Check over APA citing and fix if necessary and help with some sections of the review.
Data extraction and Outcomes Classification
Data from the seven articles that met predetermined inclusion criteria outlined by the
QAT (Table 3) and passed the extraction portion of the screening process for further analysis
was extracted and is presented in Table 4. Each article was broken down by authors, publication
year, country, study aims, study design, sample size/setting, intervention, and findings/outcomes.
Statistical Analysis
The articles selected for this systematic review each utilized at least two methods for statistical
analysis. Methods varied across studies and included the following: Analysis of Variance
(ANOVA), Multivariate Analysis of Variance (MANOVA), simple linear regression, method
comparison analysis, Pearson’s correlation, Bland-Altman analyses (limits/measures of
agreement, plots), t-tests (independent and paired), Wilcoxon signed rank test, Kolmogorov-
Smirnov Test for Normality, Bonferroni procedure, Cohen’s kappa (weighted and unweighted),
Intraclass Correlation Coefficients (ICC), Spearman’s Rank Correlation Coefficient, Systematic
Analysis of Language Transcripts (SALT), and power analysis. Only one study (article 3)
specified using the Statistical Package for the Social Sciences (SPSS) software to perform
statistical analyses procedures.
Interrater Reliability
Weighted percent agreement was used to calculate the interrater reliability of the
researchers who independently completed the screening of titles and abstracts and then
proceeded to review the full-text articles. Percent agreement for the screening of titles and
abstracts was computed through Covidence, the online screening research tool utilized during
this process. Weighted percent agreement for the titles and abstracts screening round was 96%
and 73% for the full-text review round.
Results
Participant Characteristics
Majority of the studies (57%) focused on individuals with either suspected impairment in
language, hearing, speech, and/or academic performance, previously diagnosed impairments
(e.g., language impairment, Specific Learning Disorder with impairment in reading), or a
combination of both (suspected and previously diagnosed). Two studies included in this review
focused on individuals with Autism Spectrum Disorder (ASD) and one study only included
typically developing children. Five of the seven studies specified the inclusion of both female
and male participants, with the majority of participants being male in all five studies. Participant
ages ranged from the youngest being 4-years-old to the oldest being 13-years-old (as reported).
Sample sizes ranged
Name of Study:
A Systematic Review
Introduction
Language Testing for children
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) The assessment of the child
must include a review of the results of the evaluation conducted, personal observations of the
child, and the identification of the child’s needs in each of the developmental area. Identification
of children with potential delays/disorders and early intervention are both dependent on
assessment. Early intervention in a child’s development can help to promote and stimulate the
growth of developmentally appropriate skills. Assessment can indicate whether language
development that presents outside the norm is due to a disorder or just a distinction resulting
from the acquisition of multiple languages, particularly in multilingual children. As a result, a
lack of access to formal assessments might hinder the development and advancement of overall
communication abilities, especially in preschool-aged and bilingual children. “Speech and
language assessments should measure language production, language comprehension, nonverbal
communication and gestures (including gaze and joint attention in young children), pragmatic
and figurative language, prosody, rhythm, volume, and content of speech (Paul, 2005). Language
assessments are individually administered tests used to assess a child’s receptive and expressive
language skills. The receptive language portion is used to evaluate how much language a child
understands. The expressive language portion is used to determine how well a child
communicates with others.
Teletx testing looks like
Due to the recent issues such as the global pandemic of Covid-19, lack of qualified clinicians,
and accessibility of speech and language services in rural communities, telehealth has provided
clinicians with a viable option for providing speech pathology services to children with speech
and language disorders through internet-based applications. It has been shown to be an
acceptable and viable alternative to face-to-face speech–language services in a range of
specialties, including
Table 3. Quality Assessment Tool and Scoring Guidance Notes
Criteria 0 = Not at all 1 = Very slightly 2 = Moderately 3 = Complete
Explicit theoretical
framework
No mention at all. Reference to broad theoretical
basis.
Reference to a specific
theoretical basis.
Explicit statement of theoretical
framework and/or constructs
applied to the research.
Statement of aims/objectives
in main body of report
No mention at all. General reference to
aim/objective at some point in
the report including abstract.
Reference to broad
aims/objectives in the main body
of report.
Explicit statement of
aims/objectives in the main body of
report.
Clear description of research
setting
No mention at all. General description of research
area and background, e.g. ‘in
primary care’.
General description of research
problems in the target
population, e.g. ‘among GPs in
primary care’.
Specific description of the research
problem and target population in
the context of the study, e.g. nurses
and doctors from GP practices in
the east midlands.
Evidence of sample size
considered in terms of
analysis
No mention at all. Basic explanation for choice of
sample size. Evidence that size
of the sample has been
considered in study
design.
Evidence of consideration of
sample size in terms of
saturation/information
redundancy or to fit generic
analytical requirements.
Explicit statement of data being
gathered until information
redundancy/saturation was reached
or to fit exact calculations for
analytical requirements.
Representative sample of
target group of a reasonable
size
No statement of
target group.
Sample is limited but represents
some of the target group or
representative but very small.
Sample is somewhat diverse but
not entirely representative, e.g.
inclusive of all age groups,
experience but only one
workplace. Requires discussion
of target population to determine
what sample is required to be
representative.
Sample includes individuals to
represent a cross section of the
target population, considering
factors such as experience, age and
workplace.
Description of procedure for
data collection
No
Name of Study:
A Systematic Review
Introduction
Language Testing for children
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) The assessment of the child must include a review of the results of the evaluation conducted, personal observations of the child, and the identification of the child’s needs in each of the developmental area. Identification of children with potential delays/disorders and early intervention are both dependent on assessment. Early intervention in a child’s development can help to promote and stimulate the growth of developmentally appropriate skills. Assessment can indicate whether language development that presents outside the norm is due to a disorder or just a distinction resulting from the acquisition of multiple languages, particularly in multilingual children. As a result, a lack of access to formal assessments might hinder the development and advancement of overall communication abilities, especially in preschool-aged and bilingual children. “Speech and language assessments should measure language production, language comprehension, nonverbal communication and gestures (including gaze and joint attention in young children), pragmatic and figurative language, prosody, rhythm, volume, and content of speech (Paul, 2005). Language assessments are individually administered tests used to assess a child’s receptive and expressive language skills. The receptive language portion is used to evaluate how much language a child understands. The expressive language portion is used to determine how well a child communicates with others.
Teletx testing looks like
Due to the recent issues such as the global pandemic of Covid-19, lack of qualified clinicians, and accessibility of speech and language services in rural communities, telehealth has provided clinicians with a viable option for providing speech pathology services to children with speech and language disorders through internet-based applications. It has been shown to be an acceptable and viable alternative to face-to-face speech–language services in a range of specialties, including dysphagia assessment and intervention (Collins et al. 2017, Ward et al. 2013, Sharma et al. 2013), stuttering therapy (O’Brian et al. 2014, Bridgman et al. 2016), and assessment and intervention for speech-sound disorders, including childhood apraxia of speech (GroganJohnson et al. 2013, Thomas et al. 2016, Waite et al. 2012). However, pr
LSHSS
Article
The Effect of Test Presentation on
Children With Autism Spectrum
Disorders and Neurotypical Peers
Mary Alta and Melanie Humphrey Morenoa
Purpose: The purpose of this experiment was to determine if
there is alternate forms reliability for paper- and computer-
administered standardized vocabulary tests. Another purpose
was to determine whether the behavioral ratings of children
with autism spectrum disorders (ASDs) would improve during
the computer-administered testing sessions secondary to a
decreased need for social interaction.
Method: Thirty-six school-age children (half with ASDs, half
neurotypical [NT]) took 2 versions (i.e., paper vs. computer) of
the Expressive One-Word Picture Vocabulary Test (EOWPVT–
2000; Brownell, 2000a) and the Receptive One-Word Picture
Vocabulary Test (ROWPVT–2000; Brownell, 2000b). Order
of presentation was counterbalanced across participants.
Test sessions were videotaped, and randomly selected 1-min
intervals were rated for behaviors. Standardized test scores and
behavior ratings were compared for equivalence across the test
presentation methods.
Results: Standard scores for both versions of the tests were
not significantly different for both groups of participants. There
were no differences in behavioral ratings between the two
methods of test presentation.
Conclusion: Alternate forms reliability was found, thus expand-
ing the options for testing for school-age populations. The use of
computers had no effect on the behaviors of the children with
ASDs. The ramifications of this finding for assessment and
intervention for children with ASDs are discussed.
Key Words: autism, computer-assisted intervention, assessment
A
ccurate testing is an important aspect of service pro-
vision. Clinicians have to weigh a range of options
when considering assessment. Some of the most
useful measures for designing intervention plans are lan-
guage samples, dynamic assessments, and curriculum-based
criterion-referenced measures, all of which can mimic the
child’s everyday learning environment more closely than
standardized tests can. However, there are situations in
which standardized tests are useful, necessary, or both. The
American Speech-Language-Hearing Association’s (ASHA’s,
2006) technical report on autism spectrum disorders (ASDs)
noted that there is no clear empirical evidence to support
any one assessment approach. Condouris, Meyer, and Tager-
Flusberg (2003) found that there were significant correlations
between the scores that children with autism achieved on
standardized tests and the scores they achieved on measures
of spontaneous language. Together, these results indicated
that both types of assessment measures may be valid for
children with ASDs.
Delays and deficits in social interaction and language,
as used in social communication, are two of the diagnostic
criteria for ASDs as d
Literacy Assessment Via Telepractice Is Comparable to Face-to-Face
Assessment in Children with Reading Difficulties Living in Rural Australia
M. Antoinette Hodge, DPsych,1 Rebecca Sutherland, MHSc,1
Kelly Jeng, MClinNeuropsych,1 Gillian Bale, BA, MInclEd,2
Paige Batta, GradDipPsych,2 Aine Cambridge, BEd,2
Jeanette Detheridge, MA,2 Suzi Drevensek, BAppSc,1
Lynda Edwards, MEd,2 Margaret Everett, DipTeach,2
Chelvi Ganesalingam, PhD,1 Philippa Geier, BEd,2
Carol Kass, BEd,2 Susannah Mathieson, MEd,2
Michael McCabe, MCounsPsych,2 Kay Micallef, BEd,2
Kirsty Molomby, BA (Hons),2 Silvia Pfeiffer, PhD,3
Sylvia Pope, BEd,2 Francine Tait, BEd,2 Marcia Williamsz, MA,1
Lynne Young-Dwarte, BEd,2 and Natalie Silove, MBBS1,4
1Child Development Unit, The Children’s Hospital at Westmead,
Westmead, Australia.
2NSW Centre for Effective Reading, New South Wales Department
of Education, Wagga Wagga, Australia.
3CSIRO Data 61, Eveleigh, Australia.
4Faculty of Medicine, The University of Sydney, Sydney, Australia.
Abstract
Background/Introduction: Literacy difficulties have signifi-
cant long-term impacts on individuals, and therefore early
identification and intervention are critical. Access to experi-
enced professionals who conduct standardized literacy as-
sessments with children is limited in rural and remote areas.
The emerging literature supports the feasibility of using tel-
epractice to overcome barriers to accessing specialist literacy
assessment. The current study sought to determine the feasibility
and reliability of telepractice assessments, using consumer-
grade technology, in children with reading difficulties.
Materials and Methods: Thirty-seven children, aged 8 to 12
years, with reading difficulties, attended a multidisciplinary
reading clinic. Children completed literacy assessments de-
livered via a web-based application by a remotely located
research assistant. A teacher was stationed with the child and
coscored the assessments. Scores and qualitative observations
of the two assessors were compared.
Results: Spearman’s correlation analyses revealed strong
agreement between telepractice- and face-to-face-rated scores
(r = 0.79–0.99). Bland-Altman plots indicated excellent
agreement between derived scores. Parents reported a high
degree of comfort with the telepractice assessments. Clin-
icians reported the audio and video quality was sound in
most cases.
Discussion/Conclusions: Web-based technology can enable
remote delivery of literacy assessments. The technology has
the potential to increase the availability of assessments to
meet the needs of children who live remotely, in a timely
ma
Assessing Children’s Language Skills at a Distance:
Does it Work?
Brian Manzanares
Pui Fong Kan
Department of Speech, Language, and Hearing Sciences, University of Colorado at Boulder
Boulder, CO
Disclosures: Financial: Brian Manzanares and Pui Fong Kan have no financial interests to
disclose.
Nonfinancial: Brian Manzanares and Pui Fong Kan have no nonfinancial interests to disclose.
Abstract
Down
The purpose of this study was to explore the effects of using videoconferencing to assess
children’s language skills. Participants were 6 typically developing monolingual English-
speaking children, ages 3;0–5;11, from middle class families. Using a within-subjects
design, the participants completed a story-retell task in both videoconferencing (VC) and
face-to-face (F2F) conditions. During the task for each condition, children were presented
with a story, along with a wordless book. In addition, 4 unfamiliar words were embedded
within the story. Results showed that there were no significant differences in the
microstructures of their narratives between F2F and VC conditions. Results also showed
that children learned the target words in both conditions equally well. The findings in this
study provide evidence that the VC and F2F conditions are comparable when administering
the story-retell task to typically developing young children. Despite these preliminary
findings, more research is needed to verify whether or not similar results would be found
with young children with communication challenges.
This study explores whether or not videoconferencing is a valid tool for measuring
children’s language skills at a distance. Specifically, we examined preschool children’s story-retell
performance and fast-mapping performance in two different conditions—videoconferencing (VC)
and face-to face (F2F) conditions. Many clinicians have been using multimedia technologies to
offer speech-language services (Theodoros, 2008; Waite, Theodoros, Russell, & Cahill, 2010). The
American Speech-Language-Hearing Association (ASHA) commonly refers to this method as
telepractice. Although many have considered telepractice to be useful for reaching out to clients
with limited access to clinical services (e.g., those who live in remote areas, those who speak a
minority language as a home language) and for addressing the shortages of SLPs (Juenger, 2009;
Mashima & Doarn, 2008; Rose et al., 2000; Waite et al., 2010), however, very little is known
about whether or not common assessment procedures (e.g., eliciting language samples) through
telepractice are as effective as those through traditional F2F interactions. Thus, validating these
procedures using telepractice is critically needed in order to ensure the quality of the services
(ASHA, 2005a; Antonacci, Bloch, Saeed, Yildirim, & Talley, 2008; Brown, Brannon, & Romanow,
2010).
Measuring Children’s Performance at a Distan
Assessing Children’s Language Skills at a Distance:
Does it Work?
Brian Manzanares
Pui Fong Kan
Department of Speech, Language, and Hearing Sciences, University of Colorado at Boulder
Boulder, CO
Disclosures: Financial: Brian Manzanares and Pui Fong Kan have no financial interests to
disclose.
Nonfinancial: Brian Manzanares and Pui Fong Kan have no nonfinancial interests to disclose.
Abstract
Down
The purpose of this study was to explore the effects of using videoconferencing to assess
children’s language skills. Participants were 6 typically developing monolingual English-
speaking children, ages 3;0–5;11, from middle class families. Using a within-subjects
design, the participants completed a story-retell task in both videoconferencing (VC) and
face-to-face (F2F) conditions. During the task for each condition, children were presented
with a story, along with a wordless book. In addition, 4 unfamiliar words were embedded
within the story. Results showed that there were no significant differences in the
microstructures of their narratives between F2F and VC conditions. Results also showed
that children learned the target words in both conditions equally well. The findings in this
study provide evidence that the VC and F2F conditions are comparable when administering
the story-retell task to typically developing young children. Despite these preliminary
findings, more research is needed to verify whether or not similar results would be found
with young children with communication challenges.
This study explores whether or not videoconferencing is a valid tool for measuring
children’s language skills at a distance. Specifically, we examined preschool children’s story-retell
performance and fast-mapping performance in two different conditions—videoconferencing (VC)
and face-to face (F2F) conditions. Many clinicians have been using multimedia technologies to
offer speech-language services (Theodoros, 2008; Waite, Theodoros, Russell, & Cahill, 2010). The
American Speech-Language-Hearing Association (ASHA) commonly refers to this method as
telepractice. Although many have considered telepractice to be useful for reaching out to clients
with limited access to clinical services (e.g., those who live in remote areas, those who speak a
minority language as a home language) and for addressing the shortages of SLPs (Juenger, 2009;
Mashima & Doarn, 2008; Rose et al., 2000; Waite et al., 2010), however, very little is known
about whether or not common assessment procedures (e.g., eliciting language samples) through
telepractice are as effective as those through traditional F2F interactions. Thus, validating these
procedures using telepractice is critically needed in order to ensure the quality of the services
(ASHA, 2005a; Antonacci, Bloch, Saeed, Yildirim, & Talley, 2008; Brown, Brannon, & Romanow,
2010).
Measuring Children’s Performance at a Distan
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International Journal of Speech-Language Pathology
ISSN: 1754-9507 (Print) 1754-9515 (Online) Journal homepage: https://www.tandfonline.com/loi/iasl20
School-based language screening among primary
school children using telepractice: A feasibility
study from India
Nitya Raman, Roopa Nagarajan, Lakshmi Venkatesh, D. Saleth Monica, Vidya
Ramkumar & Mark Krumm
To cite this article: Nitya Raman, Roopa Nagarajan, Lakshmi Venkatesh, D. Saleth Monica,
Vidya Ramkumar & Mark Krumm (2019) School-based language screening among primary school
children using telepractice: A feasibility study from India, International Journal of Speech-Language
Pathology, 21:4, 425-434, DOI: 10.1080/17549507.2018.1493142
To link to this article: https://doi.org/10.1080/17549507.2018.1493142
Published online: 02 Sep 2018.
Submit your article to this journal
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RESEARCH/Original Article
Telehealth language assessments using
consumer grade equipment in rural
and urban settings: Feasible, reliable
and well tolerated
Rebecca Sutherland, BSPath (Hons), MHthSc (Developmental
Disability)
1,2
, David Trembath, BAppSc (Speech Pathology),
MaAppSc (Communication Sciences and Disorders), PhD
3
,
Antoinette Hodge, BA (Psychology Hons), DPsy, MClin
Neuropsych
2
, Suzi Drevensek, BSc (Psychology), BAppSc (Speech
Pathology Hons)
2
, Sabrena Lee, BSPth (Hons)
2
, Natalie Silove,
MBBS, FRACP
2
and Jacqueline Roberts, BA (Hons), DipTeach,
BAppSc (Speech Pathology), PhD
1
Abstract
Introduction: Telehealth can be an effective way to provide speech pathology intervention to children with speech and
language impairments. However, the provision of reliable and feasible standardised language assessments via telehealth to
establish children’s needs for intervention and to monitor progress has not yet been well established. Further, there is limited
information about children’s reactions to telehealth. This study aimed to examine the reliability and feasibility of conducting
standardised language assessment with school-aged children with known or suspected language impairment via a telehealth
application using consumer grade computer equipment within a public school setting.
Method: Twenty-three children (aged 8–12 years) participated. Each child was assessed using a standardised language assess-
ment comprising six subtests. Two subtests were administered by a speech pathologist face-to-face (local clinician) and four
subtests were administered via telehealth. All subtests were completed within a single visit to the clinic service, with a break
between the face to face and telehealth sessions. The face-to-face clinician completed behaviour observation checklists in the
telehealth and face to face conditions and provided feedback on the audio and video quality of the application from the child’s
point of view. Parent feedback about their child’s experience was elicited via survey.
Results: There was strong inter-rater reliability in the telehealth and face-to-face conditions (correlation coefficients ranged
from r¼0.96–1.0 across the subtests) and good agreement on all measures. Similar levels of attention, distractibility and anxiety
were observed in the two conditions. Clinicians rated only one session of 23 as having poor audio quality and no sessions were
rated as having poor visual quality. Parent and child reactions to the use of telehealth were largely positive and supportive of
using telehealth to assess rural children.
Discussion: The findings support the use of telehealth in the language assessment of school-aged children using a web
INT J LANG COMMUN DISORD, MARCH/APRIL 2019,
VOL. 54, NO. 2, 281–291
Special Issue
Telehealth and autism: Are telehealth language assessments reliable and
feasible for children with autism?
Rebecca Sutherland†§, David Trembath‡¶, Marie Antoinette Hodge§, Veronica Rose‡¶‖ and
Jacqueline Roberts†
†Autism Centre of Excellence, Griffith University, Mt Gravatt, QLD, Australia
‡School of Allied Health Sciences, Gold Coast Campus, Griffith University, QLD, Australia
§Child Development Unit, Children’s Hospital at Westmead, Westmead, NSW, Australia
¶Menzies Health Institute Queensland, Gold Coast, QLD, Australia
‖Neurodisability and Rehabilitation Research, Murdoch Children’s Research Institute; Department of Paediatrics,
University of Melbourne
(Received January 2018; accepted October 2018)
Abstract
Background: Access to timely and appropriate speech–language pathology (SLP) services is a significant challenge
for many families. Telehealth has been used successfully to treat a range of communication disorders in children
and adults. Research examining the use of telehealth for children with autism has focused largely on diagnosis,
parent-implemented interventions, and behavioural interventions involving interactions between clinicians and
parents. There is, however, very limited research into the use of telehealth directly to assess or intervene with
children with autism. This paper reports the outcomes of a study of telehealth language assessments with primary
school-aged children with autism.
Aims: To evaluate the reliability and feasibility of telehealth language assessments for school-aged children with
autism.
Methods & Procedures: The language skills of 13 children with autism aged 9–12 who attended mainstream schools
or support classes were assessed using the Clinical Evaluation of Language Fundamentals—4th Edition. An SLP
delivered and scored four subtests of the assessment via telehealth from a remote location. A second SLP at the same
location as the child co-scored the online subtests to provide a measure of reliability and delivered the remaining
subtests. The local SLP completed checklists in both conditions to provide observations regarding behaviour.
Parent feedback was elicited via survey.
Outcomes & Results: There was strong interrater reliability between the telehealth and face-to-face conditions
(correlation coefficients ranged
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