Course Introduction

Ready to take your LSA game up a notch? We all know it’s a key piece of the assessment puzzle, but for a variety of reasons, many of us aren’t doing a whole lot of it. Whether you last calculated a type-token ratio way back in grad school, or you’re a seasoned language sampling pro looking to fine-tune your practice, you’ll find some inspiration in our collection of research reviews.

The first two reviews discuss findings from SLP surveys on how we’re using (or not using) LSA in our assessments, and also why we are doing our assessments the way we are. Probably no big surprises for you here, but it sets the stage for what follows. Ready to move beyond MLU calculated by hand? Next, you’ll read four reviews that discuss different methods and analyses you could be using, with less time and effort than you might expect. We also include reviews on various special populations, like children with severe speech sound disorders and those who use AAC, that lay out ways to make LSA work for those harder-to-sample kids. Two reviews focus in on bilingual children. Finally, we include one piece on the importance of expository language sampling with adolescents who are offenders or at risk of becoming so. LSA can feel like a cloud of acronyms, percents, and coding, so it’s helpful to take a minute and consider the wider importance to our students’ lives, our communities, and social justice.

Learning Outcomes & Details

As a result of this course, participants will be able to:

  1. Explain why language sampling and analysis is a valued component of the assessment process.

  2. Describe different methods and analysis options for language sample analysis.

  3. Describe how language sample analyses may vary across different client populations, including those with severe speech sound disorders and AAC users.

Course Type: Text; Web or downloadable PDF

Time: This is an hour course.

ASHA CEUs: This course is offered for .1 ASHA CEUs (Intermediate level, Professional area)

Course Completion Requirements: Read the full course, then take a quiz at the end. Must pass with a score of 80% or better (two attempts allowed).

 

Questions? See our frequently asked questions.

 

Course edited and compiled by:

Meredith Harold, PhD, CCC-SLP is owner of The Informed SLP and faculty at Rockhurst University. Financial Disclosure— receives salary from The Informed SLP and Rockhurst University. Nonfinancial Disclosure— Vice President of Speech–Language Pathology for the Kansas Speech–Language–Hearing Association Board; Board member of the American Speech–Language–Hearing Association Committee on Clinical Research, Implementation Science, and Evidence-Based Practice.

Karen Evans, MA, CCC-SLP is a speech–language pathologist at Intermediate District 287, and employee of The Informed SLP. Financial Disclosure— receives salary from Intermediate District 287 and The Informed SLP. Nonfinancial Disclosure— None.

Full research and writing team bios can be found here. The Informed SLP’s researchers and writers are prohibited from having any financial or nonfinancial conflicts of interest related to the content they research and report on.

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This course is offered for .1 ASHA CEUs (Intermediate level, Professional area).