Diagnostic accuracy of current assessment measures for developmental language disorders in bilingual children
A systematic review
DOI:
https://doi.org/10.1558/jircd.26978Keywords:
diagnosis, developmental language disorder, assessment, bilingualism, children, systematic reviewAbstract
Background: Speech-language pathologists are facing challenges in assessing bilingual children with developmental language disorder (DLD). The study aimed to systematically review the literature for the past five years and evaluate the diagnostic accuracy of current assessment measures in the identification of DLD in bilingual children.
Method: Through a keyword search from four electronic databases and a manual search of reference lists, eligible studies were identified and evaluated with respect to quality of evidence, study characteristics, and reported diagnostic accuracy.
Results: The assessment measures used in the studies varied widely in format, emphasis, and origin. Most studies lacked clear descriptions of controls for potential biases, making it difficult to rate specific quality indicators and decreasing the overall quality of evidence. Diagnostic accuracy of assessment measures across studies ranged from poor to good. Mixed measures showed a higher percentage of good diagnostic accuracy compared to linguistic and nonlinguistic ones.
Discussion/conclusions: Evidence supports the previous findings regarding the difficulties in developing appropriate assessment tools and advocacy for using converging evidence in assessment. Limitations in methodology discussed in the past literature still exist, which may result in inflated diagnostic accuracy and decreased validity.
References
Abutbul-Oz, H., and Armon-Lotem, S. (2022). Parent questionnaires in screening for developmental language disorder among bilingual children in speech and language clinics. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.846111
Aguado Alonso, G. (2005). Contribuciones al diagnóstico del trastorno específico del lenguaje por medio de la repetición de pseudo-palabras. Revista Extremeña de Atención Temprana, 3, 17–28.
Ahufinger, N., Berglund-Barraza, A., Cruz-Santos, A., Ferinu, L., Andreu, L., Sanz-Torrent, M., et al. (2021). Consistency of a nonword repetition task to discriminate children with and without developmental language disorder in Catalan–Spanish and European Portuguese speaking children. Children, 8(2), 85. https://doi.org/10.3390/children8020085
Albudoor, N., and Peña, E. D. (2022). Identifying language disorder in bilingual children using automatic speech recognition. Journal of Speech, Language, and Hearing Research, 65(7), 2648–2661. https://doi.org/10.1044/2022_JSLHR-21-00667
Alfano, A. R., Concepcion, I., Espinosa, A., and Menendez, F. (2022). Pediatric language assessments via telehealth: A systematic review. Journal of Telemedicine and Telecare. https://doi.org/10.1177/1357633X221124998
American Speech-Language-Hearing Association (n.d.). Bilingual service delivery. Retrieved 3 January 2023 from www.asha.org/Practice-Portal/Professional-Issues/Bilingual-Service-Delivery
American Speech-Language-Hearing Association (ASHA) (2020). Telepractice. https://www.asha.org/practice-portal/professional-issues/telepractice
American Speech-Language-Hearing Association (ASHA) (2023). Code of ethics. https://www.asha.org/policy/et2016-00342
Anaya, J. B., Peña, E. D., and Bedore, L. M. (2018). Conceptual scoring and classification accuracy of vocabulary testing in bilingual children. Language, Speech, and Hearing Services in Schools, 49(1), 85–97. https://doi.org/10.1044/2017_LSHSS-16-0081
Arosio, F., C., Branchini, L., Barbieri & M. T., Guasti. (2014). Persistency of direct object clitic omission in Italian school age children with SLI. Clinical linguistics and Phonetics. 1–25.
Auza, B. A., Kapantzoglou, M., and Murata, C. (2018). Two grammatical tasks for screening language abilities in Spanish-speaking children. American Journal of Speech-Language Pathology, 27(2), 690–705. https://doi.org/10.1044/2017_AJSLP-17-0052
Bamford, C. K., Masso, S., Baker, E., and Ballard, K. J. (2022). Dynamic assessment for children with communication disorders: A systematic scoping review and framework. American Journal of Speech-Language Pathology, 31(4), 1878–1893. https://doi.org/10.1044/2022_AJSLP-21-00349
Bedore, L. M. and Peña, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism, 11(1), 1–29. https://doi.org/10.2167/beb392.0
Bedore, L. M., Peña, E. D., Anaya, J. B., Nieto, R., Lugo-Neris, M. J., and Baron, A. (2018). Understanding disorder within variation: Production of English grammatical forms by English language learners. Language, Speech, and Hearing Services in Schools, 49(2), 277–291. https://doi.org/10.1044/2017_LSHSS-17-0027
Bisiacchi, P. S., Cendron, M., Gugliotta, M., Tressoldi, P. E., & Vio, C. (2005). BVN 5–11: Batteria di valutazione neuropsicologica per l’età evolutiva [BVN 5–11: Neuropsychological assessment battery for the developmental age]. Centro Studi Erickson.
Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., and CATALISE-2 Consortium (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721
Boerma, T., & Blom, E. (2017). Assessment of bilingual children: What if testing both languages is not possible? Journal of Communication Disorders, 66, 65–76. https://doi.org/10.1016/j.jcomdis.2017.04.001
Boerma, T., Chiat, S., Leseman, P., Timmermeister, M., Wijnen, F., and Blom, E. (2015). A quasi-universal nonword repetition task as a diagnostic tool for bilingual children learning Dutch as a second language. Journal of Speech, Language, and Hearing Research, 58(6), 1747–1760. https://doi.org/10.1044/2015_JSLHR-L-15-0058
Bonifacci, P., Atti, E., Casamenti, M., Piani, B., Porrelli, M., and Mari, R. (2020). Which measures better discriminate language minority bilingual children with and without developmental language disorder? A study testing a combined protocol of first and second language assessment. Journal of Speech Language and Hearing Research, 63(6), 1898–1915. https://doi.org/10.1044/2020_JSLHR-19-00100
Bortolini, U., Caselli, M. C., Deevy, P., and Leonard, L. B. (2002). Specific language impairment in Italian: The first steps in the search for a clinical marker. International Journal of Language and Communication Disorders, 37(2), 77–93. https://doi.org/10.1080/13682820110116758
Bracken, B. A., & McCallum, T. S. (1998). Universal Nonverbal Intelligence Test. Itasca, IL: Riverside Publishing.
Brownell, R. (2000). Expressive One-Word Picture Vocabulary Test–Third Edition. Novato, CA: Academic Therapy Publications.
Brownell, R. (2001). Expressive One-Word Picture Vocabulary Test: Spanish-Bilingual Edition. Novato, CA: Academic Therapy Publications.
Campbell, D. R., and Goldstein, H. (2022). Reliability of scoring telehealth speech sound assessments administered in real-world scenarios. American Journal of Speech-Language Pathology, 31(3), 1338–1353. https://doi.org/10.1044/2022_AJSLP-21-00219
Castilla-Earls, A., Restrepo, M. A., Perez-Leroux, A. T., Gray, S., Holmes, P., Gail, D., et al. (2016). Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children. Applied Psycholinguistics, 37(5), 1147–1173. https://doi.org/10.1017/S0142716415000521
Castilla-Earls, A., Bedore, L., Rojas, R., Fabiano-Smith, L., Pruitt-Lord, S., Restrepo, M. A.,et al. (2020). Beyond scores: Using converging evidence to determine speech and language services eligibility for dual language learners. American Journal of Speech-Language Pathology, 29(3), 1116–1132.https://doi.org/10.1044/2020_AJSLP-19-00179
Castilla-Earls, A., Ronderos, J., McIlraith, A., and Martinez, D. (2022). Is bilingual receptive vocabulary assessment via telepractice comparable to face-to-face? Language, Speech, and Hearing Services in Schools, 53(2), 454–465. https://doi.org/10.1044/2021_LSHSS-21-00054
Castro, S. L., Caló, S., Gomes, I., Kay, J., Lesser, R., & Coltheart, M. (2007). Provas de avaliação da linguagem e da afasia em Português [Tasks for the assessment of language processing and aphasia in Portuguese, PALPA-P]. CEGOC.
Centeno J. G. (2015). Assessing services with communicatively impaired bilingual adults in culturally and linguistically diverse neurorehabilitation programs. Journal of Communication Disorders, 58, 58–73. https://doi.org/10.1016/j.jcomdis.2015.10.005
Chiat, S. (2015). Non-word repetition. In S. Armon-Lotem, K. de Jong, & N. Meir (Eds.), Assessing multilingual children (pp. 95–122). Multilingual Matters. https://doi.org/10.21832/9781783093137-008
Chiat, S., & Polisenská, K. (2016). A framework for crosslinguistic nonword repetition tests: Effects of bilingualism and socioeconomic status on children’s performance. Journal of Speech, Language, and Hearing Research, 59(5), 1179–1189. https://doi.org/10.1044/2016_JSLHR-L-15-0293
Cohen, J. F., Korevaar, D. A., Altman, D. G., Bruns, D. E., Gatsonis, C. A., Hooft L., et al. (2016). STARD 2015 guidelines for reporting diagnostic accuracy studies: Explanation and elaboration. BMJ Open, 6(11), 1–17. https://doi.org/10.1136/bmjopen-2016-012799
Contento, S., Bellocchi, S., & Bonifacci, P. (2013). BaBIL. Prove per la valutazione delle competenze verbali e non verbali in bambini bilingui [BaBIL. Battery for the Evaluation of Verbal and Nonverbal Skills in Bilingual Children]. Giunti OS.
Cooper, D. (2015) Evidence-based practices in selecting standardized assessments of child language. Senior Honors Projects, 2010–2019, 23. https://commons.lib.jmu.edu/honors201019/23
Cossu, G., & Paris, E. (2007). Test Neuropsicologico prescolare. Giunti OS.
Curtz, J., Mazariegos, J., Adeyemo, J., Smith, C., DiOrio, A., Logan, K., et al. (2021). Responding to an emerging need: Implementing telehealth in acute hospital rehabilitation. Archives of Physical Medicine and Rehabilitation, 102(9), 1840–1847. https://doi.org/10.1016/j.apmr.2021.05.006
Dahlén, J., Drevenhorn, E., and Kalnak, N. (2022). Assessment fidelity of a language screening instrument for 4-year-olds. Logopedics Phoniatrics Vocology, 2022, 1–8. https://doi.org/10.1080/14015439.2022.2081874
Damico, J. S. (1993). Language assessment in the adolescent student: Addressing critical concerns. Language, Speech, and Hearing Services in Schools, 24(1), 29–35. https://doi.org/10.1044/0161-1461.2401.29
Damico, J. S., and Simmons-Mackie, N. N. (2003). Qualitative research and speech-language pathology: A tutorial for the clinical realm. American Journal of Speech-Language Pathology, 12(2), 131–143. Q2. https://doi.org/10.1044/1058-0360(2003/060)
de Jong, J. (2015). Elicitation task for subject-verb agreement. In S. Armon-Lotem, J. De Jong, & N. Meir (Eds.), Assessing multilingual children (pp. 25–37). Multilingual Matters.
Dilollo, A., and Wolter, J. (2004). Qualitative research in communication disorders. ASHA Leader, 9(11), 4. https://doi.org/10.1044/leader.FTR2.09112004.4
Dollaghan, C. A. (2004). Evidence-based practice in communication disorders: What do we know, and when do we know it? Journal of Communication Disorders, 37(5), 391–400. https://doi.org/10.1016/j.jcomdis.2004.04.002
Dollaghan, C. A. (2007). The handbook for evidence-based practice in communication disorders. Paul H. Brookes Publishing Co.
Dollaghan, C. A., and Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41(5), 1136–1146. https://doi.org/10.1044/jslhr.4105.1136
Dollaghan, C. A., and Horner, E. A. (2011). Bilingual language assessment: A meta-analysis of diagnostic accuracy. Journal of Speech, Language, and Hearing Research, 54(4), 1077–1088. https://doi.org/10.1044/1092-4388(2010/10-0093)
Du, Y., Sheng, L., and Tekinbas, K. S. (2020). ‘Try your best’: Parent behaviors during administration of an online language assessment tool for bilingual Mandarin-English children. In Proceedings of the Interaction Design and Children Conference (pp. 409–420). https://doi.org/10.1145/3392063.3394441
Ebert, K. D., and Pham, G. (2019). Including nonlinguistic processing tasks in the identification of developmental language disorder. American Journal of Speech-Language Pathology, 28(3), 932–944. https://doi.org/10.1044/2019_AJSLP-IDLL-18-0208
Ebert, K. D., Rentmeester-Disher, J., and Kohnert, K. (2012) Nonlinguistic cognitive treatment for bilingual children with primary language impairment. Clinical Linguistics and Phonetics, 26(6), 485–501. https://doi.org/10.3109/02699206.2012.660226
Ebert, K. D., Kohnert, K., Pham, G., Rentmeester-Disher, J., and Payesteh, B. (2014). Three treatments for bilingual children with primary language impairment: Examining cross-linguistic and cross-domain effects. Journal of Speech, Language, and Hearing Research, 57(1), 172–186. https://doi.org/10.1044/1092-4388(2013/12-0388)
Ebert, K. D., Rak, D., Slawny, C. M., and Fogg, L. (2019). Attention in bilingual children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 62(4), 979–992. https://doi.org/10.1044/2018_JSLHR-L-18-0221
Eikerling, M. R., Bloder, T. S., and Lorusso, M. L. (2022). A nonword repetition task discriminates typically developing Italian-German bilingual children from bilingual children with developmental language disorder: The role of language-specific and language-non-specific nonwords. Frontiers in Psychology, 13, 826540. https://doi.org/10.3389/fpsyg.2022.826540
Ekström, A., Sandgren, O., Sahlén, B., and Samuelsson, C. (2023). ‘It depends on who I’m with’: How young people with developmental language disorder describe their experiences of language and communication in school. International Journal of Language and Communication Disorders, 58(4),1168–1181. https://doi.org/10.1111/1460-6984.12850
European Commission (2016). Foreign language skills statistics. https://ec.europa.eu/eurostat/statisticsexplained/index.php/Foreign_language_skills_statistics
Freeman, M. R., and Schroeder, S. R. (2022). Assessing language skills in bilingual children: Current trends in research and practice. Journal of Child Science, 12(1), e33–e46. https://doi.org/10.1055/s-0042-1743575
Gatlin-Nash, B., Peña, E. D., Bedore, L. M., Simon-Cereijido, G., and Iglesias, A. (2021). English BESA morphosyntax performance among Spanish–English bilinguals who use African American English. Journal of Speech, Language, and Hearing Research, 64(10), 3826–3842. https://doi.org/10.1044/2021_JSLHR-20-00737
Gillam, R. B., & Pearson, N. A. (2004). Test of Narrative Language. Examiner’s Manual. Austin, TX: Pro-Ed.
Gillam, R. B., Peña, E. D., Bedore, L. M., & Pearson, N. (in development). Test of Narrative Language, Spanish Adaptation.
Gleason, J. B. (2005). The development of language (6th ed.). Boston: Pearson Education.
Glutting, J., Adams, W., & Sheslow, D. (2000). Wide Range Intelligence Test. Wide Range.
Grimm, A., & Hübner, J. (in press). Nonword repetition by bilingual learners of German: The role of language-specific complexity. In C. De Santos & L. De Almeida (Eds.), Bilingualism and specific language impairment. Benjamins.
Grimm, A., and Schulz, P. (2014). Specific language impairment and early second language acquisition: The risk of over- and underdiagnosis. Child Indicators Research, 7(4), 821–841. https://doi.org/10.1007/s12187-013-9230-6
Guasti, M., White, M., Bianco, G., Arosio, F., Camilleri, B., and Hasson, N. (2021). Two clinical markers for DLD in monolingual Italian speakers: What can they tell us about second language learners with DLD? Clinical Linguistics and Phonetics, 35(9), 829–846. https://doi.org/10.1080/02699206.2020.1830303
Guiberson, M. (2020). Alternatives to traditional language sample measures with emergent bilingual preschoolers. Topics in Language Disorders, 40(2), E1–E6. https://doi.org/10.1097/TLD.0000000000000208
Gutiérrez-Clellen, V. F., and Simon-Cereijido, G. (2007). The discriminant accuracy of a grammatical measure with Latino English-speaking children. Journal of Speech, Language, and Hearing Research, 50(4), 968–981. https://doi.org/10.1044/1092-4388(2007/068)
Hansen, P., Luniewska, M., Simonsen, H. G., Haman, E., Mieszkowska, K., Kolak, J., et al. (2019). Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods. International Journal of Bilingualism, 23(2), 437–456. https://doi.org/10.1177/1367006917733067
Holzinger, D., Weber, C., and Jezek, M. (2022). Identifying language disorder within a migration context: Development and performance of a pre-school screening tool for children with German as a second language. Frontiers in Pediatrics, 10. https://doi.org/10.3389/fped.2022.814415
Hong, S., Yim, D., Hong, S., and Yim, D. (2020). Discriminant analysis of assessment tools in identifying language impairment in Korean-English bilingual children. Communication Sciences and Disorders, 25(3), 531–545. https://doi.org/10.12963/csd.20724
Hunt, E., Nang, C., Meldrum, S., and Armstrong, E. (2022). Can dynamic assessment identify language disorder in multilingual children? Clinical applications from a systematic review. Language, Speech and Hearing Services in Schools, 53(2), 598–625. https://doi.org/10.1044/2021_LSHSS-21-00094
Jacobson, P. F. (2012). The effects of language impairment on the use of direct object pronouns and verb inflections in heritage Spanish speakers: A look at attrition, incomplete acquisition and maintenance. Bilingualism: Language and Cognition, 15(1), 22–38. https://doi.org/10.1017/S1366728911000484
Jasso, J., McMillen, S., Anaya, J., Bedore, L., and Peña, E. (2020). The utility of an English semantics measure for identifying developmental language disorder in Spanish–English bilinguals. American Journal of Speech-Language Pathology, 29(2), 776–788. https://doi.org/10.1044/2020_AJSLP-19-00202
Kaderavek, J. N., and Sulzby, E. (1998). Parent-child joint book reading: An observational protocol for young children. American Journal of Speech-Language Pathology, 7(1), 33–47. https://doi.org/10.1044/1058-0360.0701.33
Karem, R. W., Washington, K. N., Crowe, K., Jenkins, A., Leon, M., Kokotek, L., et al. (2019). Current methods of evaluating the language abilities of multilingual preschoolers: A scoping review using the international classification of functioning, disability and health – children and youth version. Language, Speech and Hearing Services in Schools, 50(3), 434–451. https://doi.org/10.1044/2019_LSHSS-18-0128
Kauschke, C., & Siegmüller, J. (2010). Patholinguistische Diagnostik bei Sprachentwicklungsstörungen. Urban & Fischer.
Kohnert, K., Windsor, J., and Yim, D. (2006). Do language-based processing tasks separate children with language impairment from typical bilinguals? Learning Disabilities Research and Practice, 21(1), 19–29. https://doi.org/10.1111/j.1540-5826.2006.00204.x
Kohnert, K., Windsor, J. and Ebert, K.D. (2009). Primary or ‘specific’ language impairment and children learning a second language. Brain and Language, 109(2–3), 101–111. https://doi.org/10.1016/j.bandl.2008.01.009
Laing, S. P., and Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language, Speech, and Hearing Services in Schools, 34(1), 44–55. https://doi.org/10.1044/0161-1461(2003/005)
Lehti, V., Gyllenberg, D., Suominen, A., and Sourander, A. (2018). Finnish-born children of immigrants are more likely to be diagnosed with developmental disorders related to speech and language, academic skills and coordination. Acta Paediatrica, 107(8), 1409–1417. https://doi.org/10.1111/apa.14308
Lenhard, A., Lenhard, W., Segerer, R., & Suggate, S. (2015). Peabody Picture Vocabulary Test – 4. Ausgabe Deutsche Bearbeitung (4. Ausgabe). Frankfurt am Main: Pearson.
Leonard, L. B., Ellis Weismer, S., Miller, C. A., Francis, D. J., Tomblin, J. B., and Kail, R. V. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research, 50(2), 408–428. https://doi.org/10.1044/1092-4388(2007/029)
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J., et al. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. Journal of Clinical Epidemiology, 62(10), e1–e34. https://doi.org/10.1016/j.jclinepi.2009.06.006
Li’el, N., Williams, C., and Kane, R. (2019). Identifying developmental language disorder in bilingual children from diverse linguistic backgrounds. International Journal of Speech-Language Pathology, 21(6), 613–622. https://doi.org/10.1080/17549507.2018.1513073
Maxwell, M. M. (1997). Communication assessments of individuals with limited hearing. Language, Speech, and Hearing Services in Schools, 28(3), 231–244. https://doi.org/10.1044/0161-1461.2803.231
Monsrud, M.-B., Rydland, V., Geva, E., and Lyster, S.-A. H. (2022). First and second language sentence repetition: A screening measure for dual language learners? Language and Education, 36(4), 312–328. https://doi.org/10.1080/09500782.2022.2063059
Mulgrew, L., Duffy, O., and Kennedy, L. (2022). Assessment of minority language skills in English–Irish-speaking bilingual children: A survey of SLT perspectives and current practices. International Journal of Language and Communication Disorders, 57(1), 63–77. https://doi.org/10.1111/1460-6984.12674
Nayeb, L., Lagerberg, D., Sarkadi, A., Salameh, E.-K., and Eriksson, M. (2021). Identifying language disorder in bilingual children aged 2.5 years requires screening in both languages. Acta Paediatrica, 110(1), 265–272. https://doi.org/10.1111/apa.15343
Norris, J. (1995). Expanding language norms for school-age children and adolescents: Is it pragmatic? Language, Speech, and Hearing Services in Schools, 26(4), 342–352. https://doi.org/10.1044/0161-1461.2604.342
Oetting, J. B., McDonald, J. L., Seidel, C. M., and Hegarty, M. (2016). Sentence recall by children with SLI across two nonmainstream dialects of English. Journal of Speech, Language, and Hearing Research, 59(1), 183–194. https://doi.org/10.1044/2015_JSLHR-L-15-0036
Orellana, C. I., Wada, R., & Gillam, R. B. (2019). The use of dynamic assessment for the diagnosis of language disorders in bilingual children: A meta-analysis. American Journal of Speech-Language Pathology, 28(3), 1298–1317. https://doi.org/10.1044/2019_AJSLP-18-0202
Ortiz, J. A. (2021). Using nonword repetition to identify language impairment in bilingual children: A meta-analysis of diagnostic accuracy. American Journal of Speech-Language Pathology, 30(9), 2275–2295. https://doi.org/10.1044/2021_AJSLP-20-00237
Paradis, J., Schneider, P., and Duncan, T. S. (2013). Discriminating children with language impairment among English-language learners from diverse first-language backgrounds. Journal of Speech, Language, and Hearing Research, 56(3), 971–981. https://doi.org/10.1044/1092-4388(2012/12-0050)
Park, J., Miller, C. A., Sanjeevan, T., Van Hell, J. G., Weiss, D. J., and Mainela-Arnold, E. (2021). Non-linguistic cognitive measures as predictors of functionally defined developmental language disorder in monolingual and bilingual children. International Journal of Language and Communication Disorders, 56(4), 858–872. https://doi.org/10.1111/1460-6984.12632
Peña, E. D., Bedore, L. M., Iglesias, A., Gutierrez-Clellen, V. F., & Goldstein, B. A. (2012a). Bilingual English-Spanish Assessment-Middle Elementary (BESA-ME), Experimental Version [Unpublished test].
Peña, E. D., Bedore, L. M., Iglesias, A., Gutierrez-Clellen, V. F., & Goldstein, B. A. (2012b). Bilingual English Spanish Oral Screener (BESOS), Experimental Version [Unpublished text].
Peña, E. D., Gillam, R. B., & Bedore, L. M. (2014a). Dynamic Assessment of Narrative Ability in English Accurately Identifies Language Impairment in English Language Learners. Journal of Speech, Language, and Hearing Research, 57(6), 2208–2220. Q2. https://doi.org/10.1044/2014_JSLHR-L-13-0151
Peña, E. D., Gutierrez-Clellen, V., Iglesias, A., Goldstein, B., & Bedore, L. M. (2014b). BESA: Bilingual English-Spanish Assessment Manual. San Rafael, CA: AR-Clinical Publications.
Peña, E. D., Bedore, L. M., and Krester, E. S. (2015). Discriminant accuracy of a semantics measure with Latino English-speaking, Spanish-speaking, and English–Spanish bilingual children. Journal of Communication Disorders, 53, 30–41. https://doi.org/10.1016/j.jcomdis.2014.11.001
Peña, E., Bedore, L., Lugo-Neris, M., and Albudoor, N. (2020). Identifying developmental language disorder in school age bilinguals: Semantics, grammar, and narratives. Language Assessment Quarterly, 17(5), 541–558. https://doi.org/10.1080/15434303.2020.1827258
Petersen, D. B., Tonn, P., Spencer, T. D., and Foster, M. E. (2020). The classification accuracy of a dynamic assessment of inferential word learning for bilingual English/Spanish-speaking school-age children. Language, Speech, and Hearing Services in Schools, 51(1), 144–164. https://doi.org/10.1044/2019_LSHSS-18-0129
Pickering, C., and Byrne, J. (2014). The benefits of publishing systematic quantitative literature reviews for PhD candidates and other early-career researchers. Higher Education Research and Development, 33(3), 534–548. https://doi.org/10.1080/07294360.2013.841651
Plante, E. (1996). Observing and interpreting behaviors: An introduction to the clinical forum. Language, Speech, and Hearing Services in Schools, 27(2), 99–101. https://doi.org/10.1044/0161-1461.2702.99
Plante, E., and Vance, R. (1994). Selection of preschool language tests: A data-based approach. Language, Speech, and Hearing Services in Schools, 25(1), 15–24. https://doi.org/10.1044/0161-1461.2501.15
Pratt, A. S., Peña, E. D., and Bedore, L. M. (2021). Sentence repetition with bilinguals with and without DLD: Differential effects of memory, vocabulary, and exposure. Bilingualism, 24(2), 305–318. ProQuest Central. https://doi.org/10.1017/S1366728920000498
Pratt, A. S., Anaya, J. B., Ramos, M. N., Pham, G., Muñoz, M., Bedore, L. M., et al. (2022). From a distance: Comparison of in-person and virtual assessments with adult–child dyads from linguistically diverse backgrounds. Language, Speech, and Hearing Services in Schools, 53(2), 360–375. https://doi.org/10.1044/2021_LSHSS-21-00070
Rice, M. L., Warren, S. F., and Betz, S. K. (2005). Language symptoms of developmental language disorders: An overview of autism, Down syndrome, fragile X, specific language impairment, and Williams syndrome. Applied Psycholinguistics, 26(1), 7–27. https://doi.org/10.1017/S0142716405050034
Risse, T., & Kiese-Himmel, C. (2009). Der Mottier-Test: Teststatistische Überprüfung an 4- bis 6-jährigen Kindern. [The Mottier test: Psychometric evaluation using scores from children age 4–6 years]. HNO 57, 523–528. https://doi.org/10.1007/s00106-008-1708-z
Ruigendijk, E. (2015). Contrastive elicitation task for testing case marking. In S. Armon-Lotem, J. De Jong, & N. Meir (Eds.), Assessing multilingual children (pp. 38–54). Multilingual Matters.
Salameh, E. K., Nettelbladt, U., Håkansson, G., and Gullberg, B. (2002). Language impairment in Swedish bilingual children: A comparison between bilingual and monolingual children in Malmö. Acta Paediatrica, 91(2), 229–234. https://doi.org/10.1111/j.1651-2227.2002.tb01700.x
Schaefer, B., Ehlert, H., Kemp, L., Hoesl, K., Schrader, V., Warnecke, C., et al. (2019). Stern, gwiazda or star: Screening receptive vocabulary skills across languages in monolingual and bilingual German–Polish or German–Turkish children using a tablet application. Child Language Teaching and Therapy, 35(1), 25–38. https://doi.org/10.1177/0265659018810334
Scherger, A. (2022). The role of age and timing in bilingual assessment: Non-word repetition, subject-verb agreement and case marking in L1 and eL2 children with and without SLI. Clinical Linguistics and Phonetics, 36(1), 54–74. https://doi.org/10.1080/02699206.2021.1885497
Schulz, P., & Tracy, R. (2011). LiSe-DaZ – Linguistische Sprachstandserhebung Deutsch als Zweitsprache. Göttingen: Hogrefe.
Schwob, S., and Skoruppa, K. (2022). Detecting developmental language disorder in monolingual and bilingual children: Comparison of language-specific and crosslinguistic non-word repetition tasks in French and Portuguese. Journal of Speech Language and Hearing Research, 65(3), 1159–1165. https://doi.org/10.1044/2021_JSLHR-21-00017
Sheng, L., Peña, E. D., Bedore, L. M., and Fiestas, C. E. (2012). Semantic deficits in Spanish–English bilingual children with language impairment. Journal of Speech, Language, and Hearing Research, 55(1), 1–15. https://doi.org/10.1044/1092-4388(2011/10-0254)
Sim, F., Thompson, L., Marryat, L., Ramparsad, N., and Wilson, P. (2019). Predictive validity of preschool screening tools for language and behavioural difficulties: A PRISMA systematic review. PLoS ONE, 14(2), e0211409. https://doi.org/10.1371/journal.pone.0211409
Spaulding, T. J., Plante, E., & Farinella, K. A. (2006). Eligibility criteria for language impairment: Is the low end of normal always appropriate? Language, Speech, and Hearing Services in Schools, 37(1), 61–72. https://doi.org/10.1044/0161-1461(2006/007)
Suraniti, S., Ferri, R., & Neri, V. (2009). TROG-2 adattamento Italiano [Test for Reception of Grammar Version 2 Italian Adaptation]. Giunti OS.
Tetnowski, J. A., and Franklin, T. C. (2003). Qualitative research: Implications for description and assessment. American Journal of Speech-Language Pathology, 12(2), 155–164. Q2. https://doi.org/10.1044/1058-0360(2003/062)
Thibault, M. P., & Helloin, M. C. (2010). Exalang 5–8. Happyneuron.
Thordardottir, E., and Brandeker, M. (2013). The effect of bilingual exposure versus language impairment on nonword repetition and sentence imitation scores. Journal of Communication Disorders, 46(1), 1–16. https://doi.org/10.1016/j.jcomdis.2012.08.002
Tomblin, J. B., and Zhang, X. (1999). Language patterns and etiology in children with specific language impairment. In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders: Contributions to a new framework from the cognitive neurosciences (pp. 361–382). Cambridge: MIT Press.
Tomblin, J.B., Mainela-Arnold, E., & Zhang, X. (2007). Procedural learning in children with and without specific language impairment. Language Learning and Development, 3, 269–293.
Tuller, L., Hamann, C., Chilla, S., Ferré, S., Morin, E., Prevost, P., et al. (2018). Identifying language impairment in bilingual children in France and in Germany: Language impairment in bilingual children. International Journal of Language and Communication Disorders, 53(4), 888–904. https://doi.org/10.1111/1460-6984.12397
US Census Bureau (2012). US census projections show a slower growing, older, more diverse nation a half century from now. US Census Bureau News Report CB12-243. Washington, DC: Public Information Office.
US Census Bureau (2019). Explore census data. https://data.census.gov/cedsci/table?tid=ACSDP5Y2019.DP02
Wagner, R., Torgesen, J., & Rashotte, C. (1999). Comprehensive Test of Phonological Processing (CTOPP). Austin, TX: PRO-ED.