Background: In the Spanish and Catalan context, there is currently a lack of standardized, linguistically adapted tools to assess people with communication disorders. This lack is especially evident when it comes to instruments designed to assess functional communication. Aims: The main objective of this study is to adapt the instrument entitled…

A common diagnosis in the literature is that the writing of Spanish speakers is generally a structural problem. The writing of 81 university students was analysed by classifying the teacher's comments based on 11 variables that were recorded once during a continuous evaluation that supported the assessment. The techniques used were Content…

Clinical Question: Would a bilingual preschooler with suspected speech sound disorder (P) be more accurately diagnosed via an assessment approach that integrates sociolinguistic information (I) or via standardized assessment with traditional scoring modifications (C) as shown by diagnostic compatibility with the converging concern approach (O)?…

The Expectancy-Value model has been extensively used to understand students' achievement motivation. However, recent studies propose the inclusion of cost as a separate construct from values, leading to the development of the Expectancy-Value-Cost model. This study aimed to adapt Kosovich et al.'s ("The Journal of Early Adolescence", 35,…

While significant research has been done on the assessment of reading and dyslexia with native English speakers, little has been done with English language learners (ELLs). This lack of research creates challenges for practitioners who are working with ELLs in schools. These professionals must make decisions about placements, interventions, and…

In this paper, we address a lack of assessments of partner language development in dual language immersion (DLI) programs. We propose several important considerations that are necessary for the creation of research-based assessments of partner language development in DLI programs, focusing on Spanish as an example. We first discuss what these…

We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of first grade, ELs (N =…

Purpose: The purpose of this study was to identify which morphological markers have the best diagnostic accuracy to identify developmental language disorders (DLD) in monolingual Spanish-speaking children. Method: The participants in this study included 50 Spanish-speaking monolingual children with (n = 25) and without (n = 25) DLD. Data…

From a sociocultural perspective to assessment, this study investigated parents' beliefs about formative assessment. When North Carolina (NC) received an Early Learning Challenge Grant, its Department of Public Instruction was funded to develop a kindergarten entry assessment. The department proposed the development of a kindergarten to third…

We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N =…

Latino children in the US are systematically underdiagnosed with Autism Spectrum Disorder (ASD); therefore, it is important that recent changes to the diagnostic process do not exacerbate this pattern of under-identification. Previous research has found that the Autism Diagnostic Interview-Revised (ADI-R) algorithm, based on the Diagnostic and…

This article examines the validity of IQ-achievement discrepancy and low achievement as criteria for the identification of disabilities in Spanish-speaking English-language learners (ELs) and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of…

This article examines the validity of IQ-achievement discrepancy and low-achievement as criteria for the identification of disabilities in Spanish-speaking ELs and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of different approaches to…

The increase of Spanish-speaking populations in the U.S. has resulted in an increased demand for culturally competent, Spanish-speaking mental health providers. Yet, little is known about the methods in which academic programs and clinical training sites are preparing their bilingual students to deliver services in Spanish to the Latino…

The DEC Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at-risk for, developmental delays or disabilities. "Assessment: Recommended Practices for Young Children and Families" is…