Assessment of multilingual children by Western Australian speech-language pathologists: A survey of practices, barriers and facilitators

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Abstract
In the past decade, diagnostic criteria for developmental language disorder, guidelines for assessment of multilingual children, and reviews of the diagnostic utility of dynamic assessment have been published. It is unknown how Australian speech-language pathologists currently assess multilingual children or how local factors influence assessment. A mixed-method anonymous online survey of Western Australian speech-language pathologists explored the frequency and perceived usefulness of assessment practices recommended for multilingual children, elements of dynamic assessment used, and the utility of specific client factors for diagnosis. Confidence ratings and descriptions of barriers and facilitators that affect assessment of multilingual children were also collected. Nineteen speech-language pathologists completed the survey. Over 90% used case/family history and norm-referenced assessments. They most strongly valued case history and family interviews, but fewer valued language processing tasks or language sample analysis. Over three quarters performed dynamic assessment with varying elements included. Two-thirds were confident to assess multilingual children. Interpreter access, availability of specific assessments, supportive networks, and professional development influenced assessment accuracy. The speech-language pathologists in this study combine data from various sources to assess multilingual children for developmental language disorder. Increased access to interpreter services, professional development, and additional time and resources may improve services.
Funding Information
  • Australian Government Research Training Program (RTP) Scholarship

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