When a young bilingual child experiences language difficulties, it can be hard to tell if those challenges are due to a disorder or just limited exposure to the English language. That's a critical distinction--because while limited language exposure will fix itself over time, a language impairment is a clinical issue that will cause the child difficulties in school without timely and effective intervention. Now there's a valid, reliable assessment that specifically responds to the needs of young Spanish-English bilingual children. For use with children ages 4 through 6 years who have varying degrees of bilingualism, the Bilingual English-Spanish Assessment (BESA) was developed to: - identify phonological and/or language impairment in bilingual children and English language learners using a standardized protocol - differentiate between a delay in English language acquisition and a true language disorder - document children's speech and language strengths and needs - monitor children's progress in both languages and use the information to make decisions about intervention.
What's in the kit? - 1 BESA Test Manual - 1 BESA Stimulus Book - 20 BESA Protocol English Forms - 20 BESA Protocol Spanish Forms - 20 BIOS Forms - 20 ITALK forms.
| About the Authors |
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ix | |
| Acknowledgments |
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xi | |
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Chapter 1 Overview and Rationale for the BESA |
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1 | (12) |
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BESA Components and Subtests |
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1 | (2) |
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3 | (2) |
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Need for Bilingual Assessment Instruments |
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5 | (1) |
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6 | (2) |
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Language Impairment in Bilinguals |
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8 | (5) |
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Chapter 2 Preparing to Test |
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13 | (4) |
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13 | (1) |
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13 | (1) |
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14 | (1) |
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14 | (1) |
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14 | (1) |
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15 | (2) |
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Chapter 3 BESA Administration and Scoring |
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17 | (50) |
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Bilingual Input-Output Survey (BIOS) |
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17 | (9) |
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Inventory to Assess Language Knowledge (ITALIC) |
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26 | (6) |
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The BESA Protocols Pragmatics Activity |
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32 | (5) |
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General Instructions for Subtests |
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37 | (1) |
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Phonology Subtests---Overview |
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38 | (1) |
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Spanish Phonology Subtest---Administration and Scoring |
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38 | (5) |
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English Phonology Subtest---Administration and Scoring |
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43 | (5) |
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Morphosyntax Subtests---Overview |
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48 | (1) |
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Spanish Morphosyntax Subtest---Administration and Scoring |
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49 | (5) |
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English Morphosyntax Subtest---Administration and Scoring |
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54 | (6) |
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Semantics Subtests---Overview |
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60 | (1) |
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Spanish Semantics Subtest---Administration and Scoring |
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61 | (2) |
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English Semantics Subtest---Administration and Scoring |
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63 | (1) |
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64 | (3) |
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Chapter 4 Interpreting the BESA Results |
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67 | (8) |
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67 | (1) |
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67 | (1) |
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68 | (1) |
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69 | (2) |
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71 | (1) |
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Cautions When Interpreting Test Scores |
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72 | (3) |
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Chapter 5 Technical Information |
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75 | (28) |
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Procedures for Sample Selection |
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75 | (1) |
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Demographic Characteristics |
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75 | (3) |
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78 | (3) |
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81 | (12) |
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Correlations With Other Measures |
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93 | (3) |
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96 | (2) |
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98 | (3) |
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101 | (2) |
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103 | (8) |
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Appendix A Acceptable and Unacceptable Responses |
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111 | (14) |
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Appendix B Raw Score to Scaled Score Conversions---Spanish Subtests |
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125 | (6) |
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Appendix C Raw Score to Scaled Score Conversions---English Subtests |
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131 | (6) |
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Appendix D Converting Sum of Scaled Scores to Standard Scores and Percentile Ranks |
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137 | (2) |
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Appendix E Converting Scaled Scores to Standard Scores and Percentile Ranks |
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139 | (2) |
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Appendix F Language Index Composite Scores |
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141 | (22) |
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Appendix G Age Equivalents for Raw Scores |
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163 | (2) |
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Appendix H Percentage of Consonants, Vowels, and Segments Correct |
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165 | (2) |
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Appendix I Factor Loadings---BESA Items |
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167 | (8) |
| Index |
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175 | |
Elizabeth Peńa PhD, CCC-SLP, is George Christian Centennial Professor in Communication at The University of Texas as Austin. Her research focuses on bilingualism and language impairment. Her work on test development for bilinguals addresses assessment skills that differentiate among children with and without language impairment that allow responses that reflect cultural knowledge. In the area of intervention, she is interested in how children from diverse linguistic backgrounds learn new language skills and how they transfer knowledge between two language.
Aquiles Iglesias PhD is Professor and Founding Director of the Speech-Language Pathology Program at the University of Delaware. He was formerly a professor at Temple University and held various administrative positions. His major area of research is cultural and linguistic diversity, with a concentration on language acquisition in bilingual children. He developed the BESA (Bilingual English/Spanish Assessment and has numerous publications. He is a Fellow of the American Speech-Language-Hearing Association (ASHA) and received its highest award, Honors of the Association.
Brian A. Goldstein, Ph.D., CCC-SLP, is Provost & VP for Academic Affairs and Professor at the Department of Communication Sciences and Disorders at La Salle University in Philadelphia, PA. He received a masters and doctorate in speech-language pathology from Temple University and a bachelors in Linguistics and Cognitive Science from Brandeis University. He is well-published in the area of speech sound development and disorders in bilingual populations. His focus is on phonological development and disorders in monolingual Spanish-speaking and Spanish-English bilingual children. He is a fellow of the American Speech-Language-Hearing Association (ASHA) and received ASHA's Certificate of Recognition for Special Contribution in Multicultural Affairs.
Lisa M. Bedore, Ph.D., is Professor of Communication Sciences and Disorders at The University of Texas at Austin. Dr. Bedore's research interests focus on assessment and intervention for Spanish- English bilingual children with language impairment. Some of her work focuses on the ways that children's language experience and language ability interact in determining their language outcomes.
