Bilingual Psychologists' Approaches to Psychological Assessment with Bilingual/Bicultural Children and Adolescents

Date of Award


Document Type

Doctoral Research Paper

Degree Name


Organizational Unit

Graduate School of Professional Psychology

First Advisor

Hale Martin

Second Advisor

Brieanne Kohrt

Third Advisor

Melanie Heto




There is a large population of bilingual children and adolescents in the United States, and this population is projected to continue increasing. The extant body of literature and the Multicultural Guidelines published by the American Psychological Association (APA, 2017) delineate the importance of high-quality multicultural and bilingual assessment and highlight the problems that occur when testing is not appropriately conducted with this population. However, there is limited research describing how bilingual psychologists conduct assessment with bilingual children and adolescents. The present study aimed to explore and illustrate how bilingual psychologists approach each aspect of the testing process with bilingual children and adolescents and how these clinicians overcome barriers to conducting assessment. This study utilized a qualitative approach consisting of semi-structured interviews conducted with bilingual assessment psychologists and analyzed using thematic analysis. Results revealed salient themes for each stage of the assessment process, emphasizing how bilingual psychologists uniquely conduct assessment with bilingual children and adolescents through the pre-assessment process, test selection and administration, and post-assessment process. Finally, results highlight the themes related to the barriers and facilitators of providing accessible, high-quality bilingual assessment.

Publication Statement

Copyright held by the author. Permanently suppressed.


53 pgs

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