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Assessment of Cognition and Language Using Alternative Response Modalities
Kristine Stadskleiv1,2, Katy Latham3, Kristina Tufteskog Spanne1
1University of Oslo, Norway.
Assessment
|February 12, 2025
Summary
Standardized cognitive and language assessments can use alternative response modes like partner assisted scanning (PAS) and eye-pointing (EP) for individuals with severe impairments. Novice practitioners can be successfully trained in these methods.
Area of Science:
- Speech and Language Therapy
- Cognitive Assessment
- Special Education
Background:
- Standardized cognitive and language assessments are difficult for individuals with severe speech and motor impairments.
- Alternative response modes, such as partner assisted scanning (PAS) and eye-pointing (EP), offer potential adaptations for these assessments.
- The standardization of assessments using these alternative modes requires further research.
Purpose of the Study:
- To investigate the reliability, transparency, and adherence to assessment protocols when using partner assisted scanning (PAS) and eye-pointing (EP).
- To evaluate the effectiveness of training novice practitioners in administering these adapted assessments.
Main Methods:
- Dyads of special needs education and speech and language therapy students (n=39) participated in the study.
- Two independent observers recorded errors in protocol delivery.
- Reliability was assessed using intraclass correlation coefficients (ICC).
Main Results:
- The number of errors made by dyads ranged from 0 to 81.5 and was not significantly related to the response mode used (p=.839).
- Observers demonstrated high agreement on error recording, with an ICC of .97 (p<.001).
- The study indicates successful training of novice practitioners in using alternative response modes for language assessment.
Conclusions:
- Partner assisted scanning (PAS) and eye-pointing (EP) can be reliably implemented in standardized language assessments for individuals with severe impairments.
- Novice practitioners can be effectively trained to administer assessments using these alternative response modes.
- This research supports the broader application of adapted assessment techniques in special education and speech-language pathology.
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