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Rapid Eye-Tracking Evaluation of Language in Children and Adolescents Referred for Assessment of Neurodevelopmental Disorders
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Frazier, Thomas W.; Hauschild, Kathryn M.; Klingemier, Eric; Strauss, Mark S.; Hardan, Antonio Y.; Youngstrom, Eric A. – Journal of Intellectual & Developmental Disability, 2020
Background: Language assessment is a key element of evaluations of children and adolescents with neurodevelopmental disorders (NDDs). The present study examined the validity of a gaze-based receptive language index (RLI) in predicting language test results.Method: Participants included toddlers, pre-school, and school age children and adolescents…
Descriptors: Children, Adolescents, Neurological Impairments, Evaluation Methods
Considerations for Test Selection: How Do Validity and Reliability Impact Diagnostic Decisions?
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Friberg, Jennifer C. – Child Language Teaching and Therapy, 2010
Nine preschool and school-age language assessment tools found to have acceptable levels of identification accuracy were evaluated to determine their overall levels of psychometric validity for use in diagnosing the presence/absence of language impairment. Eleven specific criteria based on those initially devised by McCauley and Swisher (1984) were…
Descriptors: Test Selection, Language Impairments, Test Validity, Psychometrics
Language Testing in Adolescents with Brain Injury: A Consideration of the CELF-3.
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Turkstra, Lyn S. – Language, Speech, and Hearing Services in Schools, 1999
The validity of the Clinical Evaluation of Language Fundamentals (Third Edition) for identification and description of language disorders following brain injury was evaluated in 11 adolescents with traumatic brain injury. In general, the measure identified only those individuals who had previously been diagnosed as language impaired, not those…
Descriptors: Adolescents, Clinical Diagnosis, Disability Identification, Evaluation Methods
Test-Retest Comparisons Using the CELF-RST and BLT-2S with Kindergartners.
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Summers, Patricia A.; And Others – Language, Speech, and Hearing Services in Schools, 1996
Kindergarten children (n=101) were tested on the Bankson Language Test Second Edition and the Clinical Evaluation of Language Fundamentals Revised Screening Test and were given the tests again 7 months later. Results showed that the children scored higher on both tests at the second administration, without intervention from a speech-language…
Descriptors: Diagnostic Tests, Evaluation Methods, Kindergarten, Kindergarten Children