). Clinicians should
use tasks that require the child to produce speech sounds at the syllable, single-word, bisyallable,
multisyllable, phrase, and sentence levels. Assessment should also look at spontaneous versus
elicited utterances, as this may result in different performance (ASHA, n.d.).
A hearing screening is another important component in the assessment of CAS. A hearing
screening is critical to rule out any underlying audiological components of speech impairment.
Several interesting studies suggest that children with CAS may also have difficulties with
auditory processing, discrimination, and perception (ASHA, n.d.). Bridgeman and Snowling
(1988) found that children with CAS, when compared to controls, had more difficulties
differentiating sound
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Although the study found evidence of auditory
processing deficits in the children with CAS, more research is needed to substantiate any links
between the disorders.
It is essential to include dynamic assessment in the comprehensive assessment of CAS.
Dynamic assessment is a method for conducting language assessment in children with culturally
and linguistically diverse backgrounds. It is more process-oriented, modifiable, and interactive
than traditional assessment procedures (Hegde & Pomaville, 2013). During dynamic assessment,
the clinician can provide gestural or tactile cues. This helps the clinician determine the amount of
cueing that is necessary to facilitate performance. Dynamic assessment can help extend and
supplement traditional comprehensive assessment strategies to ensure that children from diverse
backgrounds are appropriately diagnosed. (ASHA, n.d.).
Intonation and speech sound assessments are also important components of the
evaluation process. During intonation assessment, the clinician should pay careful attention to
the child’s melody of speech. This involves listening to the child’s pauses, pitch, and word