This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Cole, K. N. Articles by Mills, P. E. Search for Related Content Social Bookmarking                         What's this?

Agreement of Language Intervention Triage Profiles

University of Washington

Paulette E. Mills

Washington State University

Eligibility for specific language intervention services is often based on the relation between a child's cognitive assessment and language assessment. The cognitive referencing model, applied in most states, requires that a child's cognitive performance be developed above language ability for the child to receive services by a speech-language pathologist. If cognition and language are equally delayed, the child is predicted to be a poor candidate for language intervention based on the theory that cognitive skills set the upper limit for language development. This study examined agreement of cognitive/language profiles from a variety of measures. We administered a battery of cognitive and language measures to 37 preschoolers with language delay and examined the agreement of the profiles in determining eligibility for language intervention services. Eligibility ranged from 0% to 40% depending on the test profiles used.

Topics in Early Childhood Special Education, Vol. 17, No. 1, 119-130 (1997)
DOI: 10.1177/027112149701700110


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?