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The purpose of this study was to examine the validity of teacher ratings for screening childrens language skills. Teacher ratings were measured through the use of two tools, the Childrens Communication Checklist-2 (CCC-2; Bishop, 2006) and the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson, McCabe, & Sprague, 2001). The data for this study were from 77 kindergarteners who lived in rural Louisiana and spoke a non-mainstream dialect of English; 51 were classified as typically developing and 26 as presenting with Specific Language Impairment. Convergent validity was examined by comparing the two teacher rating tools to each other and to three language and literacy screeners. Predictive validity was examined by comparing the teacher rating tools to the Diagnostic Evaluation of Language Variation: Norm Referenced (Seymour, Roeper, & de Villiers, 2005). Although some results supported the convergent and predictive validity of the teacher ratings as measured by the two tools, neither tool nor the other screeners accurately identified a sufficient number of children with SLI. When empirically-derived cut scores for each screener were utilized, accuracy of the teacher ratings improved, and a discriminant function analysis with empirically-derived cut scores selected the Peabody Picture Vocabulary Test 4 (PPVT-4; Dunn & Dunn, 2007) and TROLL as the best tools to utilize in combination for screening purposes. This combination of tools accounted for 73% of the variation in the childrens DELV-NR scores. However, the PPVT-4 by itself was just as accurate as the PPVT-4 and TROLL together, with 95% of the children accurately screened (Sensitivity = .88; Specificity = .98). For screening purposes, these findings support the use of teacher ratings as measured by the TROLL when empirically-derived cut scores are used and when the TROLL is combined with the PPVT-4.

The purpose of this study was to identify how SLP communication regarding language disorders was perceived by caregivers. Employing a qualitative methodology, the caregivers of 10 children, identified with a language-based reading impairment, participated in semi-structured interviews concerning their experiences communicating with SLPs. As a whole, the findings showed the value caregivers place on receiving clear, concrete, and timely diagnostic information, the variability and complexity associated with caregivers understanding of language disorders, and the reciprocal relationship between key SLP communication practices, caregiver knowledge, and effective collaboration. Some of the key themes emphasized in regard to SLP communication practices included: recognition of the importance of diagnostic labels to caregivers, recognition of the potentially different ways caregivers may interpret diagnostic labels, recognition of the need for initiating and following-up on communication opportunities with caregivers, recognition of the necessity of checking for caregiver understanding of messages, recognition of how caregiver roles and responsibilities influence caregiver collaboration, and recognition of the importance of providing caregivers with informational resources across time that increase their knowledge and understanding of the diagnostic and intervention process.

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published_or_final_version / Medical Sciences / Master / Master of Medical Sciences

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / toc / Psychiatry / Master / Master of Philosophy

published_or_final_version / Medicine / Master / Master of Philosophy