Non‐attendance and utilization of a speech and language therapy service: a retrospective pilot study of school‐aged referrals

Curran, Amy; Flynn, Catherine; Antonijević-Elliott, Stanislava; Lyons, Rena

doi:10.1111/1460-6984.12165

Cited by 12 publications

(13 citation statements)

References 17 publications

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“…Teachers are the primary referrers of school‐aged children to speech–language services (Curran et al . ). Yet, a large proportion (88%) rate their knowledge of language difficulties as ‘limited’ or ‘very limited’ (Sadler ) and 76% acknowledged the need for additional training and support to identify children with poor language skills (Mroz ).…”

Section: Introductionmentioning

confidence: 97%

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The development and validation of the Short Language Measure (SLaM): A brief measure of general language ability for children in their first year at school

Matov

Mensah

Cook

et al. 2020

Intl J Lang & Comm Disor

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Background: There is no sufficiently accurate short-language measure that could be used by speech-language pathologists, teachers or paraprofessionals to screen young school-aged children to identify those requiring indepth language evaluations. This may be due to poor development of the available measures, which have omitted crucial test development steps. Applying more stringent development procedures could result in a measure with sufficient accuracy. Aims: To create and validate a short-language measure that has acceptable accuracy, validity and reliability, and which can be used to identify children who require further assessment and/or referral to speech-language services. Methods & Procedures:The study consisted of two phases. In Phase 1 (measure creation), 56 children were assessed with 160 direction-following and sentence-recall test items and a reference measure, the Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4). Items were then examined for their individual characteristics (validity, reliability, difficulty and discrimination) via item analysis and the highest quality items were selected to form the Short Language Measure (SLaM). In Phase 2 (measure validation), 126 children were assessed with the SLaM and the reference measure (CELF-4) to determine SLaM's accuracy, validity and reliability. Outcomes & Results: A total of 40 test items were selected to form SLaM in Phase 1. Findings from Phase 2 indicated that SLaM had an accuracy of 94% (sensitivity = 94%, specificity = 93%), validity of 0.89 and reliability of 0.93. These values remained relatively consistent across both phases. Conclusions & Implications:The results indicated that SLaM has excellent psychometric properties. It can be used to identify children who need further evaluation by a speech-language pathologist. What this paper addsWhat is already known on this subject Prior research suggests that combining a direction-following and a sentence-recall task has sufficient discrimination accuracy and agreement with an omnibus language measure. Trialling a large set of direction-following and sentencerecall test items to select those with the highest individual characteristics could result in an effective short-language measure.What this paper adds to existing knowledge A short-language measure (SLaM) was created and validated on two independent samples of children. Items with the highest validities, reliabilities and discrimination capacities were selected to form SLaM. This procedure resulted in a measure with high validity and reliability that exceeded the criterion for adequate discrimination accuracy. 346Jessica Matov et al. What are the potential or actual clinical implications of this work?SLaM is an effective measure that can accurately identify children who require detailed evaluations by speech-language pathologists.

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Section: Introductionmentioning

confidence: 97%

“…However, studies indicate high rates of misclassification and under‐identification of language difficulties in school‐aged children (Bishop and McDonald , Broomfield and Dodd , Curran et al . , Poll et al . , Tomblin et al .…”

Section: Introductionmentioning

confidence: 99%

The development and validation of the Short Language Measure (SLaM): A brief measure of general language ability for children in their first year at school

Matov

Mensah

Cook

et al. 2020

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

show abstract

“…) and over half of school‐aged children referred to and assessed by speech–language therapists in clinics have age‐appropriate communication skills (Curran et al . ).…”

Section: Introductionmentioning

confidence: 97%

“…Yet, the literature suggests that teachers cannot always correctly differentiate children categorized with LL or normal-range language skills when filling out a communication checklist (Antoniazzi et al 2010). Consequently, over 50% of school-aged children with LL are never referred to speech-language therapy services (Bishop and McDonald 2009, Poll et al 2010, Norbury et al 2016 and over half of school-aged children referred to and assessed by speech-language therapists in clinics have age-appropriate communication skills (Curran et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Investigation of the language tasks to include in a short‐language measure for children in the early school years

Matov

Mensah

Cook

et al. 2018

Intl J Lang & Comm Disor

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“…While not within the research scope of Baxter et al (2012) or Crisp et al (2014), it is anticipated that there are additional factors that may also influence the degree of support a parent is able to provide to their child around the use of their AAC system. For example, family demographics such as location (urban versus rural), socio-economic status, employment, housing, marital status, parent education, maternal age and family structure may be of influence (Curran, Flynn, Antonijevic-Elliott, & Lyons, 2015;Krstić, Batić, Mihić, & Milankov, 2016;Rentinck, Ketelaar, Jongmans, & Gorter, 2007;Snell-Johns, Mendez, & Smith, 2004). This is due to the impact these variables have on a families' ability to cope and the resources they have available for taking on additional stressors (Graungaard, Andersen, & Skov, 2011).…”

Section: Stakeholder Experiences With Aacmentioning

confidence: 99%

Understanding the rejection and abandonment of augmentative and alternative communication systems by parents of children with complex communication needs

Moorcroft¹

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Children with a severe communication disability who are unable to use speech for everyday communication are said to have complex communication needs. This disability may be due to physical, psychological, and/or cognitive impairments; and commonly results in a variety of activity limitations and participation restrictions. Augmentative and alternative communication (AAC) systems are often introduced to these children by speech-language pathologists (SLPs). When embraced by the child's parents and modelled in a variety of environments, AAC can result in significant benefits for the child's communication and quality of life. Many parents however reject the idea of AAC from the outset or attempt and later abandon use of the system, thus impacting their child's communication development and success. Despite the implications of AAC rejection and abandonment, this phenomenon has seldom been explored in the literature. Therefore, the series of studies described in this thesis sought to understand why parents of children with complex communication needs may reject or abandon the AAC system introduced to their child. This objective was achieved via a systematic review, three qualitative descriptive studies, and a correlational quantitative investigation. The systematic review aimed to synthesise the barriers and facilitators to the provision and use of low-tech and unaided AAC systems. Relevant literature was identified via a systematic search strategy and qualitative framework analysis was then completed with reference to the International Classification of Functioning, Disability, and Health (ICF). Most barriers and facilitators were coded as contextual factors (i.e., environmental and personal factors) within the ICF. Of most prominence were environmental factors including the attitudes and supports of professionals, family members, and society at large. For example, both parents and SLPs held misconceptions about AAC and lacked time to support the implementation of an AAC system. Additional environmental factors related to the AAC I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

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Non‐attendance and utilization of a speech and language therapy service: a retrospective pilot study of school‐aged referrals

Cited by 12 publications

References 17 publications

The development and validation of the Short Language Measure (SLaM): A brief measure of general language ability for children in their first year at school

The development and validation of the Short Language Measure (SLaM): A brief measure of general language ability for children in their first year at school

Investigation of the language tasks to include in a short‐language measure for children in the early school years

Understanding the rejection and abandonment of augmentative and alternative communication systems by parents of children with complex communication needs

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