Describing language assessments for school-aged children: A Delphi study

<i>Purpose:</i> Given the barriers that inconsistent terminology poses for the Speech-Language Pathology (SLP) profession, this study aimed to develop an agreed-upon taxonomy with well-defined categories for describing language assessment practices for children. <i>Method:</i> A taxonomy with illustrative terms for describing assessments across four aspects (modality/domain, purpose, delivery and form) was developed with reference to contemporary literature. In a three round Delphi study, SLPs with expertise in child language were asked to indicate their level of agreement with the taxonomy and provide feedback. Participants were also asked to apply the taxonomy by categorising assessments presented in case studies. <i>Result:</i> A total of 55 participants completed round one, while 43 and 32 completed rounds two and three respectively. Agreed consensus with the taxonomy was achieved in both rounds one and two, with at least 88% of participants agreeing with each aspect and 100% agreeing with the overall structure. In round three, an agreement was reached on 7/10 components for one case study and 4/10 for the other. <i>Conclusion:</i> The development of this taxonomy represents a significant step towards providing detailed terminology for describing language assessments. Future research is needed to investigate implementation strategies to facilitate consistent application of the taxonomy by SLPs.

一、研究目的：鉴于术语不统一对言语语言病理学（Speech-Language Pathology, SLP）行业造成的阻碍，本研究旨在开发一套具备明确定义类别的共识分类法（taxonomy），用于描述儿童语言评估实践。
二、研究方法：本研究参考当代学术文献，构建了一套涵盖模态/领域、评估目的、实施方式与呈现形式四个维度、附带说明性术语的分类法。随后开展三轮德尔菲研究，邀请具备儿童语言领域专业经验的言语语言病理学家，对该分类法的认可度进行评级并反馈修改意见；同时要求参与者通过对案例研究中呈现的评估方案进行分类，以此实践应用该分类法。
三、研究结果：首轮调研共有55名参与者完成，第二轮与第三轮调研的完成人数分别为43名与32名。首轮与第二轮调研均达成了对该分类法的共识：各维度认可度均不低于88%，且所有参与者均认可其整体框架。第三轮调研中，两份案例研究的10项分类组件分别有7项与4项达成共识。
四、研究结论：本分类法的构建为儿童语言评估的标准化描述提供了关键支撑，朝着统一行业术语规范迈出了重要一步。未来仍需开展相关研究，探索能够促进言语语言病理学家统一应用该分类法的实施策略。