Standardized Measures Used Regularly by Speech-Language Pathologists when Assessing the Language Abilities of School-Aged Children: A Survey

Folia Phoniatrica et Logopaedica, vol. 75, pp. 334–349

Abstract

INTRODUCTION: This study examined speech-language pathologist (SLP)'s use of standardized language measures when assessing school-aged children. METHOD: A total of 335 SLPs provided information in a web-based survey regarding the standardized language measures they use for school-aged children. SLPs were asked to identify the domains targeted, purposes of use, and reasons for which regularly used standardized measures were chosen for use. RESULTS: Findings indicated that SLPs collectively use many standardized measures, although only a small number are used regularly. SLPs reported using standardized measures to assess domains that measures are not ideally designed for and for purposes that the measures are not ideally suited to assessing. SLPs reported selecting diagnostic measures based on psychometric properties but not for screening measures. Reasons for choice varied depending on the particular measure. CONCLUSION: Overall, findings indicated that SLPs need to place greater focus on evidence-based practice recommendations when selecting standardized measures for use with school-aged children. Implications for clinical practice and future directions are discussed.

Authors 5

1. Deborah Denman

   Curtin University · Macquarie University

   Affiliation as printed

   Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Washington, Australia

   Department of Linguistics, Macquarie University, Sydney, New South Wales, Australia

   Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, WA, Australia;

   Department of Linguistics, Macquarie University, Sydney, NSW, Australia;

2. Reinie Cordier

   University of Cape Town · Curtin University · Northumbria University

   Affiliation as printed

   Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Washington, Australia

   Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa

   Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle-upon-Tyne, UK

   Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, WA, Australia;

   Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle-upon-Tyne, UK;

3. Natalie Munro

   The University of Sydney

   Affiliation as printed

   Faculty of Medicine and Health, Sydney School of Health Sciences, The University of Sydney, Camperdown, New South Wales, Australia

   Faculty of Medicine and Health,

   Sydney School of Health Sciences, The University of Sydney, Camperdown, NSW, Australia;

4. Jae‐Hyun Kim

   Macquarie University

   Affiliation as printed

   Department of Linguistics, Macquarie University, Sydney, New South Wales, Australia

   Department of Linguistics, Macquarie University, Sydney, NSW, Australia;

5. Renée Speyer Aachen Department of Otorhinolaryngology and Head and Neck Surgery

   Leiden University · University of Oslo · Curtin University · Leiden University Medical Center

   Affiliation as printed

   Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Washington, Australia

   Department of Otorhinolaryngology and Head and Neck Surgery, Leiden University Medical Centre, Leiden, The Netherlands

   Department of Special Needs Education, University of Oslo, Oslo, Norway

   Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, WA, Australia;

   Department of Otorhinolaryngology and Head and Neck Surgery, Leiden University Medical Centre, Leiden, The Netherlands;

   Department of Special Needs Education, University of Oslo, Oslo, Norway;