Feasibility of Assessing Expressive and Receptive Vocabulary via Telepractice for Early Elementary-Age Children with Language Impairment
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| Title: | Feasibility of Assessing Expressive and Receptive Vocabulary via Telepractice for Early Elementary-Age Children with Language Impairment |
|---|---|
| Language: | English |
| Authors: | Schmitt, Mary Beth (ORCID |
| Source: | Language, Speech, and Hearing Services in Schools. Apr 2022 53(2):445-453. |
| Availability: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Institutes of Health (NIH) (DHHS) |
| Contract Number: | 3R01DC01627201A1S1 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | COVID-19, Pandemics, School Closing, Videoconferencing, Allied Health Personnel, Speech Language Pathology, Young Children, Language Impairments, Vocabulary Development, Receptive Language, Expressive Language, Elementary School Students, Program Effectiveness, Language Tests, Testing |
| Assessment and Survey Identifiers: | Test of Language Development |
| DOI: | 10.1044/2021_LSHSS-21-00057 |
| ISSN: | 0161-1461 1558-9129 |
| Abstract: | Purpose: Due to the COVID-19 pandemic, millions of school-age children with language impairment (LI) and their speech-language pathologists (SLPs) relied on telepractice service delivery models. Unfortunately, the dearth of evidence and procedural guidance available to SLPs has made this transition challenging at best. Method: The current study utilized a sample of 20 young children with LI to determine the feasibility of procedures necessary for conducting vocabulary assessments via telepractice platforms and the reliability of scoring participant responses using standardized assessments. Results: Study findings resulted in numerous practical suggestions for SLPs working with young children with LI via telepractice. Results suggest that these adaptations result in strong interrater reliability for scoring participant responses in an online format. Conclusion: Study findings suggest that conducting telepractice assessments can be a useful and reliable tool for school-based SLPs, with implications reaching beyond the pandemic era. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1343805 |
| Database: | ERIC |
| Abstract: | Purpose: Due to the COVID-19 pandemic, millions of school-age children with language impairment (LI) and their speech-language pathologists (SLPs) relied on telepractice service delivery models. Unfortunately, the dearth of evidence and procedural guidance available to SLPs has made this transition challenging at best. Method: The current study utilized a sample of 20 young children with LI to determine the feasibility of procedures necessary for conducting vocabulary assessments via telepractice platforms and the reliability of scoring participant responses using standardized assessments. Results: Study findings resulted in numerous practical suggestions for SLPs working with young children with LI via telepractice. Results suggest that these adaptations result in strong interrater reliability for scoring participant responses in an online format. Conclusion: Study findings suggest that conducting telepractice assessments can be a useful and reliable tool for school-based SLPs, with implications reaching beyond the pandemic era. |
|---|---|
| ISSN: | 0161-1461 1558-9129 |
| DOI: | 10.1044/2021_LSHSS-21-00057 |
