Department of Communication Sciences and Disorders, Bowling Green State University, OH.
Department of Counseling and Educational Psychology, Indiana University, Bloomington.
Lang Speech Hear Serv Sch. 2021 Apr 20;52(2):485-496. doi: 10.1044/2020_LSHSS-20-00037. Epub 2020 Dec 23.
Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with EL they assess. Case history and observation were tools used or by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.
目的 本研究旨在确定学校言语治疗师（SLP）对个别英语学习者（EL）的评估实践与联邦法规和专业实践指南的符合程度。具体而言，我们有兴趣检查 SLP 在个别 EL 评估中使用多种工具的情况，以及实践与多种培训经验类型之间的关系。 方法 在中西部的一个州，通过亲自或通过电子邮件招募学校的 SLP 来完成与评估相关的在线调查。在完成调查的 562 名受访者中，有 222 名（39.5%）表示过去或现在有与 EL 合作的经验，因此，他们的数据被纳入分析。问卷收集了有关受访者人口统计学、案例组合、对与 EL 合作相关的知识和技能以及培训经验（例如，研究生院、自学、专业会议）的感知，以及在学校中使用的评估实践的信息。 结果 大多数受访者报告说，他们在评估 EL 时使用了多种工具而不是单一工具。病史和观察是使用最多的工具。使用多种工具的 SLP 报告说，他们既使用直接工具（例如标准化测试、动态评估），也使用间接工具（例如病史、访谈）。分析显示，工具之间以及使用言语样本和培训经验类型数量之间存在低到中度的正相关。 结论 当前研究中的学校 SLP 报告说，他们使用的 EL 评估实践符合联邦法规和专业实践指南对 EL 评估的要求。这些结果增强了我们对学校 SLP 对 EL 评估实践的理解，可能表明朝着循证实践的积极转变。
