Assessment and Evaluation of Speech-Language Disorders in Schools
This is a guide to ASHA documents and references to consider when conducting comprehensive speech-language assessments. Speech-language assessment is a complex process. Assessing, describing, and interpreting an individual's communication ability requires the integration of a variety of information gathered in the evaluation process. ASHA's Preferred Practice Patterns for the Professions of Speech-Language Pathology (2004) indicates that comprehensive speech-language pathology assessment includes these components:
- Case history, including medical status, education, socioeconomic, cultural, and linguistic backgrounds and information from teachers and other related service providers
- Patient/client/student and family interview
- Review of auditory, visual, motor, and cognitive status
- Standardized and/or non-standardized measures of specific aspects of speech, spoken and non-spoken language, cognitive-communication, and swallowing function, including observations and analysis of work samples
- Identification of potential for effective intervention strategies and compensations
- Selection of standardized measures for speech, language, cognitive-communication, and/or swallowing assessment with consideration for documented ecological validity and cultural sensitivity
- Follow-up services to monitor communication and swallowing status and ensure appropriate intervention and support for individuals with identified speech, language, cognitive-communication, and/or swallowing disorders
The Individuals with Disabilities Education Act (IDEA, 2004) has specific provisions concerning the assessment of students (Sections 300.301-300.305) in schools. In addition, SLPs need to follow state and local requirements for the assessments of students.
It is important to note the distinctions between the terms evaluation and assessment according to IDEA Part C Guidelines. Evaluation means the "procedures used by qualified personnel to determine a child's initial and continuing eligibility..." Assessment means "the ongoing procedures used by qualified personnel to identify the child's unique strengths and needs and the early intervention services appropriate to meet those needs throughout the period of the child's eligibility...and includes the assessment of the child...and the assessment of the child's family..." (IDEA, Part C, Section 303.321)
ASHA Practice Policy Documents
Scope of Practice
Roles and Responsibilities of Speech-Language Pathologists in Diagnosis, Assessment, and Treatment of Autism Spectrum Disorders Across the Life Span
Guidelines for Speech-Language Pathologists in Diagnosis, Assessment, and Treatment of Autism Spectrum Disorders Across the Life Span
Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services
Rights and Responsibilities of Test Takers
Issues in Learning Disabilities: Assessment and Diagnosis
Research and Evidence Based Practice
Journal of Speech-Language and Hearing Research – keyword "assessment"
ASHA's Compendium of Evidence Based Practice Guidelines and Systematic Reviews
ASHA's Evidence Maps
Language/Speech Sampling
Language Sampling with Adolescents: Implications for School Success - Power Point
Language Sampling with Adolescents
Language Sampling: Does the Length of the Transcript Matter?
Myths and Realities of Language Sample Analysis (2010)
The Clinical Utility of Language Samples (2010)
What? You Want Me to Do A Language Sample? (2008)
Using Language Sample Databases (2010)
Multicultural Issues in Assessment
The Assessment Process
Gathering a Case History
Using Interpreters
Tips for Working with Interpreters
Cultural and Linguistic Variables
Alternative Assessment of Language and Literacy in Culturally and Linguistically Diverse Populations (2003)Dynamic Assessment page
Phonemic Inventories Across Languages
Working with Internationally Adopted Children
Publications
Assessment and Intervention for Bilingual Children with Phonological Disorders (2007)
Autism Spectrum Disorders in the Schools (2008)
Clinical Forum: First Years, First Words: SLPs Providing Early Intervention Services: Testing and Beyond: Strategies and Tools for Evaluating and Assessing Infants and Toddlers (2011)
Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children (2011)
Guidelines for Using Portfolios in Assessment and Evaluation (1998)
Interdisciplinary Assessment of Young Children with Autism Spectrum Disorders (2003)
Phonological Assessment as an Integral Part of Language Assessment (2002)
Social Communication A Framework for Assessment and Intervention (2008)
The Ethics of Assessment With Culturally and Linguistically Diverse Populations (2004)
Continuing Education
Assessing Children Who Speak Spanish: Milestones in Spanish Grammar Development
Assessment and Intervention for Internationally Adopted Children
Assessment and Management of Central Auditory Processing Disorders in the Educational Setting from Science to Practice (Second Edition)
Childhood Apraxia of Speech (CAS): Differential Diagnosis
Childhood Voice Disorders
(Central) Auditory Processing Disorders: Assessment, Differential Diagnosis and Treatment
Clinical Issues When Assessing African American Children: ASHA Readings
Executive Function Skills in Children and Adolescents: Assessment and Treatment
Guide to Speech-Language Pathology Assessment for Multicultural and Bilingual Populations
Language Disorders from Infancy through Adolescence: Listening, Speaking, Reading, Writing and Communicating (4th Edition)
Pediatric Voice Disorders: Evaluation and Treatment
Perspectives in the Assessment of Children's Speech
Roles and Responsibilities of Speech-Language Pathologists in Schools
Second Language Acquisition in Children: Considerations for Assessment
Social Communication in Preschoolers and School-Age Children: Assessment and Intervention
Written Language Assessment and Intervention
Related Resources
ASHA's Directory of Speech-Language Pathology Assessments
Implementation and Application of Authentic Assessment Part I [PPT]
Assessing Children with Disabilities [PDF]
Analysis of the 2006 IDEA Part B Final Regulations [PDF]
IDEA Part C: Evaluation and Assessment Definitions
OSEP's Response Letter of Guidance and/or Clarification of the Final Part B Regulations Implementing IDEA [PDF]
School-Age Hearing Screening
Assessment and Accommodations [PDF]
Assessment, Evaluation, Test FAQs for Parents
Glossary of Assessment Terms
Timeline for Assessment
Formative, Summative, Authentic Assessment from Carnegie Mellon
"The Use of Standardized Tests for Individuals with Cognitive-Communication Disorders" [PDF]
"Non-standardized Assessment Approaches for Individuals with Traumatic Brain Injuries" [PDF]