Introducing the Bilingual Articulation and Phonology Assessment (BAPA), the first-of-its-kind speech therapy software that automatically analyzes speech sound errors in both English and Spanish. Whether you’re a bilingual or monolingual clinician, BAPA has been crafted to cater to your assessment needs for bilingual Spanish/English students, or monolingual English or Spanish speakers. With a fully standardized measure of articulation, BAPA provides stunning auto-analyzed results and reports, making it an essential tool for speech therapists, educators, and professionals.
Featuring multisyllabic word probes and individually normed languages, BAPA offers a comprehensive solution for assessing articulatory and phonological abilities. Spanish-speaking children represent a growing minority group in the U.S., and BAPA addresses this need with an inclusive, easy-to-use app designed by certified speech-language pathologists. Don’t miss out on this revolutionary tool in speech sound disorder assessment.
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!
The Bilingual Articulation and Phonology Assessment 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.