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Urdu Phonological Awareness Test: Answer Key (Subtests 1, 2, 3, 4, 5, 6, 7, 8, 9, 10) ...
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REDCap Link: Urdu Phonological Awareness Test (Subtests 1, 2, 3, 4, 5, 6, 7, 8, 9, 10) ...
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Urdu Phonological Awareness Test: Audio Tracks (Subtests 1, 2, 4, 5, 10) ...
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Urdu Phonological Awareness Test: Stimuli Presentation (Subtests 3, 6, 7, 8, 9) ...
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Urdu Phonological Awareness Test: Audio Tracks (Subtests 1, 2, 4, 5, 10) ...
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Towards development of guidelines for virtual administration of paediatric standardized language and literacy assessments: Considerations for clinicians and researchers
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In: SAGE Open Med (2021)
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Abstract:
OBJECTIVES: Previous virtual care literature within the field of speech-language pathology has primarily focused on validating the virtual use of intervention programmes. There are fewer articles addressing the validity of conducting virtual assessments, particularly standardized assessment of oral language and literacy abilities in children. In addition, there is a lack of practical, useful recommendations available to support clinicians and researchers on how to conduct these assessment measures virtually. Given the recent rapid rise in virtual care and research as a result of the Coronavirus-19 pandemic, clinicians and researchers require guidance on best practices for virtual administration of these tools imminently. This article seeks to fill this gap in the literature by providing such recommendations. METHODS: We (a) completed a narrative review of the extant literature, and (b) conducted semi-structured interviews with a group of 12 clinicians, students and researchers who had administered standardized language and literacy assessments with a variety of monolingual and multilingual school-aged children, with and without speech and language difficulties, in clinical and research settings. Six themes: candidacy for virtual assessment, communication and collaboration with caregivers, technology and equipment, virtual administration, ethics, consent and confidentiality, and considerations for bilingual populations were identified as a result of these two processes and were used to develop a set of recommendations to guide the use of standardized assessments in a virtual setting. In line with the Guidelines International Network, these recommendations were rated by group members, and reviewed by external stakeholders. A quasi-Delphi consensus procedure was used to reach agreement on ratings for recommendations. RESULTS: We have developed and outlined several recommendations for clinicians and researchers to guide their use of standardized language and literacy assessments in virtual care, across six key themes. CONCLUSIONS: This article is one of the first to share practical recommendations for virtual assessment in the domain of oral language and literacy assessment for clinicians and researchers. We hope the current recommendations will facilitate future clinical research in this area, and as the body of research in this field grows, this article will act as a basis for the development of formal Clinical Practice Guidelines.
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Keyword:
Original Research Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/34646565
https://doi.org/10.1177/20503121211050510
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8504279/
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Developing Language-specific Screening Tools: Assessing Phonological Awareness Skills in Urdu-English Bilingual Children
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