Speech/Language Assessment Practices for Culturally and Linguistically Diverse Students (SLAP-CLD): A Validation Pilot Study

• In Event: Advancing Equity in Assessment of Multilingual Learners

Abstract

We designed the Speech/Language Assessment Practices for Culturally and Linguistically Diverse Students (SLAP-CLD) survey questionnaire to examine current practices of school-based Speech-Language Pathologists (SLPs) when assessing culturally and linguistically diverse (CLD) students in Arizona. The instrument contains 36 Likert-scale items situated across four constructs: Assessment Practices, Supports to Assessment, Challenges to Assessment, and Experience/Training. The goal of this study was to pilot the instrument and examine reliability and validity for its future use. Reliability results suggested good internal consistency across constructs when certain items were removed. Validity results suggested all constructs held as per our Exploratory Factor Analysis (EFA). Additional development of the measure is still needed, as is advice as to how to proceed with this important measurement endeavor.

Authors

• Theresa Moen, Arizona State University

• Audrey Amrein-Beardsley, Arizona State University