Conceptualizing Bilingualism: Defining the Standard for Child Language Assessment

2004 ◽  
Vol 11 (2) ◽  
pp. 19-24
Author(s):  
Brenda K. Gorman ◽  
Rachel G. Aghara
Keyword(s):  
Child Language ◽  
Language Assessment

Diagnostic Decisions in Child Language Assessment: Findings From a Case Review Assessment Task

2019 ◽  
Vol 50 (3) ◽  
pp. 385-398 ◽  
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Decision Making ◽  
Standardized Testing ◽  
Clinical Decision Making ◽  
Child Language ◽  
Language Assessment ◽  
Clinical Decision ◽  
Case Review ◽  
Assessment Data ◽  
Assessment Task ◽  
Diagnostic Decision

Purpose The current study used a case review diagnostic assessment task to examine the diagnostic decisions speech-language pathologists (SLPs) working in the United States made after reviewing child language cases. Method Fourteen SLPs were given 5 case studies that presented either congruent or incongruent results between standardized testing and informal measures. After reviewing the assessment data, SLPs were asked to make a diagnostic decision. Results Unanimous consensus regarding diagnostic decisions was found when the assessment data were congruent. When the data were incongruent, unanimous consensus was not achieved. Standardized testing seemed to guide the diagnostic decision. This pattern of reliance on standardized testing was evident even when 80% of SLPs reviewed informal language data. In 97% of cases, a standardized test was used to guide clinical decision making. Conclusion Three patterns of clinical decision making in child language assessment emerged: (a) use of both standardized testing and informal measures, (b) a reported concern tool as a 1st step in the process, and (c) standardized testing as the most influential data for guiding diagnostic decisions. Although this study provides initial evidence regarding the process of diagnostic decision making, future studies should examine decision making in real time to further validate the implicit rules used during decision making. Supplemental Material https://doi.org/10.23641/asha.7991174

scholarly journals Child Language Assessment across Different Multilingual Contexts

2021 ◽  
pp. 11-30
Author(s):  
Hanne Gram Simonsen ◽  
Frenette Southwood
Keyword(s):  
Child Language ◽  
Language Assessment

scholarly journals Russian Child Language Assessment Battery (RuCLAB) and its Application in Primary School Children with ASD

2021 ◽  
Vol 19 (4) ◽  
pp. 24-31
Author(s):  
M.A. Gomozova ◽  
V.G. Arutiunian ◽  
A.A. Lopukhina ◽  
O.V. Dragoy
Keyword(s):  
Language Impairment ◽  
Child Language ◽  
Language Assessment ◽  
Autism Spectrum ◽  
Russian Language ◽  
Assessment Tools ◽  
Primary School Children ◽  
Assessment Battery ◽  
Children With Asd ◽  
Language Assessment Battery

In speech-language pathology practice, standardized language assessment tools are used to evaluate the level of language development and to specify the details of language impairment. For Russian language, a novel Russian Child Language Assessment Battery (RuCLAB) was developed. The RuCLAB provides the assessment of phonology, vocabulary, morphosyntax, and discourse in production and comprehension. Present study aims to describe RuCLAB in detail and to report its application in 7—11 years-old children with Autism Spectrum Disorder (ASD). The results revealed between-group differences in children with and without ASD as well as highlighted some individual features in the group of children with ASD: for example, expressive and receptive patterns differed depending on the linguistic level and non-verbal IQ; also children with ASD (as children with complex language disorders) better acquired nouns in comparison to verbs, and the words’ frequency influenced the accuracy in sentence repetition. The results indicate sensitivity and diagnostic importance of RuCLAB as a tool for language assessment in children with ASD.

Factors Influencing Speech-Language Pathologists’ Application of Terminology for Describing Pediatric Language Assessments

2020 ◽  
pp. 152574012091517
Author(s):  
Deborah Denman ◽  
Nathan J. Wilson ◽  
Natalie Munro ◽  
Jae-Hyun Kim ◽  
Renée Speyer ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Child Language ◽  
Contextual Factors ◽  
Language Assessment ◽  
Structured Interviews ◽  
Assessment Practice ◽  
Speech Language Pathologists ◽  
Factors Influencing ◽  
Language Assessments ◽  
Insight Into

This study investigated speech-language pathologists’ (SLPs) perceptions of factors that influence application of a new taxonomy with terminology for describing child language assessment and identified strategies that may facilitate use of taxonomy terminology to collect data on SLP assessment practice. Semi-structured interviews were conducted with 13 SLPs and data were analyzed using thematic analysis. Three main themes were identified in relation to factors that may influence application including applying the taxonomy is arduous, contextual factors may influence application, and SLP experience and knowledge may influence application. Participants identified a number of strategies to facilitate use of taxonomy by SLPs. Findings from this study give insight into the factors that influence SLPs’ application of a taxonomy of assessment terms. These findings are important for all SLPs in the child language field to consider if the profession is to be effective in establishing greater consistency in use of professional terminology.

The changing face of child language assessment: 1985-1995

1995 ◽  
Vol 11 (1) ◽  
pp. 7-22 ◽  
Author(s):  
Sara Howard ◽  
Jo Hartley ◽  
Dave Müller
Keyword(s):  
Child Language ◽  
Language Assessment

scholarly journals Mean Length of Utterance in Cypriot Greek-speaking Children

2016 ◽  
Vol 16 (1) ◽  
pp. 117-140 ◽  
Author(s):  
Louiza Voniati
Keyword(s):  
Language Development ◽  
Child Language ◽  
Language Assessment ◽  
Typically Developing ◽  
Future Studies ◽  
Positive Correlation ◽  
Significant Difference ◽  
Mean Length Of Utterance ◽  
Age Range

While research undertaken worldwide indicates that mean length of utterance (MLU) is a valuable index in investigations of child language development, to date there have been no studies exploring MLU in pre-primary Cypriot Greek (CYG)-speaking children. The participants in this study were 36 monolingual CYG-speaking children at ages 36, 40, 44 and 48 months, with a typical course of language development. The findings demonstrated that MLU counted in words (MLU-w) of typically developing CYG-speaking children had a positive correlation with age (from 36 to 48 months) and a non-significant difference in MLU-w by gender at each age point, and that typically developing CYG-speaking children, for the age range studied, tended to produce more multiword utterance types. An outcome of this study is an MLU-w database which could be used, with some caution, in the language assessment of a similar population or as the basis for future studies. Areas for further research are identified.

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