Teaching Language Sample Analysis to SLPs: A Descriptive Study

Abstract

Previous research has indicated the benefits of language sample analysis (LSA) as well as significant limitations to wide-scale, standardized implementation. The purpose of this project was to advance this line of inquiry by documenting how school-based speech–language pathologists’ (SLPs) perception and use of one computerized LSA program was affected by an 8-month training program. In this descriptive qualitative study, participants completed rating scales before and after training. Data were triangulated with semi-structured interviews and field notes. A content analysis approach was used to develop codes, subthemes, and themes from interviews. Speech–language pathologists preferred their familiar protocols, though their perceptions of computerized LSA shifted by the end of the training. Ultimately, SLPs viewed the depth of information gained from LSA as a benefit for supporting their diagnostic decisions and communicating with the educational team. The primary implementation barrier was time. Results inform features to consider for future training programs.