Language Sampling Practices

Abstract

A total of 239 school-based speech-language pathologists from nine midwestern states were surveyed about their language sampling practices. Survey data provided information on collection and analysis procedures and on clinicians' attitudes toward language sampling. Findings revealed that school speech-language pathologists routinely supplement quantitative assessment procedures with language sample analyses, are sensitive to the effects of some contextual variables on sample representativeness, and use language sampling information to assist in planning intervention services. Points of concern surfacing from the data analysis included clinician reliance on self-designed analysis procedures, limitations in the types of students assessed through language sampling, and the lack of research consultation when clinicians make decisions about collection and analysis procedures.

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