Search

Purpose: Diagnostic tools developed for monolinguals are frequently used for bilingual linguistic assessment. The absence of evaluation criteria for using monolingual norms for bilinguals contributes to inconsistent diagnostic procedures, impacting research and clinical practice. This study considers the reliance on monolingual tools to assess the heritage language to identify bilingual atypical language development (ALD) even when bilingual norms are available for the societal language. Method: One hundred thirty-one English-Hebrew bilingual children aged 5;6-5;11 (years;months) were assessed using diagnostic tools. Bilingual standards are available for the societal language but not for the heritage language. Fifteen English-Hebrew bilingual children were suspected of ALD. They were individually compared with 116 typically developing bilingual peers. The Core Language Score and seven subtest standardized scores of the Clinical Evaluation of Language Fundamentals Preschool--Second Edition were analyzed in the heritage language, English. Results: Results revealed that a composite score used for differential diagnosis in monolingual children cannot be relied upon for bilingual children. Measurements vary in their diagnostic accuracy, with Concepts and Following Directions (comprehension of instructions), Receptive and Expressive Word Classes (lexicon), and Sentence Repetition (syntax) being the most promising for identifying ALD in bilingual children. Lastly, bilingual children's age of onset of bilingualism must be considered in the analysis of linguistic outcomes. Conclusions: Findings elucidate that monolingual assessments for heritage speakers must consider bilingual models of development to ensure a reliable and informative diagnosis. Interacting factors, such as reliance on language-specific knowledge and the recruitment of other nonlinguistic processing skills, may influence a measurement's sensitivity. The findings are pertinent to the practice of speech-language pathologists, informing evidence-based assessment procedures for bilingual children. A group study to determine whether the suggested bilingual standards can identify ALD with acceptable specificity and sensitivity is now recommended.

This study explores typically developing bilingual children's performance in their English as a heritage language. The aim of this study is to advance our understanding of heritage language expectations and the role of chronological age and bilingual exposure. A broad range of receptive and expressive linguistic domains are investigated as a function of chronological age and age of onset of bilingualism. English-Hebrew typically developing bilingual children (N = 240), ages 60-77 months, were compared to monolingual norms, using seven subtest standardized scores from the Clinical Evaluation of Language Fundamentals Preschool-2 (CELF-Preschool-2). Descriptive statistics, t-tests, ANCOVAs, multiple regression analysis, and post-hoc comparisons were conducted. English heritage language speakers presented with an asymmetric linguistic system influenced by their chronological age and age of onset of bilingualism. Results demonstrated that performance was more advanced for measures that were less reliant on language-specific skills. Measures dependent on grammatical knowledge were vulnerable to limitations but they were within the monolingual norms. In contrast, the lexicon was heavily influenced by bilingualism. These findings contribute to the literature on bilingual linguistic expectations and will have implications for theories of heritage language acquisition and language acquisition in general.

Family language policy (FLP) is a key focus of immigrant families, as parents are considered to play a vital role in children’s bilingual language development. Nevertheless, many parents report that they do not have an FLP. Accordingly, their FLP planning style is unplanned and spontaneous. This study compares families’ FLP planning styles (overt vs. covert). Data was collected via questionnaires from parents and their English-Hebrew bilingual children (n = 82). Children’s receptive and expressive vocabulary of both languages were assessed to explore the impact of FLP planning style. Results confirm that families present with a desire for proficient outcomes in both languages. However, families with an overt planning style present with more pro-heritage language policies (e.g. promoting English use with siblings). Those with a covert planning style lean towards pro-societal language policies and children may be allowed to speak any language at home. Differences in FLP planning did not significantly impact ratings of home language use or children’s vocabulary. The perceived value of English as a global language may be partially responsible for the findings. The study confirms that although there are many effective ways to raise a bilingual child, FLP planning has implications for the bilingual language learning environment. [ABSTRACT FROM AUTHOR]

Over the next two decades, the number of caregivers is expected to climb dramatically alongside a rise in older adults, particularly sexual and gender minority (SGM) older adults, yet little research has assessed differences between SGM and non-SGM care partners. Data for these analyses come from the Columbus Healthy Aging Project (N = 79). This study was designed to assess several domains of health among adults aged ≥50 years in Columbus, Ohio, US. Multivariable regression models were used to examine the likelihood of being a care partner, the SGM identity of the primary care recipient, and caregiver strain. In our sample, 227 (28.6%) participants self-identified as care partners for at least one individual. Compared to heterosexuals, gay/lesbian (aOR = 8.38; 95% CI: 5.29, 13.29) participants were more likely to be care partners but did not experience elevated caregiver strain. Bisexual individuals (aIRR = 1.70, 95% CI: 1.11, 2.61) reported greater caregiver strain, while those identifying as a different sexual identity reported lower caregiver strain (aIRR = 0.46, 95% CI: 0.23, 0.96). In turn, caregiver strain was reduced significantly when the care recipient identified as a member of the SGM community (aIRR = 0.67: 95% CI: 0.55, 0.80). These results suggest that SGM care partners may be at risk of unique stressors which may contribute to extant health disparities. [ABSTRACT FROM AUTHOR]

Approximately one in 68 children in the United States has an autism spectrum disorder (ASD), according to official estimates (CDC 2016). Although students with ASD have no typical learning profile, many have trouble organizing information, connecting past and present experiences/events, linking concepts, determining relevant from extraneous information, and planning, which can negatively affect learning. The number of public school students receiving services for an ASD continues to rise with most of these students spending at least half of their day in general education classrooms (U.S. Department of Education 2014), including science classrooms. The "Next Generation Science Standards" ("NGSS") call for all learners to receive access to quality science instruction, including students with disabilities such as ASD. Access to science content may be particularly relevant for learners with ASD. Although they are underrepresented in colleges and universities, those who enroll tend to major in science, technology, engineering, and mathematics (STEM) fields. This may be related to strengths associated with ASD, including attention to details and ability to recognize and repeat patterns. Fortunately, the research base of supports and strategies shown to enhance the learning of students with ASD continues to grow with some recent literature reviews emphasizing practices used in secondary classroom settings. Several online resources can help teachers who have students with ASD in the classroom. As examples, this article addresses evidence-based practices that can be embedded in a Chemistry I lesson.

We applied Andersen's Behavioral Model of Health Services Use to investigate the health needs and use of digital health resources among sexual and/or gender minority (SGM) caregivers. Data were from the Caregiving in the U.S. 2020 survey. Regression analyses were used to describe associations between predisposing, enabling, and need factors and usage of digital health resources. SGM caregivers provided more hours of care per week, reported higher levels of care intensity, and reported higher physical, emotional, and financial strain compared with non-SGM caregivers. Regression analyses indicated SGM status was a significant predictor of overall use of digital health resources. Younger caregivers, racial minority caregivers, those providing higher levels of care, and those reporting a poorer health status were more likely to use digital health resources. Digital health resources may be useful tools for SGM caregivers of older adults. More research is needed to investigate the reasons SGM caregivers use these resources. [ABSTRACT FROM AUTHOR]