Language, Speech, and Hearing Services in Schools Vol.42 341-364 July 2011. doi:10.1044/0161-1461(2010/09-0061)
© American Speech-Language-Hearing Association
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Clinical Forum: First Years, First Words: SLPs Providing Early Intervention Services

Testing and Beyond: Strategies and Tools for Evaluating and Assessing Infants and Toddlers

Elizabeth R. Craisa
a University of North Carolina at Chapel Hill

Correspondence to Elizabeth R. Crais: bcrais{at}med.unc.edu

Purpose: This article is a condensation of the recent American Speech-Language-Hearing Association (ASHA) document entitled Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Guidelines (ASHA, 2008). The article presents information on recommended and evidence-based practices related to the screening, evaluation, and assessment of infants and toddlers with, or at risk for, communication deficits. It is intended to be used by clinicians to enhance their practices.

Method: The Guidelines document was developed using the available research evidence, expert clinical perspectives, and, when possible, family perspectives related to the screening, evaluation, and assessment process. The current article includes key definitions and an overview of recommended practices in screening, evaluation, assessment, and results interpretation.

Implications: The article provides important and timely information for professionals and families related to the screening, evaluation, and assessment of infants and toddlers with, or at risk for, communication deficits. Speech-language pathologists, other professionals, and family members can use the information to implement recommended and evidence-based practices when screening, evaluating, and assessing young children for communication deficits.

KEY WORDS: screening, evaluation, assessment, recommended practices, infants and toddlers


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