Speech pathologist in scenario

Reference no: EM133593153

Tone, a 7-year-old Samoan child, was referred for a speech-language assessment because of poor communication skills in English. Samoan was the language spoken most often in the home during the first 5 years of Tone's life. His parents began to speak only English in the home when Tone entered kindergarten because they wanted him to succeed in an English-speaking classroom. Although Tone was more proficient in Samoan than in English when he entered kindergarten, English is now his dominant language.

The speech-language assessment was conducted in English, the child's dominant language, using the Peabody Picture Vocabulary and the Test Illinois test of Psycholinguistic Abilities. Tone demonstrated more than a 2-year delay on both of these tests.

The speech-language pathologist concluded that Tone had a language disorder based on the delay demonstrated on the norm-referenced tests. Enrollment in speech-language therapy was recommended.

1. What is wrong with the procedure followed by the speech pathologist in this scenario? Why?

2. What are the "best practice" guidelines for planning and implementing an assessment for this client?

3. What are some of the greatest challenges in planning and implementing an assessment for this client? And some solutions for addressing the challenges?

Reference no: EM133593153

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