ABSTRACT

Purpose: The purpose of the current study was to extend previous knowledge on the language sample analysis (LSA) practices of school-based speech-language pathologists (SLPs) by gathering information on the processes, procedures, clinical judgments, and decisions that current school-based SLPs make during the context of conducting an LSA. Methods: School-based SLPs responded to a survey on current practices, perceived knowledge, knowledge of current recommended practices, and education and training in LSA. Results: Results indicated the majority of school-based SLPs used LSA (90%) during evaluations to supplement information provided on norm-referenced tests and as a naturalistic language measure. However, the results also demonstrate a lack of knowledge of current recommended practices. The respondents, on average, only answered 50% of the knowledge questions correctly. Conclusions: Participant responses to knowledge and practice questions indicated a continued gap in current LSA practice including the context of collected samples, the transcription and recording process, and the analysis measures completed. Additionally, the results indicated a need to look closely at the undergraduate and graduate curriculum on LSA as the respondents indicated the largest amount of education and training coming from these programs.