Feasibility of Assessing Expressive and Receptive Vocabulary via Telepractice for Early Elementary-Age Children with Language Impairment

Autor/inn/en	Schmitt, Mary Beth; Tambyraja, Sherine; Thibodeaux, Megan; Filipkowski, Jen
Titel	Feasibility of Assessing Expressive and Receptive Vocabulary via Telepractice for Early Elementary-Age Children with Language Impairment
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 2, S.445-453 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmitt, Mary Beth) ORCID (Tambyraja, Sherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	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; Test of Language Development + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Wortschatzarbeit; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Testdurchführung; Testen
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01