SLP's take into account competence when an assessment is made with bilingual children but the approaches in a assessment take into account more aspects than usual, some include:
Guidelines created specificly for bilingual children with suspected SSD who may not speak the same language as the clinician
Identifying important factors and resources to be able to support the assessment given to the child.
(McLeod, S., & Verdon, S. 2017, p.691)
In some case studies there have been different approaches used for multilinguistic children, some of these examples below include approaches used for variety of different languages spoken by children with Speech Impairments. In the examples below are part of a research table used in a case study to support their research that is used by Authors Kate Rossouw and Michelle Pascoe.
Case Study Examples:
Author/Study: GildersleeveNeumann and Goldstein (2015),
Languages/ Ages : English & Spanish, Children aged 5 years and 8 months and 5 years and 6 months, respectively; one with a moderate SSD, one diagnosed with childhood apraxia of speech Spanish and English
Language used in therapy : 2–3 times a week, in Spanish at least 2 out of every 3 days. A total of 19 and 25 sessions, respectively, were reported on
Approaches used: (1) meta- and perceptual awareness of session goals and how they linked to both languages; (2) developmentally appropriate activities to facilitate drill play; (3) articulatory and phonological components and cueing; (4) practicing targets in functional utterances Increases in accuracy of targets and overall accuracy in both languages
Results of the study showed an increases in accuracy of targets and overall accuracy in both languages
Author/Study: Holm et al. (1997)
Languages/ Age: Cantonese and English Child aged 5 years and 2 months
Language used in therapy: English only, 15 weeks of intervention
Approach used: 7 weeks of articulation intervention (20 min, twice a week), 8 weeks of phonological therapy (45 min once a week, using phonological contrasts)
Results of the study showed that cross-linguistic generalisation occurred for articulation targets but not phonological targets
(Rossouw, K.,Pascoe, M. 2018, p.3,Ramos and Mead 2014)