Current Methods of Evaluating the Language Abilities of Multilingual Preschoolers: A Scoping Review Using the International Classification of Functioning, Disability and Health-Children and Youth Version.

Abstract

Purpose The purpose of this scoping review was to identify current measures used to evaluate the language abilities of multilingual preschoolers within the framework of the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY; World Health Organization, 2007 ). Method This review adhered to established models for conducting a comprehensive, iterative scoping review outlined by Arksey and O Malley (2005) and Levac, Colquhoun, and O Brien (2010) and included the following phases: (a) articulating the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. The ICF-CY was used to frame the identified measures ( World Health Organization, 2007 ). Results Three hundred twenty-five peer-reviewed publications were identified and included in this review. The majority of publications used measures that evaluated the activity component of multilingual preschoolers language (70%), with few evaluating participation (9%). Most identified measures (73%) assessed children s semantic language skills. We also observed that 88% of studies explicitly measured children s language input to interpret assessment results. Conclusions A variety of measures are currently used that address the activity component of the ICF-CY with a particular emphasis on semantics. There is, however, a dearth of measures examining language abilities for participation. The authors strongly recommend an increased focus on the development, use, and evaluation of measures that explicitly assess multilingual preschoolers language participation, particularly in school-based settings. Supplemental Material https://doi.org/10.23641/asha.8637206.