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Concurrent and predictive validity of an early language screening program

T Klee1, D K Carson, W J Gavin

  • 1University of Newcastle upon Tyne, England.

Journal of Speech, Language, and Hearing Research : JSLHR
|June 25, 1998
PubMed
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Parent questionnaires effectively screen toddlers for language delay. Early identification using the Language Development Survey shows high accuracy at age 2, aiding timely intervention for children

Area of Science:

  • Child Development
  • Speech-Language Pathology
  • Developmental Pediatrics

Background:

  • Early identification of language delay is crucial for intervention.
  • Parental input is a valuable tool in assessing child development.
  • The Language Development Survey (LDS) is a parent-report measure for language skills.

Purpose of the Study:

  • To evaluate the efficacy of the Language Development Survey (LDS) for screening 2-year-old children for language delay.
  • To compare LDS screening outcomes with comprehensive clinical language evaluations.
  • To assess the predictive validity of the LDS at ages 2 and 3.

Main Methods:

  • Three studies investigated the LDS administered to 650 families.
  • The LDS was mailed to parents at their child's second birthday.

Related Experiment Videos

  • Screening results were compared to clinical evaluations at ages 2 (N=64) and 3 (N=36) in a double-blind manner.

    • Main Results:

    • Parental reports of expressive vocabulary size strongly correlated with clinical language measures at age 2.
    • Children screening positive on the LDS performed significantly worse on language tests and spontaneous conversation measures.
    • The LDS demonstrated excellent sensitivity and specificity for identifying language delay at age 2.

    Conclusions:

    • The Language Development Survey is an effective tool for screening 2-year-olds for language delay.
    • The LDS shows high accuracy in identifying current language delays but is less precise for predicting future status.
    • Parental report questionnaires can reliably identify children needing further language assessment.