Law, Policy, and Research
Relevant Research
- (Petersen, Gragg & Spencer, 2018) Predicting reading problems 6 years into the future: Dynamic assessment reduces bias and increases classification accuracy
This study investigated the effectiveness of a dynamic assessment task in accurately identifying kindergarteners, especially those from CLD backgrounds, that would continue to need reading intervention and support up to 6 years into the future.
- (Nippold, Mansfield, Billow & Tomblin, 2008) Expository Discourse in Adolescents With Language Impairments: Examining Syntactic Development
This study investigated the effectiveness of expository discourse language sample analysis in differentiating between typically developing and language impaired adolescents.
- (Justice et al, 2006) The Index of Narrative Microstructure: A Clinical Tool for Analyzing School-Age Children’s Narrative Performances
This study investigated measures and developed a tool for analyzing narrative microstructure.
- (Nippold, Hesketh, Duthie & Mansfield, 2005) Conversational Versus Expository Discourse: A Study of Syntactic Development in Children, Adolescents, and Adults
This study investigated the development syntax in conversational versus expository discourse across the lifetime.
- (Henderson, Restrepo, & Aiken, 2018) Dynamic Assessment of Narratives Among Navajo Preschoolers
This study investigates the use of narrative dynamic assessment in decreasing overidentification of students from American Indian communities as language impaired.
- (Spaulding, Swartwout Szulga, & Figueroa, 2012) Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect Between U.S. Policy Makers and Test Developers
This study has exposed the disconnect between research, state and federal law, and clinical practice. Despite lack of validity in determining disability and even though federal law (IDEA, 2004) recognizes that lack in requiring assessment materials to be “valid, reliable and free of bias,” many state laws continue to require norm-referenced tests in determining disability and in establishing severity level.
- (Peterson, Chanthongthip, Ukrainetz, Spencer & Steeve, 2017) Dynamic assessment of narratives: Efficient, accurate identification of language impairment in bilingual students
This study investigated dynamic assessment in evaluations among SLPs and explored whether different procedures would increase its use.
- (Olswang, Rodriguez, & Timler, 1998) Recommending Intervention for Toddlers With Specific Language Learning Difficulties: We May Not Have All the Answers, But We Know a Lot
This review analyzed the literature on toddlers (generally around 2 years old) 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.