Language Intervention Effects of Norm-Referenced and Criterion-Referenced Test Scores

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Title:	Language Intervention Effects of Norm-Referenced and Criterion-Referenced Test Scores
Author:	Pester, Amber M
Description:	The assessment and treatment of language delay is a widely discussed topic among speech-language pathologists. Language delay is defined as a child’s language that is similar to a younger child and will eventually arrive at the desired destination of normal development. Eighteen language-delayed children, enrolled in 5 months of language intervention, participated in this study. The purposes of this investigation were to (a) discern whether there were any significant differences in pre- versus post-intervention test score measurements of language skills, and (b) determine if there was a significant difference for a norm-referenced (Preschool Language Scale-3) versus a criterion-referenced (Receptive-Expressive Emergent Language Test-2) assessment instrument. Results demonstrated both expressive and total language skills were significantly different after 5 months of intervention. Pre-intervention disability levels were found not to inhibit a language-delayed child’s improvements from intervention.
Permanent Link:	http://rave.ohiolink.edu/etdc/view?acc_num=miami1050351250 http://hdl.handle.net/2374.OX/19144
Date:	2003

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Now showing item 645 of 1238