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The DYnamic Therapy Associates Blog

Standardized Testing and Children with Complex Communication Needs: Just Say No

11/15/2014

3 Comments

 

Do standardized test scores accurately describe children with complex communication needs?  

No.

 They serve the purpose of confirming that, indeed, the child has complex communication needs. They tell us nothing about "intelligence."

Standardized tests are not standardized on nonverbal children. None of them.

Zero.

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Even the nonverbal intelligence test is standardized on verbal children. It's a good attempt to describe cognition without the complication of verbal language but still, there is no standard for "normal" intelligence for nonverbal individuals. So should we use standard scores for speaking children to accurately describe nonverbal students?

No. 

We describe cognition in terms of a person's attention, memory and learning. These are actual functional skills we can measure, practice to improve and compensate for when necessary.  If we must describe cognition, we should do it only so that we can determine strategies for improving attention, memory and learning.  If we find that a child is struggling with attention we should be looking at sensory skills and needs, understanding of language, motivation and environmental demands. If memory is a concern, let's compensate. If learning is lagging, how about making connections, ensuring understanding with visuals, tactile cues, multimedia and real life experiences?

Seriously.

I've read some truly dismal psychological reports, comparing 16 year olds to 2 month olds. As required by Medicaid, insurance and schools, I've given the tests. I've reported the results as I was trained to, using age equivalences to describe language skills. For almost every patient I've ever seen I've reported that "<55" standard score. I've also heard our parents tell me they don't process anything on test reports except those dismal numbers. 

I hear you. 

I think I'm done with age equivalences and, since we can't use standardized tests, we will simply use checklists, describe well, listen better and creatively educate. 

Here is a parent's perspective that professionals should hear.

http://niederfamily.blogspot.com/2014/10/false-negatives-evaluations-of.html 

Standardized tests are a shortcut to allow professionals to document that they have met an evaluation requirement for a child with complex communication needs and little more.

Stop.

Cease.

Desist.

And watch, listen, watch some more, listen again and then describe.

And then do something to make a difference!

3 Comments
Laura
11/21/2014 07:27:02 am

a.men.

Reply
Tara Edgar
11/21/2014 09:29:10 pm

wholeheartedly

Reply
Danielle Drosdick
11/24/2014 03:26:48 am

I cannot agree more!! I think the same is true for administration of standardized assessments to children with multilingual backgrounds. Since each child's acquisition of language is unique, the minute we start comparing apples to pineapples we run into danger of making serious misleading, irrelevant, and sometimes damaging conclusions!

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    About the Author: I am a SLP who has the distinct fortune of having a job that is also my passion. I have been an AAC Specialist for almost 25 years in schools and my private clinic. I currently own Dynamic Therapy with my husband, Chuck (also of 25 years) who is my business partner and enabler. We have a wonderful staff of SLPs & AAC Specialists who work with us to help our patients. I hope you find my blog helpful as you join me in our journey with our unique and amazing friends! Vicki Clarke, MS CCC-SLP
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