Common Speech Language Pathology Assessment Tools

When evaluating speech and language disorders or communication disorders in an individual, it’s the speech therapist’s job to select the proper assessment tools based on the client’s age, language profile, cultural heritage, values, communication related factors, such as cognitive functioning and hearing impairment, and severity of presumed disorder, according to the American Speech-Language-Hearing Association (ASHA). Learn more about some of the common SLP assessment tools below.

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What Are Speech Pathology Assessment Tools?

Speech pathology assessment tools are various instruments that a speech language pathologist (SLP) can use to measure and diagnose communication needs in individuals at any age. These instruments are used to evaluate rather than to treat, and, according to ASHA, clinicians select the most appropriate method or measure for each individual. Careers in speech pathology vary widely, and the collection of tools and technologies available for clinicians is equally comprehensive. Whether the goal is to evaluate speech and language disorders or communication disorders, an SLP can identify an appropriate assessment tool.

Due to the developmental differences between adults, children, and infants and toddlers, speech pathologists may approach assessment differently for each of these age groups. However, a speech pathologist can select several assessment instruments to help address patients’ various speech and language needs.

Speech Therapy Standardized Assessments

Derived through empirical means, current standardized assessment tools for speech pathologists provide established statistical validity and reliability, according to an article on speech and language assessment from the American Speech-Language-Hearing Association. A standardized test, built on a foundation of consistency, requires all test takers to respond to identical questions, and answers are graded in the same, predetermined manner. This standardization allows a clinician to compare the respective behavior among individuals or groups of individuals. The two types of standardized assessment tools are criterion referenced and norm referenced. Learn more about each below:

Criterion-Referenced Tests

The criterion-referenced test is a standardized speech pathologist assessment tool that compares an individual’s knowledge or skills against several predefined performance criteria or benchmarks, according to the American Speech-Language-Hearing Association. Benchmarks may include detailed written descriptions of what an individual is expected to know or be able to do at a specific level of education or developmental stage. Applications for this type of assessment tool in an educational setting include identifying whether a student has learned particular skills or knowledge. Although passing or earning a perfect score on a criterion-referenced test is desired, success does not indicate perfect knowledge but that the individual met the established performance standards. Examples of this type of assessment tool include:

• Driver’s test, such as the written knowledge test of the New York State Department of Motor Vehicles, which sets a passing score of at least 14 of 20 questions answered correctly
• School year-end final
• Employment certification exam, such as a Praxis exam, for which the testing company ETS states that passing scores vary by state or agency and are not set by ETS
• The CLQT+, which Pearson describes as criterion-referenced, with criterion cut scores and severity ratings

The driver’s test and certification examples above come from the agencies that administer them. The school year-end final is offered as a classroom illustration of the same criterion idea that ASHA describes.

Norm-Referenced Tests

The second type of standardized speech therapy assessment tools compares and ranks test takers in relation to their peers, the American Speech-Language-Hearing Association notes. This test allows for comparison to a large group of statistically selected individuals such that they are the same age or the same grade level and have taken the test. While a norm-referenced test does not indicate whether an individual met or exceeded a specific criterion or standard, it provides insight into the individual’s performance. Scores from norm-referenced tests are typically reported as a percentile ranking, according to ASHA. For example, an individual who scored in the 75th percentile performed as well as or better than 75% of the test takers of the same norming group, like age or grade level. Examples of norm-referenced tests include:

• The SAT, for which College Board reports percentile ranks that compare a student’s score with other students’ scores
• Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), which Pearson says was standardized on a normative sample of 2,200 children ages 6:0 to 16:11
• The World Health Organization (WHO) Child Growth Standards charts, which the CDC recommends for tracking the growth of US children from birth to age 2; the CDC describes them as reflecting normal growth under optimal conditions, so unlike the other examples they are a growth standard read in percentiles rather than a comparison with typical peers
• The GFTA-3 and PLS-5, described below, which Pearson reports in standard scores and percentile ranks

Selecting and Interpreting Standardized Assessments

To determine which assessment tool for speech language pathologists one should employ, the clinician may consider any concurrent diagnoses or disorders that can vary from population to population, such as Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). If the norming sample fails to represent the testing individual, the resulting standard scores would likely be unreliable and invalid. In addition, standardized tests must be linguistically and culturally applicable. Translation of a standardized assessment invalidates test results, the American Speech-Language-Hearing Association reports.

Examples of SLP Standardized Assessments

To help ensure the efficacy (the ability to accurately diagnose speech and sound disorders) of standardized tests, it’s important that the clinician utilizes well-constructed assessments that possess an appropriate normative sample, reliability (how consistently it measures a behavior), and validity (if the test measures what it is intended to measure). Clinicians who want to see how these qualities fit into clinical decision-making can read more about evidence-based practice.

Below are some assessment tools SLPs may use. Pearson publishes each of them, and the age ranges, administration times and score types below come from Pearson’s product pages, linked at each test’s first mention or in the table.

SLP Standardized Assessments at a Glance

Bayley Scales of Infant and Toddler Development (Bayley-4)

According to Pearson, the Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4), is designed for use with children ages 16 days to 42 months and measures developmental functioning. Pearson presents it as the current edition, succeeding the Bayley-III. This tool can help a clinician plan necessary interventions by identifying developmental delays in children. It can also help define a child’s strengths and weaknesses in five developmental areas: motor, cognitive, social-emotional, adaptive behavior and language. During an intervention, repeating the assessment can help monitor the child’s progress.

Clinical Evaluation of Language Fundamentals (CELF)

Pearson describes the Clinical Evaluation of Language Fundamentals, Fifth Edition (CELF-5), as assessing semantics, morphology, syntax and pragmatics in individuals ages 5 to 21 to detect language disorders and support planning for intervention. This SLP assessment tool is a thorough and flexible procedure that includes a number of tests a clinician can administer independently or in combination.

Differential Ability Scales Assessment (DAS-II)

Pearson describes the Differential Ability Scales assessment (DAS-II) as an individually administered instrument that measures cognitive abilities important to learning. Pearson says it was developed for psychologists, and it covers ages 2:6 to 17:11. SLPs may encounter its results in school and clinical teams, where, according to Pearson, it is used to identify learning disabilities and to evaluate English learners, deaf or hard of hearing children, and giftedness. By identifying a child’s strengths and weaknesses, the DAS-II provides information that can inform Individualized Education Program (IEP) goals, intervention strategies and progress monitoring.

Goldman-Fristoe Test of Articulation 3 (GFTA-3)

The Goldman-Fristoe Test of Articulation 3 assesses an individual’s consonant sound articulation and identifies types of misarticulation. The speech language pathologist, or examiner, uses pictures to prompt single-word responses from the examinee that test ordinary speech sounds. The age range for the GFTA-3 assessment is 2:0 to 21:11, and Pearson reports that the single-word section takes about 5 to 15 minutes.

PLS-5 English

Pearson describes the PLS-5 English assessment as a play-based developmental language assessment, with items that range from preverbal, interaction-based skills to emerging language to early literacy. It reports Auditory Comprehension, Expressive Communication and Total Language scores, which help identify an individual’s receptive and expressive language strengths and weaknesses. Pearson states that low standard scores or percentile ranks, together with other test results, can be used to diagnose a disorder and qualify a child for services. The PLS-5 is applicable for children from birth through age 7:11.

Western Aphasia Battery-Revised (WAB-R)

Pearson describes the Western Aphasia Battery-Revised as an individually administered assessment for adults ages 18 to 89 with acquired neurological disorders, such as those resulting from stroke or head injury. It assesses the linguistic skills most frequently affected by aphasia, along with key nonlinguistic skills, and classifies the type and severity of aphasia when present. Pearson lists 30 to 45 minutes for the battery, plus an additional 45 to 60 minutes for reading, writing, praxis and construction, and about 15 minutes for the bedside version.

Cognitive Linguistic Quick Test-Plus (CLQT+)

Pearson describes the Cognitive Linguistic Quick Test-Plus as a quick measure of strengths and weaknesses in five cognitive domains for adults ages 18 to 89: attention, memory, executive functions, language and visuospatial skills. It offers a traditional administration path and an aphasia path, and takes 15 to 30 minutes.

Speech Language Pathology Assessment Techniques

Because standardized tests may provide a mere snapshot of an individual’s authentic speech abilities, utilizing other speech pathology assessment methods in conjunction offers additional insight. Speech pathology observation techniques are different from standardized assessments because they primarily involve observing the individual in varying contexts. The following are conventional assessment techniques for speech pathology.

Ethnographic Interviewing Technique

The Ethnographic Interviewing technique for speech pathologists is a qualitative interviewing style that relies on broad, generally descriptive, and structural open-ended questions. Its purpose is to obtain information about the examinee’s daily activities and experiences, along with the objects and people, such as family, friends and teachers, in their lives. This SLP assessment tool effectively gathers knowledge on the client’s social situations and views, including linguistic and cultural variables. It may be useful to understand how an individual may obtain or clarify information from their environment, including family members, caregivers and teachers. Specifically, this technique avoids the use of leading questions and “why” questions. Results rely on being unbiased—clinicians should avoid creating assumptions about families and individuals based on general cultural, ethnic or racial information.

Language Sampling Technique

The American Speech-Language-Hearing Association notes that the Language Sampling technique for speech therapists elicits spontaneous language in various settings, including free play, narration, conversation and expository speech. Since there are a variety of contexts used within this technique, this SLP assessment tool is intended to supplement standardized language assessment data. During the initial evaluation process, language sampling can prove useful in gaining insight into the client’s language abilities and overall conversational skills.

Analog Tasks Observation Technique

This speech therapy observation technique involves a clinician observing a child in a staged communication context that simulates real-life scenarios, like peer group activities, the American Speech-Language-Hearing Association reports. This technique for speech language pathologists is also used to mimic workplace interactions with adults, doing its best to observe behavior and communication abilities in relevant contexts. As a tool in the SLP assessment toolbox, analog tasks can identify social communication deficits and facilitate intervention strategies.

Naturalistic Observation Technique

Speech language pathology observation techniques, like naturalistic observation, allow pathologists to observe the individual in social settings, the American Speech-Language-Hearing Association notes. This technique may be used by speech therapists in the patient’s school or home and is intended to be spontaneous, arising from play, daily activities or instructional activities.

Systematic Observation and Contextual Analysis Technique

This speech therapist observation technique involves a clinician observing the individual in a variety of tasks and settings to determine his or her language functioning and to recognize trouble areas that play a part in communication proficiencies, the American Speech-Language-Hearing Association reports. The systematic observation and contextual analysis technique used by speech pathologists complements findings obtained from other assessment processes. Generally, this technique may be useful to identify contextual variables in someone’s communication style.

Curriculum-Based Assessment Technique

The curriculum-based assessment technique is an ongoing assessment that monitors a student’s daily performance in relation to a school’s curriculum. According to the American Speech-Language-Hearing Association, the assessment can come directly from materials in the student’s classroom, such as a textbook (e.g., a chapter quiz), or it can involve inquiries or other types of direct assessment. Results from a curriculum-based assessment can be useful in developing instructional goals and evaluating the student’s progress. Plus, since it relies on the schoolwork’s language demands to determine problem areas, this technique may be used to evaluate a student’s progress through their schooling.

Dynamic Assessment

Since assessing children from linguistically and culturally diverse backgrounds can be complex, the American Speech-Language-Hearing Association notes that dynamic assessment (DA) is a useful alternative to standardized testing methods. Dynamic assessment is the method or process of testing an individual, assessing his or her needs, and then addressing those weaknesses and retesting to determine if those needs were adequately met. Dynamic assessment can distinguish between language differences versus a language disorder; therefore, it can be used with standardized assessments and language sampling. It emphasizes the learning process. It’s fairly interactive and highly process-oriented.

Parent/Guardian, Teacher and Self-Reporting Measures

Parent, teacher and self-reporting measures include various tools like rating scales, checklists, questionnaires and inventories that are completed by the parents/family members/caregiver, teacher or individual. The clinician can compare findings from these multiple sources to gain a comprehensive profile of the individual’s communication skills, the American Speech-Language-Hearing Association reports. The American Speech-Language-Hearing Association recommends that, when possible, checklists be made available in the person’s native language to obtain the most accurate information.

What Makes a Powerful SLP Assessment Toolkit?

Someone with a speech language pathology master’s may use none, some or many of these tests, assessments and techniques to help those living with speech language and communication disorders. What ultimately determines which, if any, assessment tools to employ is which would be most helpful to the individual being tested and the suspected disorder. Regardless of the SLP work settings, whether it be a school or hospital, there are a few things a clinician must keep in mind, including test bias and its possible influence on results, and the needs of non-native English speaking individuals. Some SLP services are also delivered through telepractice.

In schools, the American Speech-Language-Hearing Association notes that the Individuals with Disabilities Education Act (IDEA) calls for a variety of technically sound assessment tools and strategies, assessments that are not culturally or racially discriminatory, and administration by qualified personnel. The federal regulation implementing IDEA, 34 CFR 300.304, also requires that assessments be provided and administered in the child’s native language or other mode of communication unless it is clearly not feasible to do so, and that no single measure or assessment be used as the sole criterion in the evaluation. Clinicians must also follow state and local assessment requirements, and school-based eligibility is decided by the IEP team following a comprehensive evaluation, according to ASHA. To see how these tools fit into an evaluation, read about what happens during an initial SLP assessment.

Frequently Asked Questions About SLP Assessments

What Assessments Do SLPs Use?

It depends on the person’s age and the concern being evaluated. The tools covered above include the Bayley-4 for infants and toddlers, the PLS-5 for preschoolers, the GFTA-3 for speech sounds, the CELF-5 for school-age language, and the WAB-R and CLQT+ for adults. All of these tests are published by Pearson, whose product pages supply their descriptions. Clinicians pair these tests with techniques such as language sampling, observation, dynamic assessment and parent, teacher or self-reports.

Do SLPs Rely on a Single Test?

Standardized tests may provide a mere snapshot, which is why clinicians add other methods. In schools, IDEA calls for a variety of assessment tools and strategies, according to the American Speech-Language-Hearing Association, and under 34 CFR 300.304 no single measure or assessment may be used as the sole criterion in an evaluation.

Can SLPs Give Assessments Through Telepractice?

Some publishers provide guidance for it. Pearson, for example, lists telepractice guidance on its product pages for the GFTA-3, PLS-5, WAB-R and CLQT+.