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Adopting a Conceptual Validity Framework for Testing in Speech-Language Pathology
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In: Communication Sciences and Disorders Publications (2021)
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| 2 |
Developing a Spoken Language Outcome Monitoring Procedure for Early Hearing Detection and Intervention Programs
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In: Electronic Thesis and Dissertation Repository (2021)
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Abstract:
Early Hearing Detection and Intervention programs are associated with improved spoken language outcomes for children who are deaf/hard-of-hearing. Best practice recommendations call for regular spoken language outcome monitoring to support decision making for all stakeholders (families, audiologists, speech-language pathologists, and program managers). Despite the clear calls for spoken language outcome monitoring, there is no peer-reviewed guidance as to how Early Hearing Detection and Intervention programs can best accomplish this monitoring. This dissertation evaluates the assumptions underlying spoken language outcome monitoring and contributes a new procedure developed for a Canadian Early Hearing Detection and Intervention program: the Ontario Infant Hearing Program. Whether decisions can be validly made using assessment data underpins the tenability of spoken language outcome monitoring. Chapter 2 considers test misuse across the profession of speech-language pathology from test design to clinical practice. I argue that a conceptual validity framework is one potential solution. This framework is applied throughout the dissertation. Chapter 3 aims to develop a spoken language outcome monitoring procedure to support the Ontario Infant Hearing Program. This chapter describes the process I engaged in, including a scoping review and critical appraisal of norm-referenced spoken language tests, to develop an outcome monitoring procedure for the Infant Hearing Program. Prior to implementing the recommended procedures province-wide, the Infant Hearing Program needed evidence as to whether the recommendations (a) meaningfully inform stakeholder decisions and (b) are feasible to implement. Chapter 4 reports on a pilot implementation of the recommended procedures and speech-language pathologists’ perceptions of it. During development of the procedure outlined in Chapter 3, one of the key vulnerabilities I recommended to monitor was early vocal development in children who are younger than 2 years. Chapter 5 is a survey study capturing the clinical questions speech-language pathologists’ have about early vocal development of children who are deaf/hard-of-hearing to inform future projects to assess the validity of candidate vocal development assessments. Overall, this dissertation contributes a spoken language outcome monitoring procedure for Early Hearing Detection and Intervention programs and highlights the tension between decisions, psychometrics, and implementation, in accomplishing spoken language outcome monitoring to inform best practice recommendations.
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Keyword:
Early Hearing Detection and Intervention Programs; Knowledge Translation; Permanent childhood hearing loss; Speech language pathology; Speech Pathology and Audiology; Spoken language outcome monitoring; Test Validation
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=10459&context=etd
https://ir.lib.uwo.ca/etd/7917
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| 3 |
Developing a Spoken Language Outcome Monitoring Procedure for a Canadian Early Hearing Detection and Intervention Program: Process and Recommendations
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In: Journal of Early Hearing Detection and Intervention (2021)
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| 4 |
A comment on test validation: The importance of the clinical perspective
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In: Communication Sciences and Disorders Publications (2019)
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Barriers to implementing evidence-based assessment procedures: Perspectives from the front lines in pediatric speech-language pathology
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In: Communication Sciences and Disorders Publications (2019)
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| 6 |
Validity evidence for the littlEARS early speech production questionnaire: An english-speaking, canadian sample
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In: Communication Sciences and Disorders Publications (2019)
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| 7 |
Language outcomes in children who are deaf and hard of hearing (Daub et al., 2017) ...
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| 8 |
Language outcomes in children who are deaf and hard of hearing (Daub et al., 2017) ...
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| 9 |
Language outcomes in children who are deaf and hard of hearing: The role of language ability before hearing aid intervention
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In: Communication Sciences and Disorders Publications (2017)
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