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ACQ
Volume 13, Number 2 2011
ACQ
uiring Knowledge in Speech, Language and Hearing
Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2002).
Preschool Language Scale
(4th ed.). San Antonio, TX:
Psychological Corporation.
Dynamic assessment of children with
language impairment
Hasson, N., & Botting, N. (2010). Dynamic assessment of
children with language impairments: A pilot study.
Child
Language Teaching & Therapy
,
26
, 249–272.
Chris Brebner and Marleen Westerveld
This article was written by authors from City University in
London. It is a clinically relevant, interesting, and easy-to-
read article, outlining the application of dynamic
assessment techniques for expressive grammar deficits in
children diagnosed with specific language impairment (SLI).
Dynamic assessment (as opposed to static assessment)
in general aims to assess an individual’s ability to learn and
is often used to differentiate between language difference
and language impairment in culturally and linguistically
diverse populations. This pilot study aimed to develop a
replicable procedure for the use of dynamic assessment
(DA) to appraise the expressive grammar skills of children
with language impairment. The authors argued that results
from DA would be helpful in deciding which children would
benefit most from intervention.
Utilising a multiple case study methodology, the article
outlined three case studies. The participants were all boys
who attended a language unit, were aged 11–12 years,
and scored below 1.5SD on the Total Language Score
of the Clinical Evaluation of Language Fundamentals (3rd
ed.) (CELF-3; Semel, Wiig, & Secord, 2000). This same
test (CELF-3) was utilised to measure change in test
scores after the DA procedure and to explore whether
the DA method assisted in the identification of differential
intervention strategies for the three children with SLI.
The DA method utilised a test-train-retest design. As
mentioned above, pre-and post-testing used subtests
from the CELF-3. Training consisted of three (individually
tailored) 40-minute sessions aimed at improving expressive
grammar. Training materials included 48 items, using a
format similar to that used in the CELF-3 test, with an
increasing level of difficulty.
Unfortunately, the results from this pilot study were found
to be inconclusive. It was found that pre-test–post-test
standardised testing lacked sensitivity in detecting change
following training; change was only apparent if raw scores
were used. However, the authors felt that the DA procedure
allowed for a wealth of clinical information to be obtained,
mainly based on behavioural observations of linguistic and
metalinguistic knowledge of the children.
Despite the mixed findings of this study, clinicians may
be interested in the way in which these researchers tried to
implement DA and in the detailed behavourial descriptions
of the three clients with SLI.
Reference
Semel, E., Wiig, E. H., & Secord, W. A. (2000).
Clinical
Evaluation of Language Fundamentals
(3rd ed.). London:
Psychological Corporation.
the psychometric criteria in full. These areas of deficit
were discussed in detail, which will assist clinicians in
determining whether these assessment tools are suitable
for use in their workplaces.
The author then provided an insightful discussion with
direct relevance and utility for clinical practice, namely
that clinicians should carefully consider the identification
accuracy and the properties of a test before selecting it for
use.
This was a comprehensive, clinically relevant paper
highlighting the issues in the appropriate selection
of standardised assessments. This article provides a
“refresher” about the psychometric properties of tests that
are critical to their validity and reliability. It also reminds us
that as Australian clinicians we need more assessment
tools that are specifically designed and standardised for our
clinical populations.
References
Gillam, R. B., & Pearson, N.A. (2004).
Test of narrative
language
. Austin, TX: Pro-Ed.
McCauley, R. J. & Swisher, L. (1984). Psychometric
review of language and articulation tests for preschool
children.
Journal of Speech and Hearing Disorders
,
49
,
34–42.
Semel, E., Wiig, E.H., & Secord, W.A. (2003).
Clinical
Evaluation of Language Fundamentals
(4th ed.). San
Antonio, TX: Psychological Corporation.
Wiig, E. H., Secord, W. A., & Semel, E. (2004).
Clinical
Evaluation of Language Fundamentals: Preschool
(2nd ed.).
San Antonio, TX: Psychological Corporation.