The authors reported their study revealed the most frequently used standardized tests were omnibus measures (e.g., Clinical Evaluation of Language Fundamentals—Fourth Edition [Semel, Wiig, & Secord, 2003], Preschool Language Scale, Fourth Edition [Zimmerman, Steiner, & Pond, 2002]) and single-word vocabulary measures (e.g., Peabody Picture Vocabulary Test, Fourth Edition [Dunn & Dunn, 2007]). Publication year was the only test characteristic that correlated significantly with the frequency of
test use. The quality of a standardized test, as measured by the test’s psychometric
properties, does not appear to influence how frequently a test is used. These
results highlight the need for increased evidence-based practice when diagnosing
children with language impairment.
- academic achievement ADHD adolescents anxiety articulation assessment auditory processing disorder autism Autism Spectrum Disorder autism spectrum disorders behavior bilingual CBT child children cognitive behavior therapy collaboration communication comprehension conversation deaf depression developmental stuttering disabilities disability disfluency dysfluency early childhood early intervention early literacy education emotion employment evidence-based practice evidence-based practices fluency disorder hearing aids intervention iPad language language disorders language impairment literacy mindfulness parents preschool prevalence professional development reading rehabilitation reliability research response to intervention school-aged children screening social anxiety disorder special education specific language impairment speech speech-language pathology speech motor control speech production speech rate speech therapy stammering stigma stuttering stuttering severity systematic review teachers technology transition treatment vocabulary working memory