Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed ... Article
Article  |   December 01, 2015
Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence
Author Affiliations & Notes
  • Brenda K. Gorman
    Department of Communication Sciences and Disorders, Elmhurst College, Elmhurst, IL
  • Financial Disclosure: Brenda K. Gorman is an associate professor at Elmhurst College.
    Financial Disclosure: Brenda K. Gorman is an associate professor at Elmhurst College.×
  • Nonfinancial Disclosure: Brenda K. Gorman has previously published in the subject area.
    Nonfinancial Disclosure: Brenda K. Gorman has previously published in the subject area.×
Article Information
Cultural & Linguistic Diversity / Language Disorders / Article
Article   |   December 01, 2015
Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, December 2015, Vol. 22, 112-121. doi:10.1044/cds22.3.112
History: Received June 8, 2015 , Revised September 8, 2015 , Accepted September 8, 2015
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, December 2015, Vol. 22, 112-121. doi:10.1044/cds22.3.112
History: Received June 8, 2015; Revised September 8, 2015; Accepted September 8, 2015

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

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