Language Assessment of Hearing-Impaired Children and Youth Patterns of Test Use Research Article
Research Article  |   April 1988
Language Assessment of Hearing-Impaired Children and Youth
 
Author Notes
  • Suzanne Abraham is in the Department of Special Education, Teachers College, Columbia University, Box 223, New York, NY 10027. Requests for reprints may be sent to her at this address. Richard Stoker is an associate professor in the School of Human Communication Disorders., McGill University, Montreal, Canada.
    Suzanne Abraham is in the Department of Special Education, Teachers College, Columbia University, Box 223, New York, NY 10027. Requests for reprints may be sent to her at this address. Richard Stoker is an associate professor in the School of Human Communication Disorders., McGill University, Montreal, Canada.×
Article Information
Research Articles
Research Article   |   April 1988
Language Assessment of Hearing-Impaired Children and Youth
Language, Speech, and Hearing Services in Schools, April 1988, Vol. 19, 160-174. doi:10.1044/0161-1461.1902.160
History: Received July 16, 1986 , Accepted March 23, 1987
 
Language, Speech, and Hearing Services in Schools, April 1988, Vol. 19, 160-174. doi:10.1044/0161-1461.1902.160
History: Received July 16, 1986; Accepted March 23, 1987

Demographic information was gathered from programs providing language assessment services to hearing-impaired children and youth in the United States. Frequency of use scores and rankings are reported for test instruments used by at least 10% of the respondents to assess language of the hearing-impaired at the infant, preschool, primary, and secondary educational levels. Information regarding communication modes and manual systems used, major difficulties encountered in testing the hearing impaired, and educational background of professionals providing language assessment services is also included. Findings are discussed in view of current tendencies in language assessment of hearing-impaired children and youth.

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