Preschool Language Disorders: Identification and
Preschool Language Disorders: Identification and Outcomes Reporting INTRODUCTION A child’s early language development can be used to predict later language and literacy skills, as well as school readiness and academic success. It has long been a challenge to distinguish children who are “late talkers” and will eventually develop age-appropriate language skills from those who might have a language delay that requires intervention. This journal self-study primarily examines issues related to assessing language disorders in preschoolers, in an attempt to identify those children who may be at risk for language and learning difficulties and would benefit from support. Specifically, articles examine risk factors for being a late talker, alternative methods of screening for language impairment, and the usefulness of parent and teacher reports when screening bilingual children. One final article discusses collecting and reporting outcomes for preschool children with speech and language disorders. Clinicians can use this information to improve their approach to language screening and outcomes reporting for preschoolers on their caseload. LEARNING OUTCOMES You will be able to: discuss factors that contribute to late talking and language delays explain the benefits of latent class analysis for language screening describe the benefits and challenges of using parent and teacher reports when screening bilingual children discuss the use of the ICF-CY as a framework for measuring preschool speech and language outcomes
CONTENTS Late Talkers: A Population-Based Study of Risk Factors and School Readiness Consequences, by Carol Scheffner Hammer, Paul Morgan, George Farkas, Marianne Hillemeier, Dana Bitetti, and Steve Maczuga ................... CE-1 Screening for Language Delay: Growth Trajectories of Language Ability in Low- and High-Performing Children, by Marianne Klem, Bente Hagtvet, Charles Hulme, and Jan-Eric Gustafsson ................................................................ CE-21 Screening Bilingual Preschoolers for Language Difficulties: Utility of Teacher and Parent Reports, by Emmanuel Peng Kiat Pua, Mary Lay Choo Lee, and Susan J. Rickard Liow ............................................................................................. CE-32 Current Methods of Evaluating Speech-Language Outcomes for Preschoolers With Communication Disorders: A Scoping Review Using the ICF-CY, by Barbara Jane Cunningham, Karla N. Washington, Amanda Binns, Katelyn Rolfe, Bernadette Robertson, and Peter Rosenbaum ........................................................ CE-51 Supplemental Materials ............................................................................... CE-69 ASHA Self-Study 3200
Preschool Language Disorders: Identification and Outcomes Reporting
PROGRAM HISTORY and IMPORTANT INFORMATION Articles originally published in Journal of Speech, Language, and Hearing Research Start date: September 5, 2017 End date: May 14, 2019 To earn continuing education credit, you must complete the test with a passing score on or before May 14, 2019. To see if this program has been renewed after this date, please search by title in ASHA’s online store at www.asha.org/shop.
This course is offered for 0.5 ASHA CEUs (Intermediate level, Professional area).
STATEMENT ON EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidencebased practice in clinical decision making to provide high-quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 2006
ASHA Self-Study 3200
CONTENTS Late Talkers: A Population-Based Study of Risk Factors and School Readiness Consequences, by Carol Scheffner Hammer, Paul Morgan, George Farkas, Marianne Hillemeier, Dana Bitetti, and Steve Maczuga ................... CE-1 Screening for Language Delay: Growth Trajectories of Language Ability in Low- and High-Performing Children, by Marianne Klem, Bente Hagtvet, Charles Hulme, and Jan-Eric Gustafsson ................................................................ CE-21 Screening Bilingual Preschoolers for Language Difficulties: Utility of Teacher and Parent Reports, by Emmanuel Peng Kiat Pua, Mary Lay Choo Lee, and Susan J. Rickard Liow ............................................................................................. CE-32 Current Methods of Evaluating Speech-Language Outcomes for Preschoolers With Communication Disorders: A Scoping Review Using the ICF-CY, by Barbara Jane Cunningham, Karla N. Washington, Amanda Binns, Katelyn Rolfe, Bernadette Robertson, and Peter Rosenbaum ........................................................ CE-51 Supplemental Materials ............................................................................... CE-69 ASHA Self-Study 3200
Preschool Language Disorders: Identification and Outcomes Reporting
PROGRAM HISTORY and IMPORTANT INFORMATION Articles originally published in Journal of Speech, Language, and Hearing Research Start date: September 5, 2017 End date: May 14, 2019 To earn continuing education credit, you must complete the test with a passing score on or before May 14, 2019. To see if this program has been renewed after this date, please search by title in ASHA’s online store at www.asha.org/shop.
This course is offered for 0.5 ASHA CEUs (Intermediate level, Professional area).
STATEMENT ON EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidencebased practice in clinical decision making to provide high-quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 2006
ASHA Self-Study 3200
