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School-Based Speech-Language Pathologists' Perspectives on Diagnostic Decision Making.

Katrina Fulcher-Rood1, Anny P Castilla-Earls2, Jeff Higginbotham3

  • 1The State University of New York, Buffalo State.

American Journal of Speech-Language Pathology
|April 7, 2018
PubMed
Summary
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Speech-language pathologists (SLPs) primarily use standardized tests for diagnosing language impairments in children, often influenced by institutional policies. Informal assessments provide supplementary data but hold less weight in eligibility decisions.

Area of Science:

  • Pediatric Speech-Language Pathology
  • Child Language Disorders

Background:

  • Language impairment significantly impacts children's academic and social development.
  • Accurate assessment is crucial for timely and effective intervention.

Purpose of the Study:

  • To investigate the assessment practices of school-based speech-language pathologists (SLPs).
  • To understand the rationale behind assessment tool selection and data integration for diagnosing language impairment.

Main Methods:

  • Structured open interviews were conducted with 39 school-based SLPs across the United States.
  • Interviews focused on assessment tool selection, rationale, and data integration for treatment eligibility.

Main Results:

  • SLPs utilize both standardized and informal testing methods.

Related Experiment Videos

  • Standardized tests are the primary drivers of diagnostic decisions for eligibility and severity.
  • Informal measures like parent/teacher interviews and language sampling offer supplementary information but are less influential.

    • Conclusions:

    • School-based SLPs' reliance on standardized testing for eligibility is often dictated by institutional policies.
    • Federal, state, and district guidelines may influence diagnostic practices, potentially widening the research-to-practice gap.