This book constitutes a clear, comprehensive, up-to-date introduction to the basic principles of psychological and educational assessment that underlie effective clinical decisions about childhood language disorders. Rebecca McCauley describes specific commonly used tools, as well as general approaches ranging from traditional standardized norm-referenced testing to more recent ones, such as dynamic and qualitative assessment. Highlighting special considerations in testing and expected patterns of performance, she reviews the challenges presented by children with a variety of problems--specific language impairment, hearing loss, mental retardation, and autism spectrum disorders. Three extended case examples illustrate her discussion of each of these target groups. Her overarching theme is the crucial role of well-formed questions as fundamental guides to decision making, independent of approach.
Each chapter features lists of key concepts and terms, study questions, and recommended readings. Tables throughout offer succinct summaries and aids to memory.
Students, their instructors, and speech-language pathologists continuing their professional education will all welcome this invaluable new resource.
Distinctive features include:
- A comprehensive consideration of both psychometric and descriptive approaches to the characterization of children's language
- A detailed discussion of background issues important in the language assessment of the major groups of children with language impairment
- Timely information on assessment of change--a topic frequently not covered in other texts
- Extensive guidance on how to evaluate individual norm-referenced measures for adoption
- An extensive appendix listing about 50 measures used to assess language in children
- A test review guide that can be reproduced for use by readers.
Table of Contents
Preface. Introduction. Part 1. Basic Concepts in Assessment. Measurement of Children's Communication and Related Skills. Validity and Reliability. Evaluating Measures of Children's Communication and Related Skills. Part 2. An Overview of Childhood Language Disorders. Children With Specific Language Impairment. Children With Mental Retardation. Children With Autistic Spectrum Disorder. Children With Hearing Impairment. Part 3. Clinical Questions Driving Assessment. Screening and Identification: Does This Child Have a Language Impairment? Description: What Is the Nature of This Child's Language? Examining Change: Is This Child's Language Changing? Appendices of Measures Designed for Children's Language and Phonology.
"This book provides an introduction to the basic principles of psychological and educational assessment that underlie effective clinical decisions about childhood language disorders. It describes specific, commonly used tools as well as general approaches ranging from traditional standardized norm-referenced testing to more recent ones, such as dynamic and culturally valid assessment."
—Eric Clearing House, Education Resources
"An excellent book...firmly grounded in theory and research....McCauley's writing style is clear, lucid, and appealing, with touches of personal experience, making even the most abstract and difficult concepts presented easy to follow. It is impressive that she has covered technical aspects of testing and measurement in an interesting manner, without sacrificing essential data....She addresses the crucial matter of ongoing assessment and measuring the effects of intervention in a thorough manner."
—Frances P. Billeaud
University of Southwestern Louisiana
"This book is a thorough and timely review of all matters concerned with assessing children's language. Its detail and breadth of coverage is impressive: the reader is led from basic concepts in assessment through to selecting appropriate instruments and interpreting test findings, with summary chapters outlining theoretical and clinical issues in SLI, autism, mental retardation and hearing impairment along the way. Although an introductory text, it provides a detailed coverage of psychometrics, and it doesn't shy away from thorny issues such as language impairment in second language learners. In short, as well as providing a very comprehensive handbook for students of speech and language therapy, there is much in this book for practising therapists, psychologists, psychiatrists, teachers and others involved in working with children with language disorders."
University of York