Early Intervention Speech-Language Pathologists' Perceptions of Facilitators and Barriers to Culturally and Linguistically Responsive Assessment Practices.
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...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 11; no. 3; pp. 969 - 986 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194459192&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194459192 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Jun2026 vid: 11 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 194459192 194459192 194459192 10.1044/2026_PERSP-25-00258 194459192 ppf: 969 ppct: 17 formats: fmt: @attributes: type: P tig: atl: Early Intervention Speech-Language Pathologists' Perceptions of Facilitators and Barriers to Culturally and Linguistically Responsive Assessment Practices. aug: au: Jarzynski, Rebecca L. Buac, Milijana affil: Speech, Language, and Hearing Sciences Department, University of Wisconsin-Eau Claire sug: subj: Speech-Language Pathologists Early Intervention Attitude of Health Personnel Evaluation Education, Speech-Language Pathology Culture Linguistics Multilingualism Professional Practice, Evidence-Based Evaluation Human Funding Source Qualitative Studies Open-Ended Questionnaires Thematic Analysis Health Services Accessibility ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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