The Utility of the Differential Abilities Scales with Specific Language-Impaired Preschoolers

Abstract

The purpose of this study was to examine the utility of the Differential Ability Scales (DAS) in distinguishing preschoolers with specific language impairment (SLI) and specific subtypes of language delays. Three hundred forty-eight language-impaired preschoolers' response patterns across DAS General Conceptual Ability (GCA), Ability cluster, and subtest scores were compared to response profiles of 57 preschoolers without language impairment as well as the standardized mean. Participants' specific type of language impairment (Articulation, Expressive, Receptive, Pragmatic, Expressive-Receptive, Expressive-Articulation, Receptive-Articulation, and Articulation-Pragmatic) was then compared to their response patterns. Results indicated that, in general, SLI preschoolers had significantly lower GCA, Verbal Ability, Nonverbal Ability, and subtest scores on the DAS compared to preschoolers without language impairment. However, different response patterns across the GCA, Ability clusters, and subtests emerged depending on the SLI subtype. SLI children with Articulation-only impairments tended to score higher on Ability Cluster and subtest scores, whereas children with Receptive and Expressive-Receptive impairment scored lowest. Discriminant analysis revealed that subtype profiles could predict SLI subtype in 26% to 38% of the cases. Finally, factor analysis indicated a new factor structure for both younger and older preschool batteries, suggesting that practitioners working with the SLI-referred population should carefully consider the utility of the original DAS factors.