Testing the Receptive Language Skills of Severely Handicapped Preschool Children Many school speech-language pathologists now assess communication skills of children as young as 3 years. Some of these young children are severely and multiply handicapped and difficult to test. When possible, norm-referenced and criterion-referenced measures are used to evaluate language skills of young children. Two norm-referenced tests—Test for Auditory Comprehension ... Research Article
Research Article  |   January 01, 1985
Testing the Receptive Language Skills of Severely Handicapped Preschool Children
 
Author Notes
  • Paula M. Pecyna is currently a affiliated with the Department of Speech Pathology and Audiology, University of Wisconsin, P.O. Box 413, Milwaukee, WI 53201. Requests for reprints may be sent to her at this address. Ronald K. Sommers is currently a professor at Kent State University.
    Paula M. Pecyna is currently a affiliated with the Department of Speech Pathology and Audiology, University of Wisconsin, P.O. Box 413, Milwaukee, WI 53201. Requests for reprints may be sent to her at this address. Ronald K. Sommers is currently a professor at Kent State University.×
Article Information
Research Articles
Research Article   |   January 01, 1985
Testing the Receptive Language Skills of Severely Handicapped Preschool Children
Language, Speech, and Hearing Services in Schools, January 1985, Vol. 16, 41-52. doi:10.1044/0161-1461.1601.41
History: Received December 13, 1982 , Accepted October 19, 1983
 
Language, Speech, and Hearing Services in Schools, January 1985, Vol. 16, 41-52. doi:10.1044/0161-1461.1601.41
History: Received December 13, 1982; Accepted October 19, 1983

Many school speech-language pathologists now assess communication skills of children as young as 3 years. Some of these young children are severely and multiply handicapped and difficult to test. When possible, norm-referenced and criterion-referenced measures are used to evaluate language skills of young children.

Two norm-referenced tests—Test for Auditory Comprehension of Language (TACL,—age range 3 to 7 years) and Preschool Language Scale (PLS—age range 1 to 7 years)—and one criterion-referenced task, the Basic Two-Choice Object Discrimination Task (no age range specified)—were administered to nine severely handicapped preschool children. The purpose was not to compare the tests, which do not tap equivalent receptive language skills, but to study patterns of testing behavior and performance for each subject compared under test and retest conditions. Ratings were also assigned to each test and retest judging the degree to which results correlated with subjective estimates of each subject's receptive skills.

Overall, performance and behavioral ratings for subjects tended to be best for the Two-Choice Task and worst for the TACL. Results of the Two-Choice Task were consistently judged to reflect each subject's receptive skills most accurately. Factors which may have influenced subject performance and behavior are discussed.

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