Differences in Child Language Assessment Practices Between School-Based and Non-School-Based Speech-Language Pathologists: Results From a Nationwide Survey.

Purpose: The purpose of this study was to compare child language assessment practices of speech-language pathologists (SLPs) working in school and nonschool settings to determine if their place of employment impacts the diagnostic decision-making process.

Method: School-based SLPs (e.g.

Morphological Errors in Spanish-Speaking Bilingual Children With and Without Developmental Language Disorders.

Purpose The purpose of this study was to find morphological markers with good diagnostic accuracy to identify developmental language disorders (DLD) in Spanish-English bilingual children. Method The participants in this study included 66 Spanish-English bilingual children between the ages of 4;0 and 6;11 (years;months) with ( = 33) and without DLD ( = 33). We employed a comprehensive production task in Spanish to elicit morphological structures that have been previously found to be problematic for Spanish-speaking children with DLD.

Morphological Errors in Monolingual Spanish-Speaking Children With and Without Developmental Language Disorders.

Purpose The purpose of this study was to identify which morphological markers have the best diagnostic accuracy to identify developmental language disorders (DLD) in monolingual Spanish-speaking children. Method The participants in this study included 50 Spanish-speaking monolingual children with ( = 25) and without ( = 25) DLD. Data collection took place in Mexico.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice.

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al.

School-Based Speech-Language Pathologists' Perspectives on Diagnostic Decision Making.

Purpose: This study used a structured open interview approach to elicit information from school-based speech-language pathologists (SLPs) regarding their assessment practices for children with suspected language impairment.

Method: Phone interviews were conducted with 39 school-based SLPs who were employed across the United States. The interviews explored assessment topics related to assessment tool selection and rationale and the integration of assessment data to determine treatment eligibility.

Convergent and Divergent Validity of the Grammaticality and Utterance Length Instrument.

Purpose: This feasibility study examines the convergent and divergent validity of the Grammaticality and Utterance Length Instrument (GLi), a tool designed to assess the grammaticality and average utterance length of a child's prerecorded story retell.

Method: Three raters used the GLi to rate audio-recorded story retells from 100 English-speaking preschool children. To examine convergent validity, the results of the GLi were correlated with 2 language sample measures, mean length of utterance in words and percentage of grammatical utterances, and with the results of the Structured Photographic Expressive Language Test-Third Edition (Dawson, Stout, & Eyer, 2003).