ArticleFolia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)2023
Standardized Measures Used Regularly by Speech-Language Pathologists when Assessing the Language Abilities of School-Aged Children: A Survey.
Article in Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Early child measures outpredict input measures of preschool language skills in U.S. English learners.Developmental psychology · 2026Article
- Article
- Word Reading and Attention-Deficit/Hyperactivity Disorder in Children With Developmental Language Disorder.American journal of speech-language pathology · 2025Article
- A preliminary study of the effects of stimulant medications on estimates of psycholinguistic abilities for children with attention-deficit/hyperactivity disorder.Clinical linguistics & phonetics · 2024Article
- Approaches towards pragmatic language assessment in Indian pre-schoolers: A survey among speech-language pathologists.F1000Research · 2024Article
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Authors and funding
5 authors.
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Abstract
introductionThis study examined speech-language pathologist (SLP)'s use of standardized language measures when assessing school-aged children.
methodA total of 335 SLPs 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.
resultsFindings 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 are 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.
conclusionOverall, 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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