Publication Date

2025

Document Type

Dissertation/Thesis

First Advisor

Styck, Kara M.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Psychology

Abstract

Emergent bilinguals (EBs) are one of the fastest-growing student populations in K-12 schools, yet research on their evaluation for special education, particularly for specific learning disabilities (SLD), remains limited. School psychologists play a critical role in these evaluations, yet prior studies indicate they often struggle to differentiate between language-based learning difficulties and true learning disabilities. This study examined how school psychologists weigh different evaluation components—background information, progress monitoring data, and standardized test data—when making SLD eligibility determinations for EBs compared to native English speakers. Using an experimental vignette design, 109 practicing school psychologists were randomly assigned to review a student case and rate SLD likelihood, decision confidence, and final eligibility determination. Results indicated that language status influenced school psychologists' decision-making, with EBs more likely to receive higher SLD likelihood ratings based on background information alone. However, standardized test data appeared to reduce SLD likelihood for EBs, suggesting that test scores may be used to dismiss potential learning disabilities rather than provide a comprehensive evaluation. Logistic regression analyses indicated that, for native English-speaking students, only test data significantly predicted final eligibility decisions, whereas for EBs, both background information and test data were significant predictors. Despite these differences, an interaction model showed that the association between SLD likelihood and final SLD eligibility did not significantly differ between English-speaking and EB students. Findings also revealed no significant differences in classification accuracy between language groups, though overall decision accuracy was only moderate, underscoring the need for improved training in bilingual assessment. The study highlights the potential for both over- and under-identification of EBs in SLD classifications and emphasizes the importance of culturally and linguistically responsive assessment practices. Implications for training, policy, and future research are discussed.

Extent

93 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

Download

Included in

Psychology Commons

Share

COinS