Language assessments shape who gets services, how goals are written, and how progress is measured, but there are many misconceptions about how to follow best-practices when doing an evaluation. In this three-part series, bilingual SLPs Destiny Johnson and Tiffany Shahoumian-Ruiz join me to dig into the science, the myths, and the policies that shape evaluation practices in schools.

Across these conversations, we explore:

Sensitivity, specificity, reference standards, and diagnostic accuracy
How test development has evolved over time and why this matters
Why the same cut-off score shouldn’t apply across all tests
The math behind using two norm-referenced tests, and why it may complicate rather than clarify in some cases
Other reasons we test beyond diagnosis (treatment planning, severity, monitoring progress)
How do we do we to “sell” the concept of dynamic assessment to administrators
Case studies that show the pitfalls of over-reliance on standardized scores
Misconceptions clinicians often hold, and what they should know about assessment
Differences in state eligibility standards, and what this means for service decisions

This series is part myth-busting, part practical strategies, and part advocacy playbook—perfect for clinicians who want to move beyond compliance-driven evaluations toward assessments that truly reflect students’ needs.

You can listen to Part 1 of the series here.

Destiny Johnson, M.S., CCC-SLP, is a bilingual speech-language pathologist (English/Spanish) with a deep passion for culturally responsive assessment and treatment practices, as well as advocating for policy change. She has presented on dynamic assessment at the CSHA Convergence 2024, focusing on the importance of dynamic assessment in bilingual children. Destiny has experience working as a school-based SLP, in private practice, and in early intervention. She is also the founder and CEO of Multimodal Communication Speech Clinic P.C.

Connect with Destiny on Instagram @destinyjohnsonslp, on her private practice website here, and on LinkedIn here.

Listen to Destiny’s previous episode on De Facto Leaders here: EP 187: Dynamic Assessment: Evaluations are a process, not a test (with Destiny Johnson)

Tiffany Shahoumian-Ruiz is a bilingual high school SLP from Southern California who has primarily worked in the school systems and has experience at both the elementary and secondary level. She’s also a member of Language Therapy Advance Foundations, and is involved in state and local advocacy work relating to dynamic assessments and special education eligibility.

Connect with Tiffany on Instagram @tiffany.shahoumian

Listen to Tiffany’s previous episode on De Facto Leaders here: High school language therapy: Do we still have time to make an impact? (with Tiffany Shahoumian-Ruiz)

In this episode, I mention Language Therapy Advance Foundations, my program that gives SLPs and other service providers create a system for language therapy. You can learn more about the program here.

Additional Resources Mentioned in the episode:

Daub, O., Cunningham, B. J., Bagatto, M. P., Johnson, A. M., Kwok, E. Y., Smyth, R. E., & Oram Cardy, J. (2021). Adopting a conceptual validity framework for testing in speech-language pathology. American Journal of Speech-Language Pathology, 30(4), 1894–1908. https://doi.org/10.1044/2021_AJSLP-20-00032

Spaulding, T. J., Plante, E., & Farinella, K. A. (2006). Eligibility criteria for language impairment: Is the low end of normal always appropriate? Language, Speech, and Hearing Services in Schools, 37(1), 61–72. https://doi.org/10.1044/0161-1461(2006/007)

DYMOND Norm-Referenced Dynamic Assessment

Bilingual English-Spanish Assessment (BESA)

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