A Test of the Test of Problem Solving (TOPS) In recent years, a number of new speech and language tests for children have appeared. Of interest is whether these new tests help to define language disorders in such a way as to identify children with problems, delineate their problems, and provide useful intervention strategies. The focus of this paper ... Research Article
Research Article  |   April 01, 1990
A Test of the Test of Problem Solving (TOPS)
 
Author Affiliations & Notes
  • Barbara Bernhardt
    University of British Columbia, Vancouver, BC, Canada
  • Requests for reprints may be sent to Barbara Bernhardt, School of Audiology and Speech Sciences, University of British Columbia, 5804 Fairview Ave., Vancouver, BC, Canada V6T 1W5.
Article Information
Language Disorders / Attention, Memory & Executive Functions / Research Articles
Research Article   |   April 01, 1990
A Test of the Test of Problem Solving (TOPS)
Language, Speech, and Hearing Services in Schools, April 1990, Vol. 21, 98-101. doi:10.1044/0161-1461.2102.98
History: Received March 14, 1988 , Accepted June 12, 1989
 
Language, Speech, and Hearing Services in Schools, April 1990, Vol. 21, 98-101. doi:10.1044/0161-1461.2102.98
History: Received March 14, 1988; Accepted June 12, 1989

In recent years, a number of new speech and language tests for children have appeared. Of interest is whether these new tests help to define language disorders in such a way as to identify children with problems, delineate their problems, and provide useful intervention strategies. The focus of this paper is the Test of Problem Solving (1984). The designers claim that their "cognition-language" test assesses integration of semantic, linguistic and reasoning ability and taps skills needed for academic success and social acceptance. The content validity of the test is challenged through a replication experiment.

Acknowledgments
The author gratefully acknowledges the comments and support of Dr. Carolyn Johnson and Elizabeth McLeod from the University of British Columbia School of Audiology and Speech Sciences during this study. I would also like to thank the School’s 1985–87 students and the 10 speech-language pathologists from Vancouver, BC who took the time to score protocols.
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