Objective: The purpose of this investigation was to explore the impact of asynchronous training on school-based SLPs’ knowledge of cultural competence anc culturally responsive assessment procedures when assessing culturally and linguistically diverse (CLD) elementary students. Method: Four school-based SLPs who expressed a need for training in CLD assessment procedures participated in this A-B follow-up investigation. The dependent variable (DV) was recall and application of essential components of assessment with CLD students measured by responses to questionnaires. The independent variable (IV) included reviewing pre-recorded online modules for five days. One follow-up data point was taken seven days after the last intervention session. Results: Participants 1, 2, and 4 showed an immediate increase in correct responses upon introduction of the IV, while Participant 3 (P3) showed an immediate decline. However, Percent non-overlapping data was 80% for P1, 40% for P2, 0% for P3, and 40% for P4. The absolute level of change (ALOC) from Intervention to the follow-up was 13.4 for Participant 1, 23.4 for Participant 2, 10 for Participant 3, and 0 for Participant 4. Conclusion: The variable results render these results inconclusive. Several limitations likely impacted the results, including the length and asynchronous format. Further research is needed to determine the best method for supporting best practices for assessing CLD students.
