Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey Purpose This article examines use of language sample analysis (LSA) by school-based speech-language pathologists (SLPs), including characteristics of language samples, methods of transcription and analysis, barriers to LSA use, and factors affecting LSA use, such as American Speech-Language-Hearing Association certification, number of years' experience, and caseload characteristics. Method ... Research Article
Research Article  |   July 01, 2016
Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey
 
Author Affiliations & Notes
  • Stacey L. Pavelko
    James Madison University, Harrisonburg, VA
  • Robert E. Owens, Jr.
    The College of Saint Rose, Albany, NY
  • Marie Ireland
    Virginia Department of Education, Richmond
  • Debbie L. Hahs-Vaughn
    University of Central Florida, Orlando
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Stacey L. Pavelko: pavelksl@jmu.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Lynne Hewitt
    Associate Editor: Lynne Hewitt×
Article Information
School-Based Settings / Language Disorders / Research Articles
Research Article   |   July 01, 2016
Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey
Language, Speech, and Hearing Services in Schools, July 2016, Vol. 47, 246-258. doi:10.1044/2016_LSHSS-15-0044
History: Received July 1, 2015 , Revised December 3, 2015 , Accepted May 13, 2016
 
Language, Speech, and Hearing Services in Schools, July 2016, Vol. 47, 246-258. doi:10.1044/2016_LSHSS-15-0044
History: Received July 1, 2015; Revised December 3, 2015; Accepted May 13, 2016

Purpose This article examines use of language sample analysis (LSA) by school-based speech-language pathologists (SLPs), including characteristics of language samples, methods of transcription and analysis, barriers to LSA use, and factors affecting LSA use, such as American Speech-Language-Hearing Association certification, number of years' experience, and caseload characteristics.

Method School-based SLPs responded to an invitation to complete an electronic survey related to LSA.

Results One third of respondents indicated they did not use LSA during the 2012–2013 school year. SLPs who served middle and high school students were less likely to use LSA. Most respondents reported using conversation to analyze fewer than 10 samples and transcribing in real time. Additional analyses revealed that SLPs who had 3 or fewer years of experience and who analyzed fewer than 20 language samples per year were statistically less likely to report using real-time transcription. The most frequently cited barrier to using LSA was “LSA is too time-consuming.”

Conclusion Many school-based SLPs do not routinely use LSA. Further, many did not report engaging in evidence-based practices, such as recording samples, using established protocols, or using tasks designed to elicit complex syntax. These results indicate a continued need for professional development regarding evidenced-based practices relative to LSA use.

Acknowledgments
We would like to thank Thomas Klee for allowing us to use the Kemp and Klee (1997)  survey as a starting point for our questions regarding language sample analysis.
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