Speech sound disorders in preschool children

correspondence between clinical diagnosis and teacher and parent report

Linda J. Harrison*, Sharynne McLeod, Lindy McAllister, Jane McCormack

*Corresponding author for this work

Research output: Contribution to journalArticle

5 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)35-48
Number of pages14
JournalAustralian Journal of Learning Difficulties
Volume22
Issue number1
DOIs
Publication statusPublished - 2 Jan 2017
Externally publishedYes

Fingerprint Dive into the research topics of 'Speech sound disorders in preschool children: correspondence between clinical diagnosis and teacher and parent report'. Together they form a unique fingerprint.

  • Cite this