Best practices for assessment of speech sound disorders for bilingual children recommend an assessment of all languages spoken by the child. Certified speech-language pathologists created BAPA specifically to be used as part of a full speech evaluation. Although BAPA is uniquely designed to allow testing in both Spanish and English, the languages are individually normed which makes it appropriate to use with monolingual individuals as well!
Smarty Ears presents the end to all other articulation or phonology assessment.
Including a comprehensive report:
You can select the dialectal influence of each client, which will give you information about how that specific dialect might impact the child’s English productions.
The BAPA was standardized on 438 children ages 3;0 to 10;11 in the Central Texas area. There are three sets of standardized scores: English only, Bilingual English, and Spanish/Bilinguals in Spanish. The decision to combine the children who were in the Spanish only group and the Bilingual Spanish group was made based on statistics that indicated that there were no significant differences in the groups’ performance on the test. This is consistent with related research findings (Fabiano–‐ Smith & Golstein, 2010; Arnold, Curran, Miccio, & Hammer, 2004; Goldstein & Washington, 2001; Goldstein, Fabiano, & Washington, 2005).
The language groups were determined by a number of factors that included use of language in the home by mother, father, grandparents, and siblings, media exposure in each language, parent ratings of their child’s receptive and expressive proficiency in each language on scale that ranged from 0 to 3 (see below), hours of exposure during the day (see below), and the child’s ability to perform the task in each language. If they were not able to label any of the first seven test items spontaneously, the test was not administered in that language.
194 children were included in the Bilinguals in English group, ages 3;0-10;11
199 children were included in the English Only group, ages 3;0–‐10;11.
BAPA is a unique assessment tool in that it provides an optional way to add recommendations to the assessment information. Simply tap on the “add/edit” recommendations button that is present on every student assessment results screen. A pop-up window will display where recommendations can be entered.
“I think the Bilingual Articulation Phonology Assessment app is a great value when you compare it to the price of most articulation assessments available on the market. It is well designed and gives you a very detailed picture of a child’s articulation and phonology skills. I feel it would be an excellent tool for SLPs looking for a cost-effective alternative to the traditional paper-based articulation tests!
It’s a much needed tool, since there isn’t many bilingual or Spanish articulation assessments out there. I love having an assessment on an iPad, making it super portable. This is really good for me since I travel to test my bilingual kids.
…this app is extremely easy to use and efficient for speech therapists who work with individuals who present with articulation and phonological difficulties
“The ability to generate a full report is definitely one of the coolest features of this app, because its not just incredibly time saving but also very detailed.”
Goldstein, B. (2001). The effect of dialect on phonological analysis: Evidence from Spanish-speaking children. American Journal of Speech-Language Pathology, 10, 394–406.
Perez, B., Skiba, R.J., & Chung, C. (2008). Latino students and disproportionality in special education. Bloomington, IN: Center for Evaluation & Education Policy. www.indiana.edu/~equity/docs/LatinoStudentsAndDisproportionality.pdf
Prezas, R., Hodson, B, & Schommer-Aikins, M. (2014). Phonological assessment and analysis of bilingual preschoolers’ spanish and english word productions, American Journal of Speech-Language Pathology, 23, 176-185.
Roseberry-McKibben, C., & O’Hanlon, L. (2005). Nonbiased assessment of English-language learners: A tutorial. Communication Disorders Quarterly, 26(3), 178–185.
Shatz, M. Wilkinson, L. C. (2010). Introduction. In Shatz, M. Wilkinson, L. C. (Eds.), The education of English language learners: Research to practice (pp. 1–22). New York, NY: Guilford Press.
Skahan, S. M. Watson, M. Lof, G. L. (2007). Speech-language pathologists’ assessment practices for children with suspected speech sound disorders: Results of a national survey. American Journal of Speech-Language Pathology,16, 246–259.
Swanson, C. B. (2009). Perspectives on a population: English-language learners in American schools. Bethesda, MD: Editorial Projects in Education.
United States Census Bureau. (2011). Origin of race and Hispanic origin: 2010. Retrieved from www.census.gov/prod/cen2010/briefs/c2010br-04.pdf