This study considered collaborative practice in contributing to joint assessment and producing appropriate referral of children to speech and language therapy. The findings suggest that teachers can fairly accurately identify the level of children’s functioning from informal observations, and these were corroborated through standardized speech and language therapy assessment.
Purse, Katie and Gardner, Hilary. (2013). Does formal assessment of comprehension by SLT agree with teachers’ perceptions of functional comprehension skills in the classroom? Child Language Teaching & Therapy, 29, 343-357.