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Norm-Referenced Language Test Selection Practices for Elementary School Children With Suspected Developmental

Diane A Ogiela¹, Jennifer L Montzka¹

¹Department of Communication Sciences and Disorders, Idaho State University, Meridian.

Language, Speech, and Hearing Services in Schools

|October 2, 2020

Summary

This summary is machine-generated.

Speech-language pathologists (SLPs) often prefer omnibus language tests for assessing children with developmental language disorder. However, their follow-up test choices and reliance on subjective information for psychometric quality may not align with evidence-based practices.

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Area of Science:

Speech-Language Pathology
Developmental Psychology
Educational Assessment

Background:

Standardized norm-referenced tests are crucial for language assessment in school-aged children.
Developmental Language Disorder (DLD) significantly impacts language development and academic success.
Accurate language assessment informs appropriate intervention strategies for children with DLD.

Purpose of the Study:

To investigate the language test selection practices of school-based speech-language pathologists (SLPs) for children with suspected DLD.
To identify the most frequently chosen first-choice and follow-up language tests.
To explore factors influencing test selection and sources used to evaluate psychometric quality.

Main Methods:

A web-based questionnaire was administered to 370 elementary school SLPs.
Participants reported on their use of norm-referenced language tests for assessing children with DLD.
Data were collected on test preferences, influencing factors, and information sources for psychometric evaluation.

Main Results:

Omnibus language tests were the predominant first-choice tests selected by SLPs.
Semantics tests, particularly vocabulary tests, were favored for follow-up assessments over other language domains.
Factors influencing selection included test availability, clinician familiarity, and psychometric features, with a notable reliance on subjective information.

Conclusions:

Clinicians demonstrate a strong preference for omnibus language tests in DLD assessment.
Follow-up test selection patterns may not fully address the complexities of DLD language difficulties.
The significant use of subjective information highlights a need to enhance SLPs' understanding and application of psychometric principles in evidence-based assessment.