Journal
AUSTRALIAN JOURNAL OF LEARNING DIFFICULTIES
Volume 22, Issue 1, Pages 35-48Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/19404158.2017.1289964
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Funding
- Australian Research Council [DP0773978]
- Charles Sturt University Research Institute for Professional Practice, Learning and Education (RIPPLE)
- Australian Research Council [DP0773978] Funding Source: Australian Research Council
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This study sought to assess the level of correspondence between parent and teacher report of concern about young children's speech and specialist assessment of speech sound disorders (SSD). A sample of 157 children aged 4-5 years was recruited in preschools and long day care centres in Victoria and New South Wales (NSW). SSD was assessed independently by: (1) clinical diagnosis by a speech-language pathologist using the Diagnostic Evaluation of Articulation and Phonology; (2) parent-reported concern using the Parent Evaluation of Developmental Status (PEDS); (3) teacher-reported concern using the PEDS. Agreement between parent identification of SSD and clinical assessment was high (86-90%). Agreement between teacher identification and clinical assessment was lower, and varied by state (Victoria 80%; NSW 63%). Differences in the accuracy of early childhood teachers' identification of SSD are considered in relation to early childhood policies regarding the provision of speech-language pathology services in preschool settings.
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