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Language, Speech, and Hearing Services in Schools Vol.40 150-160 April 2009. doi:10.1044/0161-1461(2008/07-0049)
© American Speech-Language-Hearing Association
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Reports

The Diagnostic Accuracy and Construct Validity of the Structured Photographic Expressive Language Test—Preschool: Second Edition

Kathryn J. Greenslade
Elena Plante
Rebecca Vance
University of Arizona, Tucson

Contact author: Elena Plante, P.O. Box 210071, Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson, AZ 85721-0071. E-mail: eplante{at}email.arizona.edu.

Purpose: In order to support evidence-based practice, this study served to evaluate the diagnostic accuracy, convergent validity, and divergent validity of the Structured Photographic Expressive Language Test—Preschool: Second Edition (SPELT–P2; J. Dawson, J. A. Eyer, J. Fonkalsrud, 2005) in order to determine whether it can be used as a valid measure for identifying language impairment in preschoolers.

Method: The SPELT–P2 was administered to 54 children with typically developing language and 42 children with specific language impairment.

Results: A discriminant analysis revealed good sensitivity (90.6%), good specificity (100%), and good positive and negative likelihood ratios, with a standard score cutoff point of 87 used to determine group membership. Analyses of convergent and divergent validity also supported use of the SPELT–P2 for identifying language impairment in preschoolers.

Implications: The empirical evidence supports use of the SPELT–P2 as a valid measure for correctly identifying the presence or absence of language impairment in 4- and 5-year-old preschool children.

KEY WORDS: diagnostics, evidence-based practice, language, specific language impairment


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