Language Screening in 3-Year-Olds: Development and Validation of a Feasible and Effective Instrument for Pediatric Primary Care

Objective: The study was aimed at evaluating the validity and feasibility of SPES-3 (Sprachentwicklungsscreening), a language screening in 3-year-old children within the constraints of regular preventive medical check-ups.Methods: A four-component screening measure including parental reports on the child's expressive vocabulary and grammar based on the MacArthur Communicative Development Inventory and pediatrician-administered standardized assessments of noun plurals and sentence comprehension was used in a sample of 2,044 consecutively seen children in 30 pediatric offices. One-hundred forty-four children (70 who failed and 74 who passed the screener) comprised the validation sample and also underwent follow-up gold standard assessment. To avoid verification and spectrum bias multiple imputation of missing diagnosis for children who did not undergo gold standard assessment was used. Independent diagnoses by two experts blinded to the screening results were considered gold standard for diagnosing language disorder. Screening accuracy of each of the four subscales was analyzed using receiver operator characteristic (ROC) curves. Feasibility was assessed by use of a questionnaire completed by the pediatricians.Results: The two parental screening subscales demonstrated excellent accuracy with area under the curve (AUC) scores of 0.910 and 0.908 whereas AUC scores were significantly lower for the subscales directly administered by the pediatricians (0.816 and 0.705). A composite score based on both parental screening scales (AUC = 0.946) outperformed single subscales. A cut off of 41.69 on a T-scale resulted in about 20% positive screens and showed good sensitivity (0.878) and specificity (0.876). Practicability, acceptability and sustainability of the screening measure were mostly rated as high.Conclusion: The parent-reported subscales of the SPES-3 language screener are a promising screening tool for use in primary pediatric care settings.

Exploring the Classification Accuracy of the Early Communication Indicator (ECI) With Dual-Language Learners From Latinx Backgrounds

Few, if any, reliable and valid screening tools exist to identify language delay in young Spanish–English speaking dual-language learners (DLLs). The early communication indicator (ECI) is a brief, naturalistic measure of expressive communication development designed to inform intervention decision-making and progress monitoring for infants and toddlers at-risk for language delays. We assessed the accuracy of the ECI as a language-screening tool for DLLs from Latinx backgrounds by completing classification accuracy analysis on 39 participants who completed the ECI and a widely used standardized reference, the Preschool Language Scales, 5th edition—Spanish, (PLS-5 Spanish). Sensitivity of the ECI was high, but the specificity was low, resulting in low classification accuracy overall. Given the limitations of using standalone assessments as a reference for DLLs, a subset of participants ( n = 22) completed additional parent-report measures related to identification of language delay. Combining the ECI with parent-report data, the specificity of the ECI remained high, and the sensitivity improved. Findings show preliminary support for the ECI as a language-screening tool, especially when combined with other information sources, and highlight the need for validated language assessment for DLLs from Latinx backgrounds.

Exploring Parental Perspectives of Childhood Speech and Language Disorders Across 10 Countries: A Pilot Qualitative Study

Purpose Although researchers have explored parental perspectives of childhood speech and language disorders, most studies have been conducted in English-speaking countries. Little is known about parental experiences across countries, where procedures of language screening and services for language disorders differ. The authors participated in the COST 1 Action network IS1406, “Enhancing Children's Oral Language Skills Across Europe and Beyond,” which provided an opportunity to conduct cross-country qualitative interviews with parents. The aim of this pilot study was to explore ways in which parents construed and described speech and language disorders across countries. Method Semistructured qualitative interviews were conducted with parents from 10 families in 10 different countries. The data were analyzed using thematic analysis. Findings The overall theme was “acknowledging parental expertise.” The parents described, in detail, ways in which their children's speech and language (dis)abilities had an impact on the children's everyday life. Three subthemes were identified: impairment, disability, and changes over time. Conclusions The findings suggest that, across a range of countries, parents demonstrated contextualized understandings of their children's speech and language (dis)abilities, along with the everyday functional implications of the disorders. Hence, despite not holding professional knowledge about language disorders, the voices, views, understandings, and personal experiences of parents in relation to their child's disorder should be listened to when planning therapy services. Supplemental Material https://doi.org/10.23641/asha.14109881

Toddlers' Early Communicative Skills as Assessed by the Short Form Version of the Estonian MacArthur-Bates Communicative Development Inventory II

Purpose The purpose of the current study is to develop a valid and reliable screening tool to identify children with risk of developing language difficulties for Estonian-speaking 2- to 3-year-old children. Method Nine hundred ninety parents of children ages 1;8–3;1 (years;months) filled in the Estonian MacArthur-Bates Communicative Development Inventory II (ECDI-II SF)—containing a 100-word vocabulary checklist, questions about decontextualized language use, and sentence production. A subset of parents filled in the long form of the MacArthur-Bates Communicative Development Inventory: Words and Sentences ( n = 131). We examined the results of 31 children with language problems on the ECDI-II SF to assess the accuracy of the instrument. Results The concordance of scores on the ECDI-II long form and ECDI-II SF is high. Toddlers' results on the ECDI-II SF are related to their gender, with girls outscoring boys on the expressive vocabulary and sentence complexity subscales. We also found that children of highly educated mothers outperform others in the acquisition of grammatical skills. The sensitivity and specificity of the ECDI-II SF vocabulary section supported the implementation of this screening tool in order to identify toddlers with difficulties in their language development. Conclusions ECDI-II SF vocabulary scores are the most informative for determining whether a 2- or 3-year-old is following typical developmental patterns or should be referred to a speech and language specialist for a direct assessment. We provide a discussion on early language screening process and its implications for public health policies.

Validity and Reliability of the Persian Version of Language Screening Test (LAST) for Patients in the Acute Phase of Stroke

Background & Objectives: Aphasia is one of the most common consequences of a stroke; thus, screening tests for early diagnosis of the problem are necessary when dealing with aphasia patients. One of these screening tests is the Language Screening Test (LAST). The purpose of this study was to translate, validate, and utilize this test in the Persian language for patients after stroke. Methods: The original version of LAST was translated into Persian, and then administrated on 100 patients in the acute phase by two examiners at the patient’s bedside in order to check the inter-rater reliability. To assess the agreement between the two forms (a and b) of the LAST, Concordance Correlation Coefficient (CCC), weighted Kappa, and Intraclass Correlation Coefficient (ICC) were used. Also, the Persian version of LAST and the Western Aphasia Battery (WAB) were performed at the chronic phase with two independent examiners with blind scoring. Results: Inter-rater reliability between Rater 1 and Rater 2 on LAST-a and LAST-b score were very good for both phases. The CCC for LAST-a and LAST-b, respectively, were 0.874 and 0.865 for the acute phase and 0.923 and 0.927 for the chronic phase. The weighted Kappa for LAST-a and LAST-b, respectively, were 0.750 and 0.740 for the acute phase, and 0.822 and 0.846 for the chronic phase. Conclusion: The obtained results showed that LAST is a very simple, fast, and valid test and can be used as a reliable tool in stroke patients. Lack of cultural and language dependency are the advantages of using this test.

Identifying language disorder in bilingual children is possible only if both languages are assessed

Background The number of bilingual people increases worldwide. In Sweden, one-third of all preschool age children are bilingual. Previous studies reported that bilingual children are at risk of being overlooked for early identification of language difficulties. There is a need of validated assessment instruments for identification of language disorder in bilingual children. Aim To investigate whether the language screening for three-year-olds used in Swedish Child healthcare would detect developmental language disorder (DLD) in bilingual children 6 month earlier. Methods Overall, 111 bilingual children (51% girls), 29-33 months, were screened from November 2015 to June 2017. They were recruited from three child health centres serving areas of low socio-economic status in Gävle, Sweden. The children were screened both in their mother tongue and in Swedish at the child health centre and consecutively assessed for DLD by a speech and language pathologist, blinded to the screening outcomes. Results Preliminary results from combining screening in Swedish and the child's mother tongue showed good accuracy: 88% sensitivity, 82% specificity, 67% positive and 94% negative predictive values. DLD was confirmed in 32 children (29%), of which 87.5% had screened positive and 12.5% negative. Specificity and positive predictive value increased radically when both languages were assessed, whereas sensitivity was less affected. A majority of the children who did not cooperate in the screening turned out to have DLD. Conclusions A language screening should be performed in the child's both languages, in order to achieve adequate sensitivity, specificity and positive predictive value. This procedure is highly relevant for children from low socio-economic families with a complex linguistic environment who tend to be at an increased risk of severe DLD. Key messages The procedure combining the child’s two languages identified language disorder in bilingual children at age 2.5 compared with assessment in only one language. Child healthcare nurses should screen bilingual children in both their languages in order to reflect their full language capacity equally as in monolingual children.