A Retrospective Review of Communication Evaluation Practices of Young Latinx Children

A retrospective review of initial early intervention and early childhood special education (EI/ECSE) evaluation reports was completed to identify practices specific to the evaluation of Latinx children’s communication development. A records abstraction approach employed entailed a random selection o...

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Bibliographic Details
Published in:Journal of early intervention 2021-12, Vol.43 (4), p.295-313
Main Authors: Huerta, Lidia, Cycyk, Lauren M., Sanford-Keller, Hannah, Busch, Amy, Dolata, Jill, Moore, Heather, De Anda, Stephanie, Zuckerman, Katharine
Format: Article
Language:English
Subjects:
Adjustment (to Environment)
Articulation (Speech)
Behavior Rating Scales
Best practice
Bilingualism
Caregivers
Child Development
Child Development Specialists
Children
Children & youth
Cognitive Ability
Communication
Communication Skills
Cultural differences
Dialects
Disability
Early Childhood Education
Early Intervention
Education
Exceptional children
Expressive Language
Families & family life
Hispanic American Students
Language
Language Acquisition
Language Tests
Latin American cultural groups
Linguistics
Measures (Individuals)
Motor Development
Qualitative research
Receptive Language
Special Education
Speech Tests
Speech therapists
Vocabulary Development
Young Children
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Summary:A retrospective review of initial early intervention and early childhood special education (EI/ECSE) evaluation reports was completed to identify practices specific to the evaluation of Latinx children’s communication development. A records abstraction approach employed entailed a random selection of 294 EI/ECSE evaluation reports completed in Oregon with Latinx children with communication concerns. The reports were coded for documentation of background information, evaluation procedures, and eligibility decisions. Quantitative and qualitative analyses were completed to identify common evaluation practices. Adequate evaluation practices documented included the use of a multidisciplinary evaluation team, administration of multiple evaluation measures, and provision of basic information on children’s language background. EI/ECSE providers did not consistently specify children’s language exposure/use, denote the language of the evaluation, prioritize appropriate assessment measures, and indicate attention to cultural and linguistic differences when determining eligibility. Recommendations for decreasing bias in the evaluation of Latinx children and culturally and linguistically diverse (CLD) populations more broadly are offered.
ISSN:1053-8151
2154-3992
DOI:10.1177/10538151211012703