Speech-Language Pathologists’ Practices during Assessments with Linguistically Diverse Children

Abstract

This study investigates the assessment practices used by Speech-Language Pathologists (SLPs) when working with linguistically diverse children in Canada. An online survey was used to collect data on the current approaches used and the barriers faced in the provision of appropriate assessment services by SLPs. The survey was completed by 118 SLPs from across Canada. Results show that the majority of SLPs use non-standardized approaches (e.g., family interviews, language samples and dynamic assessments) as well as standardized approaches (e.g., standardized tests in English) when assessing this population. The main challenges reported by clinicians were the lack of appropriate assessment tools, insufficient societal and structural support for assessments with diverse populations, and the inability to speak the child's heritage language. These findings provide updated information that can inform the development of best practices for SLPs working with linguistically diverse children and contribute to professional development initiatives and university programs’ curriculum development.