From a Distance: Comparison of In-Person and Virtual Assessments with Adult-Child Dyads from Linguistically Diverse Backgrounds

Autor/inn/en	Pratt, Amy S.; Anaya, Jissel B.; Ramos, Michelle N.; Pham, Giang; Muñoz, Miriam; Bedore, Lisa M.; Peña, Elizabeth D.
Titel	From a Distance: Comparison of In-Person and Virtual Assessments with Adult-Child Dyads from Linguistically Diverse Backgrounds
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 2, S.360-375 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pratt, Amy S.) ORCID (Bedore, Lisa M.) ORCID (Peña, Elizabeth D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Evaluation Methods; Language Tests; Intelligence Tests; Narration; Speech Communication; Speech Evaluation; Comparative Analysis; Spanish; English (Second Language); Bilingualism; Native Language; Second Language Learning; Scoring; Computer Simulation; Monolingualism; Speech Language Pathology; Speech Impairments; Language Impairments; Identification; COVID-19; Pandemics; Preschool Children; Elementary School Students; Parent Attitudes; Likert Scales; Feedback (Response); Measures (Individuals) + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Intelligence test; Intelligenztest; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Zweitsprachenerwerb; Bewertung; Computergrafik; Computersimulation; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Identifikation; Identifizierung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternverhalten; Likert-Skala; Messdaten
Abstract	Purpose: Our proof-of-concept study tested the feasibility of virtual testing using child assessments that were originally validated for in-person testing only. Method: Ten adult-child dyads were assigned to complete both in-person and virtual tests of language, cognition, and narratives. Child participants fell between the ages of 4 and 8 years; adult participants were speech-language clinicians or researchers with experience in administering child assessments. Half of child participants were Spanish-English bilinguals, and half were monolingual English speakers. Results: Results showed similar performance across in-person and virtual modalities on all assessments. Recommendations for adapting, administering, and scoring virtual measures with linguistically diverse children are discussed. Conclusions: Although additional research on virtual assessment is needed, our results open opportunities for appropriate remote assessment, particularly for bilingual children, who may not have in-person access to speech-language pathology services. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01