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Development, Validation, and Reliability of a Teacher-Reported Speech and Language Disorders Scale.

Mariam Kavakci1, Özkan Saatçioğlu2, Halil Tayyip Uysal1

  • 1Department of Speech and Language Therapy, Faculty of Health Sciences, Ankara Yıldırım Beyazıt University, Türkiye.

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Summary

A new Teacher-Reported Speech and Language Disorders Scale (TSLDS) effectively screens Turkish primary school children for speech and language disorders. This validated tool aids early identification and intervention, improving outcomes for affected children.

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Area of Science:

  • Speech-language pathology
  • Educational psychology
  • Pediatric screening

Background:

  • Early identification of speech and language disorders is crucial for academic success.
  • Existing screening tools may not be tailored for the Turkish population.
  • Teachers play a vital role in observing children's communication development.

Purpose of the Study:

  • To develop and validate a novel teacher-reported screening tool for speech and language disorders in Turkish primary school children.
  • To assess the psychometric properties of the developed scale.

Main Methods:

  • Development of the Teacher-Reported Speech and Language Disorders Scale (TSLDS) through literature review and expert consultation.
  • Content validity, construct validity, known-groups validity, test-retest reliability, internal consistency, and interrater reliability were examined.
  • The final scale was administered to 84 teachers of 980 children across 19 schools.

Main Results:

  • The TSLDS demonstrated a unidimensional structure with high factor loadings.
  • Excellent reliability was found: internal consistency (α = .94), test-retest (r = .97), interrater (Krippendorff α = .98).
  • The scale showed high sensitivity (91.7%) and specificity (90.9%) with an optimal cutoff score of 5.

Conclusions:

  • The TSLDS is a reliable and valid instrument for screening speech and language disorders in primary school children.
  • The scale effectively differentiates between children with and without disorders.
  • This tool provides a practical solution for early identification and timely referral in school settings.