Purpose: The purpose of the current study was to extend previous knowledge on the language sample analysis (LSA) practices of school-based speech-language pathologists (SLPs) by gathering information on the processes, procedures, clinical judgments, and decisions that current school-based SLPs make during the context of conducting an LSA. Methods: School-based SLPs responded to a survey on current practices, perceived knowledge, knowledge of current recommended practices, and education and training in LSA. Results: Results indicated the majority of school-based SLPs used LSA (90%) during evaluations to supplement information provided on norm-referenced tests and as a naturalistic language measure. However, the results also demonstrate a lack of knowledge of current recommended practices. The respondents, on average, only answered 50% of the knowledge questions correctly. Conclusions: Participant responses to knowledge and practice questions indicated a continued gap in current LSA practice including the context of collected samples, the transcription and recording process, and the analysis measures completed. Additionally, the results indicated a need to look closely at the undergraduate and graduate curriculum on LSA as the respondents indicated the largest amount of education and training coming from these programs.
Purpose: The purpose of the current study was to extend previous knowledge on the language sample analysis (LSA) practices of school-based speech-language pathologists (SLPs) by gathering information on the processes, procedures, clinical judgments, and decisions that current school-based SLPs make during the context of conducting an LSA. Methods: School-based SLPs responded to a survey on current practices, perceived knowledge, knowledge of current recommended practices, and education and training in LSA. Results: Results indicated the majority of school-based SLPs used LSA (90%) during evaluations to supplement information provided on norm-referenced tests and as a naturalistic language measure. However, the results also demonstrate a lack of knowledge of current recommended practices. The respondents, on average, only answered 50% of the knowledge questions correctly. Conclusions: Participant responses to knowledge and practice questions indicated a continued gap in current LSA practice including the context of collected samples, the transcription and recording process, and the analysis measures completed. Additionally, the results indicated a need to look closely at the undergraduate and graduate curriculum on LSA as the respondents indicated the largest amount of education and training coming from these programs.
INTRODUCTION METHODS RESULTS DISCUSSION CONCLUSIONS
