Estimating Familial Loading in SLI: A Comparison of Direct Assessment versus Parental Interview

Autor/inn/en	Conti-Ramsden, Gina; Simkin, Zoe; Pickles, Andrew
Titel	Estimating Familial Loading in SLI: A Comparison of Direct Assessment versus Parental Interview
Quelle	In: Journal of Speech, Language, and Hearing Research, 49 (2006) 1, S.88-101 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Comparative Analysis; Parents; Interviews; Incidence; Children; Performance Based Assessment; Language Impairments; Family (Sociological Unit); Interrater Reliability; Foreign Countries; Verbal Ability; Literacy; Reading Difficulties; Parent Influence; Siblings; United Kingdom (England) + Suchen Sie Ihr Suchwort? Eltern; Interviewing; Interviewtechnik; Vorkommen; Child; Kind; Kinder; Leistungsermittlung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Familie; Interrater-Reliabilität; Ausland; Mündliche Leistung; Alphabetisierung; Schreib- und Lesefähigkeit; Reading difficulty; Leseschwierigkeit; Sibling; Geschwister
Abstract	Purpose: Two approaches commonly used for estimating prevalence of language disorders in families were compared. The 1st involved examining a subset of language items from an investigator-based interview used to record parental information on the language and literacy difficulties in relatives. The 2nd was the direct assessment of ability in immediate family using a battery of standardized verbal ability, language, and literacy assessments. Method: Using these 2 methods, the prevalence of language and literacy disorders was investigated in the immediate family (n = 271) of 93 children with a history of SLI (mean age 13;11 years). Results: The overall proportion of relatives with reported language or literacy difficulty was similar for both methods (34.5% for reported difficulties compared with 35% on direct assessment). The present study further explored maternal, paternal, and sibling prevalence rates and strength of agreement between parental interview and direct assessment. When a low cutoff score was used, good agreement (of true negatives and true positives) for reading and spelling difficulties and expressive language between the 2 types of case identification method was found. Conclusions: Parents can be effective identifiers when the impairment is severe (below 2 "SDs" from the population mean). Poor agreement was observed between report and assessment of receptive language difficulties. (Contains 7 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10