Purpose: Early intervention (EI) speech-language pathologists (SLPs) must ensure culturally and linguistically responsive assessments for dual language learners (DLLs). Previous research has documented both individual-level and system-level barriers to the provision of culturally and linguistically responsive assessments across a variety of settings. In the current study, we sought to document EI SLPs' perceptions of the factors that facilitate and hinder their ability to engage in high-quality culturally and linguistically responsive assessment practices for DLLs referred to their EI programs. Method: A total of 134 EI SLPs from across the United States completed a survey, describing the perceived barriers to and facilitators of assessment for DLLs within their EI programs. Responses were analyzed using qualitative coding methods. Results: Results revealed the interconnected nature of facilitators and barriers, such as access to and quality of interpretation, access to materials and assessments, location of service delivery, policies governing assessment practices, composition of the EI team, and SLP characteristics. Conclusions: Implementation of evidence-based assessment practices for DLLs is contingent on a clear understanding of facilitators and barriers that operate at the individual SLP, the organization, and policy level. Specific suggestions for increasing facilitators while mitigating barriers are provided. Supplemental Material: https://doi.org/10.23641/asha.32077380
Jarzynski et al. (Mon,) studied this question.