ORCID

https://orcid.org/0009-0006-7313-8096

Date of Award

2024

Document Type

Thesis

Degree Name

Psychology (Ph.D.)

Department

Psychology

First Advisor

Samuel Ortiz

Second Advisor

Marlene Sotelo-Dynega

Third Advisor

Dawn Flanagan

Abstract

The main purpose of this pilot study was to explore the rate and extent to which school psychologists are considering different developmental, linguistic, and environmental factors of English Learners. The sample of this study included coding bilingual psychoeducational evaluations (N=120) for such factors using the D-STPGE scale as a guide to explore the consideration of each factor. The pool of reports included bilingual psychoeducational, educational, and neuropsychological evaluation for bilingual (Spanish) children between kindergarten and 6th grade. The procedures of this research include understanding the frequency of each reported construct paired with a chi-square legacy test to explore if the observed construct is being reported within the expected statistical frequency or outside of such realm. Such constructs that were more likely to be considered include heritage/home language, length of learning English, and current English language development. Constructs that evaluators had poor compliance in reporting include the examinee’s home culture match to the US middle class, socioeconomic status, community language, and support for social-emotional development. Finally, constructs that were within the expected statistical frequency include school attendance/participation, atypical developmental life experiences, and formal education in the heritage language. Further research is needed to understand the psychometric properties of the D-STPGE. However, this study helps to understand the gaps in training and report writing within nondiscriminatory and bilingual evaluations. Overall, school psychologists who conduct bilingual and multilingual/nondiscriminatory assessments need a guide like the D-STPGE to be able to compare and quantify the difference that exists between and amongst others within their respective peer groups.

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