Language in Special Populations
Assessment
Carter, J. A., Lees,
J. A., Murira, G. M., Gona, J., Neville, B. G. R., & Newton, C. R. J. C.
(2005). Issues in the development of cross-cultural assessments of speech
and language for children. International Journal of Language &
Communication Disorders, 40, 385-401.
|
Usefulness to Clinical Practice |
Reviews factors that may influence
assessment results of children
from differing cultures
Development of tools for cross-
cultural assessments
|
|
Characteristics of Review |
Population |
Cross-cultural |
|
Review Type |
Narrative |
|
Country |
United Kingdom |
|
Number of studies |
82 referenced |
Background: There is an increasing demand for the assessment of speech and
language in clinical and research situations in countries where there are
few assessment resources. Due to the nature of cultural variation and the
potential for cultural bias, new assessment tools need to be developed or
existing tools require adaptation. However, there are few guidelines on how
to develop ‘culturally appropriate’ assessment tools.
Aims: To review the literature on cross-cultural assessment in order to
identify the major issues in the development and adaptation of speech and
language assessments for children and to illustrate these issues with
practical examples from our own research programme in Kenya.
Methods and Procedures: Five broad categories pertaining to cross-cultural
assessment development were identified: the influence of culture on
performance, familiarity with the testing situation, the effect of formal
education, language issues and picture recognition. It was outlined how some
of these issues were addressed in our research. The results of the review
were integrated to produce a list of ten guidelines highlighting the
importance of collaboration with mother tongue speakers; piloting; familiar
assessment materials; assessment location; and practice items and prompts.
Conclusions: There are few clinicians
and
assessors, whether in the UK or abroad, who do no assess or treat children
from a culture different to their own.
Awareness of cultural variation and bias and cooperative efforts to develop
and administer culturally appropriate assessment tools are the foundation of
effective, valid treatment programmes.
(Journal Abstract).
FULL TEXT
Justice, L. M., Invernizzi, M. A., & Meier, J. D. (2002).
Designing and implementing an early literacy screening protocol: Suggestions
for the speech-language pathologist. Language, Speech, and Hearing
Services in Schools, 33, 84-101.
|
Usefulness to Clinical Practice |
Decision-making tree for screening
literacy skills
Table of early literacy screening
targets & tasks
Sample preschool early literacy
screening protocol
Critical features of screening
protocol designs
|
|
Characteristics of Review |
Population |
Young children |
|
Review Type |
Narrative |
|
Country |
USA |
|
Number of studies |
99 referenced |
The American Speech-Language-Hearing Association (2001) recently asserted
that speech-language pathologists can and should play an important role in
promoting literacy for young children with communicative impairments. Early
literacy screening provides a valuable tool for speech-language pathologists
to use for the timely detection of difficulties in literacy achievement. In
addition, results of early literacy screening can be used to guide
intervention and instruction. This article provides a rationale for
incorporating early literacy screening into service delivery. It also makes
recommendations for determining which children and what areas of literacy
should be targeted in screening activities. Suggestions for interpreting
findings are also provided, as are strategies for using screening to guide
early literacy intervention.
(Journal Abstract).
FULL TEXT
©2006 by Canadian Centre
for Knowledge Mobilisation. All rights reserved.