Posts Tagged articulation
I’ve been meaning to post some information about the Bilingual English Spanish Assessment and we have. Here, we respond to some FAQs. And here, I provided an overview of what it does, how it works, and its specificity/sensitivity data. In addition to this information and what is in the manual, we have written a number of papers over the years that led directly to what we included (and excluded) from the BESA. So, below I will provide some of the links to abstracts of papers we’ve written about earlier versions of the BESA. These are the studies that we conduced to refine the items and the test so that the final published version has a high degree of classification accuracy.
There’s a new paper out in AJSLP by Sharynne McLeod and Sarah Verdon. I think it’s a great resource for those of us who do bilingual assessment. Additionally, I think it’s an excellent example of how to review and select tests to use for diagnostic purposes. Over the last 10 or so years, there’s been a growing emphasis on evidence-based practice in speech-language pathology. We can’t simply use the tests we’ve always used because we are familiar and comfortable with them. We need to be able to justify our selections, and make our selections based on the best available scientific evidence. Read the rest of this entry »
When working with bilingual children, it is a matter of course that one will need to translate from one language to another. Children who are English language learners may need instructions or directions translated so that they can know what to do. Curricula may need to be translated to maximize learning. Tests are also translated for ease of assessment of knowledge in a given domain. In the area of speech and language assessment however, translation is not the best option. Read the rest of this entry »
It’s been a busy year., and we have more to come. This year one of our big accomplishments was to launch the BESA, a speech and language test for children 4 to 7. It was a long project, but we are very satisfied with the test and how well it works to identify speech and language impairment in bilingual children. A serous problem in the field has been that there are so few instruments to properly identify impairments in bilinguals. There result is that these kids are assessed with instruments that have not been proven to work well with bilinguals. Worse some may overidentify children as having impairment when they are in the process of learning English as a second language. Another problem is that these kids can be missed altogether. Sometimes district personnel will wait for the child to have enough English to test them. Waiting can result in falling further behind because services that might have helped are not provided.
Is speech sound development related to grammatical development in bilinguals? In a new paper by Cooperson, Bedore & Peña in Clinical Linguistics & Phonetics, we report on a couple of studies where we explored the relationship between children’s articulation accuracy in Spanish and English as related to grammatical production in both languages. Read the rest of this entry »