Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect Between U.S. Policy Makers and Test Developers

Tammie J. Spaulding · Margaret Swartwout Szulga · Cecilia R. Figueroa

65 citations0/0 files storedLanguage Speech and Hearing Services in Schools

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Language Development and Disorders Hearing Loss and Rehabilitation Voice and Speech Disorders

Abstract

PURPOSE: The purpose of this study was to identify various U.S. state education departments' criteria for determining the severity of language impairment in children, with particular focus on the use of norm-referenced tests. A secondary objective was to determine if norm-referenced tests of child language were developed for the purpose of identifying the severity of children's language impairment. METHOD: Published procedures for severity determinations were obtained from U.S. state education departments. In addition, manuals for 45 norm-referenced tests of child language were reviewed to determine if each test was designed to identify the degree of a child's language impairment. Consistency was evaluated among state criteria, test developers' intentions, and test characteristics. RESULTS: At the time of this study, 8 states published guidelines for determining the severity of language impairment, and each specified the use of norm-referenced tests for this purpose. The degree of use and cutoff-point criteria for severity determination varied across states. No cutoff-point criteria aligned with the severity cutoff points described within the test manuals. Furthermore, tests that included severity information lacked empirical data on how the severity categories were derived. CONCLUSION: Researchers and clinicians should be cautious in determining the severity of children's language impairment using norm-referenced test performance given the inconsistency in guidelines and lack of empirical data within test manuals to support this use.

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References

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