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, Renée Speyer

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)
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Introduction: This study examined speech-language pathologist (SLP)'s use of standardized language measures when assessing school-aged children.

Method: A 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.

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 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. 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.
Original languageEnglish
Pages (from-to)334-349
Number of pages16
JournalFolia Phoniatrica et Logopaedica
Issue number5
Early online date24 Apr 2023
Publication statusPublished - Oct 2023

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