Clinicians are responsible for identifying formal assessment instruments that include your child's cultural and linguistic experiences. If none are available, the clinician should complete the evaluation using informal assessment tasks that support the differentiation of language differences and language impairments in bilingual students.  

​

If the child's cultural and linguistical background is represented in the development of the formal assessment measure the clinician may use the standardized test to gather information about targeted language skills but should also combine these scores with other forms of informal assessment and language tasks. Two standardized assessments that have been developed to use with bilingual children with various majority and minority languages are the COST-LITMUS tests (Armon-Lotem et al., 2015) and the Bilingual English Spanish Assessment (BESA; Peña et al., 2018). 

​

The Special Education Program of the Santa Barbara County (SELP) developed a list of Spanish-English formal assessments that you can find here.  

​