Standardised speech-language tests and students with intellectual disability : a review of normative data
By: Cascella, Paul W.
Series: Journal of Intellectual & Developmental Disability 31 (2) 2006: 120-124.Publisher: 2006Content type: text Media type: unmediated Carrier type: volume Subject(s): INTELLECTUAL DISABILITY
| LANGUAGE ABILITY | VOCABULARYSummary: Contends that before a school speech-language pathologist (SLP) utilises a standardised speech-language test with a student with intellectual disability (ID), the clinician should carefully consider the purpose of the test and whether the test includes students with ID in the normative group. Reviews 49 tests published between 1994 and 2004 and their applicability to students with ID. Finds that a majority of the tests assessed receptive and expressive vocabulary, syntax, and grammar but no recent test measured a student's pragmatic communication. Extrapolates from this finding, that clinicians be encouraged to supplement standardised tests with non-standardised procedures to document students' pragmatic, social, and functional communication abilities.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 22822 |
Contends that before a school speech-language pathologist (SLP) utilises a standardised speech-language test with a student with intellectual disability (ID), the clinician should carefully consider the purpose of the test and whether the test includes students with ID in the normative group. Reviews 49 tests published between 1994 and 2004 and their applicability to students with ID. Finds that a majority of the tests assessed receptive and expressive vocabulary, syntax, and grammar but no recent test measured a student's pragmatic communication. Extrapolates from this finding, that clinicians be encouraged to supplement standardised tests with non-standardised procedures to document students' pragmatic, social, and functional communication abilities.
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