Differences in Child Language Assessment Practices Between School-Based and Non–School-Based Speech-Language Pathologists: Results From a Nationwide Survey

Abstract

Purpose: The purpose of this study was to compare child language assessment practices of speech-language pathologists (SLPs) working in school and nonschool settings to determine if their place of employment impacts the diagnostic decision-making process. Method: School-based SLPs (e.g., direct service providers employed in preschool and/or K–12 schools; n = 382) and non–school-based SLPs (e.g., direct service providers employed in private practices, university clinics, and/or medical settings; n = 147) completed a web-based questionnaire. The questionnaire examined the types, frequency, and perceived importance of specific assessment tools and potential workplace factors that may impact their diagnostic decision-making process. Results: Both school-based and non–school-based SLPs reported using a combination of assessment tools when evaluating children with potential language disorders. School-based SLPs tended to rank the frequency of use and importance of most assessment tools similarly, while non–school-based SLPs ranked interviews as the most frequently used and most important assessment tool. Statistically significant group differences indicated that school-based SLPs ranked the frequency of use and importance of standardized testing higher compared to their non–school-based counterparts. Also, school-based SLPs rated employment-based factors impacting diagnostic decision making higher compared to non–school-based SLPs. Conclusions: SLPs practicing in school-based settings seem to handle more employment-based factors that impact independent diagnostic decision making than SLPs working in different employment settings when assessing children for potential language disorders. Clinical recommendations are provided, and implications for implementation-based assessment research in child language are discussed.