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Communication Disorders Quarterly
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What's this?

Tools Clinicians Use

A Survey of Language Assessment Procedures Used by School-Based Speech-Language Pathologists

Lena G. Caesar

Andrews University, lcaesar{at}andrews.edu

Paula D. Kohler

Western Michigan University

This study used a mail survey to gather information from 409 school-based speech-language pathologists (SLPs) in the state of Michigan regarding the types of language assessment procedures they employed when assessing children's language skills. Descriptive data regarding respondents' demographic, caseload, and employment characteristics were also obtained. Results indicated that respondents were a homogenous group with homogenous assessment practices. Although respondents used both formal and informal procedures when assessing English-speaking children's skills, informal procedures were used more frequently. With regard to informal procedures, almost all responding SLPs (98%) reported frequently using parent—teacher interviews as an assessment procedure. Among formal, standardized procedures, the Clinical Evaluation of Language Functions was used frequently by the highest proportion of respondents (79%). Implications regarding SLPs' conformity to the American Speech-Language Hearing Association's recommended guidelines for unbiased language assessment are discussed.

Key Words: standardized tests • language assessment • language disorders • informal assessment • alternative language assessment

This version was published on August 1, 2009

Communication Disorders Quarterly, Vol. 30, No. 4, 226-236 (2009)
DOI: 10.1177/1525740108326334
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