Degree Name
Master of Science (MS)
Semester of Degree Completion
1987
Thesis Director
Gail J. Richard
Abstract
The identification of language processing deficits has been acknowledged as a difficult task for the speech/language clinician. The literature has cited certain observable behaviors associated with language processing deficits, but these behaviors are often subtle enough to escape detection during routine speech and language screenings. Therefore, many language processing deficits are not identified until after the children have begun to experience academic struggle and/or failure. Several authors (Chalfant & Foster, 1974; Shepherd, 1982; Wiig & Semel, 1980) have suggested that classroom teachers may be useful in aiding speech/language pathologists in identifying these deficits. The purpose of this study was to evaluate the effectiveness of a Behavioral Checklist of documented observable behaviors which could be used as a teacher referral form to assist speech/language pathologists in the identification of children with potential language processing deficits.
The proposed Behavioral Checklist was completed by the classroom teachers of forty second and third grade subjects. Each subject was then given the Language Processing Test (LPT) (Richard and Hanner, 1985) and the Test of Problem Solving (TOPS) (Zachman, Jorgensen, Huisingh & Barrett, 1984). Each of the forty subjects were reevaluated by their teachers on the Behavioral Checklist three weeks later. Scores were calculated for each of the measurements and compared statistically using the Pearson Product Moment Correlation Coefficient and Multiple Linear Regression.
Analysis of the data revealed significant reliability of the proposed Behavioral Checklist (R2= .77). Although the relationship between the Behavioral Checklist and language processing performance on the LPT and TOPS were not found to be statistically significant, an inverse relationship was suggested.
These findings indicate that the proposed Behavioral Checklist is a reliable measure for using classroom teachers to observe behaviors associated with potential language processing deficits. Future research needs to re-address the second question to determine the relationship between the Behavioral Checklist and standardized tests used for identifying children with potential language processing deficits.
Recommended Citation
Voss, Barbara T., "The Implementation of a Teacher Referral Behavioral Checklist in the Identification of Language Processing Deficits" (1987). Masters Theses. 2587.
https://thekeep.eiu.edu/theses/2587
