English Language Standardized Test

Currently, there is countless speech and language standardized tests available. New versions are consistently being produced claiming to be the latest and greatest. Good test developers strive to ensure their test has the highest reliability and validity data they possibly can. Countless time, energy, and money go into developing this information to relay to clinical speech language pathologists. All of this developing time and energy can come with a price. Newest test versions are often pricier than the average speech language pathologist (SLP) can afford. In a perfect world, every practicing clinician would have access to the same tools, budget, and information. This is not the case. While everyone may not have the same resources

This process required SLPs to synthesize information for multiple sources, incorporate quantitative and qualitative data, and make observations in order to fully examine an individual’s language abilities (Friberh 2010). This information alongside a standardized test can give a clinician a clear picture of where a client falls in comparison to their peers. Betz, Rickhoff, and Sullivan (2013) found, “the quality of a standardized test, as measured by the test’s psychometric properties, does not appear to influence how often it is used.” In order to successfully and ethically do their job, SLPs are required to make the strongest decisions and recommendations they can based on the data available, keeping in mind that there is no “perfect” test. SLPs need to have the skills to realize that no test is perfectly ideal, but be able to overcompensate for that loss by being able to identify what information they can use. Eisenberg and Hitchcock (2010) compared tests and found that of the 11 they compared, none met all of their standards for compiling a child’s phonemic inventory. If a SLP only has one of these 11 tests available, it is crucial that they have the skills to identify the test’s short comings and work with them in order to get full set of information they

Part of this process is working with clients under the direct supervision of another SLP who has all of their certifications. Here, students have the unique chance to learn by doing. This opportunity allows students to develop clinical mindset in learning how to make judgements on the spot. According to Sheepway, Lincoln, and McAllister (2014), “the competency of speech–language pathology students develops across three clinical placements over a one-year period regardless of placement type or context, indicating that there may be a transfer of learning between placements types.” From the beginning, students learn to develop the skills needed to identify normal vs. disordered speech and language. A student’s competency level increases the longer they are learning. Even when a SLP or a SLP student has not seen a disorder before, their confidence in knowing the steps needed to ensure ethical and functional therapy is present (Lemmon & Jackson-Bowen 2013). This deeper learning and reflection begins at the novice level. Reflective skills are present when thinking about the content and reasoning within a therapy session. This shows that even students are aware of the connection of what they are doing, and why they are doing it (Hill, Davidson, & Theodoros 2012). In order to be a successful clinician, it is necessary to think and analyze like