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Assessments of adolescent language
1Boston University, Massachusetts, USA.
Seminars in Speech and Language
|February 1, 1995
Summary
Language and learning disabilities persist into adolescence, changing in nature and impact. Comprehensive assessment, including metalinguistic skills, is crucial for effective intervention.
Area of Science:
- Developmental Psychology
- Linguistics
- Special Education
Background:
- Language and learning disabilities often persist from childhood into adolescence.
- The characteristics and implications of these disabilities evolve with developmental transitions.
- Increasing educational complexity highlights the interplay between language and cognition.
Purpose of the Study:
- To broaden the perspective on adolescent language disabilities beyond traditional semantic, syntactic, and pragmatic deficits.
- To emphasize the identification of metalinguistic strengths and deficits.
- To explore comprehensive assessment strategies for adolescent language and learning disabilities.
Main Methods:
- Discussion of various assessment options including norm-referenced, criterion-referenced, and language sample analysis.
- Inclusion of portfolio assessments, observational checklists, interviews, and classroom probes.
- Emphasis on a multi-faceted assessment approach acknowledging measurement error.
Main Results:
- Adolescent language disabilities manifest in content, form, and use, but also in metalinguistics, communication integration, reasoning, and creativity.
- No single assessment method is sufficient for all objectives.
- Adolescents' perspectives and priorities are vital considerations.
Conclusions:
- Adolescent language disabilities require a broader assessment framework that includes metalinguistic abilities and cognitive-communication skills.
- A combination of assessment tools is necessary for a holistic understanding.
- Incorporating adolescent voices enhances the relevance and effectiveness of interventions.
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