Factors influencing the selection of standardized tests for the diagnosis of Specific Language Impairment

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.

Betz, Stacy K., Eickhoff, Jessica R., & Sulllivan, Shanleigh. (2013). Language, Speech, and Hearing Services in the Schools, 44, 133-146.

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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