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For forty years, this textbook has been the gold-standard resource
for providing speech-language pathologists with a strong foundation
of knowledge on speech sound disorders. Previously published as
Articulation and Phonological Disorders, this core text is now in
its ninth edition, fully updated and expanded to meet the needs of
today’s clinicians as they work with children of all ages. A
cornerstone of every SLP’s professional preparation, the new
edition of this book offers the most up-to-date, comprehensive
coverage of contemporary clinical literature and the best available
treatments for speech sound disorders. With a focus on
evidence-based practice, the expert authors and contributors
present essential information and guidelines on a broad range of
topics, from the basics of typical speech production to recommended
practices for assessment and intervention. Updates include new and
expanded chapters on timely topics, new instructor materials and
student-friendly features, and helpful guidance for clinicians
serving an increasingly diverse population. With this authoritative
synthesis of research and practice, the next generation of SLPs
will have the broad and deep knowledge they need to understand
speech sound disorders and provide children with the best possible
supports and interventions. WHAT’S NEW: All chapters fully
updated with the latest research and recommended practices New
chapter on treatment of childhood apraxia and speech sound
disorders in older children Expanded guidance on evidence-based
practices and treatment basics More on motor-based approaches to
treatment Extended discussion of language variation and dialect New
chapter on accent modification New student-friendly features such
as learning objectives and clinical vignettes to demonstrate
treatment practices Updated Online Instructor’s Resource
Manual and Test Bank SELECTED TOPICS COVERED: fundamentals of
typical speech production and acquisition • specific factors
associated with speech sound disorders, including motor abilities,
cognitive-linguistic factors, and psychosocial factors •
classification and comorbidity in speech sound disorders •
assessment and data collection procedures • using assessment data
to make sound decisions about intervention • using evidence-based
practices in treatment • motor-based treatment approaches •
linguistically based treatment approaches • treatment of
childhood apraxia of speech • phonological awareness development
and intervention • assessment and intervention considerations for
children from culturally and linguistically diverse populations •
accent modification for second language learners INSTRUCTOR
MATERIALS INCLUDED: Faculty can easily incorporate this text into
their course with the fully updated online Instructor's Resource
Manual and Test Bank. Included are key points, discussion topics,
and instructional ideas for each chapter, plus a bank of multiple
choice, short answer, and essay questions. Need the book before
November? The ebook of Speech Sound Disorders in Children will be
available in August, just in time for your fall classes.
The Bilingual English-Spanish Assessment (BESA) was developed in
response to the need for valid, reliable instruments for assessment
of speech and language ability, along a continuum, in
English-Spanish bilingual children ages 4 through 6 years. The BESA
is a comprehensive assessment of a child's speech and language
abilities in English and Spanish. Two ancillary questionnaires
(BIOS and ITALK) can be used to document language exposure and use,
allowing the examiner to develop a profile of any parent and
teacher concerns. BESA subtests address the domains of phonology,
morphosyntax, and semantics separately for both Spanish and
English. There are three standardized and norm-referenced subtests
addressing language ability, and one criterion-referenced activity
allowing observation of pragmatic language. Administration time
varies depending on whether or not both languages are tested and
which subtests are included. Administration takes between one hour
(for one language) and two hours (for both languages). The BIOS is
typically completed as part of an interview by the examiner. In
this survey, parents are asked about the language exposure history
of the child. This information helps the examiner know when and in
what context each of the child's two languages were used on a
year-to-year basis. In addition, parents and teachers are asked
what language the child hears and uses during a typical school day,
and during a typical weekend day on an hour-by-hour basis. This
information provides clinicians with information about relative use
and exposure to each language and can help guide whether to test
children in Spanish, English, or both. The parent survey
(BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey
(BIOS-School) can be completed in 5 to 10 minutes. The ITALK is
completed by the examiner as a parent and teacher interview. The
ITALK items address relative use of a child's two languages and
five areas of speech and language development in Spanish and
English (vocabulary, grammar, sentence production, comprehension,
and phonology). Parents and teachers are asked to identify the
perceived level of the child's performance in each language. This
inventory provides a brief indicator of relative language use. It
also provides a description of parent and teacher concern and can
be used to guide development of the assessment strategy. Results of
the inventory can be used to interpret diagnostic results from BESA
or other language tests. The ITALK can be completed in 10 minutes
or less. The Pragmatics activity is based on Fey's (1986) model of
assertiveness and responsiveness. In an interactive format,
children are asked to "help wrap a present" with the examiner.
Through this realistic situation, obligatory contexts are set up to
elicit different assertive and responsive acts. The Pragmatics
activity utilizes English, Spanish, or both languages together (via
code-switching) depending on the child's preferred language of
interaction. The activity should be used to identify children who
may encounter difficulties in situations that require the children
to be active participants (e.g., classroom). If administered at the
beginning of a battery of tests, the Pragmatics activity provides
an excellent opportunity to establish rapport with the child and
will also provide clinicians with an indication of how
collaborative and interactive the child will be during the rest of
the assessment. This activity takes 5-10 minutes to complete. The
Phonology subtest is a single-word phonological assessment designed
primarily to differentially diagnose typical from atypical
phonological skills in Spanish-English bilingual children. Analyses
are also included that allow the examiner to profile the
phonological skills in these children. The assessment includes two
measures. The Spanish measure assesses phonological production
using 28 Spanish words. The English measure assesses phonological
production using 31 English words. The Phonology subtest takes 10
to 15 minutes to administer in each language, depending on the
individual child (20 to 30 minutes total). The Morphosyntax subtest
employs cloze and sentence repetition tasks to target grammatical
morphemes and sentence structures that were predicted to be
difficult for children with language impairment in English or
Spanish. Forms tested in English include plural -s, possessive -s,
past and present tense, third-person singular, progressives,
copulas, auxiliary do negatives, and passives, as well as complex
verb forms, conjunctions, and embedded prepositions and noun
phrases. The English Morphosyntax Subtest has 24 cloze items and 9
sentence repetitions items. Forms tested in Spanish include
articles, progressives, clitics, subjunctives, preterite, complex
verb forms, and conjunctions. The Spanish Morphosyntax Subtest has
15 cloze items and 10 sentence repetitions items. For each
language, a grammatical cloze subscore, a sentence repetition
subscore, and a total score that is a composite of those two are
derived. The morphosyntax test takes approximately 15 minutes to
administer in each language (30 minutes total). The Semantics
subtest targets six tasks: analogies, characteristic properties,
categorization, functions, linguistic concepts, and similarities
and differences. These six item types were based on the literature
describing acquisition of semantic breadth and depth in order to
tap into how children organize and access their lexical system
(Pena, Bedore, & Rappazzo, 2003). The English Semantics subtest
has a total of 25 items: 10 receptive and 15 expressive. The
Spanish Semantics subtest also has 25 items, 12 receptive and 13
expressive. Scoring allows for code-mixing-giving children credit
for a correct response in either language. Subscores are provided
for semantics receptive and semantics expressive, as well as a
total semantics score for each language. The Semantics subtest
takes about 15 minutes to administer in each language (30 minutes
total). The BESA is designed to be used with children who speak
English, Spanish, or both languages. The BESA subtests are
psychometrically sound and yield scaled and standard scores for
each of the domain tests (phonology, morphosyntax, and semantics).
The questionnaires provide criterion-based guidelines to determine
language(s) of testing and to develop an assessment strategy. The
tests can be used together for a complete speech and language
battery or the examiner may select tests specific to the diagnostic
question. Presently, the test is appropriate for children between
the ages of 4;0 and 6;11. The BESA can be used (a) to identify
language impairment in bilingual and monolingual Latino children,
(b) to document progress in speech and language related to
intervention, (c) to document the dominant language in each domain
including morphosyntax, semantics, and phonology, and (d) in
research studies of bilingual children with and without language
impairment. The BESA is specifically designed to assess the speech
and language of English-Spanish bilingual children's two languages.
The primary use of the BESA is to identify phonological and/or
language impairment in bilingual and EL children via a standardized
protocol. The objective scores obtained on the BESA across three
domains can be used in combination with clinical observations,
language samples, as well as with other standardized measures to
identify children with speech and/or language impairment. Through
use of a combination of BESA subtests, clinicians can document
children's speech and language strengths and needs. A second use of
the BESA is to monitor children's progress in speech and language.
After initiation of a speech and language intervention program,
children's progress should be regularly documented. It is
recommended that daily probes be used to monitor children's
session-to-session progress. This information should be used to
make decisions about the direction of the intervention. The BESA is
sensitive to year-to-year changes in children's speech and language
growth and the particular language in which progress is being made.
Thus, in addition to the more sensitive measures of daily progress,
the BESA can be administered at broader intervals (e.g., annually
or semi-annually) to gauge progress in a specific program of
intervention, to document continued need for intervention, and to
document achievement of treatment goals for exiting services.
Documentation of a bilingual's dominant language is a challenge in
school settings. Many children who have exposure to more than one
language demonstrate mixed dominance, whereby they perform higher
in one language in one domain, but higher in the other language in
a different domain. It is therefore important to know what a
child's relative dominance is across different domains of speech
and language. This information can be useful for planning
intervention, as well as for planning educational programming for
bilingual children. Together, the BIOS-Home and BIOS-School provide
an objective measure of children's input and output of Spanish and
English. This information helps speech-language pathologists,
parents, teachers, and administrators know how much the child hears
and uses each language and in what contexts. This information is
independent of performance, which can be affected by child
characteristics such as language ability. In addition to the BIOS,
the Spanish and English standardized test scores can be compared
directly for phonology, morphosyntax, and semantics to determine a
child's best language for a particular domain. If children's
standard scores across domains are within 5 points of each other,
we consider them to be balanced. There are a number of ways that
the BESA subtests can be used in research. ITALK can be used to
gain parent and teacher observations about the child's performance
across five domains of speech and language in Spanish and English
as part of qualifying data for a study. BIOS can be used to
document weekly input and output in Spanish and English as a way of
grouping children by language experience and/or by year of first
exposure. For bilingual children with language impairment, BIOS
provides a measure that is independent of their test performance on
speech and language tasks. The three domain subtests can be used
together or independently to assess children's speech and language.
These can be used to qualify children for a study or to group
children by ability. As of this writing, the authors have conducted
and published several studies with the longer, experimental
versions of BESA subtests. In addition, researchers across the
country have used the experimental versions of BESA in studies of
bilingual Spanish-English speakers. Researchers in Spanish-speaking
countries are in the process of using the Spanish version of these
measures in research studies.
Dual language learners are the fastest-growing segment of the U.S.
student population, and the majority speak Spanish as a first
language. This graduate-level textbook—now in its third
edition—gives future speech-language pathologists the
comprehensive knowledge they need to work effectively with
Spanish–English bilingual children and support their language
development. Aligned with current best practices and updated with
the latest research and new chapters on critical topics, this book
prepares SLPs for practice with cutting-edge information on
language development and disorders of Spanish–English bilingual
children. More than 25 leading researchers compile the high-level
knowledge SLPs need to understand the complexity of language
development in bilingual children, distinguish language differences
from disorders accurately, and conduct effective assessment and
intervention. An essential graduate text that will also be a
trusted reference for practicing professionals, this third edition
gives current and future SLPs a broad, deep, and nuanced
understanding of communication development and disorders in Spanish
English bilingual children. NEW CHAPTERS ON: the human right to
communicate in more than one language • development of speech
perception and production in bilingual preverbal infants •
culturally and linguistically responsive approaches to language
intervention. UPDATED INFORMATION ON: bilingual language
development of English learners • bilingualism and the child
socialization process • bilingual lexical development,
assessment, and intervention • semantic development •
grammatical impairments • morphosyntactic development •
cross-linguistic influence and code-switching • oral narrative
language skills and disorders • first language loss and attrition
• literacy learning • the intersection of language and
academics • speech sound development and disorders • fluency
• professional development practices.
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
Through a combination of subtests for students and surveys for
teachers and parents, BESA reveals the big picture of a young
bilingual child's language development. Comprehensive assessment
with BESA includes: 3 subtests (in both English and Spanish). These
three standardized, norm-referenced subtests address the key
domains of morphosyntax, semantics, and phonology. The subtests are
administered with children one-on-one in a quiet, well-lit,
well-ventilated room free of distractions. 2 questionnaires. The
SLP gathers more information by interviewing both parents and
teachers. Bilingual Input-Output Survey (BIOS): determines Spanish
and English use at home and school and pinpoints which language(s)
need testing Inventory to Assess Language Knowledge (ITALK):
identifies the parent's and teacher's perception of the child's
performance in each language and highlights areas of possible
concern Pragmatic activity: This 5- to 10-minute warmup activity,
in which children are asked to "help wrap a present" with the
examiner, is used to establish rapport with the child and give
clinicians an idea of how collaborative and interactive the child
will be during the rest of the assessment. BESA Benefits: Valid and
reliable. There are very few assessment tools for bilingual
children, and even fewer that are valid and reliable. BESA answers
the call for a bilingual assessment backed up with solid evidence
of validity and reliability. Culturally and linguistically
appropriate. BESA subtests are different for each language; the
Spanish subtest isn't just a translation of the English one.
Dialects were taken into consideration-the norming sample included
17 Spanish dialects and 7 regional dialects for English-and items
were developed for each language based on the markers, structure,
and culture of that language. Uncovers the full picture of a
child's language development.Not only does BESA identify language
impairments, it also helps you gauge progress in both languages and
document a child's dominant language across different domains of
speech and language. This critical information will help you plan
interventions and educational programming for bilingual children.
Flexible and convenient. You can use each BESA component
independently or combine them as part of an assessment battery.
Choose which component you want to give-you're not required to
administer both the English and Spanish subtests. BESA can also be
given over multiple sessions, so you can easily fit it into your
schedule. 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
The Bilingual English-Spanish Assessment (BESA) was developed in
response to the need for valid, reliable instruments for assessment
of speech and language ability, along a continuum, in
English-Spanish bilingual children ages 4 through 6 years. The BESA
is a comprehensive assessment of a child's speech and language
abilities in English and Spanish. Two ancillary questionnaires
(BIOS and ITALK) can be used to document language exposure and use,
allowing the examiner to develop a profile of any parent and
teacher concerns. BESA subtests address the domains of phonology,
morphosyntax, and semantics separately for both Spanish and
English. There are three standardized and norm-referenced subtests
addressing language ability, and one criterion-referenced activity
allowing observation of pragmatic language. Administration time
varies depending on whether or not both languages are tested and
which subtests are included. Administration takes between one hour
(for one language) and two hours (for both languages). The BIOS is
typically completed as part of an interview by the examiner. In
this survey, parents are asked about the language exposure history
of the child. This information helps the examiner know when and in
what context each of the child's two languages were used on a
year-to-year basis. In addition, parents and teachers are asked
what language the child hears and uses during a typical school day,
and during a typical weekend day on an hour-by-hour basis. This
information provides clinicians with information about relative use
and exposure to each language and can help guide whether to test
children in Spanish, English, or both. The parent survey
(BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey
(BIOS-School) can be completed in 5 to 10 minutes. The ITALK is
completed by the examiner as a parent and teacher interview. The
ITALK items address relative use of a child's two languages and
five areas of speech and language development in Spanish and
English (vocabulary, grammar, sentence production, comprehension,
and phonology). Parents and teachers are asked to identify the
perceived level of the child's performance in each language. This
inventory provides a brief indicator of relative language use. It
also provides a description of parent and teacher concern and can
be used to guide development of the assessment strategy. Results of
the inventory can be used to interpret diagnostic results from BESA
or other language tests. The ITALK can be completed in 10 minutes
or less. The Pragmatics activity is based on Fey's (1986) model of
assertiveness and responsiveness. In an interactive format,
children are asked to "help wrap a present" with the examiner.
Through this realistic situation, obligatory contexts are set up to
elicit different assertive and responsive acts. The Pragmatics
activity utilizes English, Spanish, or both languages together (via
code-switching) depending on the child's preferred language of
interaction. The activity should be used to identify children who
may encounter difficulties in situations that require the children
to be active participants (e.g., classroom). If administered at the
beginning of a battery of tests, the Pragmatics activity provides
an excellent opportunity to establish rapport with the child and
will also provide clinicians with an indication of how
collaborative and interactive the child will be during the rest of
the assessment. This activity takes 5-10 minutes to complete. The
Phonology subtest is a single-word phonological assessment designed
primarily to differentially diagnose typical from atypical
phonological skills in Spanish-English bilingual children. Analyses
are also included that allow the examiner to profile the
phonological skills in these children. The assessment includes two
measures. The Spanish measure assesses phonological production
using 28 Spanish words. The English measure assesses phonological
production using 31 English words. The Phonology subtest takes 10
to 15 minutes to administer in each language, depending on the
individual child (20 to 30 minutes total). The Morphosyntax subtest
employs cloze and sentence repetition tasks to target grammatical
morphemes and sentence structures that were predicted to be
difficult for children with language impairment in English or
Spanish. Forms tested in English include plural -s, possessive -s,
past and present tense, third-person singular, progressives,
copulas, auxiliary do negatives, and passives, as well as complex
verb forms, conjunctions, and embedded prepositions and noun
phrases. The English Morphosyntax Subtest has 24 cloze items and 9
sentence repetitions items. Forms tested in Spanish include
articles, progressives, clitics, subjunctives, preterite, complex
verb forms, and conjunctions. The Spanish Morphosyntax Subtest has
15 cloze items and 10 sentence repetitions items. For each
language, a grammatical cloze subscore, a sentence repetition
subscore, and a total score that is a composite of those two are
derived. The morphosyntax test takes approximately 15 minutes to
administer in each language (30 minutes total). The Semantics
subtest targets six tasks: analogies, characteristic properties,
categorization, functions, linguistic concepts, and similarities
and differences. These six item types were based on the literature
describing acquisition of semantic breadth and depth in order to
tap into how children organize and access their lexical system
(Pena, Bedore, & Rappazzo, 2003). The English Semantics subtest
has a total of 25 items: 10 receptive and 15 expressive. The
Spanish Semantics subtest also has 25 items, 12 receptive and 13
expressive. Scoring allows for code-mixing-giving children credit
for a correct response in either language. Subscores are provided
for semantics receptive and semantics expressive, as well as a
total semantics score for each language. The Semantics subtest
takes about 15 minutes to administer in each language (30 minutes
total). The BESA is designed to be used with children who speak
English, Spanish, or both languages. The BESA subtests are
psychometrically sound and yield scaled and standard scores for
each of the domain tests (phonology, morphosyntax, and semantics).
The questionnaires provide criterion-based guidelines to determine
language(s) of testing and to develop an assessment strategy. The
tests can be used together for a complete speech and language
battery or the examiner may select tests specific to the diagnostic
question. Presently, the test is appropriate for children between
the ages of 4;0 and 6;11. The BESA can be used (a) to identify
language impairment in bilingual and monolingual Latino children,
(b) to document progress in speech and language related to
intervention, (c) to document the dominant language in each domain
including morphosyntax, semantics, and phonology, and (d) in
research studies of bilingual children with and without language
impairment. The BESA is specifically designed to assess the speech
and language of English-Spanish bilingual children's two languages.
The primary use of the BESA is to identify phonological and/or
language impairment in bilingual and EL children via a standardized
protocol. The objective scores obtained on the BESA across three
domains can be used in combination with clinical observations,
language samples, as well as with other standardized measures to
identify children with speech and/or language impairment. Through
use of a combination of BESA subtests, clinicians can document
children's speech and language strengths and needs. A second use of
the BESA is to monitor children's progress in speech and language.
After initiation of a speech and language intervention program,
children's progress should be regularly documented. It is
recommended that daily probes be used to monitor children's
session-to-session progress. This information should be used to
make decisions about the direction of the intervention. The BESA is
sensitive to year-to-year changes in children's speech and language
growth and the particular language in which progress is being made.
Thus, in addition to the more sensitive measures of daily progress,
the BESA can be administered at broader intervals (e.g., annually
or semi-annually) to gauge progress in a specific program of
intervention, to document continued need for intervention, and to
document achievement of treatment goals for exiting services.
Documentation of a bilingual's dominant language is a challenge in
school settings. Many children who have exposure to more than one
language demonstrate mixed dominance, whereby they perform higher
in one language in one domain, but higher in the other language in
a different domain. It is therefore important to know what a
child's relative dominance is across different domains of speech
and language. This information can be useful for planning
intervention, as well as for planning educational programming for
bilingual children. Together, the BIOS-Home and BIOS-School provide
an objective measure of children's input and output of Spanish and
English. This information helps speech-language pathologists,
parents, teachers, and administrators know how much the child hears
and uses each language and in what contexts. This information is
independent of performance, which can be affected by child
characteristics such as language ability. In addition to the BIOS,
the Spanish and English standardized test scores can be compared
directly for phonology, morphosyntax, and semantics to determine a
child's best language for a particular domain. If children's
standard scores across domains are within 5 points of each other,
we consider them to be balanced. There are a number of ways that
the BESA subtests can be used in research. ITALK can be used to
gain parent and teacher observations about the child's performance
across five domains of speech and language in Spanish and English
as part of qualifying data for a study. BIOS can be used to
document weekly input and output in Spanish and English as a way of
grouping children by language experience and/or by year of first
exposure. For bilingual children with language impairment, BIOS
provides a measure that is independent of their test performance on
speech and language tasks. The three domain subtests can be used
together or independently to assess children's speech and language.
These can be used to qualify children for a study or to group
children by ability. As of this writing, the authors have conducted
and published several studies with the longer, experimental
versions of BESA subtests. In addition, researchers across the
country have used the experimental versions of BESA in studies of
bilingual Spanish-English speakers. Researchers in Spanish-speaking
countries are in the process of using the Spanish version of these
measures in research studies.
The Bilingual English-Spanish Assessment (BESA) was developed in
response to the need for valid, reliable instruments for assessment
of speech and language ability, along a continuum, in
English-Spanish bilingual children ages 4 through 6 years. The BESA
is a comprehensive assessment of a child's speech and language
abilities in English and Spanish. Two ancillary questionnaires
(BIOS and ITALK) can be used to document language exposure and use,
allowing the examiner to develop a profile of any parent and
teacher concerns. BESA subtests address the domains of phonology,
morphosyntax, and semantics separately for both Spanish and
English. There are three standardized and norm-referenced subtests
addressing language ability, and one criterion-referenced activity
allowing observation of pragmatic language. Administration time
varies depending on whether or not both languages are tested and
which subtests are included. Administration takes between one hour
(for one language) and two hours (for both languages). The BIOS is
typically completed as part of an interview by the examiner. In
this survey, parents are asked about the language exposure history
of the child. This information helps the examiner know when and in
what context each of the child's two languages were used on a
year-to-year basis. In addition, parents and teachers are asked
what language the child hears and uses during a typical school day,
and during a typical weekend day on an hour-by-hour basis. This
information provides clinicians with information about relative use
and exposure to each language and can help guide whether to test
children in Spanish, English, or both. The parent survey
(BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey
(BIOS-School) can be completed in 5 to 10 minutes. The ITALK is
completed by the examiner as a parent and teacher interview. The
ITALK items address relative use of a child's two languages and
five areas of speech and language development in Spanish and
English (vocabulary, grammar, sentence production, comprehension,
and phonology). Parents and teachers are asked to identify the
perceived level of the child's performance in each language. This
inventory provides a brief indicator of relative language use. It
also provides a description of parent and teacher concern and can
be used to guide development of the assessment strategy. Results of
the inventory can be used to interpret diagnostic results from BESA
or other language tests. The ITALK can be completed in 10 minutes
or less. The Pragmatics activity is based on Fey's (1986) model of
assertiveness and responsiveness. In an interactive format,
children are asked to "help wrap a present" with the examiner.
Through this realistic situation, obligatory contexts are set up to
elicit different assertive and responsive acts. The Pragmatics
activity utilizes English, Spanish, or both languages together (via
code-switching) depending on the child's preferred language of
interaction. The activity should be used to identify children who
may encounter difficulties in situations that require the children
to be active participants (e.g., classroom). If administered at the
beginning of a battery of tests, the Pragmatics activity provides
an excellent opportunity to establish rapport with the child and
will also provide clinicians with an indication of how
collaborative and interactive the child will be during the rest of
the assessment. This activity takes 5-10 minutes to complete. The
Phonology subtest is a single-word phonological assessment designed
primarily to differentially diagnose typical from atypical
phonological skills in Spanish-English bilingual children. Analyses
are also included that allow the examiner to profile the
phonological skills in these children. The assessment includes two
measures. The Spanish measure assesses phonological production
using 28 Spanish words. The English measure assesses phonological
production using 31 English words. The Phonology subtest takes 10
to 15 minutes to administer in each language, depending on the
individual child (20 to 30 minutes total). The Morphosyntax subtest
employs cloze and sentence repetition tasks to target grammatical
morphemes and sentence structures that were predicted to be
difficult for children with language impairment in English or
Spanish. Forms tested in English include plural -s, possessive -s,
past and present tense, third-person singular, progressives,
copulas, auxiliary do negatives, and passives, as well as complex
verb forms, conjunctions, and embedded prepositions and noun
phrases. The English Morphosyntax Subtest has 24 cloze items and 9
sentence repetitions items. Forms tested in Spanish include
articles, progressives, clitics, subjunctives, preterite, complex
verb forms, and conjunctions. The Spanish Morphosyntax Subtest has
15 cloze items and 10 sentence repetitions items. For each
language, a grammatical cloze subscore, a sentence repetition
subscore, and a total score that is a composite of those two are
derived. The morphosyntax test takes approximately 15 minutes to
administer in each language (30 minutes total). The Semantics
subtest targets six tasks: analogies, characteristic properties,
categorization, functions, linguistic concepts, and similarities
and differences. These six item types were based on the literature
describing acquisition of semantic breadth and depth in order to
tap into how children organize and access their lexical system
(Pena, Bedore, & Rappazzo, 2003). The English Semantics subtest
has a total of 25 items: 10 receptive and 15 expressive. The
Spanish Semantics subtest also has 25 items, 12 receptive and 13
expressive. Scoring allows for code-mixing-giving children credit
for a correct response in either language. Subscores are provided
for semantics receptive and semantics expressive, as well as a
total semantics score for each language. The Semantics subtest
takes about 15 minutes to administer in each language (30 minutes
total). The BESA is designed to be used with children who speak
English, Spanish, or both languages. The BESA subtests are
psychometrically sound and yield scaled and standard scores for
each of the domain tests (phonology, morphosyntax, and semantics).
The questionnaires provide criterion-based guidelines to determine
language(s) of testing and to develop an assessment strategy. The
tests can be used together for a complete speech and language
battery or the examiner may select tests specific to the diagnostic
question. Presently, the test is appropriate for children between
the ages of 4;0 and 6;11. The BESA can be used (a) to identify
language impairment in bilingual and monolingual Latino children,
(b) to document progress in speech and language related to
intervention, (c) to document the dominant language in each domain
including morphosyntax, semantics, and phonology, and (d) in
research studies of bilingual children with and without language
impairment. The BESA is specifically designed to assess the speech
and language of English-Spanish bilingual children's two languages.
The primary use of the BESA is to identify phonological and/or
language impairment in bilingual and EL children via a standardized
protocol. The objective scores obtained on the BESA across three
domains can be used in combination with clinical observations,
language samples, as well as with other standardized measures to
identify children with speech and/or language impairment. Through
use of a combination of BESA subtests, clinicians can document
children's speech and language strengths and needs. A second use of
the BESA is to monitor children's progress in speech and language.
After initiation of a speech and language intervention program,
children's progress should be regularly documented. It is
recommended that daily probes be used to monitor children's
session-to-session progress. This information should be used to
make decisions about the direction of the intervention. The BESA is
sensitive to year-to-year changes in children's speech and language
growth and the particular language in which progress is being made.
Thus, in addition to the more sensitive measures of daily progress,
the BESA can be administered at broader intervals (e.g., annually
or semi-annually) to gauge progress in a specific program of
intervention, to document continued need for intervention, and to
document achievement of treatment goals for exiting services.
Documentation of a bilingual's dominant language is a challenge in
school settings. Many children who have exposure to more than one
language demonstrate mixed dominance, whereby they perform higher
in one language in one domain, but higher in the other language in
a different domain. It is therefore important to know what a
child's relative dominance is across different domains of speech
and language. This information can be useful for planning
intervention, as well as for planning educational programming for
bilingual children. Together, the BIOS-Home and BIOS-School provide
an objective measure of children's input and output of Spanish and
English. This information helps speech-language pathologists,
parents, teachers, and administrators know how much the child hears
and uses each language and in what contexts. This information is
independent of performance, which can be affected by child
characteristics such as language ability. In addition to the BIOS,
the Spanish and English standardized test scores can be compared
directly for phonology, morphosyntax, and semantics to determine a
child's best language for a particular domain. If children's
standard scores across domains are within 5 points of each other,
we consider them to be balanced. There are a number of ways that
the BESA subtests can be used in research. ITALK can be used to
gain parent and teacher observations about the child's performance
across five domains of speech and language in Spanish and English
as part of qualifying data for a study. BIOS can be used to
document weekly input and output in Spanish and English as a way of
grouping children by language experience and/or by year of first
exposure. For bilingual children with language impairment, BIOS
provides a measure that is independent of their test performance on
speech and language tasks. The three domain subtests can be used
together or independently to assess children's speech and language.
These can be used to qualify children for a study or to group
children by ability. As of this writing, the authors have conducted
and published several studies with the longer, experimental
versions of BESA subtests. In addition, researchers across the
country have used the experimental versions of BESA in studies of
bilingual Spanish-English speakers. Researchers in Spanish-speaking
countries are in the process of using the Spanish version of these
measures in research studies.
The Bilingual English-Spanish Assessment (BESA) was developed in
response to the need for valid, reliable instruments for assessment
of speech and language ability, along a continuum, in
English-Spanish bilingual children ages 4 through 6 years. The BESA
is a comprehensive assessment of a child's speech and language
abilities in English and Spanish. Two ancillary questionnaires
(BIOS and ITALK) can be used to document language exposure and use,
allowing the examiner to develop a profile of any parent and
teacher concerns. BESA subtests address the domains of phonology,
morphosyntax, and semantics separately for both Spanish and
English. There are three standardized and norm-referenced subtests
addressing language ability, and one criterion-referenced activity
allowing observation of pragmatic language. Administration time
varies depending on whether or not both languages are tested and
which subtests are included. Administration takes between one hour
(for one language) and two hours (for both languages). The BIOS is
typically completed as part of an interview by the examiner. In
this survey, parents are asked about the language exposure history
of the child. This information helps the examiner know when and in
what context each of the child's two languages were used on a
year-to-year basis. In addition, parents and teachers are asked
what language the child hears and uses during a typical school day,
and during a typical weekend day on an hour-by-hour basis. This
information provides clinicians with information about relative use
and exposure to each language and can help guide whether to test
children in Spanish, English, or both. The parent survey
(BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey
(BIOS-School) can be completed in 5 to 10 minutes. The ITALK is
completed by the examiner as a parent and teacher interview. The
ITALK items address relative use of a child's two languages and
five areas of speech and language development in Spanish and
English (vocabulary, grammar, sentence production, comprehension,
and phonology). Parents and teachers are asked to identify the
perceived level of the child's performance in each language. This
inventory provides a brief indicator of relative language use. It
also provides a description of parent and teacher concern and can
be used to guide development of the assessment strategy. Results of
the inventory can be used to interpret diagnostic results from BESA
or other language tests. The ITALK can be completed in 10 minutes
or less. The Pragmatics activity is based on Fey's (1986) model of
assertiveness and responsiveness. In an interactive format,
children are asked to "help wrap a present" with the examiner.
Through this realistic situation, obligatory contexts are set up to
elicit different assertive and responsive acts. The Pragmatics
activity utilizes English, Spanish, or both languages together (via
code-switching) depending on the child's preferred language of
interaction. The activity should be used to identify children who
may encounter difficulties in situations that require the children
to be active participants (e.g., classroom). If administered at the
beginning of a battery of tests, the Pragmatics activity provides
an excellent opportunity to establish rapport with the child and
will also provide clinicians with an indication of how
collaborative and interactive the child will be during the rest of
the assessment. This activity takes 5-10 minutes to complete. The
Phonology subtest is a single-word phonological assessment designed
primarily to differentially diagnose typical from atypical
phonological skills in Spanish-English bilingual children. Analyses
are also included that allow the examiner to profile the
phonological skills in these children. The assessment includes two
measures. The Spanish measure assesses phonological production
using 28 Spanish words. The English measure assesses phonological
production using 31 English words. The Phonology subtest takes 10
to 15 minutes to administer in each language, depending on the
individual child (20 to 30 minutes total). The Morphosyntax subtest
employs cloze and sentence repetition tasks to target grammatical
morphemes and sentence structures that were predicted to be
difficult for children with language impairment in English or
Spanish. Forms tested in English include plural -s, possessive -s,
past and present tense, third-person singular, progressives,
copulas, auxiliary do negatives, and passives, as well as complex
verb forms, conjunctions, and embedded prepositions and noun
phrases. The English Morphosyntax Subtest has 24 cloze items and 9
sentence repetitions items. Forms tested in Spanish include
articles, progressives, clitics, subjunctives, preterite, complex
verb forms, and conjunctions. The Spanish Morphosyntax Subtest has
15 cloze items and 10 sentence repetitions items. For each
language, a grammatical cloze subscore, a sentence repetition
subscore, and a total score that is a composite of those two are
derived. The morphosyntax test takes approximately 15 minutes to
administer in each language (30 minutes total). The Semantics
subtest targets six tasks: analogies, characteristic properties,
categorization, functions, linguistic concepts, and similarities
and differences. These six item types were based on the literature
describing acquisition of semantic breadth and depth in order to
tap into how children organize and access their lexical system
(Pena, Bedore, & Rappazzo, 2003). The English Semantics subtest
has a total of 25 items: 10 receptive and 15 expressive. The
Spanish Semantics subtest also has 25 items, 12 receptive and 13
expressive. Scoring allows for code-mixing-giving children credit
for a correct response in either language. Subscores are provided
for semantics receptive and semantics expressive, as well as a
total semantics score for each language. The Semantics subtest
takes about 15 minutes to administer in each language (30 minutes
total). The BESA is designed to be used with children who speak
English, Spanish, or both languages. The BESA subtests are
psychometrically sound and yield scaled and standard scores for
each of the domain tests (phonology, morphosyntax, and semantics).
The questionnaires provide criterion-based guidelines to determine
language(s) of testing and to develop an assessment strategy. The
tests can be used together for a complete speech and language
battery or the examiner may select tests specific to the diagnostic
question. Presently, the test is appropriate for children between
the ages of 4;0 and 6;11. The BESA can be used (a) to identify
language impairment in bilingual and monolingual Latino children,
(b) to document progress in speech and language related to
intervention, (c) to document the dominant language in each domain
including morphosyntax, semantics, and phonology, and (d) in
research studies of bilingual children with and without language
impairment. The BESA is specifically designed to assess the speech
and language of English-Spanish bilingual children's two languages.
The primary use of the BESA is to identify phonological and/or
language impairment in bilingual and EL children via a standardized
protocol. The objective scores obtained on the BESA across three
domains can be used in combination with clinical observations,
language samples, as well as with other standardized measures to
identify children with speech and/or language impairment. Through
use of a combination of BESA subtests, clinicians can document
children's speech and language strengths and needs. A second use of
the BESA is to monitor children's progress in speech and language.
After initiation of a speech and language intervention program,
children's progress should be regularly documented. It is
recommended that daily probes be used to monitor children's
session-to-session progress. This information should be used to
make decisions about the direction of the intervention. The BESA is
sensitive to year-to-year changes in children's speech and language
growth and the particular language in which progress is being made.
Thus, in addition to the more sensitive measures of daily progress,
the BESA can be administered at broader intervals (e.g., annually
or semi-annually) to gauge progress in a specific program of
intervention, to document continued need for intervention, and to
document achievement of treatment goals for exiting services.
Documentation of a bilingual's dominant language is a challenge in
school settings. Many children who have exposure to more than one
language demonstrate mixed dominance, whereby they perform higher
in one language in one domain, but higher in the other language in
a different domain. It is therefore important to know what a
child's relative dominance is across different domains of speech
and language. This information can be useful for planning
intervention, as well as for planning educational programming for
bilingual children. Together, the BIOS-Home and BIOS-School provide
an objective measure of children's input and output of Spanish and
English. This information helps speech-language pathologists,
parents, teachers, and administrators know how much the child hears
and uses each language and in what contexts. This information is
independent of performance, which can be affected by child
characteristics such as language ability. In addition to the BIOS,
the Spanish and English standardized test scores can be compared
directly for phonology, morphosyntax, and semantics to determine a
child's best language for a particular domain. If children's
standard scores across domains are within 5 points of each other,
we consider them to be balanced. There are a number of ways that
the BESA subtests can be used in research. ITALK can be used to
gain parent and teacher observations about the child's performance
across five domains of speech and language in Spanish and English
as part of qualifying data for a study. BIOS can be used to
document weekly input and output in Spanish and English as a way of
grouping children by language experience and/or by year of first
exposure. For bilingual children with language impairment, BIOS
provides a measure that is independent of their test performance on
speech and language tasks. The three domain subtests can be used
together or independently to assess children's speech and language.
These can be used to qualify children for a study or to group
children by ability. As of this writing, the authors have conducted
and published several studies with the longer, experimental
versions of BESA subtests. In addition, researchers across the
country have used the experimental versions of BESA in studies of
bilingual Spanish-English speakers. Researchers in Spanish-speaking
countries are in the process of using the Spanish version of these
measures in research studies.
The Bilingual English-Spanish Assessment (BESA) was developed in
response to the need for valid, reliable instruments for assessment
of speech and language ability, along a continuum, in
English-Spanish bilingual children ages 4 through 6 years. The BESA
is a comprehensive assessment of a child's speech and language
abilities in English and Spanish. Two ancillary questionnaires
(BIOS and ITALK) can be used to document language exposure and use,
allowing the examiner to develop a profile of any parent and
teacher concerns. BESA subtests address the domains of phonology,
morphosyntax, and semantics separately for both Spanish and
English. There are three standardized and norm-referenced subtests
addressing language ability, and one criterion-referenced activity
allowing observation of pragmatic language. Administration time
varies depending on whether or not both languages are tested and
which subtests are included. Administration takes between one hour
(for one language) and two hours (for both languages). The BIOS is
typically completed as part of an interview by the examiner. In
this survey, parents are asked about the language exposure history
of the child. This information helps the examiner know when and in
what context each of the child's two languages were used on a
year-to-year basis. In addition, parents and teachers are asked
what language the child hears and uses during a typical school day,
and during a typical weekend day on an hour-by-hour basis. This
information provides clinicians with information about relative use
and exposure to each language and can help guide whether to test
children in Spanish, English, or both. The parent survey
(BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey
(BIOS-School) can be completed in 5 to 10 minutes. The ITALK is
completed by the examiner as a parent and teacher interview. The
ITALK items address relative use of a child's two languages and
five areas of speech and language development in Spanish and
English (vocabulary, grammar, sentence production, comprehension,
and phonology). Parents and teachers are asked to identify the
perceived level of the child's performance in each language. This
inventory provides a brief indicator of relative language use. It
also provides a description of parent and teacher concern and can
be used to guide development of the assessment strategy. Results of
the inventory can be used to interpret diagnostic results from BESA
or other language tests. The ITALK can be completed in 10 minutes
or less. The Pragmatics activity is based on Fey's (1986) model of
assertiveness and responsiveness. In an interactive format,
children are asked to "help wrap a present" with the examiner.
Through this realistic situation, obligatory contexts are set up to
elicit different assertive and responsive acts. The Pragmatics
activity utilizes English, Spanish, or both languages together (via
code-switching) depending on the child's preferred language of
interaction. The activity should be used to identify children who
may encounter difficulties in situations that require the children
to be active participants (e.g., classroom). If administered at the
beginning of a battery of tests, the Pragmatics activity provides
an excellent opportunity to establish rapport with the child and
will also provide clinicians with an indication of how
collaborative and interactive the child will be during the rest of
the assessment. This activity takes 5-10 minutes to complete. The
Phonology subtest is a single-word phonological assessment designed
primarily to differentially diagnose typical from atypical
phonological skills in Spanish-English bilingual children. Analyses
are also included that allow the examiner to profile the
phonological skills in these children. The assessment includes two
measures. The Spanish measure assesses phonological production
using 28 Spanish words. The English measure assesses phonological
production using 31 English words. The Phonology subtest takes 10
to 15 minutes to administer in each language, depending on the
individual child (20 to 30 minutes total). The Morphosyntax subtest
employs cloze and sentence repetition tasks to target grammatical
morphemes and sentence structures that were predicted to be
difficult for children with language impairment in English or
Spanish. Forms tested in English include plural -s, possessive -s,
past and present tense, third-person singular, progressives,
copulas, auxiliary do negatives, and passives, as well as complex
verb forms, conjunctions, and embedded prepositions and noun
phrases. The English Morphosyntax Subtest has 24 cloze items and 9
sentence repetitions items. Forms tested in Spanish include
articles, progressives, clitics, subjunctives, preterite, complex
verb forms, and conjunctions. The Spanish Morphosyntax Subtest has
15 cloze items and 10 sentence repetitions items. For each
language, a grammatical cloze subscore, a sentence repetition
subscore, and a total score that is a composite of those two are
derived. The morphosyntax test takes approximately 15 minutes to
administer in each language (30 minutes total). The Semantics
subtest targets six tasks: analogies, characteristic properties,
categorization, functions, linguistic concepts, and similarities
and differences. These six item types were based on the literature
describing acquisition of semantic breadth and depth in order to
tap into how children organize and access their lexical system
(Pena, Bedore, & Rappazzo, 2003). The English Semantics subtest
has a total of 25 items: 10 receptive and 15 expressive. The
Spanish Semantics subtest also has 25 items, 12 receptive and 13
expressive. Scoring allows for code-mixing-giving children credit
for a correct response in either language. Subscores are provided
for semantics receptive and semantics expressive, as well as a
total semantics score for each language. The Semantics subtest
takes about 15 minutes to administer in each language (30 minutes
total). The BESA is designed to be used with children who speak
English, Spanish, or both languages. The BESA subtests are
psychometrically sound and yield scaled and standard scores for
each of the domain tests (phonology, morphosyntax, and semantics).
The questionnaires provide criterion-based guidelines to determine
language(s) of testing and to develop an assessment strategy. The
tests can be used together for a complete speech and language
battery or the examiner may select tests specific to the diagnostic
question. Presently, the test is appropriate for children between
the ages of 4;0 and 6;11. The BESA can be used (a) to identify
language impairment in bilingual and monolingual Latino children,
(b) to document progress in speech and language related to
intervention, (c) to document the dominant language in each domain
including morphosyntax, semantics, and phonology, and (d) in
research studies of bilingual children with and without language
impairment. The BESA is specifically designed to assess the speech
and language of English-Spanish bilingual children's two languages.
The primary use of the BESA is to identify phonological and/or
language impairment in bilingual and EL children via a standardized
protocol. The objective scores obtained on the BESA across three
domains can be used in combination with clinical observations,
language samples, as well as with other standardized measures to
identify children with speech and/or language impairment. Through
use of a combination of BESA subtests, clinicians can document
children's speech and language strengths and needs. A second use of
the BESA is to monitor children's progress in speech and language.
After initiation of a speech and language intervention program,
children's progress should be regularly documented. It is
recommended that daily probes be used to monitor children's
session-to-session progress. This information should be used to
make decisions about the direction of the intervention. The BESA is
sensitive to year-to-year changes in children's speech and language
growth and the particular language in which progress is being made.
Thus, in addition to the more sensitive measures of daily progress,
the BESA can be administered at broader intervals (e.g., annually
or semi-annually) to gauge progress in a specific program of
intervention, to document continued need for intervention, and to
document achievement of treatment goals for exiting services.
Documentation of a bilingual's dominant language is a challenge in
school settings. Many children who have exposure to more than one
language demonstrate mixed dominance, whereby they perform higher
in one language in one domain, but higher in the other language in
a different domain. It is therefore important to know what a
child's relative dominance is across different domains of speech
and language. This information can be useful for planning
intervention, as well as for planning educational programming for
bilingual children. Together, the BIOS-Home and BIOS-School provide
an objective measure of children's input and output of Spanish and
English. This information helps speech-language pathologists,
parents, teachers, and administrators know how much the child hears
and uses each language and in what contexts. This information is
independent of performance, which can be affected by child
characteristics such as language ability. In addition to the BIOS,
the Spanish and English standardized test scores can be compared
directly for phonology, morphosyntax, and semantics to determine a
child's best language for a particular domain. If children's
standard scores across domains are within 5 points of each other,
we consider them to be balanced. There are a number of ways that
the BESA subtests can be used in research. ITALK can be used to
gain parent and teacher observations about the child's performance
across five domains of speech and language in Spanish and English
as part of qualifying data for a study. BIOS can be used to
document weekly input and output in Spanish and English as a way of
grouping children by language experience and/or by year of first
exposure. For bilingual children with language impairment, BIOS
provides a measure that is independent of their test performance on
speech and language tasks. The three domain subtests can be used
together or independently to assess children's speech and language.
These can be used to qualify children for a study or to group
children by ability. As of this writing, the authors have conducted
and published several studies with the longer, experimental
versions of BESA subtests. In addition, researchers across the
country have used the experimental versions of BESA in studies of
bilingual Spanish-English speakers. Researchers in Spanish-speaking
countries are in the process of using the Spanish version of these
measures in research studies.
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.
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