Internationally, clinicians report limited confidence in assessing multilingual children for Developmental Language Disorder. This may be due to the need to consider language ability within the context of language experience and culture, which may vary individually. A mixed-methods online anonymous survey was used to collect information about the assessment of multilingual children by Western Australian speech-language pathologists. Clinicians rated their confidence in assessing multilingual children, the frequency and perceived value of different assessment methods, the role of client demographic factors and their use of dynamic assessment. Qualitative data about the barriers and facilitators that affected clinical practice with this population were also collected. Responses were received from 19 clinicians, who largely use evidence-based methods to assess multilingual children’s language skills. However, some valid methods (such as non word repetition and language sample analysis) are not used frequently, whilst other methods are frequently used despite poor evidence. The barriers and facilitators to accurate assessment identified by participants were mostly workplace factors. Whilst clinicians have individual responsibility to improve their skills through professional development and education, employers also play a significant role in supporting their staff's diagnostic accuracy through access to interpreter services, provision of educational support, and sufficient time and resources to conduct appropriate assessments.

At the conclusion of my presentation attendees will understand:
1. the types of assessments frequently used to assess multilingual children's language in Western Australia, and the value that clinicians put on the results
2. The personal and workplace barriers and facilitators to accurate assessment of multilingual children experienced by Western Australian speech pathologists