Despite the increasing number of Limited English Proficient (LEP) students in the United States, few studies have examined how school psychologists deal with assessments of LEP students. In the current study, we surveyed 97 school psychologists in a rural Midwestern state (Kansas) regarding a number of issues related to assessment of LEP students. While about half of the sample (49%) reported conducting an assessment with an LEP student during the past year, only 6% reported speaking another language frequently. Few respondents reported that a bilingual psychologist was available for consultation. We also examined usage of interpreters, graduate training in LEP assessment, and the actual activities in which interpreters engaged during the assessment process.
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