Clinical Forum: First Years, First Words: SLPs Providing Early Intervention Services  |   July 2011
Testing and Beyond: Strategies and Tools for Evaluating and Assessing Infants and Toddlers
Author Affiliations & Notes
  • Elizabeth R. Crais
    University of North Carolina at Chapel Hill
  • Correspondence to Elizabeth R. Crais: bcrais@med.unc.edu
  • Editor: Kenn Apel
    Editor: Kenn Apel×
  • Associate Editor: Joan Kaderavek
    Associate Editor: Joan Kaderavek×
Special Populations / Cultural & Linguistic Diversity / Early Identification & Intervention / School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Language Disorders / Attention, Memory & Executive Functions
Clinical Forum: First Years, First Words: SLPs Providing Early Intervention Services   |   July 2011
Testing and Beyond: Strategies and Tools for Evaluating and Assessing Infants and Toddlers
Language, Speech, and Hearing Services in Schools July 2011, Vol.42, 341-364. doi:10.1044/0161-1461(2010/09-0061)
History: Accepted 18 Feb 2010 , Received 12 Aug 2009
Language, Speech, and Hearing Services in Schools July 2011, Vol.42, 341-364. doi:10.1044/0161-1461(2010/09-0061)
History: Accepted 18 Feb 2010 , Received 12 Aug 2009

Purpose: This article is a condensation of the recent American Speech-Language-Hearing Association (ASHA) document entitled Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Guidelines (ASHA, 2008). The article presents information on recommended and evidence-based practices related to the screening, evaluation, and assessment of infants and toddlers with, or at risk for, communication deficits. It is intended to be used by clinicians to enhance their practices.

Method: The Guidelines document was developed using the available research evidence, expert clinical perspectives, and, when possible, family perspectives related to the screening, evaluation, and assessment process. The current article includes key definitions and an overview of recommended practices in screening, evaluation, assessment, and results interpretation.

Implications: The article provides important and timely information for professionals and families related to the screening, evaluation, and assessment of infants and toddlers with, or at risk for, communication deficits. Speech-language pathologists, other professionals, and family members can use the information to implement recommended and evidence-based practices when screening, evaluating, and assessing young children for communication deficits.

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