Are we slipping them through the cracks? The insufficiency of norm-referenced assessments for identifying language weaknesses in children with hearing loss.
Are we slipping them through the cracks? The insufficiency of norm-referenced assessments for identifying language weaknesses in children with hearing loss.
复制标题
我们是否正在将他们从裂缝中溜走？
DOI：
10.1044/persp2.sig9.43
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Douglas,Michael
中科院分区：
文献类型：
--
作者：
Werfel,KrystalL;Douglas,Michael
使用听力和口语的听力损失儿童在入学前的常模参考语言能力评估中的表现越来越接近或高于平均水平；然而，他们在基于语言的学习技能(如阅读)上的表现继续低于预期。这篇文章的目的是确定主要根据听力损失儿童的常模参考评估做出服务提供决定的局限性。我们提供了一组听力损失儿童的证据，他们在常模参考的综合语言测量中的得分低于平均值1.5标准差。这些听力受损的儿童在自然语言样本得出的几项指标上比年龄匹配的听力正常儿童表现得更差。基于常模参照评估的局限性和本研究的发现，我们建议将语言样本分析作为听力损失儿童语言缺陷的主要证据。
Children with hearing loss who use listening and spoken language increasingly reach performance within or above the average range on norm-referenced assessments of language ability prior to entering school; however, they continue to perform below expectations on language-based academic skills, such as reading. The purpose of this article was to identify limitations of making service provision decisions primarily on the basis of norm-referenced assessments for children with hearing loss. We offer evidence from a group of children with hearing loss who scored within 1.5 standard deviations of the mean on a norm-referenced omnibus language measure. These children with hearing loss performed more poorly than age-matched children with normal hearing on several measures derived from a naturalistic language sample. Based on the limitations of norm-referenced assessments and the findings of this study, we propose that language sample analysis should be used as primary evidence of language weakness for children with hearing loss.