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

This paper describes assessment and intervention practices with second-lang uage learners among practicing school psychologists in one southwestern sta te. A 10-item survey was used to gain information about the assessment inst ruments and procedures and intervention practices used with linguistically different children by school psychologists. Surveys were mailed to all memb ers of the state professional organization. Thirty-three percent of the sur veys were returned and considered usable for analyses. An analysis of the r eturned surveys revealed that a number of school psychologists are using al ternative assessment techniques, such as curriculum-based measurement, dyna mic assessment, and portfolio assessment with this population. The majority , however, continue to use traditional cognitive tests, such as the Weschle r Scales, and traditional interventions, such as resource room service deli very. Results of the survey are discussed in terms of best practices with l inguistically different children. (C) 2000 John Wiley & Sons, Inc.