Testing and beyond: strategies and tools for evaluating and assessing infants and toddlers.
OBJECTIVE
This article is a condensation of the recent American Speech-Language-Hearing Association (ASHA) document entitled Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Guidelines (ASHA, 2008). The article presents information on recommended and evidence-based practices related to the screening, evaluation, and assessment of infants and toddlers with, or at risk for, communication deficits. It is intended to be used by clinicians to enhance their practices.


METHODS
The Guidelines document was developed using the available research evidence, expert clinical perspectives, and, when possible, family perspectives related to the screening, evaluation, and assessment process. The current article includes key definitions and an overview of recommended practices in screening, evaluation, assessment, and results interpretation.


CONCLUSIONS
The article provides important and timely information for professionals and families related to the screening, evaluation, and assessment of infants and toddlers with, or at risk for, communication deficits. Speech-language pathologists, other professionals, and family members can use the information to implement recommended and evidence-based practices when screening, evaluating, and assessing young children for communication deficits.
Crais
Elizabeth R
ER
University of North Carolina at Chapel Hill, NC, USA. bcrais@med.unc.edu
D002675:Child, Preschool; D003299:Cooperative Behavior; D055317:Evidence-Based Practice; D017408:Guidelines as Topic; D006801:Humans; D007223:Infant; D007805:Language Development Disorders / Q000175:diagnosis* / Q000628:therapy*; D007807:Language Tests; D008403:Mass Screening; D019303:Multilingualism; D010700:Phonetics; D010988:Play and Playthings; D011368:Professional-Family Relations; D012307:Risk Factors; D012660:Semantics