Hoffman, P.R., & Norris, J.A. (2002). Phonological assessment as an integral part of language assessment. American Journal of Speech-Language Pathology, 11, 230-235.
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Main Point:
The purpose of this article is to inform the reader of a more language based approach to an assessment with a preschool-aged child with a suspected articulation/phonological disorder. |
Relevance:
This article is relevant to the field of speech-language pathology because it provides the reader with an outline of how to complete an assessment with a preschool-aged child with a suspected articulation/phonological disorder. The article discusses why a clinician should perform a comprehensive language assessment when evaluating a child with a phonological disorder because there is research that has shown that children with articulation/phonological disorders also exhibit language deficits. The article provides a completely informal assessment. |
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Concepts:
The main concepts presented in this article are: research has shown that many children who have phonological deficits also exhibit delayed grammatical development and because of this it is important to discover the nature of the problem in a naturalistic setting. |
Connections:
While I have been at Marshall University I have heard from several professors that sometimes the best assessment with a child is informal assessment. I really like how the authors of this article approach this as a holistic assessment in which both articulation and all of the aspects of language are assessed. The informal approach is interesting but I can see where it may possibly be more beneficial because it provides a broader picture of the child’s speech and language abilities. Like Bleile (2002) the authors attempt to figure out the nature of the problem, but they focus more on phonological production from a language standpoint as opposed to a single-word production standpoint. The authors think that it is best to assess the child in a naturalistic context through play and storybook reading as opposed to using standardized testing. I really liked the authors approach to the assessment. I feel like it would be a good assessment to use with a preschool-aged child, however I am not sure if this assessment could be completed within 60-90 minutes.
Bleile, K. (2002). Evaluating articulation and phonological disorders when the clock is running. American Journal of Speech-Language Pathology, 11, 243- 249. |
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Summarize:
I think that this article provides a wonderful assessment for a preschool-aged child. The authors of the article chose to use a natural context which will probably provide the clinician with a more realistic picture of the child’s communication abilities. The authors emphasize the importance of assessing higher-level language as well as phonetic assessment in order to determine the nature of the problem. |
Confusions:
I really liked the authors approach to the assessment. I think that it would provide a clinician with valuable information. At this time, I do not have any questions regarding the information provided within this article. |
