دورية أكاديمية
From a Distance: Comparison of In-Person and Virtual Assessments with Adult-Child Dyads from Linguistically Diverse Backgrounds
| العنوان: | From a Distance: Comparison of In-Person and Virtual Assessments with Adult-Child Dyads from Linguistically Diverse Backgrounds |
|---|---|
| اللغة: | English |
| المؤلفون: | Pratt, Amy S. (ORCID |
| المصدر: | Language, Speech, and Hearing Services in Schools. Apr 2022 53(2):360-375. |
| الإتاحة: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH) |
| Contract Number: | R01DC018329 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Evaluation Methods, Language Tests, Intelligence Tests, Narration, Speech Communication, Speech Evaluation, Comparative Analysis, Spanish, English (Second Language), Bilingualism, Native Language, Second Language Learning, Scoring, Computer Simulation, Monolingualism, Speech Language Pathology, Speech Impairments, Language Impairments, Identification, COVID-19, Pandemics, Preschool Children, Elementary School Students, Parent Attitudes, Likert Scales, Feedback (Response), Measures (Individuals) |
| DOI: | 10.1044/2021_LSHSS-21-00070 |
| تدمد: | 0161-1461 1558-9129 |
| مستخلص: | Purpose: Our proof-of-concept study tested the feasibility of virtual testing using child assessments that were originally validated for in-person testing only. Method: Ten adult-child dyads were assigned to complete both in-person and virtual tests of language, cognition, and narratives. Child participants fell between the ages of 4 and 8 years; adult participants were speech-language clinicians or researchers with experience in administering child assessments. Half of child participants were Spanish-English bilinguals, and half were monolingual English speakers. Results: Results showed similar performance across in-person and virtual modalities on all assessments. Recommendations for adapting, administering, and scoring virtual measures with linguistically diverse children are discussed. Conclusions: Although additional research on virtual assessment is needed, our results open opportunities for appropriate remote assessment, particularly for bilingual children, who may not have in-person access to speech-language pathology services. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1343806 |
| قاعدة البيانات: | ERIC |
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