dc.contributor.author	Moon, Yae‐Eun
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	c.2017-2019	en_US
dc.date.accessioned	2019-08-28T15:17:58Z
dc.date.available	2019-08-28T15:17:58Z
dc.date.issued	2019-05
dc.identifier.other	2AC2A5F1-527D-F8AB-408F-65DC84DC29B9	en_US
dc.identifier.uri	https://hdl.handle.net/10428/3934
dc.description.abstract	The purpose of this study was to investigate the reliability of early language assessments in the attempts to quantify the stability and consistency of standardized and criterion-referenced scales. This study involved 12 participants, 7 males and 5 females between 7 months of age to 2 years and 10 months of age. Each child participated in a comprehensive speech and language evaluation, involving the administration of several assessment tools of speech and language abilities. Caregivers additionally participated, providing insight on their child’s current abilities and behaviors. Tests included Ages & Stages Questionnaires, Third Edition, The Rossetti Infant-Toddler Language Scale: A Measure of Communication and Interaction, Preschool Language Scales, Fifth Edition, and Receptive-Expressive Emergent Language Test, Third Edition. Results of the study revealed that the PLS-5 composite language score was most related to the REEL-Expressive, REEL-Total, and ASQ-Problem Solving. Agreement was measured, with findings indicating inconsistency between diagnoses within each measure. Essentially, screeners should demonstrate higher sensitivity and specificity rates, which raises concern for the use of the ASQ-3 as a primary screener within pediatric medical facilities. Overall, with the younger population of children between 0 to 3 years of age, the best representative test results may stem from the use of multiple comprehensive assessments to fully gauge a child’s speech and language abilities.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Early Language Childhood Assessments 1 -- Chapter II: REVIEW OF THE LITERATURE 2 -- Communication 2 -- Language 3 -- Speech 4 -- Language Development (Birth to 1 Year of Age) 4 -- Reflexive, Pre-Linguistic Development 5 -- Linguistic Development 8 -- Language Development (1 to 3 Years of Age) 9 -- Phonology 9 -- Semantics 10 -- Syntax 11 -- Morphology 11 -- Pragmatics 12 -- Common Language Delays and Disorders 14 -- Delay Versus Disorder 14 -- Early Symptoms 16 -- Late Talkers 16 -- Primary Language Disorders 17 -- Secondary Language Disorders 17 -- Assessment 18 -- Importance of Early Identification 18 -- Federal Requirements 19 -- Assessment Types 21 -- Screening 22 -- Standardized Assessments 23 -- Play-Based Assessments 23 -- Reliability and Validity of Early Language Assessments 25 -- Factors Affecting Reliability 25 -- Importance of Reliability 26 -- Rationale/Purpose 28 -- Chapter III: METHODS 31 -- Participants 31 -- Measures 32 -- Ages & Stages Questionnaires, Third Edition (ASQ-3) 32 -- The Rossetti Infant-Toddler Language Scale: A Measure of Communication and Interaction 32 -- Preschool Language Scales, Fifth Edition (PLS-5) 33 -- Receptive-Expressive Emergent Language Test, Third Edition -- (REEL-3) 34 -- Procedures 34 -- Analysis 37 -- Chapter IV: RESULTS 39 -- Correlations 39 -- Regression Analyses 41 -- Consistency Among Diagnoses 42 -- Chapter V: DISCUSSION 44 -- Implications 47 -- Limitations 48 -- Conclusions 49 -- REFERENCES 50 -- APPENDIX A: Institutional Review Board Approval 57 -- APPENDIX B: Institutional Review Board Parent Consent 60 -- APPENDIX C: Individual Participant Data 64.	en_US
dc.format.extent	1 electronic document, 86 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Academic theses	en_US
dc.subject	Speech disorders	en_US
dc.subject	Language arts (Early childhood)	en_US
dc.subject	Speech disorders in children	en_US
dc.subject	Speech acts (Linguistics)	en_US
dc.title	The Reliability of Early Language Assessment Tools	en_US
dc.type	Thesis	en_US
dc.contributor.department	Department of Communication Sciences and Disorders of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Carter, Matthew D.
dc.description.committee	Stonestreet, Ruth
dc.description.committee	Noll, Karen
dc.description.committee	Myers-Jennings, Corine
dc.description.committee	Cruz, Becky K. da
dc.description.degree	M.A.	en_US
dc.description.major	Education in Communication Sciences and Disorders	en_US