Original ArticlesAlternatives to Traditional Language Sample Measures With Emergent Bilingual PreschoolersGuiberson, MarkAuthor Information Division of Communication Disorders, University of Wyoming, Laramie. Corresponding Author: Mark Guiberson, PhD, Division of Communication Disorders, University of Wyoming, Dept 3311, 1000 E. University Ave, Laramie WY 82071 (email@example.com). This project was supported by grants from the National Center for Research Resources (5P20RR016474) and the National Institute of General Medical Sciences (8 P20 GM103432) from the National Institutes of Health.The author has indicated that he has no financial and no nonfinancial relationships to disclose. Topics in Language Disorders: April/June 2020 - Volume 40 - Issue 2 - p E1-E6 doi: 10.1097/TLD.0000000000000208 Buy Metrics Abstract The aim of this article was to evaluate the use of alternatives to traditional language sample analysis (LSA) measures with bilingual preschool-aged children. A database of 184 bilingual preschool children, including children with developmental language disorder (DLD), was used in this study. The goals of the study were to establish the convergent validity between traditional language sample measures and alternative measures of clinician-observed and parent-reported longest utterance, compare groups across traditional and alternative measures, and establish to what extent alternative measures predict language status (typical or DLD). Results indicated that alternative measures may be useful in describing the language of preschool bilingual children, but none of the measures alone would provide adequate diagnostic information to make a determination of DLD status. © 2020 Wolters Kluwer Health, Inc. All rights reserved.