Exploring the Use of Parent and Teacher Questionnaires to Screen for Language Disorders in Bilingual Children

Autor/inn/en	Pratt, Amy S.; Adams, Ashley M.; Peña, Elizabeth D.; Bedore, Lisa M.
Titel	Exploring the Use of Parent and Teacher Questionnaires to Screen for Language Disorders in Bilingual Children
Quelle	In: Topics in Early Childhood Special Education, 42 (2022) 1, S.77-90 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121420942308
Schlagwörter	Questionnaires; Screening Tests; Developmental Delays; Language Impairments; Bilingual Students; Spanish; English; Predictor Variables; Kindergarten; Grade 1; Grade 2; Elementary School Teachers; Preschool Teachers; Language Proficiency; Parent Attitudes; Teacher Attitudes; Texas + Suchen Sie Ihr Suchwort? Fragebogen; Screening-Verfahren; Entwicklungsverzögerung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Spanisch; English language; Englisch; Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Language skill; Language skills; Sprachkompetenz; Elternverhalten; Lehrerverhalten
Abstract	We explore the classification accuracy of a parent and teacher report measure, the Inventory to Assess Language Knowledge (ITALK), to screen for developmental language disorder (DLD) in bilingual children. Participants were 120 Spanish-English bilingual children with typical development (TD) and 19 bilingual children with DLD, ranging in age from 5 to 8 years old. Parents' and teachers' reports correlated moderately with each other and significantly predicted children's performance on language-specific measures of morphosyntax and semantics. Results yielded sensitivity of 0.90 and specificity of 0.63 when using a composite of parent and teacher reports in Spanish and English. Examination of structure loadings in follow-up analyses by grade showed that teachers' report of English and parents' report of Spanish were the strongest predictors of impairment in kindergarten. In second grade, the strongest predictors were parent and teacher reports in English. Implications for referral and identification are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01