Assessment and intervention practices with second-language learners among school psychologists

This paper describes assessment and intervention practices with second-language learners among practicing school psychologists in one southwestern state. A 10-item survey was used to gain information about the assessment instruments and procedures and intervention practices used with linguistically different children by school psychologists. Surveys were mailed to all members of the state professional organization. Thirty-three percent of the surveys were returned and considered usable for analyses. An analysis of the returned surveys revealed that a number of school psychologists are using alternative assessment techniques, such as curriculum-based measurement, dynamic assessment, and portfolio assessment with this population. The majority, however, continue to use traditional cognitive tests, such as the Weschler Scales, and traditional interventions, such as resource room service delivery. Results of the survey are discussed in terms of best practices with linguistically different children. (C) 2000 John Wiley & Sons, Inc.