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Standardized Measures Used Regularly by Speech-Language Pathologists' when assessing the Language Abilities of School-Aged Children: A Survey
Journal article   Open access   Peer reviewed

Standardized Measures Used Regularly by Speech-Language Pathologists' when assessing the Language Abilities of School-Aged Children: A Survey

Deborah Denman, Reinie Cordier, Natalie Munro, Jae-Hyun Kim and Renee Speyer
Folia phoniatrica et logopaedica, Vol.75(5), pp.334-349
10/2023
DOI: https://doi.org/10.1159/000530718
PMID: 37094559
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Published (Version of record)CC BY-NC V4.0,  Open Access
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Abstract

Language disorder Assessment Survey
Introduction: This study examined speech language pathologists' use of standardized language measures when assessing school-aged children. Method: A total of 335 Speech Language Pathologist (SLP)s provided information in a web-based survey regarding the standardized language measures they use for school-aged children. SLPs were asked to identify the domains targeted, purposes of use and reasons for which regularly used standardized measures were chosen for use. Results: Findings indicated that SLPs collectively use many standardized measures, although only a small number are used regularly. SLPs reported using standardized measures to assess domains that measures are not ideally designed for and for purposes that the measures were not ideally suited to assessing. SLPs reported selecting diagnostic measures based on psychometric properties, but not for screening measures. Reasons for choice varied depending on the particular measure. Conclusion: Overall, findings indicated that SLPs need to place greater focus on evidence-based practice recommendations when selecting standardized measures for use with school-aged children. Implications for clinical practice and future directions are discussed.

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