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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 The Receptive-Expressive Gap In Bilingual Children With And Without Primary Language Impairment Gibson, Todd A.; Bedore, Lisa M.; Pena, Elizabeth D.. - 2014 BASE Show details 2 Risk For Poor Performance On A Language Screening Measure For Bilingual Preschoolers And Kindergarteners Pena, Elizabeth D.; Gillam, Ronald B.; Bedore, Lisa M.. - 2011 BASE Show details 3 Convergence of two language assessment measures with ability in school-age Spanish-English bilingual children Johnston, Lia Marie. - 2011 BASE Show details 4 Sentence repetition as a tool to measure grammatical progress in English-dominant bilingual children with language and/or reading impairment Longo, Beata Korytkowski. - 2011 BASE Show details 5 Item Selection for a Structural Priming Task to be used with Spanish-English Bilingual Children with and without Language Impairment Eagleson, Rebecca. - 2010 BASE Show details 6 The Composition Of Normative Groups And Diagnostic Decision Making: Shooting Ourselves In The Foot Pena, Elizabeth D.; Spaulding, Tammie J.; Plante, Elena. - 2006 Abstract: Purpose: The normative group of a norm-referenced test is intended to provide a basis for interpreting test scores. However, the composition of the normative group may facilitate or impede different types of diagnostic interpretations. This article considers who should be included in a normative sample and how-this decision must be made relative to the purpose for which a test is intended. Method: The way in which the composition of the normative sample affects classification accuracy is demonstrated through a test review followed by a simulation study. The test review examined the descriptions of the normative group in a sample of 32 child language tests. The mean performance reported in the test manual for the sample of language impaired children was compared with the sample's norms, which either included or excluded children with language impairment. For the simulation, 2 contrasting normative procedures were modeled. The first procedure included a mixed group of representative cases (language impaired and normal cases). The second procedure excluded the language impaired cases from the norm. Results: Both the data obtained from test manuals and the data simulation based on population characteristics supported our claim that use of mixed normative groups decreases the ability to accurately identify language impairment. Tests that used mixed norms had smaller differences between the normative and language impaired groups in comparison with tests that excluded children with impairment within the normative sample. The simulation demonstrated mixed norms that lowered the group mean and increased the standard deviation, resulting in decreased classification accuracy. Conclusions: When the purpose of testing is to identify children with impaired language skills, including children with language impairment in the normative sample can reduce identification accuracy. ; Communication Sciences and Disorders Keyword: assessment; audiology & speech-language pathology; classification; disorders; evidence-based practice; grammatical morphology; kindergarten-children; language impairment; linguistics; narrative discourse; rehabilitation; repetition; tests URL: http://hdl.handle.net/2152/31245 BASE Hide details 7 Hearing - Articles and Reports - Understanding Bilingualism and Its Impact on Speech Audiometry Hapsburg, Deborah von; Pena, Elizabeth D. In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 45 (2002) 1, 202-213 OLC Linguistik Show details

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