This review analyzed the literature available at the time in order to compile characteristics that would enable early intervention (EI) providers to distinguish between children who are “late talkers” but will likely catch up to their peers without therapy (as the majority do) and those who truly have a language disorder.
This was one of the first of many articles publishing research demonstrating the severe limitations of using commercially available child language tests when assessing children for speech and language disability.
These studies represent more evidence against the use of standardized tests when assessing the linguistic abilities of culturally or linguistically diverse (CLD) children.
This is a model evaluation of Anthony: a 3-year-old child with multiple-handicaps who has “Shaken Baby Syndrome” due to abuse.
This study presented the findings and implications for clinicians, educators, and policy makers after recording all interactions between caregivers and children, from age 7 months to 3 years old, in different socioeconomic classes for 1 hour per week.
An examination between second language exposure and morphosyntactic and semantic development in preschoolers.
A standard deviation (SD) is a quantity derived from the distribution of scores from a normative sample and can be defined as the average distance (or deviation) from the mean.
The percentile rank of a score is percentage of total scores from the normative sample that were equal or lesser than the value of the score and can be plotted on the bell curve of a normal distribution.
The parent/primary caregiver interview is a necessary part of any quality evaluation and can be used to gain information used in several parts of the evaluation.
