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Speech sound disorders in preschool children: correspondence between clinical diagnosis and teacher and parent report
Harrison, Linda J. Mcleod, Sharynne McAllister, Lindy McCormack, Jane
Harrison, Linda J.
Mcleod, Sharynne
McAllister, Lindy
McCormack, Jane
Abstract
This study sought to assess the level of correspondence between parent and teacher report of concern about young children’s speech and specialist assessment of speech sound disorders (SSD). A sample of 157 children aged 4–5 years was recruited in preschools and long day care centres in Victoria and New South Wales (NSW). SSD was assessed independently by: (1) clinical diagnosis by a speech-language pathologist using the Diagnostic Evaluation of Articulation and Phonology; (2) parent-reported concern using the Parent Evaluation of Developmental Status (PEDS); (3) teacher-reported concern using the PEDS. Agreement between parent identification of SSD and clinical assessment was high (86–90%). Agreement between teacher identification and clinical assessment was lower, and varied by state (Victoria 80%; NSW 63%). Differences in the accuracy of early childhood teachers’ identification of SSD are considered in relation to early childhood policies regarding the provision of speech-language pathology services in preschool settings.
Keywords
Date
2017
Type
Journal article
Journal
Australian Journal of Learning Difficulties
Book
Volume
22
Issue
1
Page Range
35-48
Article Number
ACU Department
School of Allied Health
Faculty of Health Sciences
Faculty of Health Sciences
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Open Access Status
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Controlled