Can Dynamic Assessment Identify Language Disorder in Multilingual Children? Clinical Applications from a Systematic Review

Autor/inn/en	Hunt, Emily; Nang, Charn; Meldrum, Suzanne; Armstrong, Elizabeth
Titel	Can Dynamic Assessment Identify Language Disorder in Multilingual Children? Clinical Applications from a Systematic Review
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 2, S.598-625 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hunt, Emily) ORCID (Nang, Charn) ORCID (Meldrum, Suzanne) ORCID (Armstrong, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Multilingualism; Speech Language Pathology; Language Tests; Diagnostic Tests; Language Impairments; Identification; Evidence; Research Reports; Comparative Analysis; Evaluation Methods; Second Language Learning; Sample Size; Scores; Guidelines; Age Differences; Speech Impairments; Elementary School Students; Patients; Language of Instruction; Reliability + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Language test; Sprachtest; Diagnostic test; Diagnostischer Test; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Identifikation; Identifizierung; Evidenz; Research report; Forschungsbericht; Zweitsprachenerwerb; Richtlinien; Age; Difference; Age difference; Altersunterschied; Language handicps; Language impairments; Patient; Teaching language; Unterrichtssprache; Reliabilität
Abstract	Purpose: Multilingual children are disproportionately represented on speech pathology caseloads, in part due to the limited ability of traditional language assessments to accurately capture multilingual children's language abilities. This systematic review evaluates the evidence for identification of language disorder in multilingual children using dynamic assessment and considers clinical applications of the evidence. Method: A systematic search of the Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Centre, Education Source, Google Scholar, Linguistics, Medline, and PsycINFO databases produced 10 articles that met the inclusion criteria: between-groups comparison studies that used dynamic assessment to identify language disorder in children under 12 years old that spoke a different language at home to the majority society language. Articles were critically appraised using the Quality Assessment of Diagnostic Accuracy Studies (QUADAS-2) protocol. Results: Nine of the 10 studies reported that their dynamic assessment identified language disorder in multilingual children. However, small sample sizes, limited language pairs, variability in the reference standard, and design deficiencies resulted in poor ratings for all studies on QUADAS-2. Conclusions: The studies in this review reflected an emergent area of research. Preliminary guidelines for clinical application indicate that dynamic assessment may be a suitable and time-efficient complementary method of diagnosis of language disorder in multilingual children. Further recommendations about age of use, language of instruction, and relevant scores are included. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01