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

被引：1
作者：
Denman, Deborah [1 ,4 ,7 ]
Cordier, Reinie [1 ,2 ]
Munro, Natalie [1 ,3 ]
Kim, Jae-Hyun [4 ]
Speyer, Renee [1 ,5 ,6 ]
机构：
[1] Curtin Univ, Fac Hlth Sci, Sch Occupat Therapy Social Work & Speech Pathol, Perth, WA, Australia
[2] Northumbria Univ, Dept Social Work Educ & Community Wellbeing, Newcastle Upon Tyne, England
[3] Univ Sydney, Fac Med & Hlth, Sydney Sch Hlth Sci, Sydney, NSW, Australia
[4] Macquarie Univ, Dept Linguist, Sydney, NSW, Australia
[5] Univ Oslo, Dept Special Needs Educ, Oslo, Norway
[6] Leiden Univ, Med Ctr, Dept Otorhinolaryngol & Head & Neck Surg, Leiden, Netherlands
[7] Curtin Univ, Fac Hlth Sci, Sch Occupat Therapy Social Work & Speech Pathol, 208 Kent St, Perth, WA 6102, Australia
来源：
FOLIA PHONIATRICA ET LOGOPAEDICA | 2023年 / 75卷 / 05期
关键词：
Assessment; Language disorder; Survey;
D O I：
10.1159/000530718
中图分类号：
R36 [病理学]; R76 [耳鼻咽喉科学];
学科分类号：
100104 ; 100213 ;
摘要：
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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收藏
页码：334 / 349
页数：16
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