Jennifer C. Friberg

Considerations for test selection: How do validity and reliability impact diagnostic decisions?

Nine preschool and school-age language assessment tools found to have acceptable levels of identification accuracy were evaluated to determine their overall levels of psychometric validity for use in diagnosing the presence/absence of language impairment. Eleven specific criteria based on those initially devised by McCauley and Swisher (1984) were applied to each of the selected tests in order to determine each test’s overall level of psychometric validity. Results indicated that each of the selected assessment tools met at least eight of the 11 criteria used to evaluate each assessment tool. Five tests met 10 out of 11 criteria. Findings are discussed to assist clinicians in applying psychometric criteria to these selected tests, as well as those not reviewed as part of this current review of standardized assessment tools. A decision tree is included within the discussion of this study’s findings to aid clinicians in the selection of standardized assessment tools that are most appropriate for clinical use, based on their psychometric characteristics.

Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools

Purpose The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA, 2004). Method The study was modeled to replicate portions of Caesar and Kohlers (2007) study and expanded to include a nationally representative sample. A total of 166 respondents completed an electronic survey. Results Results indicated that the majority of respondents have performed bilingual language assessments. Furthermore, the most frequently used informal and standardized assessments were identified. SLPs identified supports, and barriers to assessment, as well as their perceptions of graduate preparation. Conclusion The findings of this study demonstrated that although SLPs have become more compliant to ASHA and IDEA guidelines, there is room for improvement in terms of adequate training in bilingual language assessment.

Academic Edge: This Isn't the Same Old Book Learning: Learn about interprofessional education and patient simulations at the 2013 ASHA Convention.

Learn about interprofessional education and patient simulations at the 2013 ASHA Convention.