Standardized speech-language tests and students with intellectual disability: a review of normative data

Question 1

Method

Answer 1

reviewed 49 tests published between 1994 and 2004 and their applicability to students with ID

Question 2

clinicians are encouraged to supplement standardized tests with

Answer 2

non-standardized procedures to document students’ pragmatic, social, and functional communication abilities

Question 3

In the United States, between what and what percent of the school population has intellectual disability

Answer 3

1 and 2

Question 4

the SLP should check for what when picking a standardized test

Answer 4

that students with ID were included in the normative data

Question 5

This project had three goals

Answer 5

1. to identify which standardized speech-language tests include children with ID in the normative Data
2. to identify those standardized speech-language tests that report local norms or the specific performance of students with ID
3. to identify the speech-language skills measured by these tests

Question 6

how many tests included children with ID in the normative sample

Answer 6

23 (mild ID only)

Question 7

five tests also included those with

Answer 7

autism

Question 8

most of the tests that included students with ID assessed

Answer 8

single-word expressive and/or receptive vocabulary, grammar, and syntax

Question 9

how many test included operate norms for those with ID

Answer 9

15

Question 10

did any of the tests meet Salvia and Ysseldyke’s suggested minimum of 100 individuals to adequately represent specific subgroups

Answer 10

nope

Question 11

what might clinicians find it helpful to complete

Answer 11

an item analysis as to why the student had answers incorrect

Question 12

none of the test addressed what

Answer 12

pragmatic communication

Question 13

none of the tests that included students with ID enabled the clinician to measure

Answer 13

curriculum growth

Question 14

although non-standardized measures may have unknown validity and reliability, these activities enable the clinicians to

Answer 14

judge the student’s social communication and how the student manages the communication demands of the classroom context

Question 15

what type of assessment approach lest the clinician consider the variety of communication context in which the student participates

Answer 15

a functional assessment

Question 16

clinicians should cautiously apply standardized testes when

Answer 16

estimating the student’s communication status in real-life situations and actual discourse