| Sumario: | Purpose: Early intervention (EI) speech-language pathologists (SLPs) must ensure culturally and linguistically responsive assessments for dual language learners (DLLs). Previous research has documented both individual-level and system-level barriers to the provision of culturally and linguistically responsive assessments across a variety of settings. In the current study, we sought to document EI SLPs' perceptions of the factors that facilitate and hinder their ability to engage in high-quality culturally and linguistically responsive assessment practices for DLLs referred to their EI programs. Method: A total of 134 EI SLPs from across the United States completed a survey, describing the perceived barriers to and facilitators of assessment for DLLs within their EI programs. Responses were analyzed using qualitative coding methods. Results: Results revealed the interconnected nature of facilitators and barriers, such as access to and quality of interpretation, access to materials and assess-ments, location of service delivery, policies governing assessment practices, composition of the EI team, and SLP characteristics. Conclusions: Implementation of evidence-based assessment practices for DLLs is contingent on a clear understanding of facilitators and barriers that operate at the individual SLP, the organization, and policy level. Specific suggestions for increasing facilitators while mitigating barriers are provided.
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