Senior Honors Projects, 2010-current

Date of Award

Spring 2015

Document Type

Dissertation/Thesis

Degree Name

Bachelor of Arts (BA)

Department

Department of Communication Sciences and Disorders

Advisor(s)

Stacy Pavelko

Abstract

From the results of a survey given to 1,399 speech-language pathologists, 11 frequently used language assessment tools for preschool and school age children were selected to undergo a systematic review. The examiner’s manual of each assessment was examined to determine whether the test reported adequate psychometric properties and acceptable levels of diagnostic accuracy. Results indicated that all reviewed assessments met at least 60% of McCauley and Swisher’s (1984) psychometric criteria for evaluating norm-referenced tests. Six of the 11 assessments provided information on diagnostic accuracy in the examiner’s manual or in the literature. Four tests published acceptable levels of diagnostic accuracy, based on the recommendations of Plante and Vance (1994). Findings of the current study reveal that many child language assessment tools either have unknown or unacceptable levels of diagnostic accuracy. Clinical implications and further suggestions are discussed.

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