misidentified as language impaired under current assessment practices. In this study, 28 Spanish-speaking children (15 typically developing and 18 language impaired) participated in a 30- to 40- minute word learning session, that included a post evaluation, another word session, and a final evaluation with 27 exposures to novel words. Typically developed children learned the new words significantly more quickly than did their LI peers. This article explains that a combination of novel word learning and the Learning Strategies Checklist (Lidz, 1991; Pena, 1993) provided the most accurate results for these bilingual preschool-age children. With an 80% of diagnostic accuracy, this study demonstrated that novel word learning tasks could be an important part of the bilingual clinician’s repertoire and that when combining it with other dynamic assessment procedures like parent interviews, language sampling, and clinical judgments, an appropriate diagnosis of language impairment could be given.
Petersen, D. B., Chanthongthip, H., Ukrainetz, T. A., Spencer, T. D., & Steeve, R. W. (2017). Dynamic assessment of narratives: Efficient, accurate identification of language impairment in bilingual students. Journal of Speech, Language, and Hearing Research, 60(4), 983-998. doi: 10.1044/2016_JSLHR-L-15-0426.
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In recent years, strong evidence supports the use of Dynamic Assessment (DA), yet it has not been adopted in clinical practice because it lacks standardization, requires lengthy training, and includes subjective ratings. With the aim of producing both high sensitivity and specificity in diagnosing bilingual children with and without language impairment using Dynamic Assessment, the authors investigated which measures produced these results. Forty-two Spanish-English bilingual participants were administered two 25-minute DA test-teach-test sessions to compare scores between the language-impaired and the control group. Results showed that sensitivity and specificity for bilingual children were much better than most available standardized tests and that the mean post-test scores were accurate indicators in classifying bilingual children with and without language impairments.
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